Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-18T16:57:16Z No. of bitstreams: 1 2016 - ?rica Cozandey de Lucas.pdf: 942924 bytes, checksum: fe2c5beb4b8f1eed78eb1d4e4e34df9f (MD5) / Made available in DSpace on 2017-10-18T16:57:16Z (GMT). No. of bitstreams: 1 2016 - ?rica Cozandey de Lucas.pdf: 942924 bytes, checksum: fe2c5beb4b8f1eed78eb1d4e4e34df9f (MD5) Previous issue date: 2016-11-22 / In the dynamic process of the construction of meaning, the understanding of text is achieved from a reflective and deliberate posture of the reader by using different strategies to understand the information in the text and integrating it into a coherent context. This research seeks to highlight the role of metacognitive strategies in reading comprehension enhancement through an educational intervention based on the use of headlines. It focuses the attention to the most relevant information set out in the text, and refers to the reflective activities before, during and after the reading of a text. Consequently, it brings up discussion about the relationship between text comprehension and metacognition. To do this, follow theoretical basis, a global aspect, studies of Baker and Brown (1984), in the sense that these authors state that to be understanding in the act of reading there is a need for metacognition reading process. After the implementation of activities was found from the results that working text using metacognitive strategies helps in the process of making more autonomous player in the reading comprehension process. And the suggestions presented in this research are actions that can enrich teaching practice in regard to the teaching of reading as well as contribute to new thinking on how to be taught to understand a text. / A compreens?o de um texto, por ser um processo din?mico de constru??o de sentidos, se d? a partir de uma postura reflexiva e deliberada do leitor, que precisa fazer uso de diferentes estrat?gias para entender as informa??es expl?citas no texto e inferir outras, al?m de integr?-las num todo coerente. Esta pesquisa procura evidenciar o papel das estrat?gias metacognitivas na potencializa??o da aprendizagem de leitura, atrav?s de uma media??o did?tica baseada no uso das manchetes exercendo o papel de ativa??o da aten??o diante das informa??es mais relevantes que ser?o expostas no texto, somadas a atividades reflexivas para antes, durante e/ou ap?s a leitura de um texto. Como consequ?ncia, vem discutir a rela??o entre compreens?o de textos e metacogni??o, mostrando ser poss?vel aperfei?oar o processamento da leitura e promover a compreens?o por meio da utiliza??o de estrat?gias metacognitivas de aprendizagem. Para tal, o embasamento te?rico seguir?, num aspecto global, os estudos de Baker e Brown (1984), que afirmam que para haver compreens?o no ato de ler h? a necessidade de um metaconhecimento do processo de leitura. Ap?s a aplica??o das atividades, verificou-se, atrav?s dos resultados alcan?ados, que trabalhar o texto usando estrat?gias metacognitivas auxilia no processo de tornar o leitor mais aut?nomo no processo de leitura compreensiva. E que as sugest?es apresentadas nesta pesquisa s?o a??es que podem tanto enriquecer a pr?tica pedag?gica no que tange ao ensino de leitura como tamb?m contribuir para novas reflex?es sobre o modo como se deve ensinar a compreender um texto.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-23T00:13:57Z No. of bitstreams: 1 RodrigoSantosMagalhaes_DISSERT.pdf: 1447888 bytes, checksum: e70ec6719dcc298445d63da7105699d0 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-25T20:21:10Z (GMT) No. of bitstreams: 1 RodrigoSantosMagalhaes_DISSERT.pdf: 1447888 bytes, checksum: e70ec6719dcc298445d63da7105699d0 (MD5) / Made available in DSpace on 2016-04-25T20:21:10Z (GMT). No. of bitstreams: 1 RodrigoSantosMagalhaes_DISSERT.pdf: 1447888 bytes, checksum: e70ec6719dcc298445d63da7105699d0 (MD5) Previous issue date: 2015-04-01 / Este trabalho analisa textos de duas vers?es distintas da B?blia da vertente protestante, a saber: a Almeida, Revista e Corrigida (ARC) e a Nova Tradu??o na Linguagem de Hoje (NTLH). Nesse sentido, investiga as configura??es lingu?stico-textuais dessas vers?es, com o objetivo de identificar diferen?as consider?veis entre elas e implica??es na atribui??o de sentido de uma e de outra. A B?blia ? um livro com influ?ncia hist?rica e sua import?ncia n?o se limita somente ? esfera religiosa, sendo tamb?m considerada, por muitos, como uma obra de alto valor liter?rio. Ela continua em plena e ampla circula??o no contexto hist?rico-religioso-cultural do mundo de hoje. Al?m disso, esse livro re?ne aspectos discursivos e lingu?stico-textuais importantes a serem investigados, especialmente, se considerado o fato de podermos confrontar suas diferentes tradu??es. Das duas vers?es b?blicas (ARC e NTLH), interessam-nos particularmente tr?s g?neros discursivos distintos (poema, par?bola e ep?stola), sendo cinco textos de cada vers?o, o que resulta num total de dez textos. A esse respeito, consideramos, ainda, as variadas sequ?ncias tipol?gicas envolvidas na organiza??o dos g?neros discursivos selecionados, observando se a predomin?ncia de uma dessas sequ?ncias implica maior ou menor facilidade/dificuldade de compreens?o. Utilizamos, tamb?m, como suporte de an?lise, protocolos de leitura de informantes diversificados, levando em considera??o o credo religioso, o grau de escolaridade e a faixa et?ria, a fim de verificar se as diferen?as formais dos textos escolhidos e o perfil social dos leitores motivam poss?veis altera??es no processo de compreens?o textual. Para a realiza??o da an?lise, tomamos como suporte te?rico-metodol?gico a Lingu?stica Funcional Centrada no Uso (ou Lingu?stica Cognitivo-Funcional), a qual aglutina contribui??es da tradi??o funcionalista norte-americana e da Lingu?stica Cognitiva. / This paper analyses the texts of two distinct versions of the protestant Bible, namely: Almeida, Revista e Corrigida (ARC) and Nova Tradu??o na Linguagem de Hoje (NTLH). In this sense, it investigates the linguistic-textual configurations of such versions with the aim of identifying relevant differences between them and the implications for attribution of meaning between the first and the latter. The Bible is a book of historic influence and its importance is not limited only to the religious realm, but is also considered by many as a work of high literary value. It currently remains in full and wide circulation in the historic, religious and cultural contexts. Furthermore, this book gathers important discursive and textual-linguistic aspects worthy of investigation, especially, if the fact of contrasting its different versions is considered. From the two biblical versions (ARC and NTLH), three distinct discursive genres are of interest (poem, parable and epistle), with five texts from each version, resulting in a total of ten texts. In this sense, we are also interested in the various typological sequences involved in the organization of the discursive genres selected, observing if the predominance of such sequences implies in greater or lesser facility/difficulty of comprehension. We also utilized as a support for analysis the reading protocols of diverse informants, taking into consideration the religious beliefs, the level of education and age, with an aim to verify if the formal differences of the selected texts and the social profile of readers could cause possible changes to the process of text comprehension. To carry out the analysis, we used Usage-Based Linguistics (or Cognitive-Functional Linguistics) as a theoreticalmethodological support, which encompasses contributions from the North American functional tradition and cognitive linguistics.