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Disertaciones |
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1
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DIMITRI SARMENTO SILVEIRA
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FACEBOOK IN SCHOOL: CRITICAL WRITING IN DISCUSSION FORUMS
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Líder : SIMONE BUENO BORGES DA SILVA
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MIEMBROS DE LA BANCA :
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SIMONE BUENO BORGES DA SILVA
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JULIO NEVES PEREIRA
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RODRIGO CAMARGO ARAGÃO
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Data: 03-abr-2019
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Resumen Espectáculo
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Não se aplica
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2
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PATRICIA LEÃO DA SILVA
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A proposal of reading teaching for deaf students of the 9th year of the Elementary School
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Líder : JULIO NEVES PEREIRA
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MIEMBROS DE LA BANCA :
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JULIO NEVES PEREIRA
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NANCI ARAÚJO BENTO
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SIMONE SOUZA DE ASSUMPCAO
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Data: 24-abr-2019
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Resumen Espectáculo
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The teaching of the Portuguese language as a second language for deaf disrupting education professionals. This work investigates the development of reading comprehension of the deaf, mediated, first, in sign language to serve as a basis for the construction of thoughts and understanding of concepts that lead to reflection on the written form of the Portuguese language. Sign language is the first language that the deaf should acquire through it to build a learning about a second language, in the case of this intervention, the written form of the Portuguese language. In this way, I try to identify how the reading comprehension of genres by the deaf student. In order to achieve the objective of the intervention, I used the reading teaching strategies of Isabel Solé developed in meetings with systematized and sequenced activities that portray the context of production and use of the discursive genre present in the site maps of the students involved in the intervention.
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3
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EDVALDO PEREIRA DE JESUS
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WHAT IS THIS BALL? I WANT TO KNOW! - CURUZU MEMORIAL AS A STUDENT PRODUCTION
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Líder : JOSE HENRIQUE DE FREITAS SANTOS
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MIEMBROS DE LA BANCA :
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JOSE HENRIQUE DE FREITAS SANTOS
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ALVANITA ALMEIDA SANTOS
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DENISE CARRASCOSA FRANCA
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Data: 26-abr-2019
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Resumen Espectáculo
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The Research Project consistsof a training memorial, in whichthe Master examines, reflectively, hisintellectual-professional life; butalso, together, ispartofaninterventionprojectthataimstoanalyzeand instrumentalize thereadingandproductionoftextsofstudentsof a classofthe 6th grade ofElementarySchool - Final Years -, comingfrom a neighborhoodschoolCuruzu, in Salvador / Ba. Thispurposewillbeappliedthroughthemakingof a memorial oftheneighborhoodofthesamename. The constructionofthisgenrewillbebasedontheproductionof a collectionofwritingsofthesestudentsaboutpeople, institutionsand local neighborhood. Allthisis in dialogue withthe themes proposed in Law 10.639 / 03 onthestudyofAfricaandthesignificantcontributionscomingfromthediasporaofthepeopleofthatcontinent, in ordertoresignifythestudents' another (black) epistemologyand, consequently, toassociatethesereadingswiththe territorial contextofthesestudents. The purposeofthesetextsistofunction as a framework ofideological, discursiveandlinguisticelementsthatwill help students in theunderstandingoflanguage as a historicallysituated social andcognitivepractice (MASCUSCHI, 2008). The presentresearchconsistsof a qualitative-ethnographic-perspective, andwithcharacteristicsofaction-research (participation) basedontheoretical-methodologicalconceptions: oflanguage, textandsubject in a socio-cognitive-interactionalviewof Koch (2011) andMarcuschi (2008), actionresearchbyThiollent (1998), Cortez andKoch (2013), Koch (2011)and Antunes (2010), AngelaKleiman (1995), Ana Lucia Silva Souza'sLettersofReexistence, MultipleLiteraciesRoxane Rojo, ofIdentityof Stuart Hall (2014), ofAutobiographical Memories ofPassegi (2010), ofblackepistemologyof Muniz Sodré (2017), Nilma Lino Gomes (2017) andothers. The presentwork, whichis chancelado tothelineofresearch Reading and textual production: social diversityandteachingpractices, islinkedtotheProfletrasProgram - Professional Master'sDegree in Lettersofthe Federal Universityof Bahia (UFBA).
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4
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LOUISE CONCEIÇÃO PEREIRA TANAJURA
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Literatura negra feminina, escrevivências e reexistência: uma proposta de letramento literário em sala de aula
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Líder : ANA LUCIA SILVA SOUZA
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MIEMBROS DE LA BANCA :
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ALVANITA ALMEIDA SANTOS
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ANA LUCIA SILVA SOUZA
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LIVIA MARIA NATALIA DE SOUZA SANTOS
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Data: 16-may-2019
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Resumen Espectáculo
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O letramento literário tem passado ao largo das práticas docentes da área de Língua Portuguesa: a preocupação com a dimensão estética do texto literário, bem como a formação de leitores de textos literários, explorando, também, a dimensão política desses textos não é uma preocupação do ensino básico. O utilitarismo e a pedagogização a que foram rebaixados os textos de literatura tem resultado em uma relação pouco estreita entre a/o estudante e os textos literários. Acrescente-se a isso uma insistência em uma exclusividade do trabalho com o cânone, que, nessa linha de escolarização da literatura, perde, também sua potência.
Partindo dessa exclusividade citada, percebemos a ausência de textos escritos por mulheres negras na sala de aula, seja nos livros didáticos, seja na oferta da/o professor/a regente. As demandas por uma real efetivação da Lei 10.639/03 existem, são inegáveis. A Literatura, como forma de expressão que reflete o mundo e ajuda a construir ou desconstruir paradigmas, visões e estereótipos se apresenta como um caminho para a construção de indivíduos que possam repensar e cambiar suas atitudes, ao mesmo tempo em que pode fomentar noções de pertencimento e identidades, como raça e gênero.
Nesse sentido é que se faz necessária uma metodologia que consiga aliar essas duas lacunas ainda persistentes no espaço escolar, o que se apresenta como um desafio, não só pelo combate ao tradicionalismo que esvazia, utilitariza e pedagogiza a Literatura, como, sobretudo, pela reafirmação da qualidade literária de textos escritos por mulheres negras, retificando não só a falsa noção de que não somos produtoras de conteúdo, como também que essa não é uma literatura menor.
Na esteira da escrevivência de Conceição Evaristo, que reafirma a subjetividade de mulher negra em textos marcados em gênero e em raça, bem como do conceito de reexistência de Ana Lúcia Souza, ligado à presença de culturas e identidades diversas, habitualmente marginalizados, como a literatura negra, por exemplo, para dentro dos muros da escola, validando-se como agências de letramento, pretendemos construir um caminho (dentre outros possíveis) para que essa literatura possa chegar a classes de Ensino Fundamental, com toda a sua potência transformadora.
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5
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EDMARIO SILVA LEAL
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I AM FAVELA: LITERACY, CULTURES AND IDENTITIES IN THE CLASSROOM.
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Líder : ANA LUCIA SILVA SOUZA
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MIEMBROS DE LA BANCA :
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ANA LUCIA SILVA SOUZA
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DANIELE DE OLIVEIRA
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ARIVALDO SACRAMENTO DE SOUZA
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Data: 16-may-2019
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Resumen Espectáculo
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The master 's research developed in conjunction with the Professional Master' s Degree in Literature - PROFLETRAS - Federal University of Bahia - UFBA involves an intervention project that sought to innovate the classes for the teaching of Portuguese Language developed a literacy project whose centrality started from black musicality, in particular, the Bahia pagode, to understand it as a teaching strategy the languages of the peripheries. The project was developed in a class of Cycle IV (9th Year) of Elementary School in a school located in Camaçari-BA. The focus of the intervention inquired about the construction of the meanings attributed to the linguistic expressions of the students that can dialogue with the letters of the pagode as well as the importance and the effects in the life of the young students for the identity constitution. The literacy project moved discussions around issues of race, gender and representations of the peripheral social space in thematic workshop structures. In the process the interaction between the co-participants motivated to seek to understand what was behind the affirmation of some students when they call themselves "I am favela" and it was around it that a series of other entries were recorded which ended up generating the elaboration of a "dictionary of the periphery", in order to bring the given senses of terms selected by the students when approximated to their daily lives and often confronted with senses that usually circulate in society. The conceptual basis is anchored in the theoretical contributions in the studies on Literatures in Kleiman (2005), Souza (2011), Rojo (2012), Reexistence letter Souza (2011), Multiletramentos Rojo (2012), Identity and culture Hall (2004) and (2013), gender and race relations in Lopes (2011), Pinho (2004), Sodré (1998), Hooks (2013), pagode baiano Lima (2016), Nascimento (2012), Mattos ), Franco (2014), education as freedom practice Freire (1989), Hooks (2013), and discursive genre Marcuschi (2008). The research is anchored in the assumptions of the qualitative methodology in Lüdke and André (1986) and is also supported by ethnographic elements André (2005). The results presented go beyond reaignifying the pagode baiano as a possibility to read the world from the artistic production of the peripheries, since the thematic sequence of the workshops privileged the multiletramentos and expressivity of the words that are also in circulation in the school, where the students themselves bring in their own bodies identities of their life histories.
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6
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Antonio Lourival da Silva Filho
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CRITICAL READING: THE RESSIGNIFICATION OF HEGEMONIC DISCOURSE AGAINST BLACK PEOPLE IN BASIC EDUCATION
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Líder : DANIELE DE OLIVEIRA
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MIEMBROS DE LA BANCA :
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ANA LUCIA SILVA SOUZA
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DANIELE DE OLIVEIRA
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LAVINIA NEVES DOS SANTOS MATTOS
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Data: 17-may-2019
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Resumen Espectáculo
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This Formation Memorial, presented to the Professional Master - PROFLETRAS / UFBA, included a critical literacy project developed with the TAP V - C students (8th and 9th grade) of the Cidade Municipal de Jequié School. In it, I talk about some initial reflections that sought to promote the formation of students as critical readers, proactive, aware of their rights and able to react against the various prejudiced discourses that are permanently directed to them. In order to do so, using the concepts of ideology and abuse of power (van DIJK, 2012), from Critical Discourse Analysis, I developed critical literacy practices (SILVA, 2009) that were significant for the constitution of a racial identity aimed at the fight against the hegemonic discourses, the nefarious issues of social gender and racism, the hegemonic discourses of the media, the distortions of identities, in order to break such stable discursive conventions and practices and, consequently, social control. The research was based on the guidelines of the qualitative, ethnographic methodology (THIOLLENT, 2011), and based on the concept of literacies of reexistence (SILVA, 2009), of significant importance, by capturing the social and historical complexity that surrounds the daily practices of language use and, therefore, imply the assumption and support by young people of new social roles and functions, either in the communities of belonging or in those with which they make contact (SOUZA, 2011). Together with the students, inside and outside the classroom, I glimpsed new looks and attitudes about Afro-Brazilian and black literatures. Therefore, with this work, we sought as a result the development by the students of capacities and questioning positions aimed at confronting and neutralizing the hegemonic and prejudiced discourses that fall on the black community.
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7
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MÉRCIA MAUADIE MARIOTTI REQUIÃO
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CLASSROOM REQUIREMENT STUDY: A GENDER TO BE EXPLORED
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Líder : JULIANA ESCALIER LUDWIG GAYER
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MIEMBROS DE LA BANCA :
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DANIELE DE OLIVEIRA
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FERNANDA ALMEIDA VITA
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JULIANA ESCALIER LUDWIG GAYER
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Data: 20-may-2019
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Resumen Espectáculo
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This work was carried out with the ninth year of Elementary School II, of the Maria Romana Calmon State School and had the objective of working with textual production through the genres, particularly the genre requirement, with all its technical specificity, its objectivity and its social and practical use. The research was applied in the third quarter of 2018, starting in October, following the calendar of approval of the research by the CEP (Research Ethics Committee) of UFBA. The research had the ethnographic character and was observed, through the application of a didactic sequence, following the principles defended by Dolz and Schneuwly (2011), as the students used the language to better argue. The uses of argumentative operators, as well as punctuation marks and structures that constitute writing in the cultured norm of the Portuguese language, were observed in order to reach the goal of convincing through language. After the application of an initial activity, modules were created with the purpose of working on argumentative operators and ways of using the argumentation in a more coherent and cohesive text. The result of this work was analyzed through a final written production, in order to observe the results of the activities developed through the modules. The main objective of this research is to work with written language, in order to use this form more and more to ask, request, request, since the student usually uses the language in his or her oral mode.
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8
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AMANDA DE OLIVEIRA NEVES SANTOS
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PRODUCTION OF READING AND WRITING OF COMMUNITY CAMPAIGNS: A MEANS OF SOCIAL ACTION IN RESPECT OF THE CONSTITUTIONAL PRINCIPLE OF CITIZENSHIP
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Líder : RAQUEL NERY GOMES LIMA
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MIEMBROS DE LA BANCA :
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JULIANA ESCALIER LUDWIG GAYER
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RAQUEL NERY GOMES LIMA
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ROSANA MARA CHAVES RODRIGUES
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Data: 22-may-2019
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Resumen Espectáculo
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Liberating education is, as Paulo Freire asserted, a collective work and promotes, above all, citizenship. This paper presents a proposal for a linguistic-discursive intervention that aims to read, analyze, produce community campaigns and, at the same time, encourage young students and adults to understand the intimate relationship between social rights, public policies and popular participation in the construction of a society more equitable and equitable. In this sense, intervention arises precisely from a nefarious reality present right in front of the school, which is a wasteland full of garbage. Garbage that promotes environmental prejudice among residents of the community and also to those who visit the place, but that, mainly, generates serious health problems. Thus, to carry out the work, the initial methodology was to perform a local observation, an exploratory research that evolves into an ethnographic research, delineating itself in a research-actuation-transformation. In order to achieve such an attempt, the theoretical basis is marked by the studies of Bakhtin (2011), Vygotsky ((2008), Kleiman (2016), Street (2014), Rojo (2015), Marcuschi (2008), Zilberman (1993), Dolz; Schneuwly (2004), Freire (2011), among others.
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9
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MILENA RAMOS AIRES CARVALHO
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What should I? An experience about autonomy through literacy and playfullness
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Líder : JULIANA ESCALIER LUDWIG GAYER
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MIEMBROS DE LA BANCA :
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JULIANA ESCALIER LUDWIG GAYER
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FERNANDA ALMEIDA VITA
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LAVINIA NEVES DOS SANTOS MATTOS
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Data: 27-may-2019
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Resumen Espectáculo
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During the dialy routine in the Portuguese language classes, many time it was observed a commom questioning made by the students about the questions of the activities they should made: what am I supposed to do? This questioning revels that most students lacks discernment which is needed to execute exercises. It ends up affecting negatively the rates of learning results and reinforcing the idea of scholar failure. However it became noticeable that what generates this behaviour is not the lack of knowledge about the content studied, but the insecurity to execute the task by themselves and the fear of making a mistake. Observing this dynamics, this work presents the aspects related to the injuctive text – tipology presents in the statements of school activities. This aspects are going to be thought under the perspective of literacy, as I consider that the use of injuctions must be made through a educational practice which makes possible the effective participation of students in the learning process, the interaction with peers and the collaboration, and for that, I´ll be using games. The main goal, when choosing to work with games in this pedagogical proposition, is to rescue a playfull approach, making possible to have a more pleasant approach of a curricular content, rescuing the self-steem and granting autonomy to students through successful trials.
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10
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ALESSANDRA DOS SANTOS SILVA
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MULTILETERACY DIGITAL FOR LEARNING TRAINING
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Líder : JULIO NEVES PEREIRA
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MIEMBROS DE LA BANCA :
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DANIELE DE OLIVEIRA
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HAENZ GUTIERREZ QUINTANA
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JULIO NEVES PEREIRA
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Data: 28-may-2019
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Resumen Espectáculo
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Dissertation Memorial presented to the Professional Master's Degree in Literature - PROFLETRAS / UFBA. The research titled Multiletramentos digital for the reader training was developed with a student of the 9th grade of the Almirante Ernesto de Mourão Sá Municipal School in the neighborhood of Pairpe, a rail suburb of the city of Salvador, Ba. In this memorial, I present a description of the class of collaborating students with the research, as well as of the community in which they are inserted and of the institution in which the pedagogical proposal happened. I discuss personal motivations, the needs of the group, and the challenges this research has provided for me and my students. As a primary school teacher, I see a need for students to appropriate the various reading practices consciously, according to the cultural and social multiplicity in everyday life, and not only reproduce the textual genres consecrated by the school. In this way, the texts that circulate in digital environments reach a wide acceptability among the young, since they use multimodal resources (images, sounds, signs, words, etc), in a hybrid perspective, that attends to the specificities and interests of postmodernity. For this research, we consider the concept of language as a sociohistorical activity (Marcushchi, 2008; Kock, 2015), which contemplates both its systematic aspects as observed in its everyday use, and text as an interactive event. We adopted the concepts of Multiletramento (Rojo, 2012) and digital literacy (Lemke, 2010), which served as the basis for the research, and in the reflections of Freire 1996. The methodological development was based on the proposal of didactic sequences (Shneuwly and Dolz , 2004). We follow the bias of action research (Thiollent, 1996; Tripp, 2005), since the researcher is inserted in the observation environment, reflecting and reformulating his teaching practice. The general objective of the research was to expand the reading repertoire of literary texts of the students and to produce video-reviews, and specific: to stimulate the use of the reading room of the school, to produce the didactic sequence of video-reviews of literary texts and create digital means of disseminating the reviews produced. To do this, we used the talk wheel instruments (Moura, 2004) and questionnaires (Pronadov & Freitas, 2013) and collected the data that served as the basis for the construction of the didactic sequence for the production of video-book reviews of children's books and films -juvenis.
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11
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RITA DE CÁSSIA ROCHA BASTOS GOMES
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Oral Genres of the São Francisco River and the Writing Scale of Afro-Brazilian Narratives: Possible Readings, as well as on my auto formation process -reflexive.
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Líder : MONICA DE MENEZES SANTOS
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MIEMBROS DE LA BANCA :
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MONICA DE MENEZES SANTOS
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NANCY RITA FERREIRA VIEIRA
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SUZANE LIMA COSTA
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Data: 28-may-2019
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Resumen Espectáculo
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The scripture woven in this Academic Memorial, presents reflections on the intervention project entitled Orality and writing in the Center of the Wheel, between Oral Genres of the São Francisco River and the Writing Scale of Afro-Brazilian Narratives: Possible Readings, as well as on my auto formation process -reflexive. The project is the result of the uneasiness born in the discussions engendered in the Professional Master's Degree in Literature - PROFLETRAS / UFBA and my experience as a Portuguese Language teacher in the municipal school of Xique-Xique-Ba Polyvalent, realizing that my students, many of them Afro- children and grandchildren of fishermen, had not yet built a sense of belonging to their ethnic origins, much less considered the oral manifestations present in their family and social circles as important symbols of the culture of their region. Thinking then of enabling them an important experience for their formation as a human person and as a reader of literature, is the work of this reading project, presented here, the riverside narratives and the reading of an Afro-Brazilian literature of feminine writing, in an attempt in to make audible voices that could never be heard in school. It was also sought to provide a reader environment that culminated in important reflections for the construction and strengthening of their affirmative identities and in their constitution as a reader subject, through the reading and hearing of narratives, both oral and written, that represented them as riverside and Afro-descendants. As a result of the project, it is possible to recognize the need to continue bringing the oral language culture that is experienced by the students in their social and family environment to the environment of the Portuguese language classes, as well as a juvenile literature in which it recognizes positively as Afrodescendant , giving this subject conditions to build, as a reader, but mainly as a human person. The theoretical subsidies that guided the present research are related to the studies of Adichie (2017), Aguiar (2013), Alves (2010), André (2012), Bagno (2004), Cavalleiro (2018), Coll and Edwards , Cosson (2018), Dalcastagnè (2008), Dalvi (2013), Rezende (2013), Debus (2017), Figueiredo (2009), Franchi (2002), Freire (1979,1987,1998), Gomes Jover-Faleiros (2013), Jung (1993), Kleiman (2001, 2005, 2016), Matos (2014), Matos and Sorsy (2009), Munanga and Gomes Petit (2009, 2010), Ribeiro (2017), Rouxel (2013), Soares (2004, 2011), Solé (1998), Souza and Lima , Monteagudo (2011), Traça (1992). This research is also guided by Law 9394/1996, amended by laws 10.639 / 03 and 11.645 / 08, respectively.
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12
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ALINE CRISTINA MATOS RANGEL
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READING OF THE LITERARY TEXT IN THE CLASSROOM
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Líder : MARCIO RICARDO COELHO MUNIZ
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MIEMBROS DE LA BANCA :
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MARCIO RICARDO COELHO MUNIZ
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MONICA DE MENEZES SANTOS
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ROSINES DE JESUS DUARTE
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Data: 29-may-2019
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Resumen Espectáculo
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This paper is a record of professional development in which I present an existing problem in my place of work, Colégio Estadual do Stiep Carlos Marighella, in relation to the lack of reading practice of literary texts in Middle School years. It’s a critic and self-reflecting analysis of my professional performance and my academic background, as well as an attempt to intervene in a gap currently existing when teaching literature to the middle school students of Colégio Estadual do Stiep Carlos Marighella. I try to resume the defense of literary reading practices in the classroom, suggesting a collective, engaging, reflective and critic reading, made possible through weekly workshops in a period of two months. The project’s main is a work with literature in the class room, from a proposition thought and planned to achieve the effective reading of a literary text. The workshops are submitted here and their application is analyzed, which leads me to write some final thoughts about working with literary reading in the classroom. All the workshop material is attached to this paper.
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13
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FERNANDA EVELYNE SILVA CARDOSO DE OLIVEIRA
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It's our turn: retelling fairy tales from the study of different identity perspectives
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Líder : MONICA DE MENEZES SANTOS
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MIEMBROS DE LA BANCA :
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MONICA DE MENEZES SANTOS
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JULIO NEVES PEREIRA
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TATIANA SENA DOS SANTOS
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Data: 30-may-2019
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Resumen Espectáculo
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This Academic Memorial presents reflections on the research of ethnographic character titled "It's our turn: retelling fairy tales from the study of different identity perspectives", developed from the Professional Master's Degree in Literature - PROFLETRAS. With the objective of carrying out a pedagogical intervention, the work started from the analysis of the reality presented by the group 8ºA (2018), from the Professora Suzana Imbassahy City School (Salvador, Bahia), in which biased attitudes and discourses were detected that referred to the standard heterosexual, masculine, white, skinny, European. Facing this reality, it was proposed to re-read fairy tales as a possibility for students to discuss and rethink such references, adapting magic tales to their realities, recreating these traditional stories, affirming their identities. I argue that this path of awareness also involves the urgent need to work on textual production, presenting the refactoring of texts and the interlocution throughout the process as an effective ways for students to appropriate writing in a critical and creative way. In order to support this research, the reflections of Marcuschi (2008), Dolz, Gangnon, Decendio (2010), Antunes (2003, 2017), Camps (2006), Garcez (1998), Bagno (2015), Neves (2002), Kleiman (2000, 2006, 2010), Dalvi (2013), Hall (2003, 2006), Munanga (2005, 2014), Pereira (2001, 2007, 2015), Adichie (2017, 2018), Batista (2011), Jovino (2006), Debus (2017), Freire (1979, 1987), Mendes (2000), Tatar (2013), Zipes (1991), Cândido (2012), Ziberman (2009) and Abreu (2006). This research is also based on legal devices: Law 11.645 / 08, Legal Opinion No. CNE / CP 003/2004 of the Ministry of Education and PCNs (1998).
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14
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MARÍLIA FREITAS ARAUJO
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Popular Literature: the string in the classroom
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Líder : ALVANITA ALMEIDA SANTOS
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MIEMBROS DE LA BANCA :
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ALVANITA ALMEIDA SANTOS
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ISABELA SANTOS DE ALMEIDA
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SIMONE SOUZA DE ASSUMPCAO
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Data: 31-may-2019
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Resumen Espectáculo
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This memorial, titled Popular Literature: The String in the Classroom, presents the results obtained through the intervention project carried out at the Maria Quitéria Educational Center, located in the municipality of Camaçari, developed under the Master's Degree in Literature, under the guidance of the Professor Dr. Alvanita Almeida. The data of this qualitative research of ethnographic character were presented after the accomplishment of the classes of Portuguese language. The present work records my memories, as a critical and reflective analysis of everything that contributed to my professional and intellectual training. It is also registered the research-action-training-experiential, which took place in the classroom with students of the 9th grade, consisting of the reading of booklets of cords, from the perspective of literacy. It was also possible to know about the students' lives, their experiences, their fears, their knowledge, their projections and contribute to the (re) construction of identity, student and personal. In addition to enabling me, as a teacher, a better understanding of my practice and the reading achievements that occur in the school environment.
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15
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FERNANDA VIEIRA VENTAPANE
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DIALOGICAL TRAVELS OF DIRECTION CONSTRUCTION
FOSTERING MULTILETRAMS THROUGH THE MEMES
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Líder : JULIO NEVES PEREIRA
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MIEMBROS DE LA BANCA :
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JULIO NEVES PEREIRA
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JOSE HENRIQUE DE FREITAS SANTOS
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HAENZ GUTIERREZ QUINTANA
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Data: 11-jun-2019
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Resumen Espectáculo
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The research "Dialogical crossings of meaning construction", identified if the students of the ninth year A, Estelita Municipal Gymnasium Eusébia Santiago dos Santos, would be able to produce, read and understand in a more critical way multimodal texts, after being subsidized by theories and interventionist activities permeated by dialogism. In this sense, I proposed to develop a Project of Intervention, through Didactic Sequence, composed of reading activities built in the light of multimodality and logical-semantic relationships established in memes. This research had the purpose of exploring the theoretical-methodological references inherent in the process of critical reading of the genre meme; reflect on reading practices in the classroom; plan, apply, and evaluate an Intervention Project to develop and enhance students' critical reading skills; to present the results achieved during the investigation of students' reading practices, analyzing the elements that demonstrate the understanding of multimodal texts, specifically memes, in a critical way to perceive racist discourses and symbolic violence against women in texts. Thus, from the perspective of action research, ethnographic, with emphasis on the qualitative aspect. The data were collected through the observation of the participants, questionnaire application, conversation wheels, initial production, didactic sequence activities and final production. The theoretical contribution that refers to this research came from authors such as Dawkins (2007) about the origins of memes, Bakhtin's dialogism (2011), the textual genres by Marcushi (2008), the multiletramentos by Rojo (2012, 2015), the theory of multimodality by Kess and Van Leeuwen (2006) and Ribeiro (2016), Dudeney (2016), Silva (2015), the logico-semantic categories by Pereira (2018), among other authors. It was found at the end of the intervention that pedagogical practices directed with the support of multimodal texts, specifically the memes, collaborate significantly towards the formation of critical readers, more qualified to exercise the role of citizen in a more complete and integral way by fomenting discussions of relevance .
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16
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CARLA MENDES ARANHA NUNES
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Critical reading in elementary school: gender issues
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Líder : DANIELE DE OLIVEIRA
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MIEMBROS DE LA BANCA :
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ALVANITA ALMEIDA SANTOS
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DANIELE DE OLIVEIRA
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LAVINIA NEVES DOS SANTOS MATTOS
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Data: 01-oct-2019
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Resumen Espectáculo
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This Training Memorial, presented to the Professional Master in Letters - PROFLETRAS - Federal University of Bahia - UFBA -, is the result of a didactic proposal project applied in Portuguese Language classes, in the 8th grade of Elementary School of Escola Municipal Deputado Isaac Marambaia, located in Barro Branco, Imbassahy, Mata de São João. This work aimed to encourage students, through reading, to perceive misogynistic discourses in texts of different genres (songs, beer advertisements, among others) to that, through critical reading, can, before different texts and contexts, perceive the implicit and reflect on the ideologies that permeate the discourses and power relations related to naturalized gender issues in society. This didactic proposal is based on an interactionist conception of reading (SOLÉ, 1998), considering that the intended reading is critical reading (SILVA, 2009). And in order to develop a critical reading in our students, we also triggered some theoretical assumptions of Critical Discourse Studies (ECD), from the perspective of van Dijk (2017), for whom the abuse of power in social relations can be countered. from the denaturalization of certain discourses conveyed in our society. The methodology adopted for this work was the ethnographic qualitative research since the researcher-teacher will be in constant interaction with the students in the studied situations. With this work questioning attitudes were developed and encouraged in the students through the increasing development of judgment, evaluation and appreciation of ideologies present in texts with which they had contact and is expected to do so with many others. texts to which they will have access
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17
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CICILIA DE FARIAS RIBEIRO
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Pleasure Reading, Knowledge Reading,: Formation of Readers in public Schools
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Líder : SIMONE BUENO BORGES DA SILVA
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MIEMBROS DE LA BANCA :
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SIMONE BUENO BORGES DA SILVA
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MONICA DE MENEZES SANTOS
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MONALISA DE AGUIAR REIS PEREIRA
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Data: 27-nov-2019
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Resumen Espectáculo
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This memoir presents the research project developed at Profletras UFBA. It brings the results of the study that investigated the development of reading for pleasure practices in the school context with students from the 8thgrade of a public school located in Salvador, BA, Brazil. The aim of the research was get students closer to proficient, critical and enjoyable reading through varied text genres, with the intent of making students capable of assuming a critical posture in the face of life situations that will appear in their lives.Beyond that, the research wanted to help the student realize the importance of Reading habit for his social life, because when one reads a text, alone, one can understand and make his or her reflections autonomously. It is known that up to now that reading is one of the most important forms of developing the intellect and acquiring knowledge, and that’s why the work done went through many phases in order to stimulates these students deconstruct their old beliefs upon reading so they could experience this reading practice in different ways. This brought many reflections over the formation of readers in the public schools of Salvador, including my own praxis as a Portuguese language teacher. According to what was previously exposed, the qualitative research is based on the readings of Freire(1996), who brings a reflection over the role of the teacher in education who, according to him, is a facilitator of the learning process because no one teaches no one and nor learn alone, the student learn with the teacher and the teacher learns from the student so they learn together. In that sense I realized my pedagogical practice is to show my students the way, so that these students learn to think critically and may transform their own reality and become the owner of their own story. Some changes were made in my practice during the research, through the readings of Kleiman (2000), that inadequate teacher practice in the learning process tends to increase students’ difficulties. In that sense, I could perceive that the results of this research were satisfactory once these students could comprehend that Reading is not only decoding labels and receipts, but an important habit for all aspects of their lives.
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18
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ANTONIO DE JESUS SANTOS
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the song and the literomusical discourse in the classes of Portuguese
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Líder : SUZANE LIMA COSTA
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MIEMBROS DE LA BANCA :
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JULIO NEVES PEREIRA
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ROSINES DE JESUS DUARTE
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SIMONE SOUZA DE ASSUMPCAO
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Data: 02-dic-2019
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Resumen Espectáculo
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This Training Memorial presented for qualification to the Professional Master in Literature (PROFLETRAS), at the Institute of Letters, Federal University of Bahia, brings the textual genre song as a catalyzing element of the (auto)biographical writing process. For this, this reflective narrative of formation is divided in four great sections: "The First Intonations" (reports of literacies – familiar, religious and scholarly – indispensable for the understanding of the marks that the songs leave in the process of enculturation); "Trajectory for the Scope of Teaching" (student's history and first-grader researcher, Portuguese Language teacher, and post-graduate of the Professional Master's Degree in Literature); "Todos Entoam" (discussion of the problematic that culminated in the writing of the didactic intervention proposal, in line with the reality of a school community); and "The Song and the Literomusical Discourse in Portuguese Language Classes" (plans of new proposals of literary experiments that will be dialogued with the students). For the use of these experiments, pedagogical practices based on reading and writing strategies, supported by the theoretical intersection of Song Semiotics (TATIT, 1997, 1999 and 2016) with Methodological Orientations (HERMETO, 2012), with Didactic Tools SOLER, 2001) and with Teaching Procedures (DOLZ and SCHNEUWLY, 2004) that envisage the construction of actions to be developed in the 9th grade class of Elementary School II, with students aged 13 and 14, in the year 2019, in the School Cleusa Maria de Carvalho Moreira (Camaçari-BA), highlighting a specific and different way of working with the song in the classroom in Portuguese Language classes.
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19
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SILVANA SANTOS DAMASCENO NASCIMENTO
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The importance of phonological awareness for the improvement of writing: (re)literacy and literacy practices
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Líder : JULIANA ESCALIER LUDWIG GAYER
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MIEMBROS DE LA BANCA :
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JULIANA ESCALIER LUDWIG GAYER
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JULIO NEVES PEREIRA
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GREDSON DOS SANTOS
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Data: 04-dic-2019
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Resumen Espectáculo
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The objective of this work is to investigate which phonological aspects interfere in the writing of the students who enter the 6th year of the Escola Municipal Solange Coelho, causing them to commit orthographic deviations of different natures and not consistent with this level of education. Based on the considerations of some writers (NOBILE and BARRERA, 2009; MORAIS, 2010; OLIVEIRA, 2005) regarding the complexity of the writing system, these deviations are considered as reflections of the grafophonic relationships that students establish without understanding that such relations they are not always two sides. The methodology adopted will consist of an ethnographic research that will analyze the cases of more frequent writing deviations in the productions of students who present learning difficulties and, therefore, participate in reinforcement classes promoted by the school. The data were obtained during the accomplishment of a diagnostic evaluation that happened in the month of January of 2019 in the school unit. With the data in hand, we intend to categorize the deviations and promote pedagogical interventions, anchored in the principles of Phonetics and Phonology, in order to minimize the processes of more frequent deviations in student productions. In this perspective, the use of phonological awareness will constitute the starting point for the creation of hypotheses by the students in order to favor the improvement of writing through the appropriation of the orthographic system of the Portuguese.
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