Navegando por Assunto "Textos - Produção"

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A construção temporal no desenvolvimento do texto argumentativo-dissertativo
(2023-09-29) Oliveira, Maria Cristina dos Santos; Vicente, Renata Barbosa; http://lattes.cnpq.br/2541553913706614; http://lattes.cnpq.br/3189446071764804
Ensino de produção textual no 2º ano do ensino fundamental em tempos de educação mediada por tecnologias digitais: interface com estratégias metodológicas
(2021-08-23) Silva, Sueli Saraiva Bezerra da; Ferreira Júnior, José Temístocles; http://lattes.cnpq.br/6415276115481076
O ensino dos gêneros textuais no primeiro ano do ensino fundamental
(2019-01-10) Nascimento, Myrleide Bias do; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/4302555200868859
Produção de textos escritos a partir de uma sequência didática envolvendo o gênero história em quadrinhos
(2019-11-26) Silva, Adjane Melo da; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/7486455143462584
This monograph originated from the following research problem: What are the writing skills of students and the knowledge they present in relation to the textual genre? Given the above, we had as a general objective: to analyze the production of texts of a 4th grade class, from a didactic sequence involving the work with comics. This research is relevant because it provides educators with knowledge about the methodological procedures necessary for the formation of text producers and deals with a textual genre that facilitates the learning of reading and writing, an aspect so important in our graphocentric society. In its theoretical body, this monograph brings a discussion about the production of written texts. In addition, it deals with the historical emergence of the textual genre Comics and its relationship with education. As for the methodological procedures, a qualitative approach was used, starting from an action research with students of the 4th grade of elementary school of a municipal school in Recife. Firstly, an initial diagnosis was applied to verify the students' writing skills and their knowledge about the comic textual genre. Then, a didactic sequence was applied aiming to produce with the students comics about the city of Recife. With this study, it was found that the students already had some previous knowledge in relation to comics, being able to identify basic elements that characterize this genre. However, it was found that they had difficulties in the production of written texts, spelling problems, lack of punctuation, sentences starting with lowercase letters and difficulties in creating and selecting ideas. It was concluded that although children have writing difficulties, when they are inserted in significant writing practices and receive necessary help from the teacher, they advance in relation to writing.
Reflexões sobre o ensino de produção textual : uma análise do que propõe a base nacional curricular comum para os anos finais do ensino fundamental
(2019-02-15) Araújo, Ubiralange Virgínio Nunes de; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171; http://lattes.cnpq.br/3056116470173462
This work has as an objective to reflect on how the textual production is treated on National Common Curricular Base – BNCC (2017). The research fits as qualitative, bibliographical and documentary, justified on the basis of BNCC’s document. Especifically, we focused analysing on how this document directs the teaching skills of elementary school on its final years. Therefore, we took as a basis the following authors: Antunes (2009); Koch e Elias (2009); Dolz, Gagnon e Decândio (2010) among others, to address issues relating to textual production and other related topics. The analysis of the document showed that, the exis of textual production is presented in a way that takes the teacher to work with the portuguese language following the perspective that writing is not something tight, but interactive, systematic and procedural. Finally, this work led us to understand that the BNCC points out proposals for the development of skills that are essential for student’s life, in a way that the student has an active, integral and relevant learning for the social life.