Disertación/Tesis

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2024
Disertaciones
1
  • Adriana de Cássia Brito Bastos
  • The resignification of working with literary texts in the Final Years of Elementary School: a path towards the formation of critical literary readers.

  • Líder : JULIO NEVES PEREIRA
  • MIEMBROS DE LA BANCA :
  • JULIO NEVES PEREIRA
  • MONICA DE MENEZES SANTOS
  • LUCIENE SOUZA SANTOS
  • Data: 07-feb-2024
    Ata de defesa assinada:


  • Resumen Espectáculo
  • This work sought to reaffirm the importance of training literary readers in the Final Years of Elementary School II, given the devaluation of literature in this type of teaching. Thus, this Final Memorial as an evaluation requirement of Profletras – UFBA, has as its theme “The Resignification of Working with Literary Texts in the Final Years of Elementary School: A Path to the Formation of the Critical Literary Reader”. The study undertaken here and my career as a teacher has elucidated that this training is increasingly necessary at all levels of basic education, as it helps in human and cognitive development and, consequently, in the critical stance of students. The general objective of this Research is to enable the formation of literary readers in the final years of Elementary School, based on the redefinition of reading strategies, which develop the formation of critical literary readers, capable of better understanding life and themselves. To achieve this objective, the problem is presented around the following question: Is it possible to train a literary reader in the final years of Elementary School, based on the redefinition of reading strategies, which develop the formation of a critical literary reader, capable of understanding better life and yourself?” Thus, given the theoretical contributions, anchored in the ideas of Cosson (2009), Candido (2004), Freire (2002), Zilberman (1989), Lajolo (2011), Dalvi (2013), Soares (2008), among other theorists and specialists in the area of language, this research presents a Proposition organized in Creative Literary Workshops, aimed at working with literary texts in the final years of Elementary School.

2
  • Rita de Cácia da Silva Portela
  • Memes in the classroom

  • Líder : ALBA VALERIA TINOCO ALVES SILVA
  • MIEMBROS DE LA BANCA :
  • ALBA VALERIA TINOCO ALVES SILVA
  • JULIO NEVES PEREIRA
  • PAULO RAMOS
  • Data: 06-mar-2024
    Ata de defesa assinada:


  • Resumen Espectáculo
  • This memorial refers to an ongoing research in the Professional Master’s Degree in Letters (PROFLETRAS), at the Federal University of Bahia, where I present the path I have taken, highlighting facts that guided my personal and professional constitution in the area of teaching. This study aims to reflect on the characteristics that make the meme a suitable textual genre for critical reading practice, through the extension of the student's textual world. For that, it uses the research methodology of a qualitative, interpretative and documental nature. Its theoretical bases are multimodality (Kress and Van Leeuwen, 2001; Rojo, 2012; Ribeiro, 2021); critical reading (Antunes, 2003, Marcuschi, 2008, Kleiman, 2013); multicultural education (Candau and Moreira, 2013); Internet memes (Shifman, 2014, Knobel and Lankshear, Chagas, 2020) and humor studies (Possenti, 1998, Raskin, 1985). The partial results of this research demonstrated that, despite the apparent insertion, arising from the BNCC, of memes in the classroom through Portuguese language textbooks, the approach is superficial, failing to explore all the richness of the genre. The creation of the didactic-pedagogical workshops resulted from this research, based on the theories mentioned above, aiming to propose activities using the meme in a critical perspective that contributes not only to the formation of critical readers, capable of questioning what is placed in the texts and in the world, but also trying to produce changes in the way of approaching a textual genre that talks directly with the multicultural context of the students.

3
  • JOANNE SILVA SANTANA
  • .AFRO-READINGS: THE ANTI-RACIST AND INTERSECTIONAL DEBATE IN YOUTH AND ADULT EDUCATION

  • Líder : JOSE HENRIQUE DE FREITAS SANTOS
  • MIEMBROS DE LA BANCA :
  • ANA LUCIA SILVA SOUZA
  • ANDREA BETANIA DA SILVA
  • JOSE HENRIQUE DE FREITAS SANTOS
  • Data: 15-mar-2024


  • Resumen Espectáculo
  • This training memorial, entitled Afro-readings: the anti-racist and intersectional debate in Youth and Adult Education, aims to propose readings of black literature in order to develop the anti-racist and intersectional debate in Youth and Adult Education, favoring the formation of critical and autonomous readers, able to intervene socially and recognize their identity roots. The choice of this theme was based on the observation of issues emerging from the school routine, where self-declared black students predominate, who do not see themselves represented by the practices of reading literature developed at school, in which predominantly Eurocentric texts are used, in addition to the non-observance of a permanent and systematic pedagogical work of discussion of ethnic-racial relations, as guided by law 10639/03. The objectives of the proposal were: to suggest black literature reading practices organized in reading workshops in order to build critical and autonomous readers, focusing on anti-racist and intersectional education; build a notebook of pedagogical-literary activities for students, containing indications of black literature readings and activities that discuss race/gender intersectionality related to black women; suggest interactions that challenge students to analyze texts that discuss ethnic-racial relations; propose pedagogical actions aimed at revitalizing the school library as a space for reading, interacting and producing knowledge. The work of a propositional nature, consists of the elaboration of workshops and conversation circles, where the work Quarto de despejo, by Carolina de Jesus, will be read, in addition to other texts of black literature by female authors. As it will be applied in a moment after the writing of this memorial, the work will have a research product, the book of pedagogical-literary activities, which can be used by the researcher and other teachers at an opportune moment. The work is expected to contribute to the formation of autonomous, conscious and critical readers in the face of the reality in which they are inserted, recognizing their identity and ancestry and valuing their culture. As main theoretical contributions of the work we can mention the following authors: Munanga (2005), Cuti (2010), Souza (2011), Freitas (2016), Gomes (2005); Evaristo (2016), Candau (2010), Freire (1998), Akotirene (2019), Crenshaw (1991), Collins (2020), Dalvi (2013), Ribeiro (2019), Lima (2016), Souza (2016), among others.

4
  • ELAINE CRISTINA GUARNIERI SANTOS
  • TEACHING LITERATURE AT SCHOOL AND INTERCULTURALITY: EXPERIENCES IN THE TRAINING OF ELEMENTARY SCHOOL READERS
  • Líder : MARCIO RICARDO COELHO MUNIZ
  • MIEMBROS DE LA BANCA :
  • LAVINIA NEVES DOS SANTOS MATTOS
  • MARCIO RICARDO COELHO MUNIZ
  • RODRIGO CORRÊA MARTINS MACHADO
  • Data: 18-mar-2024


  • Resumen Espectáculo
  • This work is a training memorial in which I narrate and describe the results of a research within the scope of the Professional Master's Program in Literature (PROFLETRAS), at the Federal University of Bahia (UFBA), in which I present a critical and self-reflective analysis of my profissional performance and academic training, as well as a proposal for reader training, through literary text, which has the perspective of interculturality as a strategy to enhance discussions about cultural, ethnic, social and gender diversities, among others, present in the school context. The proposed reader training process is guided by the study of the literary text from the methodological perspective of the basic sequence, as established by Rildo Cosson (2021). This is qualitative research, of an ethnographic nature and applied nature. The research participants are students in the 9th year of Elementary School at Colégio Estadual Monteiro Lobato, located in the Fazenda Coutos neighborhood, in Salvador, Bahia. The research is anchored in basic theoretical contributions to the field of literary reader training – Candido (1995), Dalvi (2013 and 2021), Cosson (2021 and 2022) –, interculturality – Walsh (2006, 2009 and 2016) – and of intercultural education – Candau (2006, 2011 and 2012).

5
  • FÁTIMA DA SILVA PEREIRA
  • ENEGRECENDO A LITERATURA: LEITURA DE OBRAS DE ESCRITORAS NEGRAS BRASILEIRAS NOS ANOS FINAIS DE UMA ESCOLA DE ENSINO FUNDAMENTAL

  • Líder : FATIMA APARECIDA DE SOUZA
  • MIEMBROS DE LA BANCA :
  • FATIMA APARECIDA DE SOUZA
  • JANAINA DE JESUS SANTOS
  • LAURECI FERREIRA DA SILVA
  • LAVINIA NEVES DOS SANTOS MATTOS
  • Data: 22-mar-2024


  • Resumen Espectáculo
  • This study of a propositional nature was developed within the scope of the Professional Master's Degree Program in Letters-PROFLETRAS at the Federal University of Bahia-UFBA, whose objective is to investigate how the teaching of reading, through the works of black Brazilian writers, can contribute to the reading education of students in the final years of elementary school, especially the 6th grade of the public school system in the city of Salvador-BA based on ethnic-racial relations.  To carry out this research, I chose the works of: Geni Guimarães, Conceição Evaristo, Jenyffer Nascimento, Carolina Maria de Jesus and Kiusam Oliveira, with a view to developing reading competence in order to contribute to the formation of individuals capable of understanding and taking a stand against racism. In view of the general objective and the research question, I opted for the autoethnographic methodological procedure because this method allowed me to study my (individual) self and reflect on important issues for a (collective) self, giving new meaning to my contexts of action. To generate data, I used conversation circles, questionnaires and books. As this is a propositional work, I chose to produce a notebook of didactic-pedagogical activities that aims to support the practice of reading black literature for anti-racist reading training in the classroom. To do this, I used theoretical and methodological studies such as: Autoethnography (Versiani, 2005) and (Magalhães, 2018); Black literature (Luiz Silva Cuti, 2010); Afro-Brazilian literature (Eduardo de Assis Duarte, 2014); (Maria Nazareth Soares Fonseca, 2014); Writings and racism (Conceição Evaristo, 2020); (Lívia Natália, 2020); Nilma Lino Gomes(2005); Sueli Carneiro (2005); (Grada Kilomba, 2019); Letramento de reexistência(Ana Lúcia Silva Souza, 2010); Letramento racial crítico(Aparecida Ferreira de Souza, 2015); Literary literacy (Rildo Cosson, 2014), among others that have contributed to a work of reading black literature from the perspective of a written production by black people who bring their subjectivity to the text, as well as their lives and experiences in order to break with racial and gender discrimination, still the result of a society that promotes the silencing and erasure of the culture and literary production of black Brazilian men and women.

6
  • José Batista de Souza Santiago
  • DIGITAL LITERACY AND GAMIFICATION: strategies for engaging and motivating to read literature of public school students from Xique-xique, BA

  • Líder : ANDREA BEATRIZ HACK DE GOES
  • MIEMBROS DE LA BANCA :
  • ANDREA BEATRIZ HACK DE GOES
  • FERNANDA MARIA ALMEIDA DOS SANTOS
  • ELIANE GONÇALVES DA COSTA
  • Data: 22-mar-2024


  • Resumen Espectáculo
  • SANTIAGO, José Batista de Souza. DIGITAL LITERACY AND GAMIFICATION: strategies for engaging and motivating to read literature of public school students from Xique-xique, BA. 2023. 59f. Memorial Professional Master's Degree in Letters from the Federal University of Bahia. Salvador BA.

     

    This memorial presented to the Professional Master in Letters – PROFLETRAS/UFBA as a partial requirement for obtaining the title of Master in Letters exposes the result of the work developed with the students of the 7th year C class of Elementary School II, of Colégio Municipal Senhor do Bonfim and aims to demonstrate how digital literacy and gamification can be explored as strategies for engaging and motivating public school students to read literature. For this, I dialogued with theoretical assumptions that deal with ramifications (ALVES, 2015; BURKE, 2015; BUSARELLO, 2016), and also addressed social literacies (KLEIMAN, 1989; RIBEIRO, 2003; STREET, 2014; ROJO 2013), including digital literacies (Dudeney et. al. 2016; KERSCH, CASCARELLI, CANI, 2016). Literary literacy was reflected based on COSSON, 2021 and in order to develop reading strategies, I used the writings of SILVA, 2018 and SANTOS, SILVA, 2022. In addition to these assumptions, I also reflected on the role of Digital Technologies in Education from Moran, 2013; RIBEIRO, 2021; BUZATO, 2016. The proposed intervention under development is methodologically based on the Research Methodology in Education according to MATTAR, RAMOS, 2021. This research was carried out in the second half of 2023, after being approved by the Ethics Committee in Psychology of the UFBA.  As a preliminary result of the intervention, “the site connected with reading” was created https://sites.google.com/view/conectadocomaleitura?usp=share_link and games were created on the “Kahoot” platform involving the reading of selected texts for working with students, which I make available to them to promote the use and production of other materials with a view to engaging them in the practice of reading in different environments, specifically virtual ones.

7
  • DIANA DA SILVA CONCEIÇÃO MASCARENHAS
  • TEACHING THE DISCURSIVE GENRE COMIC STORY ON DIGITAL CONTEXT: A work proposal for students of the 7th year of elementary school

  • Líder : FERNANDA MARIA ALMEIDA DOS SANTOS
  • MIEMBROS DE LA BANCA :
  • ANDREA BEATRIZ HACK DE GOES
  • CLAUDIA VIVIEN CARVALHO DE OLIVEIRA SOARES
  • FERNANDA MARIA ALMEIDA DOS SANTOS
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • This descriptive memorial presents a proposal of literacy focused on the production ofthe discursive genre Comics in the digital context in order to contribute to the teaching and learning skills of the discipline Portuguese Language. Specifically with multiple texts, in a middle school class, from a perspective of a public schoolhouse located in Camaçari, a county in Bahia. The text also brings the impressions of the master s
    student and reflections theoretically based on educational practices. Considering the challenges occurred around the Covid-19 pandemic context, a period in which the world was studying remotely, the report aligns the research and creation of an educational product - a digital pedagogical journal - with the research of comic books and textual production in a digital environment. Therefore, the theoretical foundation on concepts of literacy, multiliteracy, multimodalities and educational technologies was made with the contribution of academics such as Magda Soares (2021), Angela Kleiman (2008, 2010), Roxane Rojo (2013) and Brian Street (2014), to name a few. The thesis established in the essay is that the pedagogical use of digital interfaces promotes the process of teaching and learning the native language, thus working as a motivational element to bring the classroom closer to the new profile of students. It is believed that this educational resource helps the teacher to improve their classroom activities, seeking to foster changes in student-teacher and student-student relations. Consequently, believing that the people involved in this process of digital inclusion experience new challenges and new possibilities of literacy, continuously attractive and dynamic, it is expected with this proposal, to expand the skills of students regarding the production of
    multimodal texts, contributing to overcome the need of students to write in a more autonomous and significant way, as well as to increase their options for access to information, social interaction, production and sharing of knowledge through literacy that improves the teaching and learning of the Portuguese Language in the writing environment.

8
  • NEIDE DA SILVA CARACIOLA
  • TEACHING AND LEARNING WITH ARGUMENTATIVE TEXT: A PROPOSAL FOR THE CRITICAL AND IDENTITY TRAINING OF STUDENTS IN BASIC EDUCATION


  • Líder : LAVINIA NEVES DOS SANTOS MATTOS
  • MIEMBROS DE LA BANCA :
  • ANDREA BEATRIZ HACK DE GOES
  • LAVINIA NEVES DOS SANTOS MATTOS
  • LÚCIA DE FÁTIMA SANTOS
  • Data: 24-abr-2024


  • Resumen Espectáculo
  • This training Memorial, with a view to qualifying within the scope of the Professional Master's Program in Letters – PROFLETRAS – at the Federal University of Bahia – UFBA, under the guidance of Prof. Dr. Lavínia Mattos, presents some of the theoretical-discursive reflections of my training process in the course, and the summary of the route foreseen for the proposition of my research aimed at a group of 7th grade of elementary school. In this work, I propose the making of a pedagogical notebook that helps teaching and learning practices in the production of argumentative texts, emphasizing the construction of the point of view as a linguistic-discursive strategy and, also, a collaborator in the critical and identity formation of education students basic. The research is focused on the theoretical-methodological path of Text Studies, Argumentation and Critical Literacy, based on authors such as Breton (2003), Souza (2010), Rajagopalan (2003), Soares (2012), Kleiman (2005-2010) , Marcuschi (2008), among others, in a qualitative approach, with a school ethnographic nature.


9
  • Rosângela Maria Pirajá de Carvalho
  • Negro-brasileira’s Youth Literature at school: identity construction in the early years of teaching.

  • Líder : ALVANITA ALMEIDA SANTOS
  • MIEMBROS DE LA BANCA :
  • ALVANITA ALMEIDA SANTOS
  • MONICA DE MENEZES SANTOS
  • MARIA ANÓRIA DE JESUS OLIVEIRA
  • Data: 29-abr-2024


  • Resumen Espectáculo
  • The present Training Memorial developed within the scope of the Professional Master's Program in Letters (PROFLETRAS), at the Institute of Letters, of the Universidade Federal da Bahia, presents an interventional project, with the purpose of discussing the importance of black-brazilian children's and youth Literature in the stage of the early years of teaching and contributing to the application of Law 10.639/03. From the constant reflection on my teaching practice and problematic observations in everyday school life, the research aims to experience Negro-brasileira’s Literary reading practices in the classroom and analyze whether the Luís Pereira Costa Municipal School, located in the municipality of Camaçari, metropolitan regionof Bahia, has provided (or not) the affirmation and/or negras’s identity construction belonging of the child and young person. In this sense, the theoretical framework for its development takes place from the epistemological perspective of Bernd's studies (1988;1989;1992); Bernd (1988;1989;1992); Cuti (2010;2020); Debus (2016;2017); Gomes (2012;2017;2023) and Munanga (2003,2005;2020). The design and development of this research takes place in the interpretative-critical field of the qualitative study of the action-research type, with characteristics of ethnography given the field immersion, applied through a pedagogical instrument of the conversation wheel, as a dialogical movement for the free expression, autonomy and protagonism of the 18 students participating in the research. The result achieved with the children-readers points out that, as the first encounter of differences, the space of the public school is the ideal place as a space-time to disseminate and value the African ethos and encourage, through the practice of literary fluency, the identity construction of belonging to black childhoods. Through the aspects of African diversity, tradition and culture present in Negro-Brasileira’s Literacy children have a feeling of acceptance, appreciation and belonging, able to strengthen your characteristics and ancestry.

10
  • Diogo Santana Fonseca
  • WRITTEN CULTURE AND YOUTH AND ADULT EDUCATION: BLACK NARRATIVES FOR ANTI-RACIST PRACTICES 
    IN THE PRODUCTION OF TEACHING MATERIAL FOR EJA
  • Líder : ANA LUCIA SILVA SOUZA
  • MIEMBROS DE LA BANCA :
  • ANA LUCIA SILVA SOUZA
  • JOSE HENRIQUE DE FREITAS SANTOS
  • KASSANDRA DA SILVA MUNIZ
  • Data: 22-may-2024


  • Resumen Espectáculo
  • ABSTRACT

     

    This academic training memorial, presented to the Professional Master's Degree in Letters (PROFLETRAS), begins with the author's self-examination about the memories that were significant and decisive for him in choosing his profession and about his classroom practices based on reflections on hisown school education and the experiences already accumulated in his professional life. The purpose of this study is to reflect on the experience in teaching reading and writing narratives that brings about anti-racism themes with students of the program Youth and Adult Education. The main objective of the work is to propose alternatives through didactic practices, aiming to make the history of Africa and African Brazil present in the classroom, stimulating behaviors of otherness, solidarity and tolerance, generating debate and combating racism and discriminations that affect us as a black population. The narratives were chosen as a contribution to the development of reading and writing praxis because they influence the students' lives directly and daily in their literacy practices, through various agents. The study of the theme is based on the conceptions of social literacies discussed by Street (2014), Kleiman (2016), Souza (2011) and Freitas (2022). The theoretical foundation of Anti-Racist Pedagogy in Youth and Adult Education (YAE) is based on Bell Hooks (2013 and 2021), Gomes (2005 and 2010) and Silva (2010 and 2017). The proposals for didactic-pedagogical workshops and didactic material are structured from the contributions of Kleiman (2016), Jean Lave (2015) and Koch and Elias (2021).

     

11
  • Sara Rejane Gomes Ribeiro
  • SELF-WRITINGS FROM A MULTIMODAL PERSPECTIVE IN THE CLASSROOM

  • Líder : SIMONE BUENO BORGES DA SILVA
  • MIEMBROS DE LA BANCA :
  • SIMONE BUENO BORGES DA SILVA
  • ANA CRISTINA GONÇALVES DE ABREU SOUZA
  • THAÍS NASCIMENTO SANTANA
  • Data: 04-jun-2024


  • Resumen Espectáculo
  • ABSTRACT With the aim of expanding reflections on my practices in the classroom, the proposal addressed in this memorial entitled: Writings of the Self in the Classroom in a Multimodal Perspective, presented to the Professional Master's Degree in Letters (PROFLETRAS), intended to understand how the work with Writings of the Self, from a multimodal perspective, can contribute to improving students' critical thinking. To this end, I have developed an intervention project involving text production activities using different languages (verbal, imagery, body, music, among others), in creation workshops, using the Writing of the Self with 8th grade students from public elementary school in the city of Salvador/BA. The work adopted a qualitative approach, based on the action research that investigated how the production of these Writings of the Self, focused on social practices that involve multiliteracies, could contribute to the improvement of language learning from a critical perspective, making it possible to respond with greater efficiency to challenges related to the writings of texts in the classroom. The main theoretical contributions that provided the basis for this research are the studies of language and social practices (Antunes 2009,2010; Bakhtin 1997,2002); literacies and multiliteracies (Kleiman 2005, 2012; Marcuschi, 2005; Street 2012; Rojo, 2012; Souza, Passeggi and Vicentini, 2011); multimodal communication theory (Van Leeuwen, 2011; Kress 1996) and critical pedagogy (Freire, 1993; hooks, 2017). Thus, this memorial highlighted the importance of innovative teaching strategies for developing linguistic skills, using in this study the Writing of the Self, that made it possible to hear the voices of students in order to make them become agents of their learning process, contributing to the construction of a path that favored a critical, reflective and affective action. Keywords: Writings of Self; Multimodality; Multiliteracies; Languages; Social Practices.

12
  • VALMEIRE PASSOS SANTANA
  • WEAVING AN INTERCULTURAL APPROACH IN PORTUGUESE (L2) TEACHING AND LEARNING PRACTICES FOR DEAF STUDENTS

  • Líder : LAVINIA NEVES DOS SANTOS MATTOS
  • MIEMBROS DE LA BANCA :
  • FERNANDA MARIA ALMEIDA DOS SANTOS
  • JURANDIR FERREIRA DIAS JÚNIOR
  • LAVINIA NEVES DOS SANTOS MATTOS
  • Data: 17-jun-2024
    Ata de defesa assinada:


  • Resumen Espectáculo
  • The present Formation Memorial is the result of research work and formative action within the scope of the Professional Master in Letters (PROFLETRAS) UFBA, under the guidance of Professor Dr. Lavinia Mattos. The work focuses on proposing a practice of teaching and learning Portuguese vocabulary as a second language (L2), in the written modality, in an intercultural approach, for deaf students enrolled in the Specialized Educational Service AEE of the Training Center of Education and Assistance Professionals for People with Deafness Wilson Lins- CAS/BA. This is a qualitative ethnographic school research, in which we will propose an intercultural pedagogical notebook with a focus on the bilingual education of deaf and deaf students in Portuguese (L2) classes. The theoretical foundation of this research is based on the current Brazilian legislation on the education of the deaf (National Policy for Special Education/2008, Federal Law n.º 10.436/2002; Decree n.º 5.626/2005), and, on authors who discuss the issues of Literacy and Teaching Portuguese (L2), based on theorists such as: Albres (2010), Brito (2010), Brochado (2003), Dolz (2004), Fernandes (2003), Kleiman (2005), among others. This research aims to contribute to the inclusion of deaf students in regular schools, based on writing practices given by the vocabulary repertoire, considering their linguistic, cultural and identity specificities.

2023
Disertaciones
1
  • Ionara Paula Sampaio da Hora
  • CRITICAL READER TRAINING BASED ON CLASSROOM READING PRACTICE

  • Líder : ADRIANA SANTOS BATISTA
  • MIEMBROS DE LA BANCA :
  • ADRIANA SANTOS BATISTA
  • FATIMA APARECIDA DE SOUZA
  • KARINA LIMA SALES
  • Data: 08-feb-2023


  • Resumen Espectáculo
  • This work is a memorial of academic training started with the author's self-research about her classroom practices. It is in the line of pedagogical research and outlines reflections on the basic and academic training of the researcher teacher as well as the experiences already accumulated by her in her professional life. The purpose of this study is to reflect on the importance of reading in the classroom for the formation of critical readers in the final grades of Elementary School. The main objective of the proposal is the production of a notebook of didactic-pedagogical activities that aims to support the practice of critical-reflective reading in the classroom in order to help in the development of students' criticality and, in this way, combat the spread of fake news. Combating the spread of fake news was chosen as a contribution to the development of reading practices as it directly and daily influences the lives of students in contemporary times. The study of the subject is based on the conceptions of social literacies discussed by Soares (2003) and Street (2014) and on the theory of multiliteracies based on the contributions of Rojo (2012). The theoretical foundation of reading practices in the classroom is based on Kleiman (2016), Smith (1989), Antunes (2009) and Orlandi (2012). Discussions on the unveiling of lies disseminated through fake news are based on Barros (2020), Barbosa (2019) and Charaudeau (2016). This research has as a product a notebook of activities which were fundamentally elaborated from the contributions of Kleiman (2016), Koch and Elias (2021) and Moura and Rojo (2012).

2
  • Laize de Jesus Gama Soares
  • Multimodalidad en las clases de lengua portuguesa a través del género discursivo del cortometraje

     

  • Líder : JULIO NEVES PEREIRA
  • MIEMBROS DE LA BANCA :
  • JULIO NEVES PEREIRA
  • ANDREA BEATRIZ HACK DE GOES
  • SANDRO LUIS DA SILVA
  • Data: 10-mar-2023


  • Resumen Espectáculo
  • El presente trabajo es el resultado parcial de una investigación bibliográfica y autoetnográfica que tiene como objetivo contribuir a la ampliación de la competencia lectora de textos multimedia, específicamente el cortometraje, de estudiantes del 6º grado de la Escuela Primaria II, turno de tarde, de la Escuela de Policía Militar - Unidad Dendezeiros (Salvador, Bahía), además de promover la formación académica del docente-investigador. La investigación, aún en desarrollo, expone y problematiza los diversos enfoques de las Alfabetizaciones y se posiciona en la perspectiva de las Multialfabetizaciones cuyas bases teóricas van más allá de las pedagógicas, a través de contribuciones desde el análisis crítico del discurso y la semiótica social para discutir y construir, a partir de este soporte teórico, actividades didácticas para la enseñanza de cortometrajes en clases de lengua portuguesa. Para ello, la orientación metodológica se basa en las aportaciones de: Tfouni (2006), Street (2014), Nóvoa y Finger (2010), Kleiman (2005), Terzi (1995), Gnerre (1987), Galli (2010), Kalantzis et al. (2020) Cazden et al. (1996), Silvestre y Vieira (2015), Resende y Ramalho (2006) entre otros.

     

3
  • Daniele Pinto dos Santos de Jesus
  • GAMIFY:A PROPOSAL FOR TEACHING OF THE TEXTUAL GENRE ADVERTISEMENT IN BASIC EDUCATION
  • Líder : FERNANDA MARIA ALMEIDA DOS SANTOS
  • MIEMBROS DE LA BANCA :
  • FERNANDA MARIA ALMEIDA DOS SANTOS
  • JULIO NEVES PEREIRA
  • MARY VALDA SOUZA SALES
  • Data: 27-mar-2023


  • Resumen Espectáculo
  • The research entitled Gamify: a proposal for teaching the textual genre advertisement in basic education aims to propose gamified pedagogical activities to work with the textual genre advertisement, analyzing how they can contribute to the development of textual production practices in Elementary School. This study is justified by the need to insert new pedagogical practices in the context of basic education, through which students are exposed to the skills and competences of text production that dialogue with their experiences and with the demands of life in society, in addition to seeking promote changes in the way of teaching that develop new literacies and multiple semiosis, stimulating more interactive and collaborative situated practices that encourage problem solving. This research will be based on the theoretical postulates of literacies (KLEIMAN, 1995, 2005; RIBEIRO, 2003; STREET, 2014; TFOUNI, 2010), of multiliteracies and multisemioses (ROJO, 2013, 2015; RIBEIRO, 2016, 2017, 2018), of the educational technologies (KENSKI, 2015), cyberculture (LÉVY, 2014), game culture (HUIZINGA, 2018), gamification (ALVES 2007, 2008; ALVES, 2015; BUSARELLO, 2016) and written production (DOLZ; GAGNON ; DECÂNDIO, 2010; KOCH, 2007). This is a qualitative-based research with an exploratory-propositional nature that will be proposed based on the reality of a 9th year class of the Colégio da Polícia Militar Francisco Pedro de Oliveira (Candeias-Ba) and use as a support, in the classes of Portuguese language, the Classcraft gamified platform. With this proposal, it is expected to expand the students' skills regarding the production/reception of multimodal and multisemiotic texts, as well as the motivation to carry out written productions.

4
  • Jaqueline Bastos Marques Santos Maia
  • SOLICITAR O TÍTULO EM LÍNGUA ESTRANGEIRA

  • Líder : ANDREA BEATRIZ HACK DE GOES
  • MIEMBROS DE LA BANCA :
  • ANDREA BEATRIZ HACK DE GOES
  • JULIO NEVES PEREIRA
  • MONALISA DE AGUIAR REIS PEREIRA
  • Data: 29-mar-2023


  • Resumen Espectáculo
  • This training memorial, presented to the Professional Master's Program in Letters (Profletras) of the Institute of Letters of the Federal University of Bahia, is the result of a (auto)biographical writing process and consists of an account of my personal-academic-professional life path. , filled with theoretically grounded reflections that take place in the space of the course on didactic-pedagogical practices. The text also brings the impressions of the master's student, who is led to look into the problem encountered in the school where he works, with a view to interpreting it in the light of studies and presenting proposals that face it. Considering the challenges that emerged in the context of the Covid 19 pandemic, which revealed the dramatic deficit of students with regard to the developments of digital literacies, the project entitled “Teaching Portuguese, digital literacies and multimodality: convergences and challenges”, brings proposals of different digital reading and writing experiences mediated by platforms, applications and other digital devices, as resources for the development of didactic-pedagogical strategies. The objective is, through these proposals, to favor the acquisition of the mother tongue and appropriation of the written and also multimodal code in virtual environments by students of the 9th year of Elementary School at Escola Municipal Eustáquio Alves Santana, located in the District of Parafuso, municipality of Camaçari- BA. To this end, throughout the pedagogical actions, workshops will be developed that will address digital genres based on theoretical references from scholars such as Magda Soares, Pièrre Lévy, Roger Chartier, Angela Kleiman, Roxane Rojo, Brian Street, Gavin Duduney, Nicky Hockly and Mark Pegrum. To achieve these objectives, the project will seek to develop digital literacy in the students involved, and at the same time, identify and observe their main difficulties in relation to reading and writing, understood here as social practices (MENDES, 2008). The thesis established in the project is that the pedagogical use of digital tools significantly favors the mother tongue teaching and learning processes. Thus, believing that the subjects involved in this process of digital inclusion experience new challenges and new possibilities of literacies, increasingly interactive, dynamic and plural, it is expected that these students experience different ways of reading and writing, expanding their access options. to information, social interaction, production and sharing of knowledge through literacy that crosses and expands the space of paper.

5
  • Paula Gabriela Sosa Sanchez
  • Learning and teaching to transgress: ways to (re)visit the classroom and enhance voices from slam poetry"
  • Líder : ANA LUCIA SILVA SOUZA
  • MIEMBROS DE LA BANCA :
  • ANA LUCIA SILVA SOUZA
  • IRENILZA SANTOS DE OLIVEIRA
  • LAVINIA NEVES DOS SANTOS MATTOS
  • Data: 04-abr-2023


  • Resumen Espectáculo

  • This memorial, entitled "Learning and teaching to transgress: ways to (re)visit the classroom and enhance voices from slam poetry" is being developed within the scope of the Professional Master's Program in Letters (PROFLETRAS), of the Federal University of Bahia (UFBA) and presents part of the research that includes a literacy project, centered on an anti-racist proposal for language teaching, with a focus on orality and emphasis on the slam genre. Its propositional character is being outlined for future application at Colégio Estadual Sátiro Dias, located in the city of Salvador Ba and other related units. The methodology is qualitative in nature, is supported by bibliographic and documentary studies and also has an autoethnographic nature, taking into account the path that involves the researcher's literacies at different stages of personal and professional life. The research is anchored in theoretical and conceptual contributions: Literacy (KLEIMAN, 1995; SOUZA,2011), Orality (BNCC,2018; HAMPÂTÉ BÂ,1979;2010; SOUZA,2001) Slam (ALCADE,2022; NEVES,2021; DALVA, 2019) and Critical thinking (hooks,2017;2020). The key idea is to develop strategies that, based on the New Literacy Studies, expand the uses of oral language in Portuguese language teaching practices based on the phenomenon of oral and performance poetry – Slam. The research results should generate a textbook called "Reexisting from the slam: enhancing voices in Portuguese language classes" in order to enable discussions that encourage criticality and understanding of the narratives of the students involved and promote the legitimation of these voices from an anti-racist and language-critical perspective.

     

     

     

6
  • Andréia Miranda da Silva
  • ANCESTRAL LETTERS: PRODUCTION OF TEXTS BY STUDENTS IN THE 9TH GRADE OF BASIC EDUCATION AT COLÉGIO ESTADUAL ALMIRANTE BARROSO FOR BLACK AND INDIGENOUS AUTHORS

  • Líder : JOSE HENRIQUE DE FREITAS SANTOS
  • MIEMBROS DE LA BANCA :
  • JOSE HENRIQUE DE FREITAS SANTOS
  • ANA LUCIA SILVA SOUZA
  • JOÃO EVANGELISTA DO NASCIMENTO NETO
  • ANDREA BETANIA DA SILVA
  • Data: 05-abr-2023


  • Resumen Espectáculo
  • This training memorial developed within the scope of the Professional Master's Program in Letters (PROFLETRAS), at the Federal University of Bahia, presents a propositional project, whose purpose is the critical reading of texts written by black and indigenous women about their own experiences and that of the peoples of which they are representatives, aiming to subsidize a broad formation of readers/authors, based on anti-racist practices. Through conversation circles and reading workshops; Students in the 9th grade of elementary school at Almirante Barroso State high schoolwill be guided in the production of letters after reading and analyzing texts by these writers, based on Almirante Barroso State high school concepts of writing and Eduardo Oliveira's ancestry. The choice of the textual genre, personal letter, which will guide the proposal was made because the letters are social practices and through them, past and present converge; those who write and those who read them even find themselves in different temporalities. Know the life story; reading, commenting, experiencing letters, poems and short stories by the selected authors is a more interesting way of bringing these young people closer to literary reading, different existences and cultures, thus awakening empathy with themselves and with others. It is also an invitation not only to express your impressions and feelings regarding the readings carried out and to produce letters, but above all to think of tangible ways of confronting racism in different spheres. To this end, the foundation on concepts of Literacies of reexistence, Multiliteracies, Engaged Pedagogy, Multiculturality, Anti-racism, Writing, Ancestry was made with the contribution of theorists Ana Lúcia Souza (2011), Ângela Kleiman (2005), Roxane Rojo (2008), Bell Hooks (2017), Nilma Lino Gomes (2001), Maria Nazaré Lima (2019), Ailton Krenak (2019), Eliane Cavalleiro (2001), Ana Célia Silva (2005), Conceição Evaristo (2020), Eduardo Oliveira (2012) , Ana Rita Santiago (2012), Thiél, Hayki, Graça Graúna, Márcia Kambeba, Wapichana.

7
  • Cláudia Souza Weber
  • Literature: a journey between the reading of fables in the classroom and the formation of the student – reader. 2022. 135 f. il. Memorial – completion work of the Professional Master’s Course in Letters – PROFLETRAS UFBA, 2022.

  • Líder : FATIMA APARECIDA DE SOUZA
  • MIEMBROS DE LA BANCA :
  • ANDREA BEATRIZ HACK DE GOES
  • FATIMA APARECIDA DE SOUZA
  • MARIA DA PENHA BRANDIM DE LIMA
  • Data: 11-abr-2023


  • Resumen Espectáculo
  • Literature: a journey between the reading of fables in the classroom and the formation of the student-reader is a Memorial written as a proposal for a conclusion work of the Professional Master’s Degree in Letters – PROFLETRAS UFBA- whose bibliografic research was guided by the following question: How to work literature through the reading of fables for a possible formation of the student-reader? From there, I carried out new readings, in order to outline the objectives to be achieved and engender actions focused on the solution of this problem that, in some way, justified the choice of the genre. Since the fable is a product of the human imagination, leaning my work towards it is justifiable because reading of this helps to develop the student’s critical sense, leading him to reflect on the messages that underlie this literary text. Therefore, my work aims to present an activity proposal, specifically, aimed at the development of reading strategies with the Classes of the 6th year of Elementary School. Anchored in Bakhtin (2011), Cândido (1972), Cosson (2014), Kleiman (2000), Solé (1998) in addition to other theorists, I wrote my Memorial with the attention given to the student as a subject, in the consideration of his speech and in the construction of thought, wich I believe possible favors the formation of student readers.

8
  • Katy Maiane Carneiro
  • A LOOK AT THE IDENTITY PROCESSES FROM THE PERSPECTIVE OF THE SELF-WRITING OF SEVENTH GRADE STUDENTS OF ELEMENTARY SCHOOL II

  • Líder : RAQUEL NERY GOMES LIMA
  • MIEMBROS DE LA BANCA :
  • ADRIANA DALLA VECCHIA
  • ADRIANA FRANCO DE QUEIROZ
  • FATIMA APARECIDA DE SOUZA
  • RAQUEL NERY GOMES LIMA
  • Data: 25-abr-2023


  • Resumen Espectáculo
  • The present work, of a memorialistic and bibliographic nature, is developed from a question: How can self-writing favour the construction of the identity process considering the socioeconomic context of the student? It aims, in general terms, to explore and understand the repercussions of socioeconomic conditions on the literacy of elementary school students based on self-writing practices that promote subjectivation. In this way, I carried out a memorial exercise in which I reflected on my literacy experiences from childhood to my academic and professional training. I also carried out bibliographical research seeking a theoretical and methodological basis for the development of a pedagogical project inspired by self-writing practices. The autobiography together with the poem were the genres chosen to, in the pedagogical proposal developed here, provoke the student to explore the writing of himself as a way of, through words, reflecting and elaborating his/her subjectivity and identity. This work results, therefore, in a proposal for an activity aimed at students in the 7th year of Elementary School at Escola Municipal Professora Altair da Costa Lima. In the theoretical basis of this research, authors such as Street (2014), Kleiman (2005), Galvão (2003), Soares (2003), Foucault (1992), Artières (1998), Souza (2018), Hall (2014), Nogueira and Nogueira (2021), among other theorists.

9
  • Ivaneide Gomes da Silva
  • LITERATURE IN THE CLASSROOM: an exercise for human training
  • Líder : MONICA DE MENEZES SANTOS
  • MIEMBROS DE LA BANCA :
  • ALVANITA ALMEIDA SANTOS
  • JOSE WELTON FERREIRA DOS SANTOS JUNIOR
  • MONICA DE MENEZES SANTOS
  • Data: 16-may-2023


  • Resumen Espectáculo
  • Considering that reading and working with the literary text in the classroom has a place that is often subjugated in the face of the problems surrounding what to teach in view of a minimum time for the fulfillment of all syllabus contents of the annual teaching plans for During the school year, this work aims to exercise reading so that this activity becomes part of the Portuguese language curriculum in the sixth grade classes, shaping itself, therefore, as a content, so that it can be characterized as a teaching item. Thus, I present a proposition of workshops that deal with some themes that I consider relevant to the human time of girls and boys with an age group between eleven and twelve years old, but that leaves an opening for many other possibilities of interventions, through the attentive look application moderator. In order to promote a broadening of the understanding that if we are in a position of a multicultural country, this aspect must be considered, in order to enable students to observe themselves equitably and restructure themselves through the exercise of experiences offered by literary texts. At the same time, it is important that the habit and pleasure arising from contact with literary narratives worked in the classroom be built. In this way, the workshops bring texts by the writer Cidinha da Silva, as well as the work Os Nove Pentes D’África, by the same author, with illustrations by Iléa Ferraz. The choice was made due to the work's broad approach to themes involving ancestry, relationships between family members, and the most varied feelings contained in any human relationship. The activities will be carried out based on workshops, since this methodology opens up a range of possibilities for the exercise of reading activities, as well as triggering storytelling, both individually and socially. The choice was also established by understanding that the meanings of the literary text are constituted through dialogues between its readers, which, from a planned mediation, enable the discussion about culture and the construction of a decolonial posture. Therefore, the exercise of the act of reading, the improvement of literary literacy must occur with a view to forming critical readers. The concepts of social literacies and literary literacies used, fundamental for this study, are based on the assumptions of Kleiman (1995), Soares (2003), Street (2014), Cosson (2009), Dalvi (2013).

10
  • Giovana Pedreira Leal
  • LEAL, Giovana Pedreira. DIALOGUE OF LITERACIES: FROM THE MASS SONG TO THE CANONICAL LITERARY TEXT. 143f. il. 2023. Academic Memorial. Graduate Program in Letters, Professional Master in Letters (PROFLETRAS), Institute of Letters, of Universidade Federal of Bahia. Salvador, 2023.

  • Líder : SIMONE BUENO BORGES DA SILVA
  • MIEMBROS DE LA BANCA :
  • SIMONE BUENO BORGES DA SILVA
  • MONICA DE MENEZES SANTOS
  • EUMARA MACIEL DOS SANTOS
  • Data: 23-ago-2023
    Ata de defesa assinada:


  • Resumen Espectáculo
  • This Academic Memorial, entitled "Dialogue of Literacies: from mass song to canonical literary text", was developed within the scope of the Professional Master's Program in Letters (PROFLETRAS) and presents a proposal to investigate the phenomenon of mass song as a didactic possibility, aiming at the increase and accessibility of literary reading in the school environment. The proposal is to compose parameters for the formation of critical and autonomous readers of the canonical literary text in the school environment from thematic approaches with mass songs. For students in a 9th grade elementary school class at the Military Police College - Dendezeiros unit, in Salvador -BA. In this way, the present memorial and bibliographic work was developed with two functions: the memorial, in which a reflection is made on the researcher's literacy experiences, from childhood to academic and professional training; bibliographical research, which in turn provided a theoretical and methodological basis for the development of a pedagogical project inspired by the dialogue between the popular mass song and the canonical literary text. In the theoretical basis of the research, there are conceptions of ideological literacy (STREET, 2014); critical reading, (FREIRE 2011, 2018, 1987) and literary literacy, relations between literature and teaching; (ABREU, 2006), reflecting on the issue of the canonical literary text and its presence in school; (COSSON, 2014); (MORTATTI, 2014); (DALVI, 2013); (ZILBERMAN 2009) and (ZAPPONE 2008) about literary literacy by taking literature as a reading that demands responses from the reader and also in strategies and reading comprehension (SOLÉ, 1998) by understanding that it is necessary to look carefully at the parameters that may enable a work proposal with the reading of the canonical literary text in the classroom.

11
  • HOSANA SANTOS DE JESUS
  • Afro-Brazilian Literature: towards a racial-critical literacy in Portuguese language classes

  • Líder : SIMONE SOUZA DE ASSUMPCAO
  • MIEMBROS DE LA BANCA :
  • SIMONE SOUZA DE ASSUMPCAO
  • Ana Virgínia Lima da Silva Rocha
  • VICTOR MANUEL AMAR RODRIGUEZ
  • Data: 02-oct-2023


  • Resumen Espectáculo
  • This work is a memorial of formation developed in the Professional Master's in Letters - PROFLETRAS, linked to the Federal University of Bahia - UFBA, through which, from the results of a qualitative research of ethnographic nature, I describe and reflect on my formative path as a Portuguese language teacher. They are analyzes and descriptions of my experience, persistence and resistance in the classroom in search of a more humanized, inclusive and committed education to the interests and needs of all students. For this purpose, I developed the research entitled: Afro-Brazilian literature: for a critical racial literacy in Portuguese language classes, which aims to investigate how Afro-Brazilian literature can contribute to the affirmative construction of black identities and to the construction of critical racial literacy in the Municipal School Carlos Drummond de Andrade with the students of the 6th year of Elementary School II. The intervention project was carried out in a class consisting of 23 pre-adolescent students, in the third school term of the year 2022. In this context, it is sought, through Afro-Brazilian literature, to build a narrative of valorization of black identity, relating aspects linked to culture, thought and the history of black peoples. Thinking of enabling students to have a meaningful experience for their formation as citizens, who appropriate the power of literary reading, it is that round tables were held on topics that led students to reflect on ethnic-racial relations. The theoretical basis for the consolidation of this research was based on the ideas of: Debus (2017) with studies on Afro-Brazilian literature in children's and youth literature; Gomes (2011) with discussions regarding diversity, culture and education of ethnic-racial relations; Cosson (2021) with studies on literary literacy and Ferreira (2015) with discussions about critical racial literacy. The results showed that Afro-Brazilian literature presents itself as a possibility to build/strengthen critical racial literacy in the school environment. Insofar as it provides opportunities for subject-readers to better understand the being and being in the world, favoring the development of more critical and less prejudiced attitudes. Because it has a transforming role, literature, through its humanizing force, is a strong ally in the formation of critical readers and in the construction of an anti-racist education.

12
  • Terezinha Coelho Pessoa Lima
  • Reading Practices in the Classroom: Discursivization of Women with a Focus on Paraphrase and Polysemy

  • Líder : ADRIANA SANTOS BATISTA
  • MIEMBROS DE LA BANCA :
  • ALBA VALERIA TINOCO ALVES SILVA
  • ADRIANA SANTOS BATISTA
  • VALNECY OLIVEIRA CORREA SANTOS
  • Data: 11-dic-2023
    Ata de defesa assinada:


  • Resumen Espectáculo
  • This purposeful character formation memorial is inserted in the research line "Study of Languages and Social Practices" of the ProfLetras Program, ILUFBA-EF. In addressing the theme of reading,initsdevelopment,Iconsideredtheintersectionofthreeaxes:biographical, bibliographical, and purposeful. In the first, of autobiographical nature, I narratively recount moments of my life journey, my formative path, and my career in Teaching, a period that coincided with changes in the Brazilian educational system. In the second, of theoretical nature, I present the theoretical-methodological contributions of Discourse Analysis (DA), which underpinned the construction of reading practices from a discursive perspective, bringing forth the discursivization of women through a textual analysis focused on paraphrastic and polysemic processes. In thelastsection,Iproposetheresearchproducttitled "Reading Practices: The representation of women with afocusonparaphraseandpolysemy". The activities in this intervention proposal are intended for 9th-grade students in Elementary School and aim to contribute to the students' reading education through readings from a discursive perspective with an emphasis on the representation of women. In this research, paraphrase is responsible for creating new expressions based on what has been said before, and polysemy is the displacement, it is the new meaning. These two concepts are the main tools for analyzing reading in this proposal, as they will help us analyze both discoursesthat repeat stereotyped patterns regarding women and those that break free from naturalizations andcrystallizationsofknowledge.Todothis,Ianchoredmyselfintheoretical-methodological studies in the perspective of DA, mainly drawing from the contributions of Coracini (2005), Indursky (2020), Orlandi (2021; 2020; 2017; 2018; 2015), Pêcheux (2009; 2015) to help us understand language and reading from the perspective of discourse, and of Beauvoir (2019) andRibeiro(2019)toassistusinapproachingtherepresentationofwomenovertime

2022
Disertaciones
1
  • RAIMUNDO PEREIRA BERNARDES JUNIOR
  • PEDAGOGY OF THE COMPOSITION BASED ON THE MOVEMENT “WRITTEN AS PROCESS”

  • Líder : RAQUEL NERY GOMES LIMA
  • MIEMBROS DE LA BANCA :
  • RAQUEL NERY GOMES LIMA
  • MARCIO RICARDO COELHO MUNIZ
  • GREDSON DOS SANTOS
  • IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES
  • Data: 04-may-2022


  • Resumen Espectáculo
  • With the aim to rethink strategies able to improve the writing teaching, specifically essay text at 9º grade of middle school, and in order to create more engaging and dynamic classes, this work intend to investigate how to propose a set of actions attuned to student’s social needs, so that the elaboration of argumentative texts can become a powerful tool more than mere activities of Portuguese language classes. This research is supported by authors such Joaquim Dolz and Bernard Schneuwly related to Genre Theory and the studies of the professor Irene Clark as to a process approach to writing and the teaching of writing and to answer the following question: How would a didactic sequence based on the movement called “writing as a process” evolve for teaching of the writing opinion articles? Furthermore, written in the form of a memorial text, its methodology has as product a conceptual analysis added to the proposition of a pedagogical intervention that allows the researcher to reflect on his own practice.

2
  • Daniela Ribeiro dos Santos
  • READING MEMES IN THE CLASSROOM: A REFLECTION ON READING SKILLS OF MULTIMODAL TEXTS

  • Líder : MARCIO RICARDO COELHO MUNIZ
  • MIEMBROS DE LA BANCA :
  • ANDREA BEATRIZ HACK DE GOES
  • MARCIO RICARDO COELHO MUNIZ
  • DÉBORA LIBERATO ARRUDA HISSA
  • Data: 14-dic-2022


  • Resumen Espectáculo
  • This Training Memorial aims to present and discuss a didactic Sequence developed from multimodal texts, specifically of the meme genre to students of the 8th (eighth year) of Elementary School at Escola Estadual Professora Armandina Marques, and will work on reading, and understanding of memes, with the objective of improving the student's reading competence in multimodal texts. It is expected that at the end of the presentation of the didactic proposal, students acquire the critical reading competence of multisemiotic or multimodal texts. The choice of the Meme genre is due to its presence in the daily lives of students, almost always resorting to humor and critical reading on social networks. The theoretical contribution included studies dedicated to reflection on Isabel Solé's (1998) concept of reading, Kress's and Van Leeuwen (2005) concept of multimodality, discussions on the Pedagogy of Multiliteracies of the Nova Londres Group (CADZEN et al., 2021), and discussions on textualization of the multimodal text carried out by Júlio Neves Pereira (2015).
2021
Disertaciones
1
  • ROSANA DA SILVA SANTOS
  • POETRY IN THE CLASSROOM: AN EXPERIENCE WITH THE POETIC LANGUAGE OF RAP
  • Líder : ALVANITA ALMEIDA SANTOS
  • MIEMBROS DE LA BANCA :
  • ALVANITA ALMEIDA SANTOS
  • SILVIO ROBERTO DOS SANTOS OLIVEIRA
  • SUZANE LIMA COSTA
  • Data: 28-may-2021


  • Resumen Espectáculo
  • This training memorial aims to propose an experience with the poetic language of rap to students of the 9th grade of elementary school II in the municipal network of São Francisco do Conde - BA, through a didactic proposal composed of reading workshops and conversation circles. The main objective of the proposal is to read the poetic text, its understanding and heuristic function. Rap was chosen as a poetic genre, considering its importance as a young cultural production and for seeking to bring other cultural practices to the classroom space. Therefore, the work was based on the following concepts: reading concepts and teaching of reading by Isabel Solé (1998) and Vicent Jouve (2002); reflections on the functions of literature promoted by Antônio Cândido (2002); perceptions about literature and literature teaching, from Márcia Abreu (2003) and Mei Hua Soares (2008); concept of poetry and poetic text by Otávio Paz (1984); concept of oral poetry by Paul Zumthor (1997) and study on rap and hip-hop culture based on the contributions of Ana Lúcia Sousa (2011) and Alexandre Pitta (2019).

2
  • DIANA CARLA DE FREITAS OLIVEIRA
  • READING THE MEME GENRE IN THE FINAL YEARS OF ELEMENTARY SCHOOL

  • Líder : FATIMA APARECIDA DE SOUZA
  • MIEMBROS DE LA BANCA :
  • ADRIANA SANTOS BATISTA
  • FATIMA APARECIDA DE SOUZA
  • MARIA DA PENHA BRANDIM DE LIMA
  • Data: 01-jul-2021


  • Resumen Espectáculo
  • This Memorial of academic formation presented to the Professional Master in Letters (PROFLETRAS), at the Institute of Letters of the Federal University of Bahia, entitled “The reading of the meme genre of the final years of elementary school”, has as its starting point the context of academic formation and discussion of studies on the meme genre and digital literacies and its main objective is to promote the development of intervention activities through a didactic sequence in order to contribute to the development of reading skills of students of the eighth year of Colegio Municipal Eurides Sant'Anna, in Barreiras, Bahia. From this perspective, genres mediated by new communication and information technologies can improve reading skills in elementary school students. The work is based on the assumptions of Dawkins (2007) and the theoretical scope of the origin of the term meme and general concepts, Kress and van Leeuwen (1996), as a subsidy for the study of multimodal genres, Kleiman (2004), as an assumption of studies of reading and literacy, Solé (1998), to fundamentalize reading strategies (Coscarelli, 2016), (Dudeney, 2016), (Prensky, 2001), Lévy (2000), (Zabala, 1998), as ideas in the field of studies of new communication and information technologies and digital literacies and (Schneuwly and Dolz, 2004) and Zabala, 1998) to fundamentalize the preparation of the Didactic Sequence and pedagogical notebooks. The ethnographic methodology guided this study in its beginning in 2019, however due to the living conditions that presented in 2020, with the pandemic caused by the coronavirus, there was a need for a methodological modification, moving on to a bibliographic research. In that direction, it is that a pedagogical proposal of the meme genre becomes an im

3
  • FÁTIMA CHRISTIANE CAVALCANTE HENRIQUES DA SILVA
  • THE WRITING OF THE AUTOBIOGRAPHICAL REPORT AS A PRACTICE OF LETTERING: A POSSIBLE PATH FOR EJA STUDENTS

  • Líder : RAQUEL NERY GOMES LIMA
  • MIEMBROS DE LA BANCA :
  • ANA LUCIA SILVA SOUZA
  • GILVANICE BARBOSA DA SILVA MUSIAL
  • RAQUEL NERY GOMES LIMA
  • Data: 19-ago-2021


  • Resumen Espectáculo
  • Memorial of training integrating of the Languages and Literacies area and
    Profletras / UFBA Language Studies and Social Practices Line of Action. It was
    performed a writing based on bibliographic studies, whose authors propose a
    discursive sociointeractionist reflection, inserted in the field of teaching of the
    mother tongue and in the interactionist perspective, seeking to strengthen the
    concepts of literacies and authorial writing. I present a Didactic Sequence
    proposal for Portuguese language classes, with the objective of developing
    students' writing based on the textual genre Autobiography. Since the main goal
    of the construction of this memorial is to propose an analysis of the relationship
    between the writing of the students of the EJA modality and the literacy practices,
    going through the relations of the world of work and the ethnic-racial relations in
    the life of the working student; I also aimed to reflect about my academic and
    professional training in order that a motivator to produce authorial writing. The
    work is based on theoretical-methodological conceptions: of self writing, as postulated by Foucault (1992), of language and text in a socio-cognitive-interactional view of Marcuschi (2003, 2008); from literacies by Kleiman (1995, 2001, 2005) and Rojo (1995, 2009); Freire's liberating education (1967), with didactic sequence by Schneuwly and Dolz (2010); Street's social literacies (2014) and in its entirety inspired by the phrase by Gloria Anzaldua (2000): “Why am I driven to write?”.

4
  • Jailma Cerqueira de Azevedo Lima
  •  Stories that matter: the neighborhood of Paripe biographed by students in the Reading and Text Production workshops
  • Líder : JOSE HENRIQUE DE FREITAS SANTOS
  • MIEMBROS DE LA BANCA :
  • ANA LUCIA SILVA SOUZA
  • DENISE CARRASCOSA FRANCA
  • JOSE HENRIQUE DE FREITAS SANTOS
  • Data: 20-ago-2021


  • Resumen Espectáculo
  • How important are literacies, including the school literacies, in a graphocentric society like ours? This academic memoir is the result of a qualitative research of an ethnographic study developed in the Mestrado Profissional em Letras (PROFLETRAS) at the Institute of Letters of the Federal University of Bahia. Its object of study is the social literacies practices of 9th graders, from a municipal school, in the railroad suburb of Salvador. The objective of this work is to broaden the reading concepts of these students, giving the texts they produce or are exposed to, a cultural and historical significance valued by the school. Therefore, the studies are based on the concepts of literacies of re-existence (SOUZA, 2011); literacies (KLEIMAN, 2001) (ROJO, 2009); language and  languages (ANZALDUA, 2009), (ANTUNES, 2003, 2007); linguistic racism (NASCIMENTO, 2019); host-country language ((BARBOSA and SÃO BERNARDO, 2017)) and “escrevivência” (EVARISTO, 2007, 2020); among others, including authors who considers the introduction of literature closer to the students' experiences, such as (DALVI, 2013), (OLIVEIRA, 2019), (SANTOS, 2019). The proposal seeks to understand the social and cultural events in which students are inserted, providing space for listening and valuing local writing and reading practices through conversation circles, interviews, readings, among other activities, resulting in the production of biographies of local personalities. Thus, it is proposed throughout this project, to make the school a space for the recognition of local identities, their life stories and literacy practices of the community, as well as favoring other spaces and forms of reading.

5
  • CARLA DIAS ROCHA
  • Park  Scholl Memory Reports: a literacy agency for Freedom

  • Líder : ANA LUCIA SILVA SOUZA
  • MIEMBROS DE LA BANCA :
  • ANA LUCIA SILVA SOUZA
  • JOSE HENRIQUE DE FREITAS SANTOS
  • LÍCIA MARIA DE LIMA BARBOSA
  • Data: 27-ago-2021


  • Resumen Espectáculo
  •  

    literacy of reexistence, memory, identity, race relations

     

    The research project Parque de Memória Reports: a literacy agency for Freedom, developed within the scope of the Professional Masters in Letters - PROFLETRAS of the Federal University of Bahia, Salvador, consists of a training memorial, in which the master's student analyzes reflexively, his intellectual-professional life; as well as, develops and applies an intervention project that aims to analyze and instrumentalize reading and text production by students from a group of students from the EJA of the Reading and Text Production Workshop - from elementary and middle levels, from of a school in the neighborhood of Caixa D'água, in Salvador / Ba. As a teacher at this school since 2001, when I joined PROFLETRAS I planned my intervention proposal with the purpose of bringing to light the understanding of students and the general community the importance of this educational project and the monument Parque Parque for the community of Liberdade, for the city of Salvador, for the history of Brazil. The proposals for this purpose will be applied through the production of reports on the memories of Escola Parque. The construction of this genre will be configured based on the production of a collection of writing by these students about people, former students belonging to the best age who will report their experiences at school in the years they studied there. From the reports and interviews, they will produce memorialistic texts in which these stories will be mixed with their own. The current research consists of a qualitative perspective - of an ethnographic nature - and with characteristics of action research (participation) based on theoretical-methodological concepts: of language, text and subject in a socio-cognitive-interactional view of Koch (2011) and Marcuschi (2008), from action research by Thiollent (1998), from Referencing Cortez and Koch (2013), Koch (2011) and Antunes (2010), from the literacies of Angela Kleiman (1995),   Re-existence Literacy Souza, from Memória e Sociedade Eclea, Bosi (1979).

    severino

6
  • SEVERINO ALVES REIS
  • Xs owner  of history: EJA students as writing subjects.

  • Líder : ANA LUCIA SILVA SOUZA
  • MIEMBROS DE LA BANCA :
  • ANA LUCIA SILVA SOUZA
  • JOSE HENRIQUE DE FREITAS SANTOS
  • MARIA ANÓRIA DE JESUS OLIVEIRA
  • Data: 27-ago-2021


  • Resumen Espectáculo
  •  

     

    The communication says support for the ongoing research project, called Xs donxs da História: EJA students as writing subjects. It is being developed within the scope of the Professional Master's Program in Letters - PROFLETRAS -, at the Federal University of Bahia - UFBA -, and its central focus is the teaching of Portuguese language from the perspective of the implementation of Law 10639/03, which institutes teaching of Afro-Brazilian history and culture as a means of reframing and cultural valorization of African matrices with the aim of promoting attitudes, attitudes and values that educate citizens in an anti-racist perspective. The research that comprises a literacy project starts from the analysis of short stories by Conceição Evaristo in the book Olhos Água (2018), with a view to unveiling the prejudices, racism and sexism still prevailing in Brazilian society, mainly against black and white women and women. , based on this path, it intends to encourage the authorial writing of texts by students of a Youth and Adult Education room - EJA -, in the municipality of Dias d'Ávila - metropolitan region of Salvador. The study takes into account the different experiences and literacies of each participating student and aims to provide elements for reflection and critical analysis that give the condition of subordination to which a large part of the population of Salvador is still subjected. The bet is that in the classroom interaction you can build other worlds. The research is anchored in theoretical and conceptual contributions: in new studies of literacies, Street (2014), Kleiman (2005), Souza (2011) Marcuschi (2003); in aspects related to culture, gender and race relations, Sueli Carneiro (2011), Djamila Ribeiro (2018), Ana Célia Silva (2004), and about EJA, Arroyo (2005). Ethnographic research allows immersion in the daily life of the school, in the classroom, in the students' experiences, reflections on the context in which events and practices of situated literacies take place, as well as their daily implications for gender and cultural issues. race in today's society. It is hoped that at the end of the literacy project we will be able to unveil the individual and collective role of the subjects in order to make each and every donx of their own history and, thus, Portuguese language classes in EJA can be the place of welcoming, the place of feeling good having the trajectory of EJA students as fundamental to think about the teaching and learning process.

7
  • MIZAEL JOSÉ DOS SANTOS NETO
  • The subjects and the senses in the act of providing 

  • Líder : ANA LUCIA SILVA SOUZA
  • MIEMBROS DE LA BANCA :
  • ANA LUCIA SILVA SOUZA
  • DANIELE DE OLIVEIRA
  • IRENILZA SANTOS DE OLIVEIRA
  • Data: 13-sep-2021


  • Resumen Espectáculo
  • The teaching of Portuguese Language has focused on the search for student access to the universe of texts that circulate socially, with which people interact systematically in their daily lives, both in informal situations and in formal situations of public use of language. In this sense, Koch (2002, p. 17) states that the text can be considered the very place of interaction and the meaning of a text is constructed in the interaction between text-subjects or text-co-enunciators, that is, the text does not pre-exist to that interaction. Finally, using language means interacting through the exchange of texts. The research intends to develop a directed activity with a didactic sequence aiming to promote an action - reflection - action. The intervention is proposed to be carried out in the 8th or 9th grade class of the Carlos Drummond de Andrade school in the municipality of Dias D’Ávila, in Bahia. First, a data survey will be carried out through a bibliographic review in order to find out which authors are researching the proverb genre. In addition, it will be necessary to find out what are the theoretical foundations about linguistics, above all, discourse analysis and polyphony, given that the production of meaning will be the object that is intended to be achieved by the intervention

8
  • ANDRÉ LEONE DOS SANTOS CRUZ

  • The discursive genre oral presentation and ethnic-racial relations: the construction of an anti-racist speech in elementary school II

  • Líder : FERNANDA MARIA ALMEIDA DOS SANTOS
  • MIEMBROS DE LA BANCA :
  • FERNANDA MARIA ALMEIDA DOS SANTOS
  • ANA LUCIA SILVA SOUZA
  • MARCOS BISPO DOS SANTOS
  • Data: 13-sep-2021
    Ata de defesa assinada:


  • Resumen Espectáculo
  • This academic memorial deals with the discursive genre oral presentation and the teaching of Portuguese, having ethnic-racial relations as its thematic axis. Therefore, it is based on competencies and skills present in the National Common Curricular Base (BNCC) in order to present a didactic proposal for Portuguese language classes in classes of the 9th grade of elementary school. Adapted to the reality imposed by the Coronavirus pandemic, this proposition considers, on the one hand, the practice of hybrid teaching and, on the other, assumptions of gamification. The methodology of the work consists of bibliographical and propositional research based mainly on the studies of Bakthin (2003, 2004), Marcuschi (2007, 2010, 2020), Almeida (2020), Souza (2009), Busarello (2021) and Ribeiro (2019). This theoretical contribution directs the development of a didactic-pedagogical notebook that can support the teaching and learning process of the various stages of the oral presentation genre, addressing basic concepts related to ethnic-racial issues, such as: discrimination and racial prejudice, structural racism, whiteness, blackness, representativeness and anti-racism. It is expected, therefore, to contribute to the process of teaching and learning orality, from its exercise in situations that promote the construction of questions, reflections and positions that are configured in anti-racist practices.

9
  • ELISÂNGELA DE JESUS DA SILVA
  • Authorial writing from oral genres in the classroom

  • Líder : SIMONE SOUZA DE ASSUMPCAO
  • MIEMBROS DE LA BANCA :
  • INÊS FERREIRA DE SOUZA BRAGANÇA
  • ALBA VALERIA TINOCO ALVES SILVA
  • SIMONE SOUZA DE ASSUMPCAO
  • Data: 20-sep-2021


  • Resumen Espectáculo
  • Authorial writing from oral genres in the classroom is a research project developed in the Professional Master of Arts at the Federal University of Bahia that started in April 2019, under the guidance of Professor Simone Souza de Assumpção. The aim of this work is to produce texts in perspective of authorial writing, valuing the reading of the world based on and not processed as a socio-historical process and as a social practice. The target audience is a class of 9th grade, afternoon shift, from the Municipal School Profº Raimundo Mata in the municipality of Catu in the state of Bahia. The context in which this research is inserted is at Escola Municipal Profº. Raimundo Mata, who receives students from all neighborhoods in the city, including the rural area. In this context, the need for teaching authorial writing is observed by the teacher-researcher through pedagogical questions related to the problem situation perceived in the classroom during the classes. The intervention will be developed in a class selected by 23 teenage students, with a goal of teaching Portuguese language that provides interaction in the classroom, for an exchange of knowledge related to authorial writing; but also to expand writing practices from oral genres. A methodology adopted in this project is an ethnographic research, to get to know the socio-cultural reality of the participants related to the challenges faced by adolescents and their community. Thinking about allowing students a meaningful experience for their training, like those who can appropriate the power of writing, they can use the conversation wheels on the themes triggered by students, in the search to listen and use the perception of the importance of written for participation in social practices. Has an expectation of development or development of orality / writing in Portuguese language classes, involving as topics suggested by students, since they perceive that they have a voice and that they are important in the training process. The work is based on the theoretical-methodological conceptions: language and text in a socio-cognitive-interactional view by Marcuschi (2003, 2008); authorial writing by Tfouni (2010); from literacies by Kleiman (1995, 2001, 2005) and Rojo (1995, 2009); oral genres and didactic sequence by Schneuwly and Dolz (2010); and Street social literacies (2014), among others.

10
  • LUCIDALVA RANGEL PEREIRA
  • LITERACY FROM RAP: VOICE AND TIME IN THE PORTUGUESE LANGUAGE CLASS

  • Líder : SIMONE SOUZA DE ASSUMPCAO
  • MIEMBROS DE LA BANCA :
  • SIMONE SOUZA DE ASSUMPCAO
  • ANA LUCIA SILVA SOUZA
  • EDLA EGGERT
  • Data: 27-sep-2021


  • Resumen Espectáculo
  • This work presents the results of a research carried out within the scope of the Professional Master's Degree in Letters at the Federal University of Bahia (Profletras/UFBA). It also presents, as a product of this research, the proposal of a work aimed at the school literacy of Elementary School II students, structured from rap as a social practice of black youth, observed in the context of teaching and learning the Portuguese language of a class of 7th year of a municipal school in Salvador, Bahia, in which I work as a teacher-researcher. This proposition is extended to other Brazilian school contexts in which rap stands out as a social practice of students. The investigation included the realization of a literature review, combined with the use of autoethnography and documental research, pointing out the need for the study and proposal to be directed to the education of ethnic-racial relations, provided for by Law 10.639/03. The main theoretical contributions that guided this study are found in Cavalleiro (2001, 2014), Bento (2012), Freire and Macedo (2011), Gomes (2001, 2005, 2008, 2017), Kleiman (2005, 2007), Munanga (2005, 2020), Passeggi (2008), Rojo (2009), Schneuwly and Dolz (2004), Souza (2011), Street (2014), among other authors. The research showed that working with rap in the classroom makes it possible to explore the multiple languages involved in this cultural practice in an anti-racist perspective, in which students, moving away from the situation of silencing that is commonly imposed on them in/by the school, can act as enunciators of their concerns and complaints about their reality, in order to contribute to their linguistic and political formation. The investigation allowed me, as a teacher-researcher, to make a theoretical-critical-formative reflection, which points to a paradigm shift in my praxis, especially with regard to my conceptions of literacy and education, which, in the Brazilian educational scenario, they cannot dissociate themselves from the ideological and anti-racist perspective, capable of breaking with the rational logic of power that subordinates beings and knowledge.

11
  • ELIENE GABRIEL DE SOUZA SANTOS
  • Empowerment is necessary: Black Panther and the Comics as resources for the improvement of discursive literacies. 
  • Líder : MONICA DE MENEZES SANTOS
  • MIEMBROS DE LA BANCA :
  • MONICA DE MENEZES SANTOS
  • RAQUEL NERY GOMES LIMA
  • ROSINES DE JESUS DUARTE
  • Data: 26-oct-2021


  • Resumen Espectáculo

  • I present in this memorial a teaching proposal, in the form of a pedagogical workshop, called Empowering is precise: Pantera Negra and the HQ'S as resources for the improvement of discursive literacies, developed within the scope of the Professional Master's Degree in Letters - ProfLetras. Therefore, aiming to undertake a work of selfreflection and training as a teacher, I rescue my trajectory in the world of letters, the path taken in teaching, the remarkable facts and achievements of my life and the transformations arising from the experiences that culminated in my participation in ProfLetras . For the purpose of the workshop, the improvement of discursive textual competence was taken as a fundamental factor for the development of skills that provide opportunities for students in the final years of elementary school, in particular, students in the 9th year: acquisition possibilities of other literacies that are also important for facing the challenges imposed by globalization; skills to solve problems typical of modern life; acquisition of self-esteem, self-confidence and respect for others for the extinction of racist and xenophobic attitudes so present in the classroom. The practice of the workshop is based on the urgency of improving/acquiring reading and writing skills as well as on inciting questions that arouse the desire to find a solution to racial segregation and the desire to know the history and culture of blacks and Afrodescendants, as recommended by Law 10639/03. Thus, reading activities of HQ'S of the Black Panther character are proposed; production of comics of characters with superpowers; reading and reflection on texts dealing with the history and culture of black people; conversation wheels; appreciation of videos and films on the same theme; study of the language used in the genre; script production; organization of productions in collections; dissemination and exhibition in the school library for access by the entire school community. For the elaboration of the proposal, the assumptions and positions of several scholars on: discursive textual competence were taken into account: Kleiman, Soares, Tfouni; the social position of black people throughout the history of Brazil: Gomes, Gonzales, Nascimento, Silva, Munanga, Cavalleiro; the role of education in society: Freire; textual genres: Bazerman, Casali, Geraldi, Possenti, Marcuschi; discursive genre: Rojo, Bronckart, Bakhtin, Dolz, Schneuwly; textual genre HQ'S: Ramos, Vergueiro, Eisner, Manguel and teaching strategies - pedagogical workshops: Anastasiou, Moita, Andrade, Moraes, Varela, in addition to many renowned scholars.

12
  • JOÃO CARLOS ARAÚJO DOS SANTOS

  • Poetry and poetics in my Portuguese language classes

  • Líder : LAVINIA NEVES DOS SANTOS MATTOS
  • MIEMBROS DE LA BANCA :
  • CLAUDIO CLEDSON NOVAES
  • LAVINIA NEVES DOS SANTOS MATTOS
  • MARCIO RICARDO COELHO MUNIZ
  • Data: 29-nov-2021


  • Resumen Espectáculo
  • The current study, based on workshops for reading poems, aims to produce literary literacy practices focused on the student's cultural identity, as a social subject, based on the concept of decolonial pedagogy and also based on theoretical-cognitive conceptions - interactionist methodologies for the teaching of discourse genres, but also based on the perspective of social literacies for the improvement of the student's discursive practices, based on his needs as a student of elementary II at the Municipal School Suzana Imbassahy, in which the Project of Intervention will be applied.
13
  • BRUNO RODRIGUES MARQUES
  • Discursive genre and recursive review: a work proposal with the review in Elementary School

  • Líder : DANIELE DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • DANIELE DE OLIVEIRA
  • LAVINIA NEVES DOS SANTOS MATTOS
  • MONALISA DE AGUIAR REIS PEREIRA
  • Data: 02-dic-2021


  • Resumen Espectáculo
  • This memorial consists of a research that aims to present a study and intervention proposal in the production of discursive genres to reflect a possible contribution of the recursive review in the qualification of writing, using as a basis the teaching of the review through a didactic sequence. Therefore, based on the choice of the review as it is a discursive genre that has important social functions according to Goldstein, Louzada, Ivamoto (2009) and Melo (2003), this work was based on the conception of writing as a process (OLIVEIRA , 2010) and the result of social interaction (FIAD, 2006), in the treatment of revision as a resource for production (GARCEZ, 1998), in the reflection of the dialogical aspect of the text from Bakhtin (2003) and Antunes (2003), in the perspective from the literacy practices observed by Soares (1998), Kleiman (1995) and Brian Vincent Street (2014), in the exposition of the review from the perspective of linguistic analysis from the studies of Geraldi (1996 and 1997) and in the basis of language teaching through the discursive genres defended by Bakhtin (2003) and Marcuschi (2008).

     

14
  • PATRÍCIA CONCEIÇÃO DA SILVA
  • DIGITAL LITERACIes IN CONTEXT OF AGE-SERIES DISTORTION

  • Líder : ANDREA BEATRIZ HACK DE GOES
  • MIEMBROS DE LA BANCA :
  • ANDREA BEATRIZ HACK DE GOES
  • FATIMA APARECIDA DE SOUZA
  • MARY VALDA SOUZA SALES
  • Data: 07-dic-2021


  • Resumen Espectáculo
  • This Training Memorial entitled "Digital Literacies in context of Age-Series Distortion" presents a didactic-pedagogical proposal under the guidance of Professor Dra. Andréa Beatriz Hack de Góes for the Professional Master in Letters - PROFLETRAS, of the Federal University of Bahia, aiming to contribute to the development of language skills through the promotion of reading and writing skills of students in the context of age-grade lag of the municipal school Center for Studies and Improvement of Knowledge (CEAS) – São Francisco do Conde, Bahia, where I teach. The target audience that inspires the research is the class of 7th grade G students, in which the students are between 16 and 17 years old, thus presenting an age-grade distortion profile, or age/grade (DIS) gap. Thus, a problem is presented in a learning question in which the teacher-researcher seeks answers to the question: "Can the use of technological tools and work with digital literacies contribute to the development of language skills through the promotion of reading and writing skills of students in the context of age-grade distortion?". This training memorial brings together the reflection-action on my pedagogical practice and the research and registration of studies on the problem of age-grade distortion, and then proposes as a response, in attention to students in this condition, the search for the development of their reading and writing skills from the study of digital literacies, using few technology resources in the school structure , adapting to the reality of a rural region. The expectation is that this practice will provide students with motivation, understanding that the theme of new digital media is increasingly present in our practices of daily literacies. Thus, the proposal of a methodology related to digital literacies for the development of language skills, can promote a better use in the discipline of Portuguese language. The work is based on the theoretical premises on social literacies of KLEIMAN, 2015 and STREET, 2014; on textuality and mother tongue teaching based on ANTUNES, 2017 and on multiple literacies, school and social inclusion of ROJO, 2009, 2012, 2013 and on digital literacies proposed by DUDENEY, HOCKLY AND PEGRUM, 2016.

2020
Disertaciones
1
  • MARI LOURDES SANTOS LIMA
  • The public stage as a path for the dialogue between the teacher and the student: you talk and I hear you

  • Líder : SIMONE SOUZA DE ASSUMPCAO
  • MIEMBROS DE LA BANCA :
  • SIMONE SOUZA DE ASSUMPCAO
  • DANIELE DE OLIVEIRA
  • EULÁLIA VERA LÚCIA FRAGA LEURQUIN
  • Data: 07-abr-2020


  • Resumen Espectáculo
  • The public stage as a path for the dialogue between the teacher and the student: you talk and I hear you” is a research that will be developed in the program of  master’s degree at the Federal College of Bahia started in April of 2018 beneath the orientation of the professor and doctor Simone Souza de Assumpção.The objective of this research is turn possible the dialogue amid  professors and students through the study of the political speeches genre stimulating the culture of the debate in the classrooms. This project will bid the practice of the political speech genre in the schools. The aim public of this work is the 7th degree class of the state school  Hermes Durval in the municipality of Simões Filho which belongs to the federal state of Bahia.That intervention  will be realized in a classroom formed by 30 students.The methodology that was chosen is the ethnological research which seeks to looking for the subject of the pupil’s readings and their conversations throughout the school also for searching the structures of power amidst the instructors and the students.The production of texts in the speech genre will seek for the socialization  of the student’s political voice and develop a oral custom which aims for discuss political and sociological questions that surrounds that school.Having the theories of Bakhtin (1997), Bronckart (2009), Fairclough (2016), Dijk (2008)  as the base of this work, the communicative situations in the classes are going to bring reflections involving questions of the school Hermes Durval.The purpose of those teaching and learning process are  based  in the ISD theory (instructional systems design).The methodology is going to work through the crop of data  in the common and popular employment of the language throughout the school that desires to mediate the dialogues in the Portuguese classes.The data will be reaped in the classes by the debate groups between instructors and pupils  that ought to be formed in the lessons of Portuguese.The theoretician view of this work demands the political speech as  a tool for the social mobilization and the students must make a profit of the Portuguese lessons for produce speeches in defense of your school communities.

2
  • ADENILDES RIBEIRO SENA
  • Resonant literacy in Portuguese Language Classes

  • Líder : SIMONE BUENO BORGES DA SILVA
  • MIEMBROS DE LA BANCA :
  • MONICA DE MENEZES SANTOS
  • SIMONE BUENO BORGES DA SILVA
  • SIMONE SOUZA DE ASSUMPCAO
  • Data: 07-jul-2020


  • Resumen Espectáculo
  • The research on Resonant literacies in Portuguese Language classes presents an intervention proposal on the ambit of the Professional Master’s degree in Languages on the behalf of the Federal University of Bahia. This work’s objective is comprehending the viabilities and implicationson the development of a pedagogical practice about teaching the Portuguese language trough the concept of literacy that considers reading and writing skills social resonances on the context of public schools, with the objective of understanding what parameters are, in fact, relevant to the formation of readers on a specific educational context. With base on KLEIMAN, 2015;ROJO, 2009; STREET, 2014 and TFOUNI,1995’s considerations, this research’s main intent is to promote literacy through the concept of reading and writing skills as a means of social practice. This research’s subject is an 8th grade class on the afternoon turn of an institution called CEAS- Centro de Estudos e Aperfeiçoamento do Saber, a school located in the rural region of the state of Bahia. The subject class is composed of thirty-two students, each living in a different district surrounding the area of the school region. In order to fulfil this study’s objective, it was necessary to better comprehend the literacy training practices of each community in order to acquire a better understanding of the social context and demands they presented. The school unit, CEAS, is in the county of São Francisco do Conde-BA, in the district of Caípe de Cima, Alto de Bela Vista. In this context, this research’s main goal is answering the following questions: Why are CEAS’s students, considering those that present an age-class disparity and those that don’t, displaying difficulties with applying reading and writing skills in an academic context? How should the teaching of the Portuguese language adapt in order to overcome the current reality in a school with a high number of students with a history of class failure and class evasion? For the development of this study, a qualitative research of an ethnographic nature was carried out, with the application of an intervention project.

3
  • PATRÍCIA MORGADO MILTON PAULINO
  • VIDEO TUTORIAL: A PROPOSAL FOR MUSCLES FOR THE 8TH YEAR.

  • Líder : JULIO NEVES PEREIRA
  • MIEMBROS DE LA BANCA :
  • DANIELE DE OLIVEIRA
  • FERNANDA MARIA ALMEIDA DOS SANTOS
  • LICIA MARIA FREIRE BELTRAO
  • Data: 16-jul-2020


  • Resumen Espectáculo
  • The present work is the result of a qualitative research of ethnographic and memorialistic character, whose pretension resides in the accomplishment of practices of multiletramentos a from the production of the multimodal discursive genre video tutorial, by the students of the 8th grade A, morning shift, of the Laura Folly Municipal College (Dias d'Avila, Bahia), during Portuguese language classes. In order to fulfill this task, the research teacher listed activities with the purpose of discussing and reflecting the conceptions of the new digital literacy, respecting the elements that are part of school literacy. The choice was made by the fact that the Portuguese language in the pedagogical environment should provide the student with an insertion with autonomy in a universe of texts which circulate socially, especially in the contemporary world. Considering that we are currently dealing with young people who are part of the so-called  generation Z, or generation of the millennium or even called generation of the Internet. This work makes the video tutorial genre, within a multilevel project, opportune to train readers and producers of critical texts through multilevel practices from working with multimedia genres, seeking to promote digital mulitletration, in the classroom. In addition, the intervention project developed during the research aims to make the learner feel inserted in real communication situations of use with the to understand the discursive function of language. Thus, the methodological orientation of this research is based on the theoretical concepts of Bakhtin (1999) about as well as in the assumptions about the new digital literacy, according to Rojo (2009, 2012 and 2013) and Lemke (2010).

4
  • CLAUDINEI DA SILVA BRITO
  • Windows of Opportunity: A proposal for working with the editorial in Basic Education

  • Líder : DANIELE DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • ADRIANA PUCCI PENTEADO DE FARIA E SILVA
  • DANIELE DE OLIVEIRA
  • JULIO NEVES PEREIRA
  • Data: 13-ago-2020


  • Resumen Espectáculo
  • This work was developed in the Professional Master's Degree in Letters (PROFLETRAS) of the Federal University of Bahia, started in April of 2018. The application was, exceptionally, in a class of the 1st Year of High School at Colégio Estadual Cidade Camaçari, in the Metropolitan Region of Salvador. The teaching of the Portuguese language, as a curricular subject, needs to be marked by an educational practice appropriate to the social, political, economic and cultural needs of the Brazilian reality, which considers the interests and motivations of the students and guarantees the essential learning for the formation of citizens autonomous, critical and participative, capable of acting with competence, dignity and responsibility in the society in which they live (BRASIL. MEC, 1998 p. 27). The objective of this Research / Intervention was, therefore, to investigate the causes and possible solutions to the difficulty of most of the students regarding the comprehension and elaboration of texts, as well as the little use of the conception of discursive genres in the classroom, contributing to the literacy process of students through reading activities and production of essay-argumentative texts, especially in the editorial genre. This work was based on the literacy concepts of Kleiman (2008), which considers the social implications, contexts and objectives of the use of writing, and of discursive genre, by Bakhtin (1997), which associates the articulation of social practices with objects in the field of teaching the production of oral and written texts. The focus on the editorial genre is justified by its textual and discursive characteristics, aimed at the formation of both critical readers and producers of opinionated / argumentative texts, in addition to promoting the elevation of students' self-esteem. As a methodological resource, a didactic sequence was applied - “a set of school activities organized, in a systematic way, around an oral or written textual genre” (SCHNEUWLY and DOLZ, 2004, p. 97). The didactic sequence consisted of reading, discussion (debate), writing and rewriting activities, among others, all related to the editorial discourse genre. The didactic sequence entitled Janelas de Oportunidade reached the objective for which it was designed. In a more general perspective, this work significantly contributed to the students' literacy process through reading and production activities and texts. The activities developed in class and outside class provided students with greater mastery and competence in reading and writing, which was evident in the way they intervened in the discussions, as well as in the interactions during the activities of the didactic sequence. The students also proved to recognize the different types and textual genres in addition to interacting with the author's and colleagues' texts, indicating new possibilities of construction. The students produced and presented authorial texts, demonstrating to themselves and others that they recognized themselves as effective practitioners of the Portuguese language.

5
  • HUMBELINA SANTOS DA SILVA
  • LITERARY ROUTES: What to teach in literature classes in elementary school?

  • Líder : MARCIO RICARDO COELHO MUNIZ
  • MIEMBROS DE LA BANCA :
  • MARCIO RICARDO COELHO MUNIZ
  • SIMONE SOUZA DE ASSUMPCAO
  • ELIZABETH GONZAGA DE LIMA
  • Data: 11-sep-2020


  • Resumen Espectáculo
  • In the process of writing this memorial, I exercise self-reflection about my experiences as a reader and teacher, evidencing my path of self-formation, started with my family and learning the first letters and now deepened in the Professional Master's Degree in Literature (PROFLETRAS), in Federal University of Bahia, culminating in the implementation of the intervention project "Literary Routes: what to teach in literature classes in elementary school?" To be developed in Portuguese Language / Literary Studies classes, in the current year of 2019, at the Municipal School of Pituaçu, Salvador-Bahia, with students from the ninth grade of elementary school. The following notes, written by me, were constructed from theoretical works dedicated to critical reading, FREIRE (2011, 2018, 1987), literacy, KLEIMAN (1995), STREET (2014), literary literacy and teaching of literary reading COSSON (2016, 2018), COLOMER
    (2007), DALVI et al (2013), JOUVE (2012), PAULINO (1998, 2008); ROUXEL (2013) and ZAPPONE (2008).

6
  • ELISANGELA DAS NEVES AGUIAR
  • "Black Literacy" since afro-brazilian narratives

  • Líder : JOSE HENRIQUE DE FREITAS SANTOS
  • MIEMBROS DE LA BANCA :
  • JOSE HENRIQUE DE FREITAS SANTOS
  • ANA LUCIA SILVA SOUZA
  • DENISE CARRASCOSA FRANCA
  • Data: 30-sep-2020


  • Resumen Espectáculo
  • This dissertation, titled "Black Literary " from Afro-Brazilian narratives, aims to contribute to the formation of the literary reader, through Afro-Brazilian literature, in a school institution in the city of Salvador / Ba. The absence of a reading work with Afro-Brazilian Literature, contrary to Law 10.639 / 03, distances the recognition of productions that portray aspects inherent to the life of Afro-Brazilians. Thus, the Afro-Brazilian Literature will be presented to the students of the 9th grade, of the afternoon shift from short stories by female authors of the Black Notebooks series. The objectives of the proposal were: to recognize the importance of the rescue of black culture and epistemology in order to break with the silences and prejudices in relation to its figure and its history, so common in traditional literatures; to construct other reading practices on Afro-Brazilian history and culture from the literary genre tale of the Black Notebooks in Elementary School II. In addition, the proposition will be developed from the qualitative and participative research of the subjects involved in the readings. It is hoped that by reading these short stories, readers will be more aware and critical of the reality in which they are inserted, valuing their culture, their ancestry and raising their self-esteem, in an environment favorable to the discussion around the Afro-Brazilian theme. For that, it counted on the theoretical discussion of authors like Cuti (2010) approaching the concept Black Literature; Duarte (2014), who points to Afro-Brazilian Literature as the authentic Brazilian Literature; Souza (2006), who discusses the trajectory and the affirmation of the writers of the Black Notebooks in the literary scope; Cosson (2016), which provides the reader's interaction with the text in a critical-reflective perspective of learners in their reading. In this context, it is recognized the importance of a school environment as a space for the formation of individuals, independent of the ethnicity to which they belong; therefore, the implementation of the aforementioned Law reinforced discussions about racism and social inequalities, fostering the rescue of the culture and the identity values that are part of the social context in which the subjects are inserted.

7
  • DAIANE CUNHA DOS SANTOS
  • BETWEEN "CAUSOS": a proposal for literacy in elementary school
  • Líder : ALVANITA ALMEIDA SANTOS
  • MIEMBROS DE LA BANCA :
  • ALVANITA ALMEIDA SANTOS
  • EDIL SILVA COSTA
  • MARCIO RICARDO COELHO MUNIZ
  • Data: 30-nov-2020


  • Resumen Espectáculo
  • This Training Memorial is presented for the qualification examination under the Professional Master's Program in Literature — PROFLETRAS —, Federal University of Bahia. The project of intervention, entitled “Causos”: a proposal for literacy in elementary school, is characterized as a research of a qualitative and ethnographic nature, from the perspective of ideological literacy, according to Freire (1967, 1991, 2011 [1982], 2017 [1968]), Hooks (2017 [2013]), Kleiman (1995, 2005), Rojo (1995, 2009, 2012), Street (2014 [1995]) and Tfouni (2010 [1995]). As the “causos” are traditionally the collective imaginary, the project to be implemented, in this academic year of 2019, in a class of the 9th Year of Elementary School, of the Municipal School Solange Coelho, of the network of Lauro de Freitas, Bahia, is configured as an attempt to preserve the memories of the community of the school environment, in view of the formation of students as critical-reflexive readers, able to recognize, to know and to resignify oral narratives, in agreement with to Zumthor's theoretical principles (1997 [1983]) and the literary literacy, according Cosson (2016 [2006], 2018 [2014]), Dalvi, (2013) and Dalvi, Rezende and Jover-Faleiros (2013), promoting in this sense both the teaching-learning process
    and the interlocution between the different generations and the valorization of their cultural heritage, their own identity and the identity of the place where they live. Therefore, considering as methodological guides (i) the literacy projects, according to Oliveira (2008) and Santos (2008), (ii) oral history, according to Santhiago and Magalhães (2015), and (iii) the didactic sequence, according to Dolz, Noverraz and Schneuwly (2004), the objective is to promote students as readers of their socio-cultural context, through literacy practices, including activities with orality, reading, writing, use of new technologies, with audiovisual records and editions of oral narratives, retextualization work — based on the discussions about transcription/retextualization promoted by Albán (1992, 2004), Alcoforado (2008 [1998]), ALiB Project National Committee (2005), Costa (2016c, 2017), Marcuschi (2010 [2001]) and Santos (2003) —, and the subsequent publicity of documented “causos” in book and/or e-book, as well as CD and/or DVD.

8
  • LUCILIA COIMBRA
  • Textual genres in the portuguese-language textbook of the 8th year: practice
    of reading or grammar?.

  • Líder : RAQUEL NERY GOMES LIMA
  • MIEMBROS DE LA BANCA :
  • ALBA VALERIA TINOCO ALVES SILVA
  • EULÁLIA VERA LÚCIA FRAGA LEURQUIN
  • RAQUEL NERY GOMES LIMA
  • Data: 15-dic-2020


  • Resumen Espectáculo
  • The present memorial Textual genres in the portuguese-language textbook of the 8th year: practice of
    reading or grammar? presents the proposal for pedagogical intervention to be held in the 2019 school
    year, at the Colégio Estadual Dep. Henrique Brito, located in the Campinas district of Brotas,
    Salvador, BA. The experiment will take place in the Portuguese language classes of the 8th year A,
    with students of 13 and 14 years of age, having as object of study textual genres present in the
    textbook Português Linguagens, 8o ano (CEREJA; COCHAR, 2015), and its uses for teaching
    Portuguese. The analysis is based on the conceptions of language, grammar and teaching, language
    as social interaction, contextualized grammar and social and discursive practices present in the
    researches of Irandé Antunes (2007; 2009; 2014; 2017). The strategic actions aim at the application of
    instruments through a didactic production notebook, in printed format, following the guidelines
    proposed by Dolz and Schneuwly (2004, pp. 81-108), in their Procedures of Didactic Sequences;
    consider the guidelines of the National Common Curricular Base (BNCC) - education is the base
    (Brazil, 2018), which determines to the educational networks "a mandatory national reference for the
    elaboration or adaptation of their curricula and pedagogical proposals" and the as Curricular
    guidelines and teaching grants for the organization of pedagogical work in nine years of primary
    education (BAHIA, 2013), which establish the school actions and procedures in the State of Bahia.
    The notebooks will be applied in workshops, in a way complementary to the proposals contained in
    the didactic work in question and are related to language practices: reading - text production -
    linguistic analysis - orality, in order to contemplate the universe of learners and their social
    experiences. With the use of the presented actions, students are expected to expand their skills in oral
    and written communication, producing knowledge and meanings in their social practices.

2019
Disertaciones
1
  • DIMITRI SARMENTO SILVEIRA
  • FACEBOOK IN SCHOOL: CRITICAL WRITING IN DISCUSSION FORUMS
  • Líder : SIMONE BUENO BORGES DA SILVA
  • MIEMBROS DE LA BANCA :
  • SIMONE BUENO BORGES DA SILVA
  • JULIO NEVES PEREIRA
  • RODRIGO CAMARGO ARAGÃO
  • Data: 03-abr-2019


  • Resumen Espectáculo
  • Não se aplica

2
  • PATRICIA LEÃO DA SILVA
  • A proposal of reading teaching for deaf students of the 9th year of the
    Elementary School

  • Líder : JULIO NEVES PEREIRA
  • MIEMBROS DE LA BANCA :
  • JULIO NEVES PEREIRA
  • NANCI ARAÚJO BENTO
  • SIMONE SOUZA DE ASSUMPCAO
  • Data: 24-abr-2019


  • Resumen Espectáculo
  • 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.

3
  • EDVALDO PEREIRA DE JESUS
  • WHAT IS THIS BALL? I WANT TO KNOW! - CURUZU MEMORIAL AS A STUDENT PRODUCTION
  • Líder : JOSE HENRIQUE DE FREITAS SANTOS
  • MIEMBROS DE LA BANCA :
  • JOSE HENRIQUE DE FREITAS SANTOS
  • ALVANITA ALMEIDA SANTOS
  • DENISE CARRASCOSA FRANCA
  • Data: 26-abr-2019


  • Resumen Espectáculo
  • 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).

     

4
  • LOUISE CONCEIÇÃO PEREIRA TANAJURA
  • Literatura negra feminina, escrevivências e reexistência: uma proposta de letramento literário em sala de aula

  • Líder : ANA LUCIA SILVA SOUZA
  • MIEMBROS DE LA BANCA :
  • ALVANITA ALMEIDA SANTOS
  • ANA LUCIA SILVA SOUZA
  • LIVIA MARIA NATALIA DE SOUZA SANTOS
  • Data: 16-may-2019


  • Resumen Espectáculo
  • 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.

      

5
  • EDMARIO SILVA LEAL
  • I AM FAVELA: LITERACY, CULTURES AND IDENTITIES IN THE CLASSROOM.

  • Líder : ANA LUCIA SILVA SOUZA
  • MIEMBROS DE LA BANCA :
  • ANA LUCIA SILVA SOUZA
  • DANIELE DE OLIVEIRA
  • ARIVALDO SACRAMENTO DE SOUZA
  • Data: 16-may-2019


  • Resumen Espectáculo
  • 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. 

6
  • Antonio Lourival da Silva Filho
  • CRITICAL READING: THE RESSIGNIFICATION OF HEGEMONIC DISCOURSE AGAINST BLACK PEOPLE IN BASIC EDUCATION

  • Líder : DANIELE DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • ANA LUCIA SILVA SOUZA
  • DANIELE DE OLIVEIRA
  • LAVINIA NEVES DOS SANTOS MATTOS
  • Data: 17-may-2019


  • Resumen Espectáculo
  • 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.

7
  • MÉRCIA MAUADIE MARIOTTI REQUIÃO
  • CLASSROOM REQUIREMENT STUDY: A GENDER TO BE EXPLORED

  • Líder : JULIANA ESCALIER LUDWIG GAYER
  • MIEMBROS DE LA BANCA :
  • DANIELE DE OLIVEIRA
  • FERNANDA ALMEIDA VITA
  • JULIANA ESCALIER LUDWIG GAYER
  • Data: 20-may-2019


  • Resumen Espectáculo
  • 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.

8
  • AMANDA DE OLIVEIRA NEVES SANTOS
  • PRODUCTION OF READING AND WRITING OF COMMUNITY CAMPAIGNS: A MEANS OF SOCIAL ACTION IN RESPECT OF THE CONSTITUTIONAL PRINCIPLE OF CITIZENSHIP

  • Líder : RAQUEL NERY GOMES LIMA
  • MIEMBROS DE LA BANCA :
  • JULIANA ESCALIER LUDWIG GAYER
  • RAQUEL NERY GOMES LIMA
  • ROSANA MARA CHAVES RODRIGUES
  • Data: 22-may-2019


  • Resumen Espectáculo
  • 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.

     

9
  • MILENA RAMOS AIRES CARVALHO
  • What should I? An experience about autonomy through literacy and playfullness

  • Líder : JULIANA ESCALIER LUDWIG GAYER
  • MIEMBROS DE LA BANCA :
  • JULIANA ESCALIER LUDWIG GAYER
  • FERNANDA ALMEIDA VITA
  • LAVINIA NEVES DOS SANTOS MATTOS
  • Data: 27-may-2019


  • Resumen Espectáculo
  • 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.

10
  • ALESSANDRA DOS SANTOS SILVA
  • MULTILETERACY DIGITAL FOR LEARNING TRAINING

  • Líder : JULIO NEVES PEREIRA
  • MIEMBROS DE LA BANCA :
  • DANIELE DE OLIVEIRA
  • HAENZ GUTIERREZ QUINTANA
  • JULIO NEVES PEREIRA
  • Data: 28-may-2019


  • Resumen Espectáculo
  • 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. 

11
  • RITA DE CÁSSIA ROCHA BASTOS GOMES
  • 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. 

  • Líder : MONICA DE MENEZES SANTOS
  • MIEMBROS DE LA BANCA :
  • MONICA DE MENEZES SANTOS
  • NANCY RITA FERREIRA VIEIRA
  • SUZANE LIMA COSTA
  • Data: 28-may-2019


  • Resumen Espectáculo
  • 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.

12
  • ALINE CRISTINA MATOS RANGEL
  • READING OF THE LITERARY TEXT IN THE CLASSROOM
  • Líder : MARCIO RICARDO COELHO MUNIZ
  • MIEMBROS DE LA BANCA :
  • MARCIO RICARDO COELHO MUNIZ
  • MONICA DE MENEZES SANTOS
  • ROSINES DE JESUS DUARTE
  • Data: 29-may-2019


  • Resumen Espectáculo
  • 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.

13
  • FERNANDA EVELYNE SILVA CARDOSO DE OLIVEIRA
  • It's our turn: retelling fairy tales from the study of different identity perspectives

  • Líder : MONICA DE MENEZES SANTOS
  • MIEMBROS DE LA BANCA :
  • MONICA DE MENEZES SANTOS
  • JULIO NEVES PEREIRA
  • TATIANA SENA DOS SANTOS
  • Data: 30-may-2019


  • Resumen Espectáculo
  • 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).

14
  • MARÍLIA FREITAS ARAUJO
  • Popular Literature: the string in the classroom

  • Líder : ALVANITA ALMEIDA SANTOS
  • MIEMBROS DE LA BANCA :
  • ALVANITA ALMEIDA SANTOS
  • ISABELA SANTOS DE ALMEIDA
  • SIMONE SOUZA DE ASSUMPCAO
  • Data: 31-may-2019


  • Resumen Espectáculo
  • 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.

15
  • FERNANDA VIEIRA VENTAPANE
  • DIALOGICAL TRAVELS OF DIRECTION CONSTRUCTION

    FOSTERING MULTILETRAMS THROUGH THE MEMES

  • Líder : JULIO NEVES PEREIRA
  • MIEMBROS DE LA BANCA :
  • JULIO NEVES PEREIRA
  • JOSE HENRIQUE DE FREITAS SANTOS
  • HAENZ GUTIERREZ QUINTANA
  • Data: 11-jun-2019


  • Resumen Espectáculo
  • 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 .

16
  • CARLA MENDES ARANHA NUNES
  • Critical reading in elementary school: gender issues

  • Líder : DANIELE DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • ALVANITA ALMEIDA SANTOS
  • DANIELE DE OLIVEIRA
  • LAVINIA NEVES DOS SANTOS MATTOS
  • Data: 01-oct-2019


  • Resumen Espectáculo
  • 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

17
  • CICILIA DE FARIAS RIBEIRO
  • Pleasure Reading, Knowledge Reading,: Formation of Readers in public Schools

  • Líder : SIMONE BUENO BORGES DA SILVA
  • MIEMBROS DE LA BANCA :
  • SIMONE BUENO BORGES DA SILVA
  • MONICA DE MENEZES SANTOS
  • MONALISA DE AGUIAR REIS PEREIRA
  • Data: 27-nov-2019


  • Resumen Espectáculo
  • 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. 

18
  • ANTONIO DE JESUS SANTOS
  • the song and the literomusical discourse in the classes of Portuguese

     

     

  • Líder : SUZANE LIMA COSTA
  • MIEMBROS DE LA BANCA :
  • JULIO NEVES PEREIRA
  • ROSINES DE JESUS DUARTE
  • SIMONE SOUZA DE ASSUMPCAO
  • Data: 02-dic-2019


  • Resumen Espectáculo
  • 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.

     

     

19
  • SILVANA SANTOS DAMASCENO NASCIMENTO
  • The importance of phonological awareness for the improvement of writing: (re)literacy and literacy practices

  • Líder : JULIANA ESCALIER LUDWIG GAYER
  • MIEMBROS DE LA BANCA :
  • JULIANA ESCALIER LUDWIG GAYER
  • JULIO NEVES PEREIRA
  • GREDSON DOS SANTOS
  • Data: 04-dic-2019


  • Resumen Espectáculo
  • 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.

2017
Disertaciones
1
  • BRUNO FABRICIO D' ALMEIDA DA SILVA
  • CLASSROOM CAGE MEMORIES: the liberation of school through reading
  • Líder : ALVANITA ALMEIDA SANTOS
  • MIEMBROS DE LA BANCA :
  • ALVANITA ALMEIDA SANTOS
  • ANA LUCIA SILVA SOUZA
  • VALQUIÍRIA CLAUDETE MACHADO BORBA
  • Data: 07-feb-2017


  • Resumen Espectáculo
  • ABSTRACT

    This memorial, entitled "Memories of the cage of class: the liberation of the school through reading", presents the results of the intervention project applied at the School Yves de Roussan, which operates within the facilities of the Community of Socioeducational Assistance - Case-Cia, located in the municipality of Salvador, whose objective was to conduct a sequence of classes to solve questions of Enem, then order to develop reading and interpretation skills of texts. Through a non-linear narrative, stories intertwine my experiences of reading childhood, adolescence, professional experience, culminating with the project of school intervention. In view of the problem presented to the research - namely, the peculiar characteristics of the socio-educational service, the lack of a routine of regular classes and socioeducational agents, the climate of tension, violence and student deaths. Literature in the expanded field, self-writing and authorship were pillars for research, anchored in the studies of Bakthin (2015), Bortoni-Ricardo (2010), Freire (2014), Foucault (2013), Mészáros (2014), Matus (2007), Rojo (2016) and Vigotski (2010). The data of this auto-hisnographic research were presented from the realization of the classes with the socioeducandos, including audio recording and transcription. The results show that the subjects of the research were able to advance in reading and text interpretation skills, even in the face of a hostile climate.

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