Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-31T16:37:03Z No. of bitstreams: 1 2015 - Thatiana dos Santos Nascimento Imenes.pdf: 7096434 bytes, checksum: f2e2a9840b6f83647306fda57a0d7941 (MD5) / Made available in DSpace on 2017-10-31T16:37:03Z (GMT). No. of bitstreams: 1 2015 - Thatiana dos Santos Nascimento Imenes.pdf: 7096434 bytes, checksum: f2e2a9840b6f83647306fda57a0d7941 (MD5) Previous issue date: 2015-07-22 / CAPES / This paper presents a proposal of educational intervention for the study and use of the strategies of indefinite subject in elementary school, applied in classes of the eighth year of a municipal school in Rio de Janeiro, in order to make the student know and use the forms of indeterminacy in the written form of Brazilian Portuguese, depending on the level of the text monitoring. The learning activities are based on a diagnostic survey of three segments involved in the teaching-learning process: teacher, student and textbook. Regarding teachers, we applied a questionnaire in which we aimed at identifying their beliefs and attitudes in relation to the phenomenon under analysis. Regarding the students, we analyzed their answers to the exercises proposed by the textbook adopted by that school. The theoretical-methodological basis underlying the formulation of these exercises also served as the object of analysis to establish the diagnosis. The intervention proposal was based on the Continuum Model, designed by Bortoni-Ricardo (2004, 2005), specifically in continuous stylistic monitoring. As a teaching methodology, we took the collaborative learning approach (Behrens, 2013) as support. / Este trabalho apresenta uma proposta de interven??o pedag?gica para o estudo e uso das estrat?gias do sujeito indeterminado no ensino fundamental, aplicada em turmas do oitavo ano de uma escola municipal do Rio de Janeiro, com o objetivo de levar o aluno a conhecer e usar as formas de indetermina??o na modalidade escrita do Portugu?s Brasileiro, a depender do grau de monitora??o do texto. As atividades did?ticas partem de uma pesquisa diagn?stica com tr?s segmentos envolvidos no processo ensino-aprendizagem: professor, aluno e livro did?tico. Em rela??o aos docentes, foi aplicado um question?rio em que buscamos identificar as cren?as e atitudes deles quanto ao fen?meno sob estudo. No tocante aos alunos, analisaram-se as respostas dadas por eles aos exerc?cios propostos pelo livro did?tico adotado pela referida escola. A fundamenta??o te?rico-metodol?gica subjacente ? formula??o desses exerc?cios tamb?m serviu de objeto de an?lise para constitui??o do diagn?stico. A proposta de interven??o baseou-se no Modelo dos Cont?nuos, idealizado por Bortoni-Ricardo (2004, 2005), mais especificamente no cont?nuo de monitora??o estil?sitica. Como metodologia did?tica, tomamos como apoio a abordagem de aprendizagem colaborativa, desenvolvida por Behrens (2000).

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2016-10-14T19:08:52Z No. of bitstreams: 1 2015 - Cristiane Alves de Lima Cardoso.pdf: 8436046 bytes, checksum: 76fe2df07bae2428df9c3861219f6c5e (MD5) / Made available in DSpace on 2016-10-14T19:08:53Z (GMT). No. of bitstreams: 1 2015 - Cristiane Alves de Lima Cardoso.pdf: 8436046 bytes, checksum: 76fe2df07bae2428df9c3861219f6c5e (MD5) Previous issue date: 2015-07-20 / CAPES / This paper aims to present a pedagogical intervention proposal for the study of variable rule verbal agreement of the 1st person plural in the 6th grade of Elementary School, based on the diagnosis done in 2014, in a public school of Duque de Caxias. Three aspects were taken into consideration in the composition of this diagnosis: (1) a study based on the Labovian Variationist Sociolinguistic (WEINREICH; LABOV; HERZOG, 1968) concerning the verbal agreement of the 1st person plural produced by 6th graders, (2) a survey carried out through a questionnaire of the beliefs and attitudes of Portuguese teachers of the school as to the use and study of this linguistic phenomenon and (3) an analysis of the pedagogical approach proposed by the coursebook chosen by the school. The results of the sociolinguistic study showed a considerable variation of the 1st person plural agreement in the student?s speaking and writing. The answers to the beliefs and attitudes test indicated that the pedagogical action around this variable phenomenon has concentrated on correction and reading practices. The analyzed coursebook does not consider the verbal agreement phenomenon explicitly, but presents an extensive grammatical study of verbs from which it can be concluded that it is up to the school teaching the explicit realization of bending 1st person plural. In developing the proposal itself, the theoretical methodological foundation was based on association between the Model of Continuous (BORTONI-RICARDO, 2004), with an emphasis on the continuous stylistic monitoring and didactic-pedagogic approach of the collaborative apprenticeship (BEHRENS, 2013). / Este trabalho tem como objetivo apresentar uma proposta de interven??o pedag?gica para o estudo da regra vari?vel de concord?ncia verbal de 1? pessoa do plural no 6? ano do Ensino Fundamental, elaborada a partir do diagn?stico realizado no ano de 2014, em uma escola da Rede Municipal de Duque de Caxias. Tr?s aspectos foram considerados na composi??o desse diagn?stico: (1) um estudo com base na Sociolingu?stica Variacionista Laboviana (WEINREICH; LABOV; HERZOG, 1968) sobre o estatuto da concord?ncia verbal de 1? pessoa do plural produzida por alunos do 6? ano, (2) uma sondagem, por meio de um question?rio, das cren?as e atitudes dos professores de L?ngua Portuguesa da escola quanto ao uso e ao estudo desse fen?meno lingu?stico e (3) uma an?lise da abordagem pedag?gica proposta pelo livro did?tico adotado na unidade escolar. Os resultados obtidos no estudo sociolingu?stico revelaram uma acentuada varia??o da concord?ncia de 1? pessoa do plural na fala e na escrita dos estudantes. As respostas ao teste de atitudes e cren?as indicaram que a a??o pedag?gica em torno desse fen?meno vari?vel tem se concentrado em pr?ticas de corre??o e de leitura. O livro did?tico analisado n?o contempla explicitamente o fen?meno da concord?ncia verbal, mas apresenta um extenso estudo gramatical sobre verbos a partir do qual se conclui que ? escola cabe o ensino da realiza??o expl?cita da flex?o de 1? pessoa do plural. Para a elabora??o da proposta propriamente dita, procedeu-se, como fundamenta??o te?rico-metodol?gica, ? associa??o entre o Modelo dos Cont?nuos (BORTONI-RICARDO, 2004), com ?nfase no cont?nuo de monitoramento estil?stico, e a abordagem did?tico-pedag?gica de aprendizagem colaborativa (BEHRENS, 2013).