NESMAU- Núcleo de Ensino Superior de Maués

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

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As dificuldades na formação do hábito da leitura em alunos do ensino fundamental
(Universidade do Estado do Amazonas, 2020-08-02) Silva, Simone Teixeira da; Cardoso, Maria Celeste de Souza
The research aimed to analyze how reading is developed in Portuguese language classes for the training of student readers in two classes of 9th grade of elementary school. It was through the observations made in the classroom with the application of questionnaires and interviews that we developed our theoretical-methodological path, we also opted for qualitative, observational and comparative research. Qualitative research allows one to analyze the peculiarity of each individual, through the observational method, one can add in a school environment to analyze on the spot the difficulties in forming the habit of reading and the comparative method was given to compare the training of student readers. about your difficulties in relation to the habit of reading. This research is supported by some theorists, such as: Antunes (2009), Bissoli & Chagas (2012), Coracini (2005), Cosson (2014), Freire (2009), Girotto & Souza (2010), Izabel Solé (1998), Martins (1986), and others. Therefore, it is understood the importance in the formation of the habit of reading, in its stimulation in childhood and consequently in the course of life since reading is part of the socio-cultural context of any human being.
Escola e variação linguística- um estudo de caso entre alunos de uma turma de 6º ano do ensino fundamental de uma escola da rede pública de Maués
(Universidade do Estado do Amazonas, 2019-08-02) Barbosa, Geisinara Leda; Cardoso, Maria Celeste de Souza; Cardoso, Maria Celeste de Souza
This article aims to highlight the aspects of language bias in the school environment among 6th grade students in a class of elementary school. The relevance of this study is justified by the fact that this theme has not yet been adequately addressed in the school which is still linked to the mistaken idea of reproaching linguistic variations, insisting on teaching only the variety taken as standard. This research has sought to understand these language complications and the extent to which they may harm the student. Seeking to highlight the existing prejudices between speakers of a standard variety and a non-standard variety and thus bringing the importance of making students aware, the linguistic prejudice is due to the ignorance of not accepting the various languages that exist in our regions. The research is qualitative in nature, as it seeks to understand how this phenomenon occurs in the classroom. As a method of procedure we used the case study, the type of research was bibliographic and field research. The research was based on the following theorists: Antunes (2009), Bagno (1999), Bakhtin (1997); and others. Thus we understand that the recognition of the existence of many linguistic variations is linked to the social context that the student is included in and that schools should understand that the association of these variations is of paramount importance and understand that non-cultured norms should not be objects of prejudice. but respected as important elements of communication.
A importância da leitura literária nas aulas de língua portuguesa dos alunos do ensino fundamental de uma escola pública de Maués
(Universidade do Estado do Amazonas, 2019-08-02) Menezes, Erlene Rodrigues de; Cardoso, Maria Celeste de Souza
Literary reading practices should be tried from elementary school through high school. The present work aimed to investigate how literary reading is being worked on in Portuguese language classes of elementary school students. There is a large deficit in the development of literary reading in the grades of elementary school, due to some factors: following the pedagogical proposals, lack of creativity of the faculty and monotonous classes. Generally, texts of literary genres are actually worked in high school, however, students end up having difficulty interpreting a literary text, this prevails because they do not have the habit of reading. Reading activity at school should not be limited to the classroom. It must go further, open doors, point paths, develop readers, new ways of reading, new readings. From the moment the student makes sense of what he is reading and finds a purpose in his reading, he will discover how much it is enjoyable to read, even within the school environment. The authors who supported the research were Carvalho (2015), Nóbrega (2014) and Batista (2016). The methodology adopted in this work begins with qualitative research, as it seeks to understand the reasons why literary reading is not explained in elementary school, other methods used were bibliographic and field research, as well as techniques such as questionnaires and interviews, respectively, with students and teachers. The acquired data are presented in tables, where a comparison is made, in order to understand both the student and the teacher's view.
O processo da leitura na primeira fase da educação de jovens de uma escola estadual Maués-AM
(Universidade do Estado do Amazonas, 2019-08-03) Almeida, Gualmira Camila da Silva; Cardoso, Maria Celeste de Souza; Cardoso, Maria Celeste de Souza
Regulated in the Education Guidelines and Bases Act of December 20, 1996, enacted in Law No. 9,394, article 37 of the LDB, EJA plays a fundamental role in the lives of thousands of students. This research aims to investigate the difficulties encountered by students in the first phase of Youth and Adult Education in relation to the reading process, in a school in the municipality of Maués-AM. The methodological procedures were divided into three phases, exploratory, second field research and organization, third systematization and analysis of data collected through qualitative analysis. This study is guided by what the PCNs of (1998) are about and supported by theorists and recent research in the study area such as; Fouani and Coito (2013); Almeida and Corso (2015) that allowed us a better understanding of the research. With the research carried out, we observed that the teaching-learning process of the EJA is still fragmented, however, alternatives are being found along with the students' commitment to the teaching process, since they cannot be at the mercy of such difficulties.
O processo de aprendizagem de língua portuguesa - fatores condicionantes que implicam no letramento de alunos da EJA no ensino fundamental da Escola São Pedro
(Universidade do Estado do Amazonas, 2019-08-02) Souza, Jaqueline Peixoto; Cardoso, Maria Celeste de Souza; Cardoso, Maria Celeste de Souza
The article presents research results related to the teaching-learning process in the literacy of EJA students and shows the greatest difficulties of students regarding the Portuguese Language discipline when it comes to reading, interpretation and textual production, but the implications begin outside the school, the daily rush of students, the tasks that leave them with no time to review the contents at home end up harming their school life. And the school? Help in encouraging literacy? In this work, we seek to answer these and several other questions about Elementary Education, EJA modality. The methodology is of a qualitative nature, having as a type of research, the bibliography; Data collection consisted of field research with the application of questionnaires to students and teachers. The main theorists of this work are Chaves (2008), Freire (2009), Kleiman (2008) and Martins (2006).
O professor de língua portuguesa e o processo de ensino da leitura e interpretação de texto
(Universidade do Estado do Amazonas, 2019-08-03) Caldas, Denise de Lima; Cardoso, Maria Celeste de Souza; Cardoso, Maria Celeste de Souza
Reading and text interpretation are the basis of the literacy process and the formation of citizenship. In this perspective, it is up to the teacher to perceive that he educates and teaches for the development of the student's potential, both individual and social. This article aims to show the difficulties encountered by the Portuguese language teacher in the process of teaching reading and interpreting texts for students in the morning shift of Elementary School at a municipal school in Maués-Am. The investigation was based on a field research through the application of a questionnaire with open questions to Portuguese language teachers in the morning shift of a municipal school and with the pedagogical coordinators. The text discusses some conceptions of reading and text interpretation, the teaching of reading and text interpretation in elementary school, as well as the Portuguese language teacher in the process of teaching reading and text interpretation. This research is theoretically based on PCN (1998); ANTUNES, (2003); SOLÉ, (1998) among others. The results lead us to believe that our academic training has not been sufficient to overcome the difficulties presented in teaching practice, especially when referring to the teaching process of reading and interpreting texts, as it is well known that teachers themselves, in the exercise of their teaching practice, also present difficulties of interpretation.
Textos dissertativo-argumentativos de estudantes do 9º ano do ensino fundamental de duas escolas públicas de Maués AM
(Universidade do Estado do Amazonas, 2022-08-01) Ferreira, Marlison Paes; Cardoso, Maria Celeste de Souza; Cardoso, Maria Celeste de Souza
The objective of the research was to analyze how the essay-argumentative texts are constructed in the Portuguese Language classes of the students of the 9th year of Elementary School. It was through studies of the structuring and organization of ideas that we developed our theoretical-methodological path. The nature of the research is qualitative and the dialectical method was used as a method of approach, the procedural methods used were: action research and the comparative method to understand the students' textual production. This research was guided by what the PCNs (1997) deal with on the subject, as well as the theorists: Garcia (2010); Koch (1989); Marcuschi (2008); Sena (2011) that enabled us to better understand the researched topic. Through this research we can understand how the textual production process can support the organization of ideas arising from themes that generate the student's socio-cultural context, aiming to assist in academic life and for the challenges of life in society, since the textual process permeates the communicational act through writing, where we can express our thoughts on certain subjects.