CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Existem poucas pesquisas que exploram textos argumentativos no Ensino Fundamental. Trabalhar com prÃticas de letramento em uma sala de nono ano e construir um evento de letramento, no qual o gÃnero discursivo artigo de opiniÃo tenha sido produzido pelos discentes, mostra que o aluno do Ensino Fundamental à capaz de argumentar e defender sua tese e que essa capacidade de escrever textos argumentativos nÃo deve ser somente abordada e desenvolvida no Ensino MÃdio. Com esse propÃsito, trabalhamos com o conceito de letramento com base em Street (2014), Soares (2014), MagalhÃes (2012) Kleiman (1995; 2007; 2008). Ao falar sobre os tipos de argumento presentes em textos argumentativos e sobre argumentaÃÃo, baseamo-nos em Fiorin (2015), Cavalcante (2016) e em Gonzaga (2016). Sabe-se que hà dificuldades no alunado do Ensino Fundamental de construir textos argumentativos, pois esse gÃnero exige a construÃÃo de tese, sustentada e legitimada por argumentos e contra-argumentos, mais conclusÃo coerente. Docentes buscam formar o alunado para a escrita com significado, logo a produÃÃo do artigo de opiniÃo à um veÃculo importante de argumentaÃÃo, refutaÃÃo e defesa de posiÃÃo. Com o tema prÃticas de letramento escolar, objetivamos, nesta dissertaÃÃo, fazer a ponte entre o letramento e a produÃÃo do gÃnero discursivo artigo de opiniÃo e essa aÃÃo à vista como ferramenta de aprendizagem que docentes do Ensino Fundamental possam utilizar e transmitir didaticamente para seu alunado. Utiliza-se a abordagem qualitativa (FLICK, 2009) nesta pesquisa, da qual participaram 18 estudantes do nono ano de uma escola pÃblica que trabalharam com a estrutura do gÃnero discursivo artigo de opiniÃo. ApÃs a preparaÃÃo, os estudantes redigiram seu prÃprio artigo de opiniÃo, em norma culta da lÃngua, sobre o tema âGravidez na adolescÃncia: causas e consequÃnciasâ. As categorias de anÃlise dos textos produzidos pelos discentes foram: a) diferenciaÃÃo do tema da tese; b) desenvolvimento da tese; c) tipos de argumento. Antes da intervenÃÃo, apenas 10 discentes diferenciaram o tema da tese; depois da intervenÃÃo, 17 diferenciaram e desenvolveram a tese. Houve a utilizaÃÃo de vÃrios tipos de argumento na defesa da ideia central dos produtores dos textos na primeira e na Ãltima produÃÃo textual. A presente dissertaÃÃo contribui para o debate acerca do letramento escolar, mediante prÃticas de letramento (Street, 2012), pois o objetivo final do ensino de lÃngua portuguesa à ampliar a capacidade de utilizar leitura e escrita como prÃticas sociais. / There is little research which shows argumentative texts being worked in elementary education. Working with literacy practices in a ninth grade class and build a literacy event, in which the opinion article discursive genre was produced by students, shows that the elementary school student knows how to argue and defend his thesis and it show that ability to write argumentative texts must not only be addressed and developed in high school. We work with the concept of literacy based on Street (2014), Soares (2014), MagalhÃes (2012) Kleiman (1995; 2007; 2008). When we talk about the argument types present in argumentative texts and about argumentation, we rely on Fiorin (2015) Cavalcante (2016) and Gonzaga (2016). It is known that there are difficulties among the elementary school students in building argumentative texts, because this genre requires thesis construction, supported and legitimized by arguments and counterarguments, plus a coherent conclusion. Teachers seek to form the students for meaningful writing, thus the production of the opinion piece is an important vehicle of argumentation, refutation and point of view defense. With the theme School Literacy Practices, we aim, in this work, to bridge the gap between literacy and production of the opinion article discursive genre as a learning tool that teachers of elementary school can use and transmit didactically. We use a qualitative approach (FLICK, 2009) in this study, which was attended by 18 students from the ninth grade of a public school, who worked with the structure of the discursive genre opinion article. After preparation, the students wrote their own opinion pieces in Standard Portuguese language, on the theme "Teenager pregnancy: causes and consequences". The analysis categories of texts produced by students were: a) differentiation of the theme from the thesis; b) development of the thesis; c) argument types. Before the intervention, only 10 students had differentiated the theme from the thesis; after the intervention, 17 had differentiated and developed the thesis. There was the use of various types of argument to defense the central idea of the producers of the texts in the first and last text production. This work contributes to the debate about school literacy through practices of literacy (Street, 2012), since the ultimate goal of the Portuguese language teaching is to enlarge the ability to use reading and writing as social practices.

The study explored factors associated with English as Second Language (ESL) and English Literacy Development (ELD) students’ performance on the Ontario Secondary School Literacy Test (OSSLT) from three different yet interrelated aspects. These aspects were the relationship between test performance and the characteristics of ESL/ELD students; the relationship between ESL/ELD students’ aggregated school performance and their school-level socio-economic status; and a comparison of ESL/ELD and non-ESL/ELD students’ performance on three test formats in the reading component of the OSSLT (multiple-choice questions, constructed-response questions, and constructed-response questions with explanations). The study was conducted based on 4,311 ESL/ELD students’ test data, their responses to the Educational Quality and Accountability Office’s (EQAO) Student Questionnaire, and the test results of 5,003 non-ESL/ELD students. School-level socio-economic status data from the Education Quality and Indicators Program (EQUIP) were merged with the OSSLT test data. These data were analyzed using exploratory factor analysis, multiple regression and discriminant analysis. The results indicated that e-literacy activities, literature literacy activities, non-fiction literacy activities, newspaper and magazine literacy activities, and literacy hours were positive predictors of ESL/ELD students’ performance on the OSSLT. Letter reading and writing, song and poetry literacy activities were two negative predictors. In terms of home language patterns, whether English was the first language of the test-takers, and what language(s) they spoke at home were both influential variables in differentiating ESL and ELD students’ literacy performance. The results also revealed that a higher parental education index positively predicted a school’s average OSSLT performance. In ii addition, ESL/ELD students demonstrated substantial performance gaps in all of the three test formats in reading as compared to non-ESL/ELD students. Only multiple-choice questions obtained a significant discriminant coefficient with a weak discriminating function. The results of this study offered some insights about identifying and understanding factors that were associated with ESL/ELD students’ OSSLT performance from the perspective of the test-takers and the test itself. The results also provide directions for future research and instructional support in relation to ESL/ ELD students in the context of the accountability framework in Ontario.

This qualitative multi-method study investigates potential construct-related outcomes of using a high-stakes standardized literacy test that is based on a limited construct. This study presents comprehensive construct and outcomes analyses of the Ontario Secondary School Literacy Test (OSSLT), as one example of a high-stakes literacy testing program, focusing on critical literacies in particular. Critical literacies are shown to be underrepresented in the test’s construct sample despite being valued in the relevant educational domain being measured. The two central research questions shaping this study are as follows: (1) What are students learning about critical literacies in an educational context that includes the OSSLT?; (2) How do students perceive the OSSLT to be contributing to, and/or hindering, their development of critical literacy skills? This study is structured as an arts-informed multiple case study. Participants included ten Grade 11 and 12 students who contributed to the study through multiple research activities, including interviews and group conversations, questionnaires, activity handouts, as well as journaling, photography, and graffiti walls activities. The findings of the outcomes analysis (1) identify limitations with regards to students’ understandings of literacy, including being unfamiliar with a concept of critical literacies; (2) demonstrate that students align their understandings of literacies with the reading and writing skills that are valued on the high-stakes literacy test while also wondering what else might count as literacy; and (3) suggest that the OSSLT is perceived by students to be influencing their literate identities, their relationships with literacies, and their learning trajectories. As an original contribution to knowledge, this study demonstrates how an in-depth analysis of a test’s literacy construct can be performed, and this study presents a qualitative multi-method methodology for conducting research into the outcomes of literacy education in an educational context that includes a high-stakes literacy test.

Orientador: Luciani Ester Tenani / Resumo: Esta tese busca compreender a relação existente entre o emprego de vírgula considerado “erro”, conforme gramática normativa, e os efeitos de sentidos percebidos por meio desses empregos em enunciados escritos produzidos em ambiente escolar. Para tanto, este trabalho objetivou investigar as possíveis relações entre sentidos do enunciado escrito e o emprego não-convencional de vírgula por meio de análises qualitativas desse tipo de uso de vírgula. O corpus desta pesquisa conta com vinte textos de dez alunos em processo de escolarização no final do Ensino Fundamental e no início do Ensino Médio em uma escola situada no interior de São Paulo e outra no interior do Acre, respectivamente. Fez-se tanto a descrição dos textos que compõem o corpus desta pesquisa como dos contextos de produção desses. Posteriormente, levantou-se os usos de vírgula nos textos classificando-os, sintaticamente, conforme prescrição da norma vigente, como convencionais ou não convencionais. Entre estes últimos, foram observados usos desta pontuação tomados como “erros” na gramática prescritiva, por exemplo: emprego de vírgula entre sujeito e predicado, nome e complemento, verbo e complemento etc. Os dados de uso não convencional passaram por análise lógico/semântica para averiguar as possíveis relações dessa natureza indiciadas por meio dos usos de vírgula pesquisados. A escolha metodológica em analisar os usos não-convencionais de vírgula justifica-se por possibilitarem a recuperação de processos linguísti... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis arose from the need to identify and understand reasons why students present difficulties in using a comma in a recurring manner. To identify and understand these reasons, this study objectived to investigate the unconventional use of comma in texts of students in the process of schooling at the end of Elementary School and in beginning High School. We consider that the function of the school is to contribute to the student reaching the standard norm in order to manipulate his writing in a conscious way that the arrangements made in writing produce several meanings depending on, among other aspects, the use of the comma. In order to achieve this objective, we have researched what is recommended in the official national and state education documents for the conventional use of the comma, and we are confronted with occurrences of comma in the texts of students of the last year of Elementary School in the State of São Paulo and texts by students of the first year of High School in the State of Acre, Brazil. After surveying the conventional and unconventional uses of the comma, we relate these uses with genres requested to produce the texts and seek to establish relations with the conditions of written production, based on indications that answer our questions. In order to interpret the data, we start from the theoretical framework about one of the types of literacy, the school, because they are institutionalized reading and writing practices that constitute as a right... (Complete abstract click electronic access below) / Doutor

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Submitted by Mario BC (mario@bc.ufrpe.br) on 2017-05-05T15:45:05Z No. of bitstreams: 1 Maria da Paz dos Santos Souza e Silva.pdf: 3430361 bytes, checksum: a8ccdcbc025fa1a93f54775daccf5b5f (MD5) / Made available in DSpace on 2017-05-05T15:45:05Z (GMT). No. of bitstreams: 1 Maria da Paz dos Santos Souza e Silva.pdf: 3430361 bytes, checksum: a8ccdcbc025fa1a93f54775daccf5b5f (MD5) Previous issue date: 2016-10-19 / This task has how focus to study the practices of social literacy and educational in a school of resettlement and introduce as siggestion of linking's instrument of these literacy, public the debate regimented. The motivation for this seach emerge of necessary to undestand the why studants complete the 9º grabe basic school with difficulties related field of public formal oral genres, especialy the public debate regimented, even though constant accurrence this kind textual, in the context social that part and the domain of thir genre be necessary in the struggle for maintenence of community rights, showing historial reasons, this study. It was adopted, methodology as action reseaech (THIOLLENT, 2011; TRIPP, 2005) by his participatory character, with a views to on intervention in reality and from the point of view of the methods employed, to be the one that best meets the objectives proposed research. As the theoretical uwe choose interationism discursive social, represented by Bronckart ( 2006, 2007). Guimarães e Machado (2007), Paviani ( 2011), for referenced the importance of interactions together the fellow to the learning process - apprenticeship end formation of same. Associated at conceptional of literacy and your importance in and to transcend the walls of these schools, appealed to Soares (2004), Rojo (2009), Rojo e Moura (2012), Street (2014). Also, brought the contribution of Santos (2007), BRASIL (1996), Costa e Vieira (2006), Young (2007), Ferrarezi Jr (2014) relative social functions of school under perspective of literacy and prominence. On study of respect of oral formal genres, especially the public debate regimented, adopted the Marcuschi conceptions (2007), Bakhthin (2011), Cordeiro Pinto (2015), Goulart (2005) Schneuwly and employees (2004), PCN/LP (BRASIL, 2001) and Leitão (2011). Stem from additional theoretical and diagnostic, planned and implement a didactic sequence, adapted of the pattern presented by Dolz, Noverraz and Schneuwly (2004), for the study about the public debate regimented, by having as one of the methodological goals for a analysis of results, to indicate the progress uncovered between the first and the second debate executed for this study participants. Behind the intervention was possible to prove that the students get mobilize, with more property, the verbal resources (arguments, counterarguments) and nonverval (posture, intention) for defend your arguments also to fortification of protagonist these subject. The exposed, this study signals for the pratice of systematic with the formal oral genres, with study object, for example the public debate regimented, to school, comply its function of qualify the students act socially through the linking of social literacy and school. / Este trabalho tem como foco de estudo as práticas de letramento social e escolar em uma escola de reassentamento e apresenta como sugestão de instrumento de vinculação destes letramentos, o debate regrado público. A motivação para esta pesquisa surgiu da necessidade de entender o porquê de os alunos concluírem o 9º ano do Ensino Fundamental com dificuldades relacionadas ao domínio dos gêneros orais formais públicos, especialmente o debate regrado público, mesmo sendo constante a ocorrência desse gênero textual, no contexto social de que fazem parte e o domínio deste gênero ser necessário na luta pela manutenção de direitos da comunidade, demonstrado na fundamentação histórica, deste estudo. Foi adotada, como metodologia, a pesquisa-ação (THIOLLENT, 2011; TRIPP, 2005) pelo seu caráter participativo, com vistas a uma intervenção na realidade e do ponto de vista dos métodos empregados, por ser a que melhor atende aos objetivos proposto na pesquisa. Como aporte teórico escolhemos o interacionismo sociodiscursivo, representado por Bronckart (2006; 2007), Guimarães e Machado (2007), Paviani (2011), por referendarem a importância das interações entre os sujeitos para o processo de ensino – aprendizagem e constituição dos mesmos. Concernente às concepções de letramentos e sua importância dentro e além dos muros escolares, recorremos a Soares (2004), Rojo (2009), Rojo e Moura (2012), Street (2014). Além disso, trouxemos as contribuições de Santos (2007), BRASIL (1996), Costa e Vieira (2006), Young (2007), Ferrarezi Jr (2014) relativas à função social da escola sob a perspectiva do letramento e do protagonismo. No estudo a respeito dos gêneros orais formais, especialmente o debate regrado público, adotamos as concepções de Marcuschi (2007), Bakhthin (2011), Cordeiro Pinto (2015), Goulart (2005) Schneuwly e colaboradores (2004), PCN/LP (BRASIL, 2001) e Leitão (2011). A partir do aporte teórico e do diagnóstico, planejamos e executamos uma sequência didática, adaptada do modelo apresentado por Dolz, Noverraz e Schneuwly (2004), para o estudo do gênero debate regrado público, tendo como uma das metas metodológicas para a análise dos resultados, apontar o progresso revelado entre o primeiro e o segundo debate executado pelos participantes deste estudo. Após a intervenção foi possível comprovar que os alunos conseguiram mobilizar, com mais propriedade, os recursos verbais (argumentos, contra-argumentos) e não verbais (postura, entonação) para defender seus argumentos, além do fortalecimento do protagonismo destes sujeitos. Pelo exposto, este estudo sinaliza para a prática de ações sistemáticas com os gêneros orais formais, como objetos de estudo, a exemplo do debate regrado publico, para que a escola cumpra sua função de habilitar os alunos a agirem socialmente através da vinculação do letramento social ao escolar.

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