https://repositorio.ufpb.br/jspui/handle/tede/3751 2026-04-06T22:38:03Z https://repositorio.ufpb.br/jspui/handle/123456789/34336 Título: 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: Dissertação 2024-02-27T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/34335 Título: 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: Dissertação 2024-04-17T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/34333 Título: 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: Dissertação 2023-07-31T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/34318 Título: Estratégias de leitura no processo de alfabetizar letrando com alunos do 3º ano do ensino fundamental Autor(es): Rodrigues , Sandra Maria Belo Orientador: Silva, Sônia Maria Cândido da Abstract: The objective of this work is to analyze reading strategies in the process of teaching reading and literacy to third-graders given the reading comprehension difficulties – commonly observed in Portuguese language classes – of students who have completed their reading and writing learning cycle and need to advance beyond decoding language. To achieve that objective, a qualitative interventionist research was conducted, based on content analysis, following Bardin (2011). The theoretical framework dialogs with Brazilian official documentation, such as the National Common Core Curriculum – BNCC (Base Nacional Comum Curricular, in Portuguese) (Brasil, 2017) and the National Curriculum Parameters – PCN (Parâmetros Curriculares Nacionais, in Portuguese) (Brasil, 1998); also, authors in the field of Linguistics, such as Soares (2014; 2016; 2021), Tfouni (1998); Solé (1998); Marcuschi (2008; 2010); and Literature, such as: Cosson (2018), Coelho (2000); Zilberman (2003), among others. The work was developed in a public elementary school in the city of João Pessoa, state of Paraíba, Brazil, and involved 27 students in a third-grade class, in three phases: initial diagnostic assessment; pedagogical workshops to teach reading strategies as proposed by Solé (1998), with the use of poems, fables, short stories and comics to improve the students’ reading skills as we worked with literate culture suitable to the group’s reality; and a final diagnostic assessment. The results collected both from the diagnostic assessments and from the workshops show significant advances in the work with reading strategies, as students were provided with the opportunity to practice reading comprehension and reflect on their perception of their capacity to become the protagonists of their own learning, which confirms the relevance of the school in fostering the habit of reading, and the importance of teaching based on pedagogy-driven strategies. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2024-02-29T00:00:00Z