Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-01-22T22:53:37Z No. of bitstreams: 1 O Fant?stico Mundo das F?bulas_uma interven??o para o ensino de leitura e escrita.pdf: 14370580 bytes, checksum: 365454c07fb6ba65197da493d0593e7c (MD5) / Made available in DSpace on 2018-01-22T22:53:37Z (GMT). No. of bitstreams: 1 O Fant?stico Mundo das F?bulas_uma interven??o para o ensino de leitura e escrita.pdf: 14370580 bytes, checksum: 365454c07fb6ba65197da493d0593e7c (MD5) Previous issue date: 2016-11-24 / This paper presents a proposal of educational intervention through didactic sequence, which has the object of teaching the mobilization of gender fable, aiming to provide students of the 6th year of elementary school II, with difficulties in literacy, opportunities to develop their competence discursive. The text is based on the studies of Geraldi (2000), Kleiman (2000, 2013), Lajolo (2002), Dezotti (2003), Soares (2005), Jolibert (2008), Dolz and Schneuwly (2010), Koch (2011 , 2015), Passareli (2012), Antunes (2013) Cosson (2014), Marcuschi (2015), Silva (2015), among others, dealing with subjects covered. The sequence used is a proposal of adaptation by Dolz and Schneuwly (2010) Although very old fables continue to attract the attention of many contemporary among others, for the production of more modern texts and / or construction of parodies and paraphrases Classics Esopo and La Fontaine, for example. We defend this text fables as a genre / discourse to be worked in the classroom, as well as being short, they become over time, and allow the various ways to exploit them, which makes students they have fun while learning allowing us a more effective and meaningful practice. / O presente trabalho apresenta uma proposta de interven??o pedag?gica, por meio de sequ?ncia did?tica, que tem como objeto de ensino a mobiliza??o do g?nero f?bula, visando proporcionar aos alunos do 6? ano do Ensino Fundamental II com dificuldades de letramento oportunidades para desenvolver sua compet?ncia discursiva. O texto fundamenta-se nos estudos de Geraldi (2000), Kleiman (2000; 2013), Lajolo (2002), Dezotti (2003), Soares (2005), Jolibert (2008), Dolz e Schneuwly (2010), Koch (2011; 2015), Passareli (2012), Antunes (2013), Cosson (2014), Marcuschi (2015), Silva (2015), dentre outros, que tratam dos assuntos abordados. A sequ?ncia utilizada ? uma adapta??o da proposta apresentada por Dolz e Schneuwly (2010). Embora muito antigas, as f?bulas continuam atraindo a aten??o de diversos autores contempor?neos para a produ??o de textos mais modernos e/ou a constru??o de par?dias e par?frases de cl?ssicos de Esopo e La Fontaine, por exemplo. Defendemos, neste texto, as f?bulas como um g?nero textual/discursivo a ser trabalhado em sala de aula, pois, al?m de serem breves, transformam-se ao longo do tempo e nos permitem diversas maneiras de explor?-las, o que faz com que os alunos se divirtam enquanto aprendem, possibilitando-nos uma pr?tica mais efetiva e significativa.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-10T19:18:06Z No. of bitstreams: 1 2017 - Pablo Mendes Peres de Souza.pdf: 493335 bytes, checksum: d796ca50ec69fa154d11e39e2c3b4626 (MD5) / Made available in DSpace on 2018-05-10T19:18:06Z (GMT). No. of bitstreams: 1 2017 - Pablo Mendes Peres de Souza.pdf: 493335 bytes, checksum: d796ca50ec69fa154d11e39e2c3b4626 (MD5) Previous issue date: 2017-08-23 / CAPES / The objective of this studywas to analyse quantitatively, the use of didactic sequence, with theme of Prime Numbers, applied to undergraduate students in mathematics. In order to justify the chosen theme, we rely on official documents such the National Curricular Parameters (NCPs), and the authors that bring significant considerations for this purpose. To refer to use of this alternative we have inspired authors such Mich?le Artigue, Antoni Zabala e Luiz Carlos Pais. Moreover, we applied the questinnaire prepared by Dr. Rubens Vilhena Fonseca in his doctoral thesis and based on it to guide the topics covered. In the field research, we seek to dialogue with future teachers in order to present the approach used as an alternative to the teaching practice and to promote reflections for the use of didactic sequences. / Tivemos nesse trabalho o objetivo de analisar de forma quantitativa o uso de uma sequ?ncia did?tica com a tem?tica de N?meros Primos aplicada em licenciandos em matem?tica. Com intuito de justificar o vi?s escolhido, nos baseamos em documentos oficiais como os Par?metros Curriculares Nacionais (PCNs) e autores que trazem considera??es significativas para reflex?es nesse sentido. Para referenciar a utiliza??o dessa alternativa nos inspiramos em autores como Mich?le Artigue, Antoni Zabala e Luiz Carlos Pais. Al?m disso, aplicamos o question?rio elaborado pelo Dr. Rubens Vilhena Fonseca em sua tese de doutorado e nos baseamos no mesmo para nortear os t?picos abordados. Na pesquisa de campo, buscamos dialogar com os futuros docentes de forma a apresentar a abordagem utilizada como alternativa para a pr?tica docente e fomentar reflex?es para utiliza??o de sequ?ncias did?ticas.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-16T20:35:35Z No. of bitstreams: 1 MariaJarleneDeLima_DISSERT.pdf: 10272847 bytes, checksum: 2789ef19e39add26c9f0d19d7e933306 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-22T15:44:17Z (GMT) No. of bitstreams: 1 MariaJarleneDeLima_DISSERT.pdf: 10272847 bytes, checksum: 2789ef19e39add26c9f0d19d7e933306 (MD5) / Made available in DSpace on 2018-01-22T15:44:17Z (GMT). No. of bitstreams: 1 MariaJarleneDeLima_DISSERT.pdf: 10272847 bytes, checksum: 2789ef19e39add26c9f0d19d7e933306 (MD5) Previous issue date: 2017-03-22 / Este trabalho de interven??o visou compreender e estabelecer reflex?es acerca da metalinguagem e as conflu?ncias de ideias e significa??es estabelecidas entre o leitor e o poeta durante a leitura do poema. Para tanto, foi alicer?ado nas contribui??es te?rico-metodol?gicas de Bernard Schneuwly, Mich?le Noverraz e Joaquim Dolz (2004), na vis?o humanizadora da Literatura de Todorov (2009), na compreens?o dial?gica da linguagem apresentada por Bakhtin (2003), na teoria da recep??o desenvolvida por Hans Robert Jauss Foi promovido por meio de uma sequ?ncia did?tica que trabalhou a leitura e compreens?o de metapoemas de Carlos Drummond de Andrade, Cec?lia Meireles, Olavo Bilac, Fernando Pessoa, Jo?o Cabral de Melo Neto, Manoel de Barros, Mario Quintana e Jo?o Andrade. O projeto culminou com uma proposta para professores e promotores de leitura e teve como dados para an?lise a produ??o de um livroclip elaborado pelos alunos. Ao fim do processo, foi poss?vel chegar ? compreens?o da metalinguagem como um recurso art?stico capaz de desanuviar a obra po?tica, por meio de uma simbiose poeticamente constru?da a partir da reflex?o do poeta sobre a sua obra, aspecto que deve ser considerado como facilitador do acesso ? linguagem liter?ria para os leitores em forma??o no Ensino Fundamental II. / This work of intervention aimed to understand and establish reflection about metalanguage and the confluences of ideas and meanings established between the reader and poet during the reading of the poem. For that, the theoretical-methodological contributions of Bernard Schneuwly, Michele Noverraz and Joaquim Dolz (2004), in the humanizing view of Todorov?s literature (2009), in the dialogic understanding of language presented by Bakhtin (2003), in the reception theory developed by Hans Robert Jauss (1994), and as in the apprehension of the reading concept established by Elias and Kock (2013). It was promoted through a didactic sequence that worked the reading and the comprehension of metapoems of Carlos Drummond de Andrade, Cecilia Meireles, Olavo Bilac, Fernando Pessoa, Joao Cabral de Melo Neto, Manoel de Barros, Mario Quintana and Joao Andrade. The project culminated with a proposal for teachers and reading promoters and had as data for the analysis the production of a bookclip prepared by the students. At the end of the process, it was possible to arrive at the understanding of metalanguage as an artistic resource capable of unrevaling the poetic work, through a poetically constructed symbiosis based on the poet?s reflection on his work, an aspect that should be considered as facilitating access to literary language for readers in formation in Elementary School Two.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-15T20:10:43Z No. of bitstreams: 1 MarciaNadjaOliveiraDeMedeirosGalvao_DISSERT.pdf: 8672080 bytes, checksum: e3b0ac99376b2c08c96dd205bd860624 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-20T22:10:26Z (GMT) No. of bitstreams: 1 MarciaNadjaOliveiraDeMedeirosGalvao_DISSERT.pdf: 8672080 bytes, checksum: e3b0ac99376b2c08c96dd205bd860624 (MD5) / Made available in DSpace on 2016-06-20T22:10:26Z (GMT). No. of bitstreams: 1 MarciaNadjaOliveiraDeMedeirosGalvao_DISSERT.pdf: 8672080 bytes, checksum: e3b0ac99376b2c08c96dd205bd860624 (MD5) Previous issue date: 2015-08-14 / A pr?tica com os g?neros textuais, no ensino fundamental, amplia a utiliza??o da leitura e da escrita e melhora a qualidade da aprendizagem. Assim, por ser a escola uma das esferas mais atuantes nas pr?ticas sociais da linguagem, ? que justificamos a utiliza??o dos g?neros como facilitadores para o ensino e aprendizagem da l?ngua materna. Dessa forma, esse estudo ? relevante porque n?o observamos na literatura atual, estrat?gias consistentes que venham melhorar a escrita de alunos do ensino fundamental. A partir disso, temos como objetivo principal discorrer sobre o trabalho com g?neros textuais a partir do desenvolvimento de sequ?ncias did?ticas. Desse modo, ao analisar as formas estruturais, lingu?sticas e s?cio discursivas dos g?neros estamos refletindo sobre a adequa??o dos elementos da l?ngua, a situa??o de produ??o que determina a funcionalidade de um g?nero espec?fico e a sua utiliza??o como pr?tica social da linguagem. Nessa pesquisa discutimos algumas quest?es relacionadas ao ensino com g?neros textuais diversificados, no contexto escolar de turmas do ensino fundamental I, do 5? ano, especificamente a carta, o bilhete, a m?sica, a poesia, a f?bula e o conto. Para tanto, os referidos g?neros foram escolhidos por fazerem parte da grade curricular e estarem presentes no livro did?tico. Com as informa??es reunidas e considerando a import?ncia da leitura e da produ??o textual a partir de g?neros conhecidos, foram organizadas sequ?ncias did?ticas pautadas na pr?tica escrita desses textos. Como o estudo se refere ? uma pesquisa qualitativa, optamos por uma perspectiva s?cio discursiva ancorada nas teorias de Bakhtin (2011) e Carolyn Miller (1994), sobre os g?neros na intera??o social; Bronckart (1999/2004) que evidencia o interacionismo; Marcuschi (2005) e Dolz e Schneuwly (2004) que aprovam uma proposta de ensino-aprendizagem centrada em g?neros textuais, atribuindo ? linguagem uma significa??o na constru??o do conhecimento. Nesse sentido, conclui-se que ? necess?rio contemplar nas atividades de ensino a diversidade de textos e g?neros e, n?o apenas em fun??o de sua relev?ncia social, por isso o discente deve ser capaz de utilizar a l?ngua de modo variado e adequar seus textos a diversas situa??es de interlocu??o oral e escrita. Para isso, verificamos que houve um avan?o significativo quanto ? produ??o textual dos alunos, visto que os resultados foram al?m do que esper?vamos. Isso porque o produto resultante das atividades realizadas se constituiu na publica??o de tr?s livros distintos com os textos dos pr?prios discentes, os quais acompanham essa disserta??o. / The little interest in reading and the large presence of deviations in writing observed in the texts of students of the 5th grade of a public school in RN, led us to question the motives of this problem. Thus, the idea to organize and develop teaching sequences with a variety of possibilities of reading and production through the text genres. The practice with the textual genres in elementary school extends the use of reading and writing and improves the quality of learning. In this way, the school, as one of the most active spheres in social practices of the language, we justify this work with the use of text genres as facilitators for teaching and learning the mother tongue. For this purpose, we draw as the main objective to talk about the work with textual genres from the development of didactic sequences, as well as encourage students to take a more reflexive attitude toward language and its uses, as discursive social practices. The development of the study with the text genres was made through the application of didactic sequences in the school context of elementary school classes, from 5th grade. Specifically were chosen, the letter, note, music, poetry, fable and the tale. The study is anchored in the reflections of the following theorists and researchers: Bakhtin (2011), Miller (1994), Marcuschi (2008) and Bronckart (1999) on the text genres; Marcuschi (2005) and Dolz and Schneuwly (2004) that approve a teaching-learning proposal focused on textual genres, giving a meaning to language in the construction of the knowledge and Dolz and Schneuwly (2004) regarding the didactic sequence; other theoretical orientations: PCN (1998), Lerner (2005), among others. The methodology followed the action research guidelines, in a qualitative approach perspective. The instruments of research included questionnaire, observations, readings and productions. The results pointed the students' interest in relation to the activities developed in the didactic sequences and consequently improvement in the students? own writings. In this sense, we reiterate the need to contamplate in the teaching activities the diversity of texts and genres and, not only due to its social relevance, therefore the student should be able to use the language in various way and adapt their texts to situations of oral and written interlocution.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-28T16:48:00Z No. of bitstreams: 1 AdrianaDeAraujoCoutinho_DISSERT.pdf: 12111675 bytes, checksum: 19b1903cfcdc9b30672eda83d4dc3074 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-29T20:43:35Z (GMT) No. of bitstreams: 1 AdrianaDeAraujoCoutinho_DISSERT.pdf: 12111675 bytes, checksum: 19b1903cfcdc9b30672eda83d4dc3074 (MD5) / Made available in DSpace on 2016-06-29T20:43:35Z (GMT). No. of bitstreams: 1 AdrianaDeAraujoCoutinho_DISSERT.pdf: 12111675 bytes, checksum: 19b1903cfcdc9b30672eda83d4dc3074 (MD5) Previous issue date: 2015-08-13 / A presente pesquisa tem por objetivo investigar o processo de forma??o do leitor cr?tico-reflexivo, em duas turmas, 6? e 9? ano do Ensino Fundamental. Para tanto, prop?e-se uma sequ?ncia did?tica para a leitura de vozes presentes no g?nero Rap e que se evidenciam a partir de um contexto de protestos, no Brasil, em 2013. Os fundamentos te?ricos que embasam esta pesquisa est?o relacionados ?s proposi??es do C?rculo de Bakhtin, especialmente, as no??es de linguagem como discurso ideol?gico social; de leitura responsiva; g?nero discursivo e vozes sociais. Quanto ? orienta??o metodol?gica, o trabalho caracteriza-se por adotar o paradigma interpretativista de base s?cio hist?rica, situando-se, ainda, no grande campo da Lingu?stica Aplicada, cujo foco primordial ? a linguagem concretamente situada. A justificativa se pauta na percep??o das dificuldades dos alunos em leitura cr?tica-reflexiva e no estabelecimento de rela??o entre os textos e as situa??es s?cio hist?ricas situadas. Acredita-se que o trabalho com uma sequ?ncia did?tica, voltadas para o ensino de leitura cr?tica-reflexiva possa contribuir com a forma??o dos alunos nesse sentido, uma vez que os passos dessa sequ?ncia did?tica visam a despertar o senso cr?tico dos alunos, por meio de quest?es direcionadas a: percep??o das rela??es entre o texto e o mundo; compreens?o da tem?tica social; percep??o de vozes sociais impl?citas/ expl?citas nos discursos. A hip?tese ? de que o ensino de leitura cr?tica-reflexiva deve partir de g?neros discursivos situados s?cio historicamente e as atividades precisam ser direcionadas a despertar o entendimento, por parte dos alunos, de que a leitura exige uma compreens?o cr?tica do contexto. / This study aims to propose two didactic sequences on the rap songs to the process of formation of critical reflective reader, in the elementary school ? in 6th and 9th grade classes. The theoretical foundations that have supported the work are related to the Bakhtin Circle propositions, especially the notions of language as a social ideological discourse; responsive reading; discursive genre and social voices. As for the methodological guidance, it is characterized by adopting the interpretativist paradigm of socio-historical base, in addition to positioning in the large field of Applied Linguistics, whose primary focus is specifically located language. In the selected enunciations to corpus ? some Rap songs of protesting ? it was analyzed the students? reflective critical reading in the workshops of Rap-song reading, applied in modules of our teaching sequences. Through the carried out analysis, it was noted that the subjects surveyed have come from an educational culture towards the fulfillment of a conteudista proposed curriculum, so that in this scenario we do not see, through reading, training of the individual citizen, able to through his readings, understanding the socio-ideological structure that surrounds them; and so, escaping of understandings the world, based only on common sense. We conclude also that our teaching proposal represented a novelty for students. Initially, some of them did not see this work as reading, however, the majority was heavily involved in the process; so that, in their comments, we realize voices of a critical and reflective look of which comprise environments, and social situation to which they belong.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-21T18:21:37Z No. of bitstreams: 1 LadmiresLuizGomesDeCarvalho_DISSERT.pdf: 29183750 bytes, checksum: 4fd6e694d02aeb3be5881b1ca55aa34e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-27T21:32:26Z (GMT) No. of bitstreams: 1 LadmiresLuizGomesDeCarvalho_DISSERT.pdf: 29183750 bytes, checksum: 4fd6e694d02aeb3be5881b1ca55aa34e (MD5) / Made available in DSpace on 2017-03-27T21:32:26Z (GMT). No. of bitstreams: 1 LadmiresLuizGomesDeCarvalho_DISSERT.pdf: 29183750 bytes, checksum: 4fd6e694d02aeb3be5881b1ca55aa34e (MD5) Previous issue date: 2016-11-28 / Tendo em vista a necessidade de o professor de l?ngua portuguesa estar constantemente mediando a promo??o da leitura e da escrita na sala de aula, considerando a linguagem em seus aspectos pluridiscursivos, o trabalho do professor deve estar vinculado a pr?ticas de ensino que ressignifiquem o fazer pedag?gico. A partir dessa perspectiva, a presente pesquisa busca (re)conhecer o processo de autoria da escrita dos alunos do 9? ano do Ensino Fundamental da Escola Estadual Professor Jos? Fernandes Machado da cidade de Natal/RN. Para tanto, constitu?mos como objeto de investiga??o/interven??o o cordel, g?nero discursivo que, geralmente, n?o faz parte do rol can?nico adotado pelas escolas. Nesse contexto, o presente trabalho teve como objetivo geral a tarefa de sistematizar o g?nero discursivo cordel como auxiliar no processo de autoria da escrita dos alunos do 9? ano, valendo-se de uma Sequ?ncia Did?tica que orientou toda a produ??o escrita. A experi?ncia parte de uma situa??o comunicativa real: um concurso de literatura de cordel para o qual os alunos foram convidados a produzir textos autorais. Al?m disso, houve a publica??o dos cord?is produzidos em formato de folhetos para ser compartilhados com leitores da comunidade escolar na qual est?o situados os sujeitos pesquisados. Esta pesquisa tem como base a teoria de Bakhtin (2011, 2015) e do C?rculo, considerando o dialogismo da linguagem em atividade concreta de uso. Para subsidiar do trabalho com a Sequ?ncia Did?tica, procuramos ancoragem em Schneuwly, Noverraz e Dolz (2004) e Lopes-Rossi (2011). J? o estudo do g?nero discursivo cordel teve por base autores como Batista (1977), Maxado (2012) e Santos (2006); e os estudos relacionados ? escrita encontram subs?dios em Garcez (2010) e Geraldi (2013), entre outros. A vertente da pesquisa ? de cunho qualitativo/descritivo/explicativo, centrada na An?lise Dial?gica do Discurso (ADD) e contemplou tr?s categorias discursivas: composi??o, autoria e estilo, levando em considera??o as rela??es dial?gicas dos enunciados. / Considering the need for the Portuguese language teacher to be constantly mediating the promotion of reading and writing in the classroom, considering the language in its pluridiscursive aspects, the work of the teacher must be linked to teaching practices that resignify the pedagogical doing . From this perspective, the present research seeks to (re) know the process of authoring the writing of the students of the 9th grade of the Elementary School of the State School Professor Jos? Fernandes Machado of the city of Natal / RN. To this end, we constitute as object of investigation / intervention the cordel, discursive genre that, generally, is not part of the canonical roll adopted by the schools. In this context, the present work had as general objective the task of systematizing the discursive cordel genre as an aid in the process of authorship of the 9th grade students, using a Didactic Sequence that guided all written production. The experience starts from a real communicative situation: a string literature competition for which students were invited to produce copyrighted texts. In addition, there was the publication of the cords produced in leaflets format to be shared with readers of the school community in which the subjects were located. This research is based on the theory of Bakhtin (2011, 2015) and the Circle, considering the dialogism of language in concrete activity of use. In order to subsidize the work with the Didactic Sequence, we sought anchorage in Schneuwly, Noverraz and Dolz (2004) and Lopes-Rossi (2011). The study of the discursive cordel genre was based on authors such as Batista (1977), Maxado (2012) and Santos (2006); And studies related to writing find subsidies in Garcez (2010) and Geraldi (2013), among others. The research strand is qualitative / descriptive / explanatory, centered on Dialogical Discourse Analysis (DDA) and has three discursive categories: composition, authorship and style, taking into account the dialogical relations of the utterances.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-04T19:01:06Z No. of bitstreams: 1 JosefaCleideAraujoDeAlmeida_DISSERT.pdf: 4433146 bytes, checksum: f4b8a232cd06ca4444c4d3c8e4f11408 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-12T22:30:26Z (GMT) No. of bitstreams: 1 JosefaCleideAraujoDeAlmeida_DISSERT.pdf: 4433146 bytes, checksum: f4b8a232cd06ca4444c4d3c8e4f11408 (MD5) / Made available in DSpace on 2017-04-12T22:30:26Z (GMT). No. of bitstreams: 1 JosefaCleideAraujoDeAlmeida_DISSERT.pdf: 4433146 bytes, checksum: f4b8a232cd06ca4444c4d3c8e4f11408 (MD5) Previous issue date: 2016-12-01 / A linguagem escrita na condi??o de atividade interativa requer mobiliza??o de v?rios conhecimentos, uso de estrat?gias lingu?sticas e procedimentos implicados na constru??o dos sentidos do texto. Em vista disso, o presente estudo traz uma proposta de interven??o pedag?gica visando ao aprimoramento das compet?ncias de escrita dos alunos do 9? ano de uma escola p?blica do munic?pio de Parnamirim/RN. Pretendendo capacitar esses alunos para articular melhor seus argumentos ao produzirem textos do g?nero artigo de opini?o, trabalhamos com os operadores argumentativos, tendo como objetivo investigar o uso desses elementos lingu?sticos em artigos de opini?o produzidos por tais alunos, de forma a identificar os operadores argumentativos utilizados nas produ??es textuais, verificar a utiliza??o e a varia??o deles nos textos produzidos e analisar se estes elementos articulam os argumentos em fun??o do prop?sito comunicativo pretendido pelo aluno. Estes s?o elementos indispens?veis ? boa argumenta??o, j? que orientam o interlocutor para uma determinada conclus?o, direcionando, dessa forma, para o ponto de vista defendido pelo sujeito enunciador. Com o intuito de compreender e, desse modo, interferir no uso dos operadores argumentativos, nos artigos de opini?o produzidos pelos alunos, realizamos uma pesquisa-a??o, de cunho qualitativo, aplicando o procedimento sequ?ncia did?tica, proposta por Dolz, Noverraz e Schneuwly (2004). Tal metodologia nos permitiu trabalhar com os alunos o emprego dos operadores argumentativos, em situa??es reais de comunica??o, conforme recomendam os Par?metros Curriculares Nacionais para o ensino de L?ngua Portuguesa. Elegemos a produ??o de artigos de opini?o por se tratar de g?nero textual predominantemente argumentativo, para que os alunos percebessem a pertin?ncia daqueles elementos e sua efic?cia no discurso e, assim, pudessem utiliz?-los com maior propriedade ao defenderem um determinado ponto de vista. Para isso, dialogamos com aportes te?ricos da Lingu?stica Textual e da Sem?ntica Argumentativa. Fundamentamo-nos em Ducrot (1977, 1987, 1989), nos estudos de Koch (2005, 2011, 2013), Marcuschi (2002, 2008), Schneuwly (2004), Schneuwly e Dolz (2004), Bakhtin (2003), bem como em Antunes (2005, 2009, 2010, 2014) e Guimar?es (1987), dentre outros autores. Percebemos, ao final dessa pesquisa-a??o, que a utiliza??o dos operadores argumentativos, nos artigos de opini?o produzidos por nossos alunos, passou a atender melhor aos prop?sitos comunicativos, uma vez que, empregados de forma mais articulada, evidenciaram uma melhor apropria??o desses elementos lingu?sticos e o seu efetivo emprego, propiciando ?s rela??es discursivas, manifestas na tessitura textual, uma argumenta??o mais coerente e, portanto, com maior poder de convencimento. / Written language in the condition of interactive activity requires mobilization of various knowledges, use of linguistic strategies and procedures involved in the construction of the meanings of the text. Thereupon, the study presents a proposal of pedagogical intervention aiming at the improvement of the writing skills of the 9th grade students of a public school in the municipality of Parnamirim/RN. Intending to train these students to better articulate their arguments when producing texts of the genre opinion article, we worked with the argumentative operators, aiming to investigate the use of these linguistic elements in opinion articles produced by such students, in order to identify the argumentative operators used in textual productions, to verify their use and variation in the texts produced and to analyse if these elements articulate the arguments in function of the communicative purpose intended by the student. These are indispensable elements to the good argumentation, since they guide the interlocutor towards a certain conclusion, directing thus to the view held by the subject that speaks. With the aim of understanding and thereby interfere in the use of argumentative operators, in the opinion articles produced by the students, we conducted an action research, of a qualitative nature, applying the teaching sequence procedure proposed by Dolz, Noverraz and Schneuwly (2004). Such methodology allowed us to work with students the use of argumentative operators in real communication situations, as recommended by the National Curricular Parameters for the teaching of Portuguese Language. We chose the production of opinion articles because it is a predominantly argumentative textual genre, so that the students perceived the pertinence of those elements and their effectiveness in speech and thus could use them more properly when defending a certain point of view. For this, we dialogued with theoretical contributions of Textual Linguistics and Argumentative Semantics. We based ourselves in the studies of Koch (2005, 2011, 2013), Marcuschi (2002, 2008), Schneuwly (2004), Schneuwly and Dolz (2004), Bakhtin (2003) as well as Antunes (2005, 2009, 2010, 2014) and Guimar?es (1987), among other authors. We noticed, at the end of this action research, that the use of argumentative operators, in the opinion articles produced by our students, began to better serve the communicative purposes, since once employed in a more articulated way, they showed a better appropriation of these linguistic elements and their effective employment, providing the discursive relations, manifested in the textual fabric, a more coherent argument and, therefore, with greater convincing power.

Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-01-23T23:17:53Z No. of bitstreams: 1 Disserta??o Davi Barreto Versao final 01 12 2016.pdf: 5378139 bytes, checksum: 482627e25e61250556bfd938a12d25f2 (MD5) / Made available in DSpace on 2018-01-23T23:17:53Z (GMT). No. of bitstreams: 1 Disserta??o Davi Barreto Versao final 01 12 2016.pdf: 5378139 bytes, checksum: 482627e25e61250556bfd938a12d25f2 (MD5) Previous issue date: 2016-09-20 / This study was to investigate how the introduction of modern physics in high school, mediated by the study of astronomy, may favor the practice of teaching and learning of physics, from the perspective of the Theory of Meaningful Learning (TML), through the use of Sequence Didactic . In order to answer this question, we define the general objective: to analyze how the study of Astronomy, as a mediating element for the introduction of Modern Physics in High School, can favor the teaching and learning of Physics, from the perspective of SAT, in the 3? Series. In order to achieve this purpose, we have drawn up the following specific objectives: to elaborate and evaluate the contribution of a didactic sequence on Electromagnetic Radiation, developed from the perspective of SAT, in the teaching and learning of Physics, in the 3? High School Series; To introduce the study of Modern Physics mediated by Astronomy, with support of didactic sequence on Electromagnetic Radiation, from the perspective of SAT; To evaluate students' performance from the introduction of Modern Physics, mediated by the study of Astronomy, with the support of the Didactic Sequence from the perspective of SAT. From this perspective, it was developed in a senior high school class, in a public school from Santo Antonio de Jesus town, State of Bahia, and entitled "Knowing the Universe Through the Colors". The same had as its central theme Electromagnetic Radiations and constituted both an instrument and product of this research. The activities were designed in a way that would attract students' attention from the curiosity that usually astronomical phenomena cause in those who observe them. At the time they were arranged in ascending order in terms of complexity, and the correlation between them. This research has been prepared under qualitative and quantitative approach, from which have developed a descriptive understanding work of the investigated object. Finally, this study shows a very positive result of the methodology chosen and can say that the Didactic Sequence elaborate contributed to a meaningful learning of concepts covered in Modern Physics, mediated by Astronomy, enabling students to build knowledge that can serve as anchors for future concepts. / Este trabalho consistiu em investigar como a introdu??o da F?sica Moderna no Ensino M?dio, mediado pelo estudo da Astronomia, pode favorecer as pr?ticas de ensino e aprendizagem da F?sica, na perspectiva da Teoria da Aprendizagem Significativa (TAS), a partir do uso de Sequ?ncia Did?tica. Buscando resposta para este questionamento definimos o objetivo geral: analisar como o estudo da Astronomia, enquanto elemento mediador para a introdu??o da F?sica Moderna no Ensino M?dio pode favorecer a pr?tica de ensino e aprendizagem da F?sica, na perspectiva da TAS, na 3? S?rie. Para alcan?ar esse prop?sito tra?amos os seguintes objetivos espec?ficos: elaborar e avaliar a contribui??o de uma sequ?ncia did?tica sobre as Radia??es Eletromagn?ticas, desenvolvida na perspectiva da TAS, no ensino e aprendizado da F?sica, na 3? S?rie do Ensino M?dio; introduzir o estudo da F?sica Moderna mediado pela Astronomia, com suporte de sequ?ncia did?tica sobre Radia??es Eletromagn?ticas, na perspectiva da TAS; avaliar o desempenho dos estudantes a partir da introdu??o da F?sica Moderna, mediado pelo estudo da Astronomia, com o suporte da Sequ?ncia Did?tica na perspectiva da TAS. Nessa perspectiva, foi desenvolvida em uma turma da 3? S?rie do Ensino M?dio, de um Col?gio Estadual do munic?pio de Santo Ant?nio de Jesus, no estado da Bahia, a Sequ?ncia Did?tica intitulada ?Conhecendo o Universo Atrav?s das Cores?, a qual teve como tem?tica central Radia??es Eletromagn?ticas. Esta constituiu-se, simultaneamente, em instrumento e produto da presente pesquisa. As atividades foram pensadas de maneira que atra?ssem aten??o dos alunos, a partir da curiosidade que geralmente os fen?menos astron?micos causam naqueles que os observam. Ao tempo em que foram organizadas de forma ascendente, em termos de complexidade, e primando pela correla??o entre elas. A presente pesquisa foi elaborada sob abordagem quali-quantitativa, a partir da qual desenvolvemos um trabalho descritivo-compreensivo do objeto investigado. As Considera??es Finais evidenciam um resultado muito positivo da metodologia escolhida, podendo dizer que a Sequ?ncia Did?tica elaborada contribuiu para uma aprendizagem significativa dos conceitos abordados da F?sica Moderna, mediados pela Astronomia, possibilitando aos alunos, a constru??o de conhecimentos que poder?o servir de ?ncoras para conceitos futuros.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-01-30T21:51:30Z No. of bitstreams: 1 Disserta??o James Cordeiro Vers?o Final MPASTRO.pdf: 2857841 bytes, checksum: 0d5aee9d5954e72ec91dba99ec10d86d (MD5) / Made available in DSpace on 2018-01-30T21:51:30Z (GMT). No. of bitstreams: 1 Disserta??o James Cordeiro Vers?o Final MPASTRO.pdf: 2857841 bytes, checksum: 0d5aee9d5954e72ec91dba99ec10d86d (MD5) Previous issue date: 2017-08-23 / This research aims to implement the didactic sequence as a teaching strategy that can enable the improvement of mathematical skills in Mathematics? and Physics? classes, contextualized in Astronomy. The research question was guided by the following question: What are the contributions of the Didactic Sequence in the improvement of students' mathematical abilities, using concepts of physics and mathematics contextualized in Astronomy? Thus, this research is configured as applied research, anchored in the principles of the qualitative approach. For that, we developed and analyzed Didactic Sequences, which were elaborated based on the Guidelines of the National Curricular Parameters on the Universe, Earth and Life theme, on suggestions of activities of the Brazilian Astronomy Olympiad (OBA) based on the theory of Significant Critical Learning. The subjects involved in the process were the High School Students of the Assis Chateaubriand Integrated Education Center (CIEAC). It was a relevant study that sought to use students' experiences and knowledge, from a reflexive listening. This enabled me to perceive that a pedagogical practice, which considers the subjects of the process, contributes to a motivating learning exercise. In the case of Mathematics? and Physics? teaching, it helps to improve the mathematical skills of high school students, using concepts contextualized in Astronomy. / Esta pesquisa tem como objeto de estudo implementar a Sequ?ncia Did?tica enquanto estrat?gia de ensino que pode possibilitar a melhoria de habilidades matem?ticas nas aulas de Matem?tica e F?sica, contextualizada na Astronomia. A problem?tica da pesquisa se norteou a partir do seguinte questionamento: Quais as contribui??es da Sequ?ncia Did?tica na melhoria de habilidades matem?ticas dos estudantes, utilizando-se de conceitos de f?sica e matem?tica contextualizados na Astronomia? Desse modo, esta investiga??o configura-se enquanto pesquisa aplicada, ancorada nos princ?pios da abordagem qualitativa. Para tanto foram desenvolvidas e analisadas Sequ?ncias Did?ticas, que foram elaboradas com base nas Orienta??es dos Par?metros Curriculares Nacionais na tem?tica Universo, Terra e Vida, em sugest?es de atividades da Olimp?ada Brasileira de Astronomia (OBA) embasadas na teoria da Aprendizagem Significativa Cr?tica. Os sujeitos envolvidos no processo foram os Estudantes do Ensino M?dio do Centro Integrado de Educa??o Assis Chateaubriand (CIEAC). Foi um estudo relevante que procurou utilizar experi?ncias e conhecimentos dos estudantes, a partir de uma escuta reflexiva. A qual me possibilitou a percep??o que uma pr?tica pedag?gica, que considere os sujeitos do processo, contribui para um exerc?cio motivador de aprendizagem. No caso do ensino da Matem?tica e da F?sica, auxilia na melhoria de habilidades matem?ticas dos estudantes do Ensino M?dio, utilizando-se de conceitos contextualizados na Astronomia.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-29T23:08:38Z No. of bitstreams: 1 MarianaFreireRodrigues_DISSERT.pdf: 3779157 bytes, checksum: f345ec94d135b9c7cf8e8c0217761059 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-09-06T23:09:30Z (GMT) No. of bitstreams: 1 MarianaFreireRodrigues_DISSERT.pdf: 3779157 bytes, checksum: f345ec94d135b9c7cf8e8c0217761059 (MD5) / Made available in DSpace on 2016-09-06T23:09:30Z (GMT). No. of bitstreams: 1 MarianaFreireRodrigues_DISSERT.pdf: 3779157 bytes, checksum: f345ec94d135b9c7cf8e8c0217761059 (MD5) Previous issue date: 2015-08-24 / Este trabalho teve como objetivo analisar produ??es (re)escritas de alunos de uma escola p?blica da rede estadual do Rio Grande do Norte, resultantes de uma interven??o pedag?gica, isto ?, um conjunto de atividades organizadas e aplicadas em sala de aula. Desenvolvemos, ent?o, uma Sequ?ncia Did?tica que possibilitou a??es de linguagem, estimulando nos alunos uma reflex?o dos elementos constitutivos do coment?rio cr?tico, ressaltando a relev?ncia do uso adequado de operadores lingu?sticos da argumenta??o com vistas ao estabelecimento da coer?ncia textual em suas produ??es escritas. Assim, de modo espec?fico, pretendeu-se investigar o uso dos operadores argumentativos na produ??o de argumentos em coment?rios cr?ticos, escritos por alunos do 9? ano do Ensino Fundamental II, e considerar o impacto dessa a??o metodol?gica no exerc?cio da compet?ncia argumentativa nas produ??es textuais. O trabalho de campo consistiu de seis encontros, de duas horas cada, abrangendo apresenta??o da proposta aos alunos, produ??o inicial, oficinas e produ??o final, desenvolvidas na Escola Estadual Dr. Graciliano Lord?o, junto a uma classe de 9? ano, do turno Matutino. O estudo da bibliografia ancora-se na teoria de Bronckart, Dolz, Schneuwly, Noverraz e Bakhtin, te?ricos que defendem uma perspectiva s?cio-discursiva e interacionista do ensino de l?ngua e que fundamentam interven??es pedag?gicas apropriadas e qualificadas adotadas como eficientes ferramentas de aprendizagem. Quanto aos conceitos da Teoria da Argumenta??o, baseamo-nos em (DUCROT, 1988), (KOCH 2004), entre outros autores. Esperava-se, para este estudo que, mediante a participa??o efetiva na interven??o desenvolvida pela professora, os estudantes conseguissem produzir textos nos quais apresentassem que refor?assem o seu ponto de vista, utilizando os operadores argumentativos de forma adequada, o que foi comprovado com a avalia??o dos resultados. Ao finalizar o trabalho, pudemos concluir que os alunos conseguem construir argumentos para a defesa de um ponto de vista, sem interfer?ncias de ensino sobre argumenta??o, entretanto, isso por si s? n?o assegura produ??es ditas ?bem elaboradas?, que a escola exige desses estudantes. Dessa forma, entendemos que uma interven??o pedag?gica voltada para o desenvolvimento de uma postura cr?tica e reflexiva frente ao texto pode alcan?ar resultados significativos quando leva em considera??o a realidade dos alunos, respeitando e considerando os movimentos deles em todas as fases desse processo de apropria??o do conhecimento. / This study aimed to analyze (re)written productions of students from a public school of Rio Grande do Norte State, resulting from a pedagogical intervention, ie, a set of activities organized and applied in the classroom. We developed a didactic sequence that enabled language actions, stimulating in students a reflection of the constituent elements of critical commentary, emphasizing the importance of proper use of linguistic operators of argumentation towards the establishment of textual coherence in their written productions. Specifically, the aim was to investigate the use of argumentative operators in critical commentary productions written by students of the 9th grade of elementary school II, and consider the impact of this methodological action in the exercise of argumentative competence in textual creations. Fieldwork consisted of six meetings, two hours each, covering transmission of the proposal to the students, initial production, workshops and final production, developed at Dr. Graciliano Lord?o State School, applied on a 9th grade class. The study of bibliography is anchored in Bronckart-theory, Dolz, Schneuwly, Noverraz, theorists who advocate a socio-discursive and interactionalist perspective of language teaching that underlie appropriate and qualified pedagogical interventions adopted as effective learning tools. As for the concepts of the Theory of Argumentation, we have relied on (DUCROT, 1988), (KOCH 2004), among other authors. It was expected that through an effective participation of the teacher in the intervention, students were able to produce texts in which presented the reinforcement of their point of view using the argumentative operators properly. Therefore, the assessment effect was positive based on tests results. At the end of the work, we concluded that students can construct arguments to defend a point of view without teaching interferences of argumentation, however, this alone does not ensure enough polished and elaborated productions that school requires from these students .Thus, we understand that an educational intervention aimed at the development of a critical and reflective attitude towards the text can achieve significant results when it takes into account the reality of the students, respecting and considering their movements at all stages of this knowledge appropriation process.