NESMAU- Núcleo de Ensino Superior de Maués

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

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Fortalecimento de língua autóctone - Sateré-Mawé em ação em Maués-AM
(Universidade do Estado do Amazonas, 2022-08-02) Santos, Jomara Souza dos; Carvalho, Luis Alberto Mendes de; Carvalho, Luis Alberto Mendes de
The present Course Completion Work - TCC arose from the interest in studying certain aspects of strengthening the Sateré-Mawé Language, in Maués/AM. It all started with the realization of the extension project entitled: SATERÉ MAWÉ IN ACTION: TEACHING AND LEARNING IN MAUÉS, held at the Maués Higher Education Center - NESMAU, in 2017 and 2018, under the coordination of Professor Luis Alberto Mendes de Carvalho , linked to the Parintins Center for Higher Studies – CESP. This article aims to identify the ethnolinguistic aspects (CÂMARA, 1965; BARRETO, 2010; of the Sateré-Mawé language to contribute to the strengthening of that language in the urban area, even though there are difficulties in learning this language in a Sateré language mini-course, this mini-course was of great relevance to the academics who participated in it. The mini-course in the extension project focused on the dissemination of the Sateré language. process of the mini-course, in order to understand each response of the six (6) participants according to the difficulties encountered in the mini-course, what can we do to contribute to the strengthening of indigenous languages provided for in the Guidelines and Bases of National Education (LDB, 1996) according to the conceptions of the participants of the Saterê-Mawé Indigenous Language teaching mini-course in an urban context. ethnolinguistic conceptions, which deals with the relations between language, society and culture, in this case, the Sateré-Mawé ethnicity, which cannot be analyzed in isolation out of the context and of its users, are linked in the judgment of values.
Identificação de déficits na leitura e produção textual em uma escola da rede pública no município de Maués-AM: um estudo de caso
(Universidade do Estado do Amazonas, 2022-08-01) Gama, Joicimar Leão; Carvalho, Luis Alberto Mendes de; Carvalho, Luis Alberto Mendes de
The methodology worked on reading and textual production in the classroom reflects positively or negatively in the student learning process. When the student is not well-oriented in reading, they are likely to experience difficulties in reading and writing. This article is a case study and the contribution of a teacher of Portuguese Language - LP in a public school in the city of Maués/AM. The objective was to investigate deficits and challenges in the process of reading and textual production of students of the 9th grade of Elementary School, afternoon shift, at São Pedro State School in Maués / AM. The research theme arose during periods of Supervised Internship, when we noticed that students in the final series had difficulty reading and producing text. The bibliographical survey on scientific productions is based on authors such as: Dolz; Gagnon; Decândio (2010), Gomes (2012) and Almeida (2017). The case study with qualitative analysis was used as methodology. As a collection technique the questionnaire and intensive direct observation. The results of the bibliographic research indicate that the school still lives with obstacles to the implementation of reading and textual production on a more significant scale. It is concluded that an effective, reflexive and contextualized reading are the first for an efficient and assertive textual production. It is concluded that the student-teacher interaction will reduce knowledge and discouragement, the most frequent textual structures and the use of new teaching-learning strategies aiming at understanding, interpretation and production, the realities that await us as we enter the labor market .