Caderno pedagógico : emprego de verbos na norma-padrão para melhorar a escrita formal
Ano de defesa: | 2023 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação Profissional em Letras
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://ri.ufs.br/jspui/handle/riufs/18895 |
Resumo: | This study sought to delve deeper into the methodological guidelines of the official documents with the Guidelines and Bases of National Education - PCNs of Portuguese Language and BNCC -, more closely, grammar teaching with a focus on the verb. The focus of the discipline is to train for the different uses of language and for participation in society in a critical and creative way. The general objective of this work is to elaborate a learning object as na intervention proposal, a Pedagogical Notebook, with activities developed based on the three axes for teaching grammar proposed by Sílvia Rodrigues Vieira, presenting a more productive approach to grammar and the classroom. . As specific objectives, it was intended to encourage students to develop their own strategies to conceptualize the verb, considering the notions of action and movement, expanding knowledge about the proper use of writing verbs; contextualize situations of oral and written communication, adapting the language to the context. The applied methodology is similar, in parts, to action research, since it had investigation, action and training as its main targets, with which it sought to understand the problem in order to seek a solution - or at least, greater awareness of its origins and possible solutions in an attempt to transform the reality encountered. The planning of the methodology steps was based on an initial diagnostic phase, followed by an action phase, built from the reflection made on the previous phase. In action research, the researcher assumes the responsibility not only of assisting the actors involved through the generation of knowledge, but also of applying this knowledge (MACKE In GODOI, BANDEIRADE-MELO and SILVA, 2006; MATHIASSEN, 2002 apud LINDGREN et al.). Parts of the action-research process were carried out. The target of the work were students from two classes of the 9th grade of elementar school in a municipal public school in the municipality of Moita Bonita/SE. Theoretical contributions consisted of authors who discuss the theme of teaching and learning gramar with a focus on teaching verbs in the classroom. Travaglia (1996) presents aspects of language grammar to which teaching has not paid due attention and states that an interesting field for reflexive grammar around the semantics and pragmatics of linguistic resources is the use of verbal tenses and modes. Starting from them, the teacher can achieve a more satisfactory result, because he is contextualizing the grammar and, in this way, leading the student to reflect on his own language and expand his linguistic capacity. Research results have contributed to the understanding of various educational issues, mobilizing changes in school practice and new positions among education professionals. The expectation is that the considerations and socializations here, provoke new reflections with a view to improving the pedagogical work in the teaching of grammar for the effectiveness of appropriate writing in different contexts of communication in the school environment and outside it, in a more efficient, effective and pleasant way for all those involved in this teaching and learning process. |
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Gois, Robson da SilvaSantos, Elaine Cristina Silva2024-01-19T11:59:56Z2024-01-19T11:59:56Z2023-05-12GOIS, Robson da Silva. Caderno pedagógico: emprego de verbos na norma-padrão para melhorar a escrita formal. 2023. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2023.https://ri.ufs.br/jspui/handle/riufs/18895This study sought to delve deeper into the methodological guidelines of the official documents with the Guidelines and Bases of National Education - PCNs of Portuguese Language and BNCC -, more closely, grammar teaching with a focus on the verb. The focus of the discipline is to train for the different uses of language and for participation in society in a critical and creative way. The general objective of this work is to elaborate a learning object as na intervention proposal, a Pedagogical Notebook, with activities developed based on the three axes for teaching grammar proposed by Sílvia Rodrigues Vieira, presenting a more productive approach to grammar and the classroom. . As specific objectives, it was intended to encourage students to develop their own strategies to conceptualize the verb, considering the notions of action and movement, expanding knowledge about the proper use of writing verbs; contextualize situations of oral and written communication, adapting the language to the context. The applied methodology is similar, in parts, to action research, since it had investigation, action and training as its main targets, with which it sought to understand the problem in order to seek a solution - or at least, greater awareness of its origins and possible solutions in an attempt to transform the reality encountered. The planning of the methodology steps was based on an initial diagnostic phase, followed by an action phase, built from the reflection made on the previous phase. In action research, the researcher assumes the responsibility not only of assisting the actors involved through the generation of knowledge, but also of applying this knowledge (MACKE In GODOI, BANDEIRADE-MELO and SILVA, 2006; MATHIASSEN, 2002 apud LINDGREN et al.). Parts of the action-research process were carried out. The target of the work were students from two classes of the 9th grade of elementar school in a municipal public school in the municipality of Moita Bonita/SE. Theoretical contributions consisted of authors who discuss the theme of teaching and learning gramar with a focus on teaching verbs in the classroom. Travaglia (1996) presents aspects of language grammar to which teaching has not paid due attention and states that an interesting field for reflexive grammar around the semantics and pragmatics of linguistic resources is the use of verbal tenses and modes. Starting from them, the teacher can achieve a more satisfactory result, because he is contextualizing the grammar and, in this way, leading the student to reflect on his own language and expand his linguistic capacity. Research results have contributed to the understanding of various educational issues, mobilizing changes in school practice and new positions among education professionals. The expectation is that the considerations and socializations here, provoke new reflections with a view to improving the pedagogical work in the teaching of grammar for the effectiveness of appropriate writing in different contexts of communication in the school environment and outside it, in a more efficient, effective and pleasant way for all those involved in this teaching and learning process.Este estudo buscou aprofundar-se nas orientações metodológicas dos documentos oficiais com as Diretrizes e Bases da Educação Nacional - PCNs de Língua Portuguesa e BNCC -, mais de perto, ensino gramatical com foco no verbo. O enfoque da disciplina é formar para os diversos usos da língua e para a participação na sociedade de forma crítica e criativa. O objetivo geral deste trabalho é elaborar um objeto de aprendizagem como proposta de intervenção, um Caderno Pedagógico, com atividades desenvolvidas com base nos três eixos para o ensino de gramática propostos por Sílvia Rodrigues Vieira, apresentando uma abordagem mais produtiva da gramática e sala de aula. Como objetivos específicos, pretendeu-se estimular os alunos a desenvolverem estratégias próprias para conceituar o verbo, considerando as noções de ação e movimento, expandindo o conhecimento a respeito do emprego adequado da escrita dos verbos; contextualizar situações de comunicação oral e escrita, adequando a linguagem ao contexto. A metodologia aplicada assemelha-se, em partes, à pesquisa-ação, já que teve a investigação, a ação e a formação como principais alvos, com a qual procurou-se perceber o problema para que se buscasse uma solução – ou pelo menos, maior conscientização sobre suas origens e possíveis soluções na tentativa de uma transformação da realidade encontrada. O planejamento dos passos da metodologia se deu partindo de uma fase inicial de diagnóstico, seguida de uma fase de ação, construída a partir da reflexão feita sobre a fase anterior. Na pesquisa-ação o pesquisador assume a responsabilidade não apenas de assistir os atores envolvidos através da geração de conhecimento, mas também de aplicação deste conhecimento (MACKE In GODOI, BANDEIRADE-MELO e SILVA, 2006; MATHIASSEN, 2002 apud LINDGREN et al.). Foram executadas partes do processo da pesquisa-ação. O alvo do trabalho foram alunos de duas turmas do 9o ano do Ensino Fundamental de uma escola pública municipal do município de Moita Bonita/SE. Os aportes teóricos constituíram-se de autores que discutem a temática do ensino e aprendizagem da gramática com recorte no ensino dos verbos em sala de aula. Travaglia (1996) apresenta aspectos da gramática da língua a que o ensino não tem dado a devida atenção e afirma que um campo interessante para gramática reflexiva em torno da semântica e pragmática dos recursos linguísticos é o emprego dos tempos e modos verbais. Partindo delas, o professor pode atingir um resultado mais satisfatório, porque está contextualizando a gramática e, dessa forma, conduzindo o educando a refletir sobre a própria língua e ampliar sua capacidade linguística. Os resultados das pesquisas têm contribuído para a compreensão de questões educacionais diversas, mobilizando mudanças na prática escolar e novos posicionamentos entre os profissionais da educação. A expectativa é que as ponderações e socializações aqui, provoquem novas reflexões com vistas à melhoria do trabalho pedagógico no ensino da gramática para efetivação da escrita apropriada em diferentes contextos de comunicação no ambiente escolar e fora dele, de forma mais eficiente, eficaz e prazerosa para todos os envolvidos nesse processo de ensino e aprendizagem.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESItabaiana-SEporLíngua portuguesaGramáticaVerbosEnsinoTeachingGrammarVerbLINGUISTICA, LETRAS E ARTES::LETRASCaderno pedagógico : emprego de verbos na norma-padrão para melhorar a escrita formalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação Profissional em LetrasUniversidade Federal de Sergipe (UFS)reponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/18895/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALROBSON_SILVA_GOIS.pdfROBSON_SILVA_GOIS.pdfapplication/pdf7868098https://ri.ufs.br/jspui/bitstream/riufs/18895/2/ROBSON_SILVA_GOIS.pdf71f812a2b68a3a588dfb20091872207cMD52riufs/188952024-01-19 09:00:01.174oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2024-01-19T12:00:01Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Caderno pedagógico : emprego de verbos na norma-padrão para melhorar a escrita formal |
title |
Caderno pedagógico : emprego de verbos na norma-padrão para melhorar a escrita formal |
spellingShingle |
Caderno pedagógico : emprego de verbos na norma-padrão para melhorar a escrita formal Gois, Robson da Silva Língua portuguesa Gramática Verbos Ensino Teaching Grammar Verb LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Caderno pedagógico : emprego de verbos na norma-padrão para melhorar a escrita formal |
title_full |
Caderno pedagógico : emprego de verbos na norma-padrão para melhorar a escrita formal |
title_fullStr |
Caderno pedagógico : emprego de verbos na norma-padrão para melhorar a escrita formal |
title_full_unstemmed |
Caderno pedagógico : emprego de verbos na norma-padrão para melhorar a escrita formal |
title_sort |
Caderno pedagógico : emprego de verbos na norma-padrão para melhorar a escrita formal |
author |
Gois, Robson da Silva |
author_facet |
Gois, Robson da Silva |
author_role |
author |
dc.contributor.author.fl_str_mv |
Gois, Robson da Silva |
dc.contributor.advisor1.fl_str_mv |
Santos, Elaine Cristina Silva |
contributor_str_mv |
Santos, Elaine Cristina Silva |
dc.subject.por.fl_str_mv |
Língua portuguesa Gramática Verbos Ensino |
topic |
Língua portuguesa Gramática Verbos Ensino Teaching Grammar Verb LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Teaching Grammar Verb |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This study sought to delve deeper into the methodological guidelines of the official documents with the Guidelines and Bases of National Education - PCNs of Portuguese Language and BNCC -, more closely, grammar teaching with a focus on the verb. The focus of the discipline is to train for the different uses of language and for participation in society in a critical and creative way. The general objective of this work is to elaborate a learning object as na intervention proposal, a Pedagogical Notebook, with activities developed based on the three axes for teaching grammar proposed by Sílvia Rodrigues Vieira, presenting a more productive approach to grammar and the classroom. . As specific objectives, it was intended to encourage students to develop their own strategies to conceptualize the verb, considering the notions of action and movement, expanding knowledge about the proper use of writing verbs; contextualize situations of oral and written communication, adapting the language to the context. The applied methodology is similar, in parts, to action research, since it had investigation, action and training as its main targets, with which it sought to understand the problem in order to seek a solution - or at least, greater awareness of its origins and possible solutions in an attempt to transform the reality encountered. The planning of the methodology steps was based on an initial diagnostic phase, followed by an action phase, built from the reflection made on the previous phase. In action research, the researcher assumes the responsibility not only of assisting the actors involved through the generation of knowledge, but also of applying this knowledge (MACKE In GODOI, BANDEIRADE-MELO and SILVA, 2006; MATHIASSEN, 2002 apud LINDGREN et al.). Parts of the action-research process were carried out. The target of the work were students from two classes of the 9th grade of elementar school in a municipal public school in the municipality of Moita Bonita/SE. Theoretical contributions consisted of authors who discuss the theme of teaching and learning gramar with a focus on teaching verbs in the classroom. Travaglia (1996) presents aspects of language grammar to which teaching has not paid due attention and states that an interesting field for reflexive grammar around the semantics and pragmatics of linguistic resources is the use of verbal tenses and modes. Starting from them, the teacher can achieve a more satisfactory result, because he is contextualizing the grammar and, in this way, leading the student to reflect on his own language and expand his linguistic capacity. Research results have contributed to the understanding of various educational issues, mobilizing changes in school practice and new positions among education professionals. The expectation is that the considerations and socializations here, provoke new reflections with a view to improving the pedagogical work in the teaching of grammar for the effectiveness of appropriate writing in different contexts of communication in the school environment and outside it, in a more efficient, effective and pleasant way for all those involved in this teaching and learning process. |
publishDate |
2023 |
dc.date.issued.fl_str_mv |
2023-05-12 |
dc.date.accessioned.fl_str_mv |
2024-01-19T11:59:56Z |
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2024-01-19T11:59:56Z |
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GOIS, Robson da Silva. Caderno pedagógico: emprego de verbos na norma-padrão para melhorar a escrita formal. 2023. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2023. |
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https://ri.ufs.br/jspui/handle/riufs/18895 |
identifier_str_mv |
GOIS, Robson da Silva. Caderno pedagógico: emprego de verbos na norma-padrão para melhorar a escrita formal. 2023. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2023. |
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