https://repositorio.ufpb.br/jspui/handle/tede/4326 MPLE 2026-04-14T12:53:56Z https://repositorio.ufpb.br/jspui/handle/123456789/37792 Título: Desenvolvimento da fluência leitora: material didático para o 2º ano do Ensino Fundamental - anos iniciais Autor(es): Silva, Maria Olímpia Ferreira Bandeira da Orientador: Pedrosa, Juliene Lopes Ribeiro Abstract: This dissertation proposes to investigate and develop didactic material focused on improving reading fluency in 2nd-grade students of the initial years of Elementary School. This objective arises in response to an educational context in which the results of assessments, both national (SAEB) and international (PISA), have evidenced significant challenges regarding the reading skills of Brazilian students, especially in the early years of elementary education. Reading fluency, understood as the ability to read with accuracy, speed, and expressiveness, is recognized as a fundamental pillar for success in literacy and for the development of a fruitful academic trajectory. The absence or insufficiency of this skill can compromise textual comprehension and, consequently, learning in various areas of knowledge. Given this scenario, the dissertation is justified by the need to offer educators a pedagogical resource that assists in the development of reading fluency in a structured and effective manner. It is believed that the lack of specific didactic materials for this purpose in the 2nd grade of Elementary School motivates the search for solutions that can contribute to teaching practice. To achieve its general objective, the research establishes some specific objectives. Firstly, it seeks to identify the different reader profiles present in a 2nd-grade classroom, recognizing that each student has their own particularities, rhythms, and needs in the reading learning process. Subsequently, it proposes the elaboration of diverse textual strategies that are appropriate to these different profiles, aiming to meet the specific demands of each group of students. Finally, it aims to create a set of interactive and progressive activities that provide fluent reading practice in an engaging way and allow for the monitoring of students' development throughout the process. The present dissertation organizes the study into four main sections. The first section of an introductory nature presents the context, justification, objectives, and structure of the research. The second section is dedicated to the theoretical framework, in which relevant concepts and theoretical references for the topic are discussed, including authors such as: Scliar-Cabral (1989), Solé (1998), Cagliari (1999), Capovilla (2000), Coelho (2000), Ferreiro (2003), Lerner (2007), Gomes (2009), Adler Doren (2010), Alves (2012), Zorzi (2018), PCN (1997); BNCC (2018), PNA (2019). Also, in this section is presented the analysis of official documents that guide the teaching of reading in Brazil such as the BNCC (2018), the PCN (1997), and the PNA (2019), the presentation of reading assessment data, the discussion on the importance of reading in the learning process, the exploration of different reading levels, the characterization of reader profiles, and the in-depth study of the concept of reading fluency. The third section describes the developed didactic material, detailing its characteristics, organization, and the pedagogical strategies that underpin it, based on the reader profiles identified by CAEd (2023). Finally, the fourth section presents the final considerations of the research, in which the main findings are revisited, the relevance of reading fluency in the educational context is reinforced, and the contribution of the didactic material to teaching practice is highlighted. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-10-08T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37765 Título: O gênero oral: interview em língua inglesa como língua franca e um instrumento sócio interacional durante as aulas de Inglês Autor(es): Fernandes, Leonete Cunha Orientador: Silva, Henrique Miguel de Lima Abstract: The quality of English language teaching in Brazilian schools, whether public or private, still poses a significant challenge in terms of the selection and use of interactive teaching resources. This is particularly true when it comes to the selection of teaching content, which remains a pedagogical challenge.This dissertation presents a proposal for intervention based on a pedagogical intervention using the oral interview genre, applied to English language classes as ILF to 1st year high school students in a SESI Education Network, belonging to the municipality of Caxias–MA. The main objective of the research is to analyse how the practice of the interview genre can contribute to the development of oral and communicative skills in English. Through SD based on Dolz, Noverraz and Schneuwly (2004). The methodology used was qualitative and exploratory in nature, with data generation and questionnaires, interview recordings and analysis of students' oral productions. The theoretical framework guiding this research is represented by the authors Marcuschi (2008); Leffa (2012); Bygate (1987); Baktin (1986) and, in addition to Krashen's theory, Input (1985) and TBLT (task-based language teaching) theory. The quality of English language teaching in Brazilian schools, whether public or private, still poses a significant challenge in terms of the selection and use of interactive teaching resources. This is particularly true when it comes to the selection of teaching content, which remains a significant pedagogical challenge. This dissertation presents a proposal for intervention based on a pedagogical intervention using the oral interview genre, applied to English language classes as ILF to 1st year high school students in a SESI Education Network, belonging to the municipality of Caxias–MA. The main objective of the research is to analyse how the practice of the interview genre can . The results showed that oral genres are authentic forms and promote engagement in the promotion of fluency, in addition to using the language in meaningful contexts. This brings students closer to communicative and real practices. This study reinforces the importance of integrating these types of oral genres into English teaching, thus promoting critical and meaningful learning. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-10-03T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37764 Título: O uso do jogo digital Jardim das Letras como estratégia de alfabetização na disciplina de Língua Portuguesa nos 2° anos do Ensino Fundamental I Autor(es): Matias, Francisca Rogeliany Oliveira Orientador: Silva, Jorgevaldo de Souza Abstract: This work aims to analyze the contributions of digital games to the teaching of reading and writing in second-grade elementary school classes. The research is bibliographic in nature with a qualitative approach, based on recent studies developed by scholars such as Kleiman (2012), Soares (2012, 2022 and 2023), Mortatti (2004), Rojo (2012), Costa & Souza (2018) who discuss the relationship between technology, playfulness, and learning. The appreciation of the authors' concepts allows us to understand that digital games, when integrated with active methodologies, favor motivation, autonomy, and the development of students' language skills, expand opportunities, and contribute to the development of literacy. The dissertation is structured in six chapters. We begin with the contextualization of the topic, the general and specific objectives, the justification, and the guiding research question. The second chapter discusses the teaching of Portuguese in elementary school, the theoretical foundations of literacy and literacy, traditional methodologies for teaching reading and writing, and the impacts of the pandemic on the literacy process. The chapter highlights authors such as Kleiman (2012), Soares (2021, 2022, 2023), Mortatti (2004), Rojo (2012), Cosson (2020), and the New London Group (2000). The third chapter addresses the concepts and theoretical foundations of digital games, highlighting their benefits and challenges in the educational context, based on authors such as Gee (2009), Collins and Halverson (2010), Mattar (2010), Kishimoto (2011), and Nassar (2011). The fourth chapter presents the digital game Jardim das Letras as a teaching resource for developing reading and writing skills in the early years. It presents the findings obtained through a review of four main studies: Costa & Souza (2018), Oliveira & Andrade (2019), Lima & Freitas (2020), and Teixeira & Ramos (2021). These studies demonstrate the positive impact of digital games on the development of phonological awareness, reading fluency, and student motivation, provided they are integrated with pedagogical intentionality and adequate teacher mediation. in the fifth chapter, we describe the methodological aspects of the research, including the qualitative approach and the construction of a structured didactic sequence based on the principles of Vygotsky (2001), Dolz (2004), Schneuwly (2022) and Zabala (2015), aligned with the competencies of the BNCC (Brazil, 2018). The sixth chapter concludes with final considerations, contributions, the production of the pedagogical workshop notebook, the study's limitations, and suggestions for future research. We reiterate that digital games, when used in a planned and contextualized manner, can significantly contribute to meaningful, interactive, and inclusive literacy. However, continued investment in teacher training and technological infrastructure in public schools is necessary. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-11-14T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37727 Título: Contribuições da literatura infantil para desenvolvimento da compreensão leitora em um CEI da Rede Municipal de Ensino de Fortaleza-CE Autor(es): Bernardo, Maria José Gonçalves Orientador: Cavalcante, Marianne Carvalho Bezerra Abstract: Upon entering childhood education, the child already comes with a pack of knowledge, has its rights, has abilities and becomes the protagonist of their learning. As the main goal of this research, we investigate the contribution of infant literature on reading comprehension development in pretty small children, in a childhood education context, taking the guidance of the BNCC (2018). We supported our research in authors such as SOARES (2002, 2019), COSSON (2006, 2016), RIBEIRO (1999), SOLÉ (2014) and also official documents such as BNCC (2018) and DCNEI (2009). For the nature of the study object and the goals of this research project, the methodology consists of a qualitative action research. To gather data, we used observation, using an observation sheet and also the register of class recordings. We proposed as the product of this project, the realization of two didactic sequences, using the book "Monstro das Cores" and the poem "O relógio", in a third grade of kindergarten. To do that, we read out loud the texts, made a round of conversation and also movements of art productions. The analysis indicated that, when planning and executing the Didactic Sequences with pedagogic internationality, the educator becomes the essential mediator and upon that rich in interactions and questioning mediation, it allows the stimulation of the early reading comprehension abilities, opening a path to more complex reading competence development in subsequent learning steps. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-12-09T00:00:00Z