NESMAU- Núcleo de Ensino Superior de Maués
URI permanente para esta coleçãohttps://ri.uea.edu.br/handle/riuea/4817
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4 resultados
Resultados da Pesquisa
Item 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 SouzaThe 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).Item 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 SouzaReading 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.Item Novas tecnologias e o professor de língua portuguesa: caminhos e desafios na escola(Universidade do Estado do Amazonas, 2019-08-01) Moreira, Elisane Oliveira da Silva; Sicsu, Delma Pacheco; Sicsu, Delma PachecoThis article addresses the theme “New Technologies and the Portuguese Language Teacher: Paths and challenges at school”, based on the perspective of a dynamic and dialogic teaching. The objective of this study is to identify which factors contribute to the use of technology in Portuguese language classes. Many teachers still see new technologies as an obstacle in the classroom and the resistance of these teachers to use them in the classroom undoubtedly reflects on student learning. In view of this, it is important to understand the system involved in the challenges and paths taken regarding the use of technology in Portuguese language classes and the role of the teacher in relation to this theme. In the search for answers to concerns about the theme of this study, the methodology of this research is qualitative in nature, method of dialectical approach, type of field, as well as bibliographic to guide and give veracity to the information contained in this work; the research subjects are 10 teachers and 10 students from a public school in the municipality of Maués-Am. As a theoretical basis, studies by Xavier (1998), Tajra (2000), Moran; Masetto; Behrens (2013), Brazil (2006) and others who contributed to the discussion of the subject in question.Item 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 SouzaLiterary 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.