Navegando por Assunto "Leitura (Ensino fundamental)"

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A importância do texto literário nos anos finais do ensino fundamental
(2019) Barros, Maria Maynara da Silva; Andrade, Andreia de Lima; http://lattes.cnpq.br/0479014179190017
The present monographic reflects and discusses about the importance of the literary text in the classroom, as a fundamental social practice for the insertion of the literate world, because the teaching of literature contributes deeply to the integral formation of the subject- reader. Therefore, it is necessary to think about literary reading activities since elementary school, as they will help the social and cognitive formation of individuals, acting on the development of criticism and it can help them also understand the world araund themselves. Thus, the practice of literary reading has a social function and contributes to the formation of autonomous and proficient literary readers. To conduct such a discussion, we based our discussion on the following researchers: Candido (1995), Colomer (2007), Cosson (2006), Jouve (2012), among others.
Leitura na sala de aula nos anos finais do ensino fundamental: da teoria à prática
(2022-05-25) Silva, Gisele Daniele da; Silva, Fátima Soares da; http://lattes.cnpq.br/7598291218130743
This research aimed to analyze the approaches used by teachers in the classroom to encourage the practice of reading, based on the guidelines proposed in the National Common Curricular Base (BNCC, 2017) of elementary school for final years. To this end, this study relied on some theorists, including Bagno (2007); Freire (2003); Soares (2002); Solé (1998); Travaglia (1998), among others. In the first phase of the research, a documentary analysis of the National Common Curricular Base (BNCC) carried out in order to observe the competencies and abilities proposed for the 9th grade classes of elementary school. In the second phase of the research, data collected through a semi-structured interview with the teacher of two classes and questionnaires applied to the students of these classes in a public school in a village in the municipality of Flores in Pernambuco, in order to analyze whether the proposals in the BNCC were being contemplated in the classroom. It was evident from the data analysis that there is still a need for a meaningful reading education that contributes to the formation of a reader who really understands what he or she reads.
O mapeamento dos processos de hipersegmentação na escrita de alunos de uma escola pública da cidade do Recife
(2018-08-06) Silva, Letícia Karla Belmiro da; Silva, André Pedro da; http://lattes.cnpq.br/0620934260898634; http://lattes.cnpq.br/7723488792103117
El presente artículo es resultado de reflexiones teóricas e metodológicas, acerca del proceso de Hipersegmentación en la escrita de alumnos del 9º año de la enseñanza fundamental de una escuela pública de la ciudad de Recife-PE. Nos preocuparemos en explicar y analizar dados sobre sobre este fenómeno con el objetivo principal de verificar el porqué de este proceso, en general recurrente en los primeros años de la enseñanza fundamental, persistir en el 9º año y qué factores condicionan su ocurrencia en ese nivel de escolaridad. Es de nuestro interés también observar si los hábitos de lectura y escritura de los estudiantes influencian en los resultados, además de percibir cómo se dan las relaciones entre palabra gramatical y palabra fonológica en el fenómeno observado. Para la elaboración de esta investigación, nos fijamos en los presupuestos teóricos de la Sociolingüística Variacionista. Los datos recogidos fueron analizados y basados en la luz de los presupuestos sociolingüísticos encontrados en Labov (2008), Bisol (2004), Cunha y Miranda (2009); Miranda (2006); y Rocha y Robles (2017). El corpus de esta investigación fue recogido a partir de producciones textuales elaboradas por un total de 22 alumnos, 11 sujetos femeninos y 11 sujetos masculinos, del 9º año de enseñanza fundamental. Se realizaron lecturas, discusiones y producciones textuales, además del llenado de los cuestionarios dos sobre los hábitos de lectura y escritura de los estudiantes. Los resultados de la investigación indican que los casos de Hipersegmentación producidos por alumnos del 9º año son que sufren influencia de orden morfológica y fonológica y revelan los intentos que el escribiente hace en busca de la delimitación de las palabras escritas, reflejando lo que es más regular en la lengua y revelando su conocimiento lingüístico. Los hábitos de lectura y escritura revelan posibles factores que dificultan el aprendizaje de los alumnos, como la falta de escrita.
Rodas de leitura: uma intervenção sobre o ato de ler
(2019-12-02) Melo, Talita Rodrigues de; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/9295915840882268
This monograph aims to demonstrate how reading wheels can contribute to the development of reading habits in a 5th grade class of a public school in the city of Olinda - PE ”. In addition, as specific objectives: 1) analyze the routine and reading planning of the teacher; 2) identify students' reading conceptions by applying a questionnaire; 3) build and implement a reading wheel intervention project; 4) to evaluate the impacts of the intervention proposal on the students' reading conceptions. In the theoretical foundation, the main authors that base the research are Leal and Brandão (2005); Soares (1999) and Tonin (2016). The action research assumptions were judged to be the most appropriate for this type of research, associated with an intervention strategy. In order to carry out the research, observations, a questionnaire and an intervention proposal were necessary to finally analyze the collected data. The results showed that it is necessary from the initial teacher education that there is awareness that experiencing significant reading practices can encourage the formation of good readers