NESMAU- Núcleo de Ensino Superior de Maués

URI permanente para esta coleçãohttps://ri.uea.edu.br/handle/riuea/4817

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Análise das obras sobre Língua Portuguesa e Língua Brasileira de Sinais: o Bilinguismo no contexto educacional
(Universidade do Estado do Amazonas, 2019-08-01) Fernandes, Herlane Martins; Amoedo, Francisca Keila de Freitas; Amoedo, Francisca Keila de Freitas
This article brings reflections on research carried out on studies related to the Portuguese language and the Brazilian Sign Language, considering that currently within the educational process much has been discussed about the inclusion of deaf students in the educational system of regular education, where the communication of the deaf student with hearing colleagues, teachers and other people who are part of the school still causes many obstacles, as most speak Portuguese and the minority speak Libras. Based on this reality, our general objective is to analyze works that discuss bilingualism in the educational context, considering that for the hearing student the first language is Portuguese and for the deaf student it is Libras. So that we can strengthen our studies the works of Katschan (1986), Grosjean (1994), Pedroso (2010) and others. Still as a methodological course, the research is supported by the dialectical method, which Ghedin (1965) says that in this method “the socio-historical and dialectical character of social reality, bibliographic based on Severino (2007), is incorporated, as we will be analyzing works that comes to present research related to the Portuguese language and Libras in a bilingual way within the inclusive educational context.
As histórias em quadrinhos como incentivo à leitura: uma análise das HQ’s de Maurício de Sousa sobre a inclusão social
(Universidade do Estado do Amazonas, 2019-08-01) Vidal, Luciana; Amoedo, Francisca Keila de Freitas
The article that we present is part of the work to conclude the degree course in Literature, through the research entitled “Comic books as an incentive to reading: an analysis of Maurício de Sousa's comic books on social inclusion”, whose objective is to ascertain by means of analyzing the work, as the current comic books have been encouraging reading in children's and youth literature through characters with disabilities from the Turma da Mônica, by Maurício de Sousa, who used specific editions of the stories, to assist in the interaction between children with special educational needs and other children. These HQ’s mentioned have characters with needs that share everyday situations with the other members of the class. Thus, to reference us, literature and theoretical contributions were sought from Barbosa (2004), Mantoan (1997), Ramos (2009) and others, in addition to some cartoonists such as Ziraldo-com Turma do Pererê-, where the authors they stimulate the expansion of new stories and characters and that, with the passage of time, made more researchers and educators recognize the pedagogical potential of comic books. Regarding the methodological path, the research is of a qualitative nature, through the dialectical method and bibliographic research.
Produção textual como prática pedagógica em duas turmas de 6º ano do ensino fundamental de uma escola pública do município de Maués AM
(Universidade do Estado do Amazonas, 2019-08-01) Freire, Eliney Corrêa de Souza; Amoedo, Francisca Keila de Freitas; Amoedo, Francisca Keila de Freitas
This article discusses the pedagogical practice of textual production in the classroom, specifically in two classes of the 6th year of Elementary School II, in a municipal school in Maués. The purpose of this research arose from the practice of supervised internship I, carried out at Escola Estadual Professora Santina Felizola, and later confirmed in the observation phase for this article at the municipal school Francisco Canindé Cavalcante. Using theorists such as Soares(2011), Vygotsky(1989), Demo(2009), Martins(2006), Chomsky(1965), Beaugrande(1997), Fávero(2008), Coutinho(2004), Wazlawik(2014), Kleiman( 2008), Mainguenau(2005), Freire(1989), PCNs(1997), PCNs(2001), Senna(2000), Gaskell(2002), Althusser(1987), a contribution to efficient and structured discussion on the practice of textual productions. The discussions in this article confirm that teaching content related to the discipline of Portuguese, and substantiating textual productions in the classroom is not an easy task, as it is not just about transmitting knowledge and content from the teacher to the student, but, in general, to enable the student to go through the acquisition process and, at each school term, to master the language and structure required by the school assessment processes. The data collected in the activities applied in the classroom allowed subsidies that support the conclusion of this article. From the above, it is then necessary that there is a more committed work, on the part of the school community involved, regarding the writing practice of the students, because it is only from this written practice that the individual acquires a baggage of knowledge that It will broaden your world view. Thus, we will have texts produced with more content, clarity and criticality.