DSpace Coleção:https://repositorio.ufpb.br/jspui/handle/tede/37512026-06-15T21:51:02Z2026-06-15T21:51:02ZVariação linguística em codas silábicas: o apagamento do /R/ e a hipercorreção na escrita dos alunos de 6º anoLima, Lourival Soares dehttps://repositorio.ufpb.br/jspui/handle/123456789/380252026-05-12T21:24:52Z2025-09-26T00:00:00ZTítulo: Variação linguística em codas silábicas: o apagamento do /R/ e a hipercorreção na escrita dos alunos de 6º ano
Autor(es): Lima, Lourival Soares de
Orientador: Silva, Sônia Maria Cândido da
Abstract: This Master's dissertation aims to analyze the linguistic and social variables that condition the
deletion of /r/ and the hypercorrection in post-vocalic position in the written activities of 6th
grade students at a public school in Pedro Velho/RN, in order to acquire spelling and
conventional writing skills in accordance to language standards. To this end, it identifies
linguistic and extralinguistic contexts that favor these phenomena, describes them from the
perspective of Variational Sociolinguistics, and proposes educational activities that minimize
their effects on student writing. The theoretical references include studies in Phonetics and
Phonology, Educational Sociolinguistics, and Variational Sociolinguistics, relying on authors
such as Cardoso (2009), Pedrosa (2012), Bisol (2013), Roberto (2016), Seara et al. (2022),
Bortoni-Ricardo (2004, 2005), and Labov (1963, 1966, 1972), as well as further contributions
from Tarallo (1986), Weinreich, Labov, and Herzog (1968), Monaretto (2000), Bagno (2012),
Callou (2015), Freire and Oliveira (2019), and Coelho et al. (2023). The research adopted a
quantitative approach and action research methodology, combined with bibliographic
research, educational workshops, as well as initial and final diagnostic assessments.
Furthermore, data was collected using two types of dictation —one with 80 words to
investigate the deletion variable and another with 20 sentences for hypercorrection—
encoding 100 words that were stratified by linguistic variables (morphological class,
vocabulary size, syllable coda, preceding context, and final syllable stress) and social
variables (gender, level of education, and age group) and submitted to the Goldvarb X
program to obtain the variable rule. The results show a significant reduction of the
phenomena: in the initial assessment, the deletion of /r/ reached a 98.8% rate and the
hypercorrection rate reached 100%, while in the final assessment, the rates fell to 46.2% and
30%, respectively, as a result of the educational interventions. In conclusion, the proposed
activities were effective in promoting correct spelling and reducing variable patterns related to
the deletion of the rhotic in syllable codas and the hypercorrection in the final position of
words belonging to the verb class.
Editor: Universidade Federal da Paraíba
Tipo: Dissertação2025-09-26T00:00:00ZA (re)escrita do gênero autobiografia na Educação de Jovens e AdultosPontes, Vanessa Araújo Barbosa dehttps://repositorio.ufpb.br/jspui/handle/123456789/343362025-04-26T06:14:46Z2024-02-27T00:00:00ZTítulo: A (re)escrita do gênero autobiografia na Educação de Jovens e Adultos
Autor(es): Pontes, Vanessa Araújo Barbosa de
Orientador: Silva, Fábio Pessoa da
Abstract: The written production of genres in Portuguese language classes, in Youth and Adult Education
(EJA), still poses a great challenge to teachers, despite all the teaching and theoretical support
already built to date. This teaching modality, according to official national documents, aims to
provide learning opportunities to those subjects who were left out of schooling. In the case of
the Portuguese language, offering access to legitimate knowledge regarding speaking, reading
and writing to those young and adult students who, for some reason, did not attend school at an
appropriate age. Given this reality, EJA is a modality that requires different methodological
views and practices, especially when it comes to teaching/learning reading and writing. With
this in mind, we chose to work with the autobiography textual genre, as we believe that writing
what one has experienced is a path to developing autonomous and effective writing. Thus, this
research aims to investigate the process of writing the autobiography genre by EJA students,
IV cycle of Elementary School, based on an intervention proposal in the classroom.
Methodologically, it is action research, interventionist in nature and with a qualitative approach.
The process of constituting the data took place through the development and application of a
didactic sequence to teach the written production of the autobiography genre, in an EJA class
at a public school in the city of Juripiranga-PB. The theoretical foundation is based on official
documents, mainly LDB (Brazil, 1996) and BNCC (Brazil, 2018); in education authors, Gadotti
(2011) and Silva (2015), and Linguistics, Bakhtin (2011), Marcuschi (2005, 2008), Antunes
(2010), Serrano (1994), Costa (2014), Koch and Elias (2014; 2021). The results of the work
developed indicate, among other points, advances that favored the development of writing skills
in the autobiography genre, through the didactic sequence, mainly with regard to the global
aspects of the text. Finally, the research brings as a product a compilation of autobiographical
texts, produced by the students participating in this research.
Editor: Universidade Federal da Paraíba
Tipo: Dissertação2024-02-27T00:00:00ZA coesão referencial: uma proposta didática aplicada ao 7º ano do ensino fundamentalRibeiro , Talita Alves de Souzahttps://repositorio.ufpb.br/jspui/handle/123456789/343352025-04-26T06:14:41Z2024-04-17T00:00:00ZTítulo: A coesão referencial: uma proposta didática aplicada ao 7º ano do ensino fundamental
Autor(es): Ribeiro , Talita Alves de Souza
Orientador: Lima, Fernanda Barboza de
Abstract: The purpose of this work was to discuss the importance of cohesive relationships for the
construction of a written text. To this end, we focused on cohesion processes, in order to
investigate the referencing strategies used by students in the 7th year of Elementary School,
with a view to expanding their writing skills, in terms of referential cohesion. Thus, anchored
in Antunes (2003), Marcuschi (2002), Geraldi (2003), Soares (1998), the Portuguese Language
PCN (1996), the BNCC (2018), among other texts, we discuss the teaching of writing of
different genres; and we turned to Antunes (2010, 2005), Fávero (2002, 2006), Koch (1994,
2000), Cavalcante (2017, 2022), among other authors, to think about textual cohesion strategies,
in particular, the processes of important referencing for text composition. As for procedures,
we used bibliographical research, as we consulted texts that supported our theoretical
reflections and documents guiding language teaching, and action research, as we got involved
in practical research situations, formulating action strategies and collectively reflecting on
them. Thus, through workshop applications, we sought to understand how students used
referencing strategies in the production of texts, so that we could think about activities that,
perhaps, could solve the biggest problems observed. We understand, with experience, that the
development of writing competence is created from stimuli, and the way in which the teacher
works with writing in the classroom contributes greatly to creating a generation of competent
textual producers, accustomed to writing , with a more coherent, cohesive language suitable for
different communicative situations. We believe that the didactic procedure applied contributed
to expanding the reading and writing competence of the students involved in the process, thus
contributing to their academic and civic education.
Editor: Universidade Federal da Paraíba
Tipo: Dissertação2024-04-17T00:00:00ZIdentidade, pertencimento e relações étnico-raciais: a promoção da educação antirracista no ensino fundamental a partir da leitura de Carolina Maria de JesusNunes , Sonaya Kelly de Souzahttps://repositorio.ufpb.br/jspui/handle/123456789/343332025-04-26T06:14:50Z2023-07-31T00:00:00ZTítulo: Identidade, pertencimento e relações étnico-raciais: a promoção da educação antirracista no ensino fundamental a partir da leitura de Carolina Maria de Jesus
Autor(es): Nunes , Sonaya Kelly de Souza
Orientador: Sales, Laurênia Souto
Abstract: RESUMEN
Después de los cambios legales provocados por la Ley 10.639/2003 (BRASIL, 2003), la necesidad de
una perspectiva pedagógica centrada en las relaciones étnico-raciales, la lucha contra el racismo y la
discriminación pasó a formar parte de la agenda para la reducción de las desigualdades motivada por
el reconocimiento del sujeto en su singularidad, en su relación con la pertenencia étnico-racial y la
formación de ciudadanos conscientes de su historicidad y ciudadanía. Por tanto, el objetivo general de
esta investigación es promover prácticas de lectura literaria que contribuyan al desarrollo de una
educación antirracista y a la deconstrucción del racismo estructural, a partir de la lectura de Onde
estaes felicidad y Favela, de Carolina María de Jesús. Los relatos que componen la producción
literaria de Carolina María de Jesús plantean cuestiones pertinentes al contexto social brasileño en
puntos sensibles y marcadores de la formación de ciudadanía. Las preocupaciones de su narrativa de
autoficción retratan las condiciones de la gente negra y periférica del país que tiene la mayor
población negra fuera de África. Sus relatos son fuentes que permiten la historización de los impactos
del racismo estructural presente en la sociedad brasileña y las consecuencias de una abolición tardía es
un elemento estructurante para la propuesta pedagógica de formación de lectores que ancla esta
investigación. Como aporte teórico al estudio de las prácticas lectoras, la investigación se basa en
Soares (2002), Lajolo (2001), Bamberger (2002); subsidiar discusiones sobre el concepto de identidad,
pertenencia y racismo, a partir de Nascimento (2016), Hall (2006), Bhabha (2009), Almeida (2020) y
Ribeiro (2020); y sobre la propuesta de alfabetización literaria, destacamos a Cosson (2009), Melo
(2014). La naturaleza de la investigación es cualitativa, intervencionista y proposicional. Siguiendo los
procedimientos de investigación-acción, se utilizaron como herramientas de generación de datos
cuestionarios, círculos de conversación, talleres de lectura y arte. Los resultados de la investigación
indican que la práctica de lectura de textos producidos por la escritora negra Carolina de Jesus, cuando
debidamente mediada por el docente en talleres cuyos recortes temáticos se orientan hacia la
alfabetización literaria y racial, contribuyó fundamentalmente a sensibilizar a los/las estudiantes de lo
9º año de la escuela primária, sujetos desta investigácion, y crear espacios para el debate sobre las
condiciones del pueblo negro en Brasil, llevándolos a reflexionar, resignificar y fortalecer su
pertenencia identitaria. Además de estos resultados, el plan de acción desarrollado se tradujo en un
conjunto de actividades que posibilitan la mediación y la formación lectora con el objetivo de la
educación antirracista en los ultimos años de la escuela primaria.
Editor: Universidade Federal da Paraíba
Tipo: Dissertação2023-07-31T00:00:00Z