NESMAU- Núcleo de Ensino Superior de Maués
URI permanente para esta coleçãohttps://ri.uea.edu.br/handle/riuea/4817
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Resultados da Pesquisa
Item O uso das gírias como linguagem informal dos alunos da Escola Estadual São Pedro(Universidade do Estado do Amazonas, 2019-08-01) Ferreira, Sâmea Gondim; Castro, Franklin Roosevelt M. de; Castro, Franklin Rosevelt M. deThe present research aims to explore and know the vocabulary used by adolescents in the school environment. The discussion was based on studies on sociolinguistics, variations and slang itself. The research is of a bibliographic nature, with a qualitative and exploratory approach, in order to propose a theoretical-methodological analysis based on the studies carried out during this research, about the use of slang in the school environment. In this way, a public school was chosen to carry out the research, in order to collect the slang spoken by the students and thus make a data collection to know what they are and their respective meanings for a better perception and understanding of their context of speech and use. The results obtained in this research were nothing more than a better perception of the teenagers' vocabulary, which is very rich and they are used in various contexts, in different ways, expressions that are loaded with multiple meanings, taking into account their speakers and the situational context.Item 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 SouzaRegulated 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.Item 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 SouzaThis 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.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.