Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-12T17:48:31Z No. of bitstreams: 1 MariaAngelaLimaAssuncao_DISSERT.pdf: 1552974 bytes, checksum: fd8e13c93a67bfe564a77dc6c604e637 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-07-20T18:18:40Z (GMT) No. of bitstreams: 1 MariaAngelaLimaAssuncao_DISSERT.pdf: 1552974 bytes, checksum: fd8e13c93a67bfe564a77dc6c604e637 (MD5) / Made available in DSpace on 2016-07-20T18:18:40Z (GMT). No. of bitstreams: 1 MariaAngelaLimaAssuncao_DISSERT.pdf: 1552974 bytes, checksum: fd8e13c93a67bfe564a77dc6c604e637 (MD5) Previous issue date: 2015-07-20 / O baixo desempenho dos alunos do EF, nas atividades de leitura e escrita, suscitou a busca por a??es que minimizassem esse problema, percept?vel, principalmente, no ensino p?blico. A falta de interesse pela leitura de textos po?ticos verificada em alunos do 7? Ano, de uma escola p?blica do RN, nos levou a questionar os motivos dessa rejei??o pela poesia. Assim, surgiu a ideia de organizar e desenvolver novas possibilidades de leitura mediada pelas TDIC, considerando a prefer?ncia dos adolescentes pelos ambientes virtuais. Para tanto, foi imprescind?vel observar como os estudantes utilizavam os recursos da Web a fim de planejar a??es que visassem ? melhoria da situa??o constatada. Apresentamos como justificativa a necessidade de reflex?o sobre os problemas educacionais partindo da nossa realidade, a fim de estabelecermos procedimentos adequados para minimiz?-los. Para esse fim, tra?amos como objetivo geral realizar uma interven??o pedag?gica nessa turma, propondo atividades significativas nas quais fossem utilizadas estrat?gias que envolvessem a rede social Facebook como suporte para veicula??o de textos po?ticos. O estudo ancora-se nas reflex?es dos seguintes te?ricos e pesquisadores que atuam nas ?reas de conhecimentos necess?rios ? constru??o da proposta: Bakhtin (2011), Bronckart, (1997), Marcuschi (2008), Kleiman (2013), Sol? (1998), Geraldi (2006), Silveira (2004), Dolz; Noverraz; Schneuwly (2004), Oliveira (2010), Cosson (2007), Antunes (2009), Gabriel (2006), Moran (2008), Kenski (2007), Vygotsky (2003a), Perrenoud (1999) dentre outros. Apoiamo-nos, tamb?m, nas diretrizes dos documentos oficiais: PCN (1998), PDE (2008) e no PPP (2013) da EEAF. A metodologia seguiu orienta??es da pesquisa-a??o, numa perspectiva de abordagem qualitativa. Os instrumentais de investiga??o inclu?ram question?rios, entrevistas, observa??es e anota??es de campo. Os resultados comprovaram a pertin?ncia da SD, bem como o uso did?tico do Facebook para essa interven??o, propiciando a leitura da poesia e a intera??o entre os sujeitos da pesquisa. Desse modo, constatamos a necessidade de inclus?o do uso pedag?gico das TDIC ?s atividades educativas para melhor atender ?s expectativas da gera??o de ?nativos digitais?, oferecendo-lhes um ensino de L?ngua Portuguesa significativo que se ajuste aos seus interesses. / The poor performance of students in reading and writing activities, prompted the search for actions that would minimize this problem, noticeable mainly in public education. The lack of interest in reading of poetic texts seen in students from the 7th year in a public school in RN, has led us to question the reasons for the rejection of poetry. Thus, the idea to organize and develop new reading possibilities mediated by digital technologies, considering the preference of teenagers by virtual environments. Therefore, it was essential to observe how students used web resources in order to plan actions that aimed to improve their reading performance. We present to justify the need for reflection on the educational problems starting from our reality, in order to establish appropriate procedures to minimize them. To this end, we draw is to investigate how students appropriated the Facebook social network in order to elaborate reading strategies using this platform. The study is anchored in the reflections of the following theorists and researchers: language concepts and language: Bakhtin (2011 [1979] 2006 [1999]), Bronckart (2012 [1999]), Marcuschi (2008); reading strategies: Leffa (1996) Sol? (1998), Antunes (2009), Kleiman (2013); genre: Bakhtin (2011 [1979] 2006 [1999]), Marcuschi (2008); didactic sequence: Dolz, Noverraz and Schneuwly (2013 [2004]); technologies: Moran (2008 [2000]), Kenski (2007), Bento (2012), Behrens (2013); literary literacy: Cosson (2007); other theoretical orientations: PCN (1998), PDE (2008), Perrenoud (1999), among others. The methodology followed action research guidelines, a qualitative approach perspective. The research instruments included questionnaires, interviews, observations and field notes. The results pointed to the interest of students in this social network, which favored the development of a didactic sequence whose activities converged on the didactic use of Facebook as a support for the presentation of textual poetry genre, drawing the attention of students for reading. Thus, we reiterate the need to include the pedagogical use of Information and Communication Digital Technologies educational activities to better meet the expectations of the generation of "digital natives", offering them a significant Portuguese-speaking school that fits your interests.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-04T19:43:22Z No. of bitstreams: 1 MariaDeFatimaPereiraDeMorais_DISSERT.pdf: 2225319 bytes, checksum: 293deeb91bc541f4ebcbb1008e0f4236 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-12T23:49:57Z (GMT) No. of bitstreams: 1 MariaDeFatimaPereiraDeMorais_DISSERT.pdf: 2225319 bytes, checksum: 293deeb91bc541f4ebcbb1008e0f4236 (MD5) / Made available in DSpace on 2017-04-12T23:49:57Z (GMT). No. of bitstreams: 1 MariaDeFatimaPereiraDeMorais_DISSERT.pdf: 2225319 bytes, checksum: 293deeb91bc541f4ebcbb1008e0f4236 (MD5) Previous issue date: 2016-10-26 / Compreender que a literatura ? essencial tanto para a forma??o do leitor como para a forma??o do ser humano conduz ? cren?a em um fazer pedag?gico necess?rio no ambiente escolar a fim de que o aprendiz tenha acesso a esse bem cultural. No entanto, o trabalho com textos liter?rios n?o pode se realizar de forma casual e aleat?ria. ? preciso que existam alternativas planejadas e prazerosas para que sua leitura se efetive. Ligado ? leitura do texto liter?rio, o letramento liter?rio constitui um processo que dever? ser viabilizado em sala de aula, onde tem real possibilidade de se tornar um jogo estimulante. Nessa perspectiva, este trabalho acad?mico tece uma reflex?o sobre a escola como principal inst?ncia de letramento liter?rio infanto-juvenil, dando ?nfase ao professor como um agente para a forma??o de leitores de obras liter?rias. A abordagem metodol?gica qualitativa que orienta este trabalho acad?mico tem como princ?pio a pesquisa-a??o (THIOLLENT, 2011). Sendo assim, apresenta uma interven??o para o 9? ano pautada nas estrat?gias de compreens?o leitora propostas por Sol? (1998), em conson?ncia com a sequ?ncia expandida apresentada por Cosson (2009), pretendendo uma aprendizagem significativa para o leitor. Essa media??o pedag?gica ocorre a partir da leitura de Menino de Asas (1993), de autoria de Homero Homem, com o intuito de levar parte da Literatura Potiguar para a sala de aula. Entendendo a leitura como uma atividade de constru??o de sentidos e intera??o leitor-texto-autor, essa interven??o est? na perspectiva dial?gica da linguagem e da compreens?o responsiva ativa de Bakhtin (1990/2006). Al?m desses autores, como orienta??es contamos com os PCN do ensino fundamental e com o aporte te?rico definido a partir das contribui??es de Candido (1995), Pennac (1993), Zilberman (2003), Soares (2005), Eco (1994), Jauss (1994), Iser (2006/2007), entre outros. A realiza??o da sequ?ncia did?tica possibilitou ao educando uma experi?ncia significativa com a literatura. As atividades orais e os registros no di?rio individual de leitura nos asseguram que obtivemos ?xito com a interven??o ao promover a intera??o leitor e texto liter?rio, pois o aluno efetivou sua constru??o liter?ria de sentido com atividades inerentes ao letramento liter?rio. / Understanding that literature is essential both for the formation of the reader and for the formation of the human being leads to the belief in a necessary pedagogical make in the school environment so that the learner has access to this cultural good. However, working with literary texts can not be done in a random and random manner. Planned and enjoyable alternatives are needed to make your reading effective. Linked to reading the literary text, literary literacy is a process that should be made possible in the classroom, where it has a real possibility of becoming a stimulating game. In this perspective, this academic work has a reflection on the school as the main instance of literary infanto-juvenile literacy, emphasizing the teacher as an agent for the formation of readers of literary works. The qualitative methodological approach that guides this academic work is based on action research (THIOLLENT, 2011). Thus, it presents an intervention for the 9th year based on the strategies of reading comprehension proposed by Sol? (1998) in consonance with the expanded sequence presented by Cosson (2009), intending a meaningful learning for the reader. This pedagogical mediation takes place from the reading of Homero Homem's Boy de Asas (1993), with the intention of taking part of the Potiguar Literature to the classroom. Understanding reading as an activity of sense construction and reader-text-author interaction, this intervention is in the dialogic perspective of language and Bakhtin's active responsive understanding (1990/2006). In addition to these authors, as guidance we rely on the basic education NCPs and with the theoretical contribution defined from the contributions of Candido (1995), Pennac (1993), Zilberman (2003), Soares (2005), Eco (1994), Jauss (1994), Iser (2006/2007) and others. The achievement of the didactic sequence enabled the student to have a significant experience with the literature. The oral activities and records in the individual reading journal assure us that we succeeded in the intervention by promoting the reader and literary text interaction, since the student made his literary construction of meaning with activities inherent to literary literacy.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-02T23:38:37Z No. of bitstreams: 1 LucieneDeFatimaDantasVieira_DISSERT.pdf: 5368904 bytes, checksum: 4c70585f8ac37d23117047e66039737b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-12T23:07:09Z (GMT) No. of bitstreams: 1 LucieneDeFatimaDantasVieira_DISSERT.pdf: 5368904 bytes, checksum: 4c70585f8ac37d23117047e66039737b (MD5) / Made available in DSpace on 2017-06-12T23:07:09Z (GMT). No. of bitstreams: 1 LucieneDeFatimaDantasVieira_DISSERT.pdf: 5368904 bytes, checksum: 4c70585f8ac37d23117047e66039737b (MD5) Previous issue date: 2016-12-22 / Ler e compreender s?o duas habilidades que convergem para uma terceira: a de interpretar. Sem d?vida, tais capacidades s?o complementares e indissoci?veis para a compet?ncia leitora que todo professor espera ver bem desenvolvida em seu educando. Sob esse ponto de vista, saber ler impulsiona a informa??o ? reflex?o cr?tica sobre os fatos e para saber posicionar-se diante deles. No entanto, para a aquisi??o dessa finalidade, compreender o texto e a inten??o comunicativa do autor n?o ? tarefa t?o f?cil e requer a execu??o de procedimentos que v?o al?m do decodificar palavras, pois necessita, tamb?m, de desvendar outros elementos expl?citos e/ou impl?citos presentes no texto e que sem a sua compreens?o, a leitura proficiente torna-se limitada. Nessa perspectiva, tra?amos como objetivo geral investigar a compet?ncia leitora dos alunos de uma turma de 9? ano, de uma escola estadual do munic?pio de Currais Novos/RN a partir do uso dos descritores propostos na Matriz de Refer?ncia de L?ngua Portuguesa. Como finalidades mais espec?ficas, propomos identificar as dificuldades dos alunos nas pr?ticas leitoras e intervir, pedagogicamente, para incentivar e contribuir para o desenvolvimento dessa compet?ncia utilizando os referidos descritores como estrat?gias de leitura dos g?neros discursivos not?cia e tirinha. Esta investiga??o insere-se no ?mbito da Pesquisa A??o, cujos aportes te?ricos firmaram-se na concep??o de g?neros, enquanto pr?ticas sociais discursivas, tendo em Bakhtin ([1992] 2006, 2011), os fundamentos para o trabalho com a l?ngua enquanto realidade social, numa perspectiva interacional. Ao que se refere ?s estrat?gias de leitura e compreens?o buscou-se os estudos desenvolvidos por Leffa (1996), Sol? (1998), Kleiman (2000, 2007), Koch e Elias (2006), Oliveira (2010); a elabora??o das sequ?ncias did?ticas organizou-se a partir de Schneuwly e Dolz (2004), al?m de adotar as orienta??es sobre o ensino de L?ngua Portuguesa, contidas nos Par?metros Curriculares Nacionais (1998), assim como autores como Riolfi (2008), Oliveira (2010), Suassuna (1995), dentre outros. Os resultados obtidos apontaram para avan?os significativos no que se refere ao aprimoramento das habilidades de leitura dos alunos envolvidos, indicando que o uso dos descritores como uma proposta de trabalho pedag?gico favoreceu o desempenho dos alunos nas atividades de leitura. Outro aspecto sinalizado foi a contribui??o do estudo dos g?neros atrav?s das sequ?ncias did?ticas para a forma??o do leitor enquanto sujeito reflexivo, uma vez que as estrat?gias de leitura utilizadas provocaram no aluno-leitor uma mobiliza??o de saberes para a leitura aut?noma e cr?tica dos textos lidos. / Reanding and to understanding verbs are distinct meanings and two skills that converge to a third: interpreting. No doubt, such capabilities are complementary and inseparable for the reading competence every teacher hopes to see well developed in their schooling. From this point of view, reading drives the information to critical reflection of the facts and learning to stand before them. However, to acquire this purpose, understanding the text and the communicative intention of the author is no easy task and requires performing procedures that go beyond decode words, it needs also to uncover other explicit elements and / or implicit in the text and that without their understanding, proficient reading becomes limited. In this perspective, we have as a general objective to investigate the reading competence of the students of a 9th grade class from a state school in the municipality of Currais Novos / RN, based on the use of the descriptors proposed in the Reference Matrix of Portuguese Language. As more specific goals, we propose to identify the difficulties of students in reading practices and intervene, pedagogically, to encourage and contribute to the development of this competence using the said descriptors as strategies of reading the discursive genres news and comics strip. This interventional proposal falls under the Research Action, as continuing attempt to improve the pedagogical practice, in view of the intention to organize procedures that could resolve the difficulties in reading and understanding readers of students. The theoretical framework signed in the design of genres as discursive social practices, in Bakhtin ([1992] 2006, 2011), the foundation for working with language as a social reality, an interactional perspective. Regards reading and comprehension strategies, the studies developed by Leffa (1996), Sol? (1998), Kleiman (2000, 2007), Koch and Elias (2006), Oliveira (2010); The elaboration of the didactic sequences was organized from Schneuwly and Dolz (2004), besides adopting the guidelines on the teaching of Portuguese Language, contained in the National Curriculum Parameters (1998), as well as authors such as Riolfi (2008), Oliveira (2010), Suassuna (1995), among others. The results obtained pointed to significant advances in the development of reading skills of the students involved, indicating that the use of descriptors as a proposal of pedagogical work favored students' performance in reading activities. Another signaled aspect was the contribution of the study of the genres through didactic sequences for the formation of the reader as a reflexive subject, since the reading strategies used provoked in the student-reader a mobilization of knowledge for the autonomous and critical reading of the read texts.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-03T00:09:52Z No. of bitstreams: 1 MariaAlmaizaDeMedeirosLeoncio_DISSERT.pdf: 3798335 bytes, checksum: 255a83c3778e498af7bacd29e77a205a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-12T23:24:15Z (GMT) No. of bitstreams: 1 MariaAlmaizaDeMedeirosLeoncio_DISSERT.pdf: 3798335 bytes, checksum: 255a83c3778e498af7bacd29e77a205a (MD5) / Made available in DSpace on 2017-06-12T23:24:15Z (GMT). No. of bitstreams: 1 MariaAlmaizaDeMedeirosLeoncio_DISSERT.pdf: 3798335 bytes, checksum: 255a83c3778e498af7bacd29e77a205a (MD5) Previous issue date: 2016-12-13 / O acesso ?s novas tecnologias da informa??o e comunica??o, sobretudo a internet, ? hoje uma ferramenta que colabora para o desenvolvimento da leitura e da escrita. Com a introdu??o da cultura digital como pr?tica pedag?gica os alunos s?o levados a utilizar a internet como suporte de conte?dos para o ensino/aprendizagem, o que os desafiam a ler, cada vez mais, por meio de hipertextos. Diante disso, o objetivo da pesquisa foi analisar o desempenho dos alunos de uma turma do 9? ano do Ensino Fundamental quanto ? leitura em tela. Para isso, elaborou-se uma proposta de interven??o que direcionasse o desenvolvimento das habilidades de leitura e compreens?o do hipertexto no contexto digital. No campo metodol?gico, o trabalho se ancorou em uma abordagem de base qualitativa, cujo princ?pio gerador se estrutura em uma pesquisa-a??o. Justificou-se este trabalho, porque ao se trazer para a sala de aula pr?ticas de letramento hipertextuais, orientam-se os alunos a constru?rem compet?ncias e habilidades que ser?o ?teis para a vida, como tamb?m para a forma??o de cidad?os cr?ticos e, dessa forma, capazes de corresponder-se ao que a sociedade moderna espera. Como pressupostos te?ricos, recorre-se aos trabalhos de Levy (1993), Xavier (2002), Coscarelli (2012), Braga (2013), Gomes (2011), dentre outros. Para subsidiar o trabalho de leitura foram utilizadas as estrat?gias expostas por Sol? (2010). Espera-se que essa pr?tica, tamb?m, n?o fique somente limitada ao ensino de L?ngua Portuguesa, mas que seja ampliado o trabalho com o hipertexto como uma pr?tica para promover o letramento digital no contexto escolar. Como resultado, espera-se ainda, que o trabalho com o hipertexto possa ocupar um espa?o significativo na aprendizagem dos alunos e que lhes permita usufruir dessa modalidade escrita sem que se percam na liberdade quanto aos usos dos links que levam a percursos diferenciados. Com isso, reconhece-se que o hipertexto tem exercido um papel de destaque na sociedade atual, tornando-se um suporte relevante para leitores proficientes em m?ltiplos letramentos, inclusive o letramento digital. Os resultados da pesquisa demonstram que as atividades hipertextuais desenvolvidas em sala de aula com alunos do 9? ano constituiu uma excelente contribui??o para o aprendizado dos alunos. Portanto, este trabalho pode contribuir para que a escola enxergue as ferramentas hipertextuais como um recurso que mostra outras possibilidades de aprendizagem e de conhecimento. / Access to new information and communication technologies, especially the internet, is now a tool that contributes to the development of reading and writing. With the introduction of digital culture as a pedagogical practice, students are led to use the internet as a support for teaching / learning content, which challenges them to read more and more through hypertexts. Therefore, our objective was to analyze the performance of the students of a class of the 9th grade of elementary school regarding reading on screen. For this, it was elaborated a proposal of intervention that directed the development of the abilities of reading and understanding of the hypertext in the digital context. In the methodological field, the work was anchored in a qualitative approach, whose generative principle is structured in an action research. It was justified this work because when you bring to the classroom hypertextual literacy practices, students are guided to build skills and abilities that will be useful for life, as well as for the formation of critical citizens and thus able to correspond to what the modern society expects. As theoretical assumptions, resorting to the works of Levy (1993), Xavier (2002), Coscarelli (2012), Braga (2013), Gomes (2011), among others. To support the reading work, the strategies set forth by Sol? (2010) were used. It?s hoped that this practice, too, will not only be limited to teaching Portuguese, but that the work with hypertext will be expanded as a practice to promote digital literacy in the school context. As a result, it?s hoped that work with hypertext can occupy a significant space in students' learning and that allows them to enjoy this written modality without losing freedom in the use of links that lead to differentiated paths. With this, it is recognized that hypertext has played a prominent role in actual society becoming a relevant support for proficient readers in multiple literatures, including digital literacy. The results of the research demonstrate that hypertextual activities developed in the classroom with 9th grade students constituted an excellent contribution to student learning. Therefore, this work can contribute to the school seeing the hypertextual tools as a resource that shows other possibilities of learning and knowledge.

Made available in DSpace on 2014-12-17T15:06:58Z (GMT). No. of bitstreams: 1 TacianaLB.pdf: 1646785 bytes, checksum: 0f832cb7dc62dc74adc2c9e2c1d04098 (MD5) Previous issue date: 2006-11-27 / The incorporation of computing in class instigate the use of the Internet and websites as a content support in the teaching/leaning process. This kind of practice had challenged the students to read through eletronic hypertextual means. In that way, we re trying to undestand which strategies of reading and navigation the students of the second and third grade of highschool levels are using when reading electronic hypertexts from the www.ambientebrasil.com.br website. The research took place in the Escola Estadual Jer?nimo Rosado in Mossor? RN. Our theoretical base was estructured on the digital Technology (electronic hypertext estructure and it s navigation modes), in applied linguistics (act of reading) and in cognition (interaction of the reader with the text and the use of reading strategies in the virtual computing enviroment). The applied methodology was the case analysis which was developed with the reunion of collected data through qualitative reseach questionaries, direct observations and video recording sessions. The research demonstrates that reader s ability in the act of navigating on virtual sites activates his/her reading strategies. Also shows how the semantic architecture of the hyperlinks can interfere directly over the strategies of reading and navigation in specific websites. Our research also intend to demonstrate that the student use his strategies of linear text reading when are not accustomed to use the reading through websites in a regular basis. The investigation concludes observing that the amount of hypertexts per pages and the inappropriate use of the multimedia elements were harmful to the reading fluency / A incorpora??o da inform?tica na escola levou alunos a utilizar a internet e os s?tios virtuais como suportes de conte?dos de ensino/aprendizagem. Pr?tica esta que desafiou os alunos a ler por meio de hipertextos eletr?nicos. Assim, buscamos conhecer quais estrat?gias de leitura e navega??o os alunos do 2? e 3? anos do ensino m?dio, utilizam quando l?em os hipertextos eletr?nicos do s?tio virtualwww.ambientebrasil.com.br. A investiga??o foi realizada na Escola Estadual Jer?nimo Rosado em Mossor?-RN. Nosso cerne te?rico foi fundamentado nas Tecnologias Digitais, no tocante ?s caracter?sticas estruturais do hipertexto eletr?nico e sua navega??o, na Ling??stica Aplicada, sobre o ato de ler e na Cogni??o, sobre a intera??o do leitor com o texto e o uso de estrat?gias de leitura na virtualidade. Como metodologia utilizamos o estudo de caso, que permitiu a uni?o dos dados coletados, com question?rios qualitativos, observa??o direta e filmagem. A pesquisa evidenciou que a coer?ncia sem?ntica e arquitetura dos hiperlinks; a quantidade de hipertextos eletr?nicos por p?gina; o h?bito de leitura em s?tios virtuais e a adi??o de elementos multim?dia ao hipertexto e hiperlinks regem o emprego de estrat?gias de leitura espec?ficas, como representam obst?culo ? leitura quando aplicados inadequadamente

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-04T13:00:35Z No. of bitstreams: 1 SIMONE ALVES PEDERSEN.pdf: 2829069 bytes, checksum: 7fdf0c308b9011e695fe37e352c61e19 (MD5) / Made available in DSpace on 2017-10-04T13:00:35Z (GMT). No. of bitstreams: 1 SIMONE ALVES PEDERSEN.pdf: 2829069 bytes, checksum: 7fdf0c308b9011e695fe37e352c61e19 (MD5) Previous issue date: 2017-02-09 / The children's literature has been the object of much research in the reader?s development and has generated interest in several areas. In this study, it was assumed that the procedures used by teachers and the selection of literature books are essential elements for the development of the reader. Based on that, this master degree research, entitled "The Continued Formation of Teachers and Literature: strategies of reading and selection of literature book", had as a research problem the following question: the exploration of strategies of reading and selection of literature books, in a teaching training, can assist the participating teachers in their work with reading? The general objective was to verify if there were changes in the teachers' practice of exploration of reading modes, strategies of reading and selection of literature books. The specific objectives were to implement a reading course for teachers, to introduce self-regulation of reading, to discuss the selection of literary works for use in the classroom and to analyze the extent to which the participants applied the knowledge built in the course. The methodology adopted in this qualitative research with principles of action-strategic research, was constituted initially of national and international bibliographical survey. A reading course for teachers was offered to 12 teachers and 4 coordinators of the municipal network of a municipality in the state of S?o Paulo. During the 4 meetings, in a total of 9 hours, independent reading, double reading, close reading and other reading strategies were presented, based on the self-regulation and the studies of Social Cognitive Theory. The instruments used were: field diary, questionnaire, narrative and semi-structured interview. The participants of the research applied the content of the formative course, in the classroom. There was an exchange of experiences about reading and use of literary books in the classroom, which made it possible to think and rethink practices, to hear about the experience of other teachers and to narrate successes and challenges that are part of reading teaching. The data were analyzed by the content analysis and the implications of these analyzes showed that there were changes in the reading practices used by the participants in the classroom, there was an increase in reading comprehension with teaching practices that prioritized the student's role and there were also changes in the participants' conception of children?s literature and their selection. International research shows that self-regulation of reading, using reading strategies under the light of Social Cognitive Theory, is a promising path for the promotion of competent and critical readers. However, studies on self-regulation of reading practically do not exist in our country. / A literatura infantil tem sido objeto de muitas pesquisas na forma??o do leitor e tem gerado interesse em diversas ?reas. Nesse estudo, partiu-se do pressuposto de que os procedimentos utilizados pelos docentes e a sele??o de obras s?o elementos essenciais para a forma??o do leitor. Diante desse contexto, essa pesquisa de mestrado denominada A Forma??o Continuada de Professores e a Literatura: estrat?gias de leitura e sele??o de obra prop?s por problema de pesquisa a seguinte quest?o: a explora??o de estrat?gias de leitura e sele??o de obras, em um curso de forma??o continuada, pode auxiliar os professores participantes em seu trabalho com leitura? O objetivo geral foi verificar se houve mudan?as na pr?tica dos professores sobre a explora??o de modos de leitura, estrat?gias de leitura e sele??o de obras no trabalho com leitura. Os objetivos espec?ficos foram implementar um modelo de forma??o continuada em leitura, apresentar a autorregula??o da leitura, discutir a sele??o das obras liter?rias para uso em sala de aula e analisar em que medida as participantes aplicaram o conhecimento constru?do na forma??o. A metodologia adotada nessa pesquisa qualitativa com princ?pios da pesquisa a??o-estrat?gica constituiu-se, inicialmente, de levantamento bibliogr?fico nacional e internacional. Ministrou-se um curso de forma??o continuada para 12 professoras e 4 coordenadoras da rede municipal de um munic?pio do estado de S?o Paulo. Durante os 4 encontros, no total de 9 horas, apresentaram-se a leitura independente, leitura em dupla, close reading e outras estrat?gias de leitura, a partir dos pressupostos te?ricos da autorregula??o, pautados nos estudos da Teoria Social Cognitiva. Os instrumentos utilizados foram: di?rio de campo, question?rio, narrativa e entrevista semiestruturada. As participantes da pesquisa aplicaram o conte?do dos encontros formativos, em sala de aula. Houve troca de experi?ncias sobre leitura e uso de obras liter?rias durante os encontros, que possibilitaram o pensar e repensar pr?ticas, ouvir sobre a experi?ncia de outros professores e narrar sucessos e desafios que fazem parte da doc?ncia e da leitura. Os dados foram analisados a partir da an?lise de conte?do, e as infer?ncias decorrentes dessas an?lises mostraram que houve mudan?as quanto ?s pr?ticas de leitura usadas pelas participantes em sala de aula, houve aumento da compreens?o leitora com pr?ticas docentes que priorizam o protagonismo do aluno e houve, tamb?m, mudan?as na concep??o das participantes sobre as obras liter?rias e sua sele??o. Pesquisas internacionais demonstram que a autorregula??o da leitura, por meio do uso de estrat?gias de leitura sob a luz da teoria sociocognitiva, ? um caminho promissor para a promo??o de leitores competentes e cr?ticos. Todavia, estudos sobre a autorregula??o da leitura praticamente inexistem em nosso pa?s.

Made available in DSpace on 2014-12-17T15:06:46Z (GMT). No. of bitstreams: 1 MKM.pdf: 917584 bytes, checksum: cea833f5d98c17ebc0535d899cf9f518 (MD5) Previous issue date: 2009-07-07 / This present work has as objective to analyze the interpretation of the syntactic and semantic meaning performed by third graders in the nominal groups (NGs) with attributive adjectives in the English language in a text of the final exam in the ESP (English for Specific Purposes) discipline. The corpus is made up of 30 exams of two classes from a third grade institution of the biomedical area, corresponding to the basic and advanced levels of the second term in 2006. The text has 24 NGs of different lexical content, a total of 27 NGs in the whole text summing up to 810 analyzed occurrences. The analysis is carried out at the morphologic, syntactic and semantic levels using as theoretical background the traditional and functional grammars (QUIRK et al, 1985; CELSE-MURCIA et al, 1998; TUCKER, 1998), in their semantic aspects, the Semantics (FRAWLEY, 1992) and the Cognitive Linguistics (TAYLOR, 2002). We concluded that the main difficulties were due to the lack of vocabulary and to the use of mother tongue strategies instead of using the top-down strategies for reading a text in English to compensate this gap. We also observed that even when the vocabulary was known, there were difficulties in establishing the semantic and syntactic relations between modifier and noun head. We suggested improvements for the teaching of reading English texts at the third grade grounded in the obtained results such as a more comprehensive study of the several different morphologic and syntactic structures of the NGs with premodifiers and their semantic consequences, an approach of the morphologic, syntactic and semantic aspects of the NGs and the use of both top-down and bottom-up strategies when reading a NG in the English language / Este trabalho tem como objetivo analisar a interpreta??o do significado sint?tico e sem?ntico realizada por alunos universit?rios de Ingl?s Instrumental nos sintagmas nominais (SNs) com adjetivos atributivos na l?ngua inglesa em um texto da prova de final de semestre. O corpus ? constitu?do por 30 provas de duas turmas de uma institui??o de n?vel superior, da ?rea biom?dica, do segundo semestre de 2006, do n?vel b?sico e avan?ado. O texto da prova ? composto por 24 SNs de conte?do lexical diferente, num total de 27 SNs presentes no texto, totalizando 810 ocorr?ncias analisadas. Usamos como pressupostos te?ricos as gram?ticas tradicional (QUIRK et al, 1985) e funcionalista (CELSE-MURCIA et al, 1998; TUCKER, 1998), em seus aspectos sem?nticos, a Sem?ntica (FRAWLEY, 1992) e a Ling??stica Cognitiva (TAYLOR, 2003). Conclu?mos que as maiores dificuldades deveram-se ? falta de vocabul?rio, ao uso inadequado de estrat?gias da L?ngua Materna no lugar de se usar as estrat?gias descendentes de leitura para suprir esta falta. Observamos tamb?m que, mesmo quando se conhecia o vocabul?rio do SN, muitas vezes houve dificuldades em se perceber a rela??o sem?ntica e/ou sint?tica entre os modificadores e o n?cleo do SN acarretando inadequa??es de interpreta??o. Sugerimos melhorias para o ensino da leitura de textos em l?ngua inglesa nas universidades com base nos resultados obtidos, como um estudo mais detalhado das v?rias estruturas morfossint?ticas dos SNs com modificadores antepostos e suas conseq??ncias sem?nticas; uma abordagem conjunta dos aspectos morfol?gico, sint?tico e sem?ntico dos SNs com adjetivos atributivos na l?ngua inglesa e o uso das estrat?gias descendentes juntamente com as ascendentes ao se ler um SN na l?ngua inglesa