Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-07-18T18:15:28Z No. of bitstreams: 1 2015 - Talita Goulart Ferreira.pdf: 840701 bytes, checksum: 269f67f2b802faacd371504e2ca46b4a (MD5) / Made available in DSpace on 2017-07-18T18:15:28Z (GMT). No. of bitstreams: 1 2015 - Talita Goulart Ferreira.pdf: 840701 bytes, checksum: 269f67f2b802faacd371504e2ca46b4a (MD5) Previous issue date: 2015-11-23 / CAPES / This research is about the teacher's pedagogic action in the teaching of the production of written texts in the 9th grade elementary school. In this sense, it sought to discuss and analyze the development of argumentative writing with students from public schools. Although the PCN recommend working with a variety of genres since the late 1990s and the school and the textbooks have inserted various genres in the school the student's daily life, not always genres are worked effectively. This research captures the social and communicative functionality of the opinion article by proposing to carry out a systematic work of teaching and learning of writing in the classroom. Given this perspective, we prepared a didactic sequence, based on Dolz theory, Noverraz and Schneuwly (2004), which proposes a set of activities planned around a genre. The pedagogical action was based on Action Research, because we aim to transform the teaching practice and writing of students. To focus on the language skills needed to write the opinion article, we observed the textual production of students in two periods: the first one through skills to be used during the intervention; the second one, in which we examine the appropriation of genre after the application of didactic sequence. The results revealed that after research, the students began to consider the action skills, with the progress in the use of argumentative type and argumentative justification operations, refutation and negotiation. In addition, the results also indicated a greater concern of students with regard to linguistic and discursive skills, such as using modalizers and argumentative operators. Thus, the study reaffirmed the impact of the application of the didactic sequence in the writing of students. / Esta pesquisa trata da a??o pedag?gica do professor no que diz respeito ao ensino da produ??o de textos escritos no 9? ano Ensino Fundamental. Nesse sentido, buscou-se discutir e analisar o desenvolvimento da escrita argumentativa com alunos da escola p?blica. Apesar de os PCN recomendarem o trabalho com uma diversidade de g?neros textuais desde o final da d?cada de 1990 e de a escola e os manuais did?ticos terem inserido diversos g?neros no cotidiano escolar do aluno, nem sempre os g?neros s?o trabalhados de modo efetivo. A presente pesquisa resgata a funcionalidade social e comunicativa do g?nero artigo de opini?o, ao propor a realiza??o de um trabalho sistem?tico de ensino-aprendizagem da escrita do g?nero em sala de aula. Diante dessa perspectiva, elaboramos uma sequ?ncia did?tica, fundamentada na teoria de Dolz, Noverraz e Schneuwly (2004), a qual prop?e um conjunto de atividades planejadas em torno de um g?nero textual. A a??o pedag?gica apoiou-se nos pressupostos da pesquisa-a??o, dado que objetivamos transformar a pr?tica docente e a escrita dos alunos. Tendo como ponto central as capacidades de linguagem necess?rias ? escrita do artigo de opini?o, verificou-se a produ??o textual dos alunos em dois momentos: o primeiro de car?ter investigativo, mediante avalia??o das capacidades a serem abordadas durante a interven??o; o segundo de car?ter avaliativo, em que se verificou a apropria??o do g?nero ap?s a sequ?ncia did?tica. Os resultados revelaram que, ap?s a realiza??o da pesquisa, os alunos passaram a considerar o contexto de produ??o do g?nero, havendo progressos quanto ao uso da tipologia argumentativa e das opera??es argumentativas de justifica??o, refuta??o e negocia??o. Al?m disso, ainda que os alunos n?o tenham se apropriado plenamente da escrita do g?nero, os resultados indicaram tamb?m uma maior preocupa??o dos alunos com rela??o ?s capacidades lingu?stico-discursivas, como o uso de modalizadores e de operadores argumentativos. Sendo assim, o estudo reafirmou o impacto da aplica??o da sequ?ncia did?tica na escrita dos alunos.

Submitted by PPG Direito (ppgdir@pucrs.br) on 2017-09-08T13:46:27Z No. of bitstreams: 1 DIEGO_GALBINSKI_TES.pdf: 1590314 bytes, checksum: 2e07803b150cbb94bc098119c46e233c (MD5) / Rejected by Caroline Xavier (caroline.xavier@pucrs.br), reason: Devolvido devido a falta de capa institucional no arquivo pdf. on 2017-09-08T17:18:10Z (GMT) / Submitted by PPG Direito (ppgdir@pucrs.br) on 2017-09-14T19:08:34Z No. of bitstreams: 1 DIEGO_GALBINSKI_TES.pdf: 1635255 bytes, checksum: 915a2d637659f499b521037b85f5b02e (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-09-15T13:52:31Z (GMT) No. of bitstreams: 1 DIEGO_GALBINSKI_TES.pdf: 1635255 bytes, checksum: 915a2d637659f499b521037b85f5b02e (MD5) / Made available in DSpace on 2017-09-15T13:59:41Z (GMT). No. of bitstreams: 1 DIEGO_GALBINSKI_TES.pdf: 1635255 bytes, checksum: 915a2d637659f499b521037b85f5b02e (MD5) Previous issue date: 2016-03-31 / In contempt of the paradigmatic crisis, the systematic theory of tax avoidance is a particular case of systematic theory of Tax Law. It proposes models of problems and solutions for legal phenomenon of tax avoidance from the inference by analogy of the fundamental right of tax freedom. In addition to a subjective dimension, this unenumerated right has an objective dimension, which unfolds in interpretative and protection duties, and a broad statement of facts, which permits the practice of neutral economic relations to the greatest extent possible. Based on the principle of ability to pay, the Brazilian tax system restricts the fundamental right of tax freedom by specific anti-avoidance rules and general anti-avoidance rule. Mobile anti-avoidance rules arise as a third way to promote the stability and predictability values and to reduce the administrative and judiciary discretions. / Em face da crise paradigm?tica, a teoria sistem?tica da elis?o tribut?ria prop?e modelos de problemas e de solu??es para o fen?meno jur?dico da elis?o tribut?ria com base na infer?ncia por analogia do direito fundamental da liberdade fiscal. Na condi??o de direito fundamental n?o enumerado, a liberdade fiscal tem uma dimens?o objetiva, que se desdobra em deveres de interpreta??o conforme e de prote??o, e um suporte f?tico ilimitado, que permite a pr?tica de rela??es econ?micas neutras na maior medida poss?vel. ? luz do princ?pio da capacidade contributiva, o sistema tribut?rio brasileiro disp?e restri??es legislativas da liberdade fiscal atrav?s de regras espec?ficas de antielis?o tribut?ria e da cl?usula geral de antielis?o tribut?ria. Para reduzir a discricionariedade da administra??o e da jurisdi??o nos casos dif?ceis de elis?o tribut?ria, o sistema m?vel de antielis?o tribut?ria surge como terceira via poss?vel ?s restri??es legislativas da liberdade fiscal.