rewriting; analysis of school texts; writing as work; oral narratives; retextualization.

 Dialogism. Valuation. Short story genre. Reading in a dialogic perspective

Language. Writing Appropriation. Writing as Work

Reading is essential to the integral formation of critical and active citizens in the transformation of society. In this sense, by participating as a mediator in this process and observing the many difficulties students experience in reading and understanding the meaning of the text, in this research, we sought to demonstrate the effect of oral comprehension of read texts in the development of oral reading skills. As specific objectives, we aim to: verify whether the work with the Narrative-Character System promotes the understanding of the read text; Perceive activities where students demonstrate a better understanding of the read text ; Perceive activities where students demonstrate a better understanding of the text heard; and determine whether students demonstrate greater fluency in oral reading during the second fluency test. To carry out this study, we started from the dialogic and socio-interactive perspective of language, because we understand language as a social, cognitive and historical-cultural activity. Furthermore, we take as a theoretical reference the concept of language (BAKHTIN , 2003). In addition, we take as a theoretical reference the conception of textual genres by Dolz and Schneuwly (2004), Circuito Mínimo de Atividade (CMA) by Cordeiro and Liaudet (2021), fluency in oral reading by Martins and Capellini (2014), Puliezi and Maluf (2014), as well as reading Koch (2008), Kleiman (1992) and Martins (2006). As a methodology, we resorted to action research, since we use our classroom as a field of study, in which the teacher/researcher and the students are participants in the scientific investigation process. The results of this research showed that students made significant advances in the development of reading fluency components (speed, accuracy and prosody). However, the performance related to oral comprehension was not very expressive, due to the numerous shortcomings presented by them, such as: little appropriation of vocabularies, inefficiency in making inferences and even little appropriation of the linguistic structure of texts, among others. Although there was no improvement in reading for all participants, we found that the intervention with the CMA device had a positive impact on the development of oral reading comprehension in some students. Through activities involving interactions between student-teacher and student-student, we observed improvements in the ability to build inferences and reconstruct the non-literal meaning of the text, which also improved the understanding of the written text.

O presente trabalho investiga a potencialidade dos dicionários onomasiológicos – dicionários analógicos e dicionários de sinônimos – no ensino de língua materna em turmas de 8º ano do Ensino Fundamental. Tem como pressuposto para o ensino a ideia de que os dicionários onomasiológicos são destinados à produção linguística (BALDINGER, 1966) e são uma classe que, apesar desta característica, não estão no escopo da escola básica nem nos programas de distribuição de materiais didáticos, como o PNLD-Dicionários. Isso porque os dicionários escolares, semasiológicos por natureza, cumprem tanto a função de recepção quanto a de produção (BUGUEÑO-MIRANDA; FARIAS, 2008, 2011). Diante desse contexto, o objetivo deste trabalho é analisar um contexto escolar quanto ao uso de dicionários semasiológicos e do potencial de dicionários onomasiológicos com o fito de produzir uma proposta de intervenção didática. Para isso, desenvolvemos uma pesquisa de abordagem quantitativa-qualitativa, com fins exploratórios e investigação de campo com levantamento de dados a partir da aplicação de questionários a docentes e discentes para a compreensão do contexto escolar e dos atores envolvidos no processo. Como resultado principal, produzimos uma proposição didática que leva em consideração os dados coletados com alunos e professores da EEEFM Cônego Batista Campos (Barcarena/Pará), segundo os quais o uso de dicionários na sala de aula é incipiente, tanto os dicionários escolares quanto os dicionários especiais. A fim de contribuir para a abordagem dos aspectos lexicais na aula de língua materna e instrumentalizar alunos e professores para o uso de dicionários é que se propõe o trabalho com dicionários analógicos e de sinônimos aliados à produção textual do tema Trabalho infantil na Amazônia, prevendo exercícios de leitura, produção e reescrita de textos poéticos.

This work discusses the contributions of the use of the reading diary to the experience with the literary text, precisely in classes of the 9th year of Elementary School. Starting from a bibliographic research, in the light of studies on the characteristics of the literary text, reading procedures, author-text-reader relationship, among other researches in the teaching-learning field, it was possible to observe that, in a school context, the treatment given the literary text must provide, from a practical point of view, an immersion in the tenuous fabrics of the text's mesh, walking along the roads of the unsaid, of absences, of euphemisms, in short, that the
reader is able to see what, through literary language, is beyond everyday actions. As a theoretical contribution to justify the relevance of the reader's experience in the face of the literary instance, the assumptions of the Aesthetics of Reception were adopted, based on the studies of Hans Robert Jauss and Wolfgang Iser. For the authors, the text provides clues to the reader, suggests, gives margins for different interpretations, through the process of perception. Based on this assumption and seeking to answer the question: Which teaching strategy would facilitate literary reading in a school context?, we chose to use the reading diary, based on the studies of Machado (1998) and Cosson (2021). For the cited authors, the diary is a form of verbal interaction, where the student registers/exposes his impressions about the text read. As an example of the use of the reading diary, as an effect resulting from the propositions raised about the importance of literary reading, a didactic sequence was elaborated having as a motivating text the fantastic tale Demons, by Aluísio Azevedo (1857-1913). As a tributary aspect of the theme addressed and the detailed construction of the didactic sequence for working with
reading, it was possible to verify that the reading diary is a peculiar way of recording the reader's impressions through contact with the text object of his reading intervention, that is, through the record it is possible to create, recreate and intervene in the routing of the fictional narrative, for example; and that, from the point of view of functionality, it is practical for work in the classroom, since it makes teaching work more flexible, while the student (reader) can organize their own reading routine. Among the authors used for this work, we highlight Pound (2013), Coelho (2000), Compagnon (2010), Todorov (2009), Terra (2014), Cosson (2014), Silva (2013), Colomer (2007), Aguiar (2017), Rezende (2013), Zilberman (1991) and Dalvi (2013), Machado (2018), Pimentel (2011), Tinoco (2013), Moisés (2004), among other sources, who thought about the characteristics of literary language and its dialogic aspect within the author-text-reader triad; as well as reflections on methodologies for the development of reading competence among Basic Education students.

The studies carried out to produce this dissertation launched on the role-playing games, the famous RPGs (English acronym for Role-Playing Game), a research from the perspective of the theory of Discourse Analysis. Thus, we decided to analyze how effective this tool is as a motivator/facilitator of the subject's cultural identity exercise in the teaching-learning process, by emphasizing the place/space of speech of the subject-student in his socio-historical position through the discourse inserted in the textual production in the stage of creation of the character-player. Thus, we reflect on the role of play and playful learning in the manifestation of discourse and their voices throughout the formation of cultural identity, considering the place/space of the rural classroom, marajoara, therefore, on the banks of an Amazonian river, far from urban centers. Therefore, this dissertation begins with the importance of considering the socio- historical context in which the individual-subject is inserted, then we expose the educational contributions of playful teaching and, with that, we launch a conceptual research on RPG games and in-depth typology of what this type of entertainment is about, clarifying in detail what RPG is and how it can serve as a pedagogical tool. Then we present the entire historical-geographical and cultural context of the place where the pedagogical intervention was applied, in which we approach the municipality of Curralinho, in Marajó, present the community and make a description of the riverside school object of our research. With all the research carried out so far, we present the RPG system that was applied at the school and the identity criteria of the subject-students, related to those used in choosing the game brought to the classroom, focusing on the characters, the scenario and the adventure. We detail the step-by-step of how the proposal of the role-playing game was carried out, and then we carry out a detailed examination of the identity construction of the subjects, based on the concepts of Discourse Analysis, on the texts produced in the stage of creation of characters. After the final considerations, we have incorporated an appendix to this dissertation with a pedagogical proposal so that any teacher has in hand a detailed guidance on how to apply RPG in the classroom in any discipline and even carry out interdisciplinary work with their student body.

UThe present work, under the theoretical contribution of Discourse Analysis, has as its theme the discursive analysis of the graphic didactic material Caderno de CulturaPará, used in the classroom in the Mundiar Project, in order to present an educational product aimed at teachers of the elementary education in the state network. In addition to these objectives, we seek to produce videos that seek to expand the regional identity of the participating students, also for the aforementioned teaching stage. This study is justified by the observations made on the material used in Mundiar. This despite presenting aspects related to the cultural identity of the South and Southeast regions, it is noticed the absence of the propagation of the Amazonian-Paraense regional identity both in the digital media and in the textbooks of the didactic material used by the project. It appears that the vast majority of didactic materials are not produced considering the Amazonian reality, and even those that try to limit themselves to the Amazonian reality, are unable to speak in a more heterogeneous way regarding this reality. To guide this study, some concepts of Discourse Analysis (DA) and digital media were privileged, as they present conceptual tools to carry out analysis of Mundiar's graphic materials, as well as to propose audiovisual productions that point to a discursive perspective. Thinking about activities to be developed with elementary school classes, preferably from the Mundiar Project. The general methodological procedures of this research encompass action-research due to involving practice in the classroom and the participation of student subjects, in addition to quantitative and qualitative research, since in the diagnostic evaluation implemented there are objective and subjective questions. As a theoretical support, the precepts of Foucault (2007, 2008, 2014) and Pêcheux (2002) were adopted in line with Discourse Analysis. Regarding digital media, Gregolin (2003, 2004, 2006, 2007), Martino (2015), Martin-Barbero (2009) and Cunha (2011) were privileged. It was used to discuss identity and culture Bauman (2005), Hall (2006), Certeau (2005). Belloni (1999), Niskier (2000), Keegan (1996) and Peters (2001) were also used with regard to Distance Education. For the elaboration of the activities contained in the proposed educational product “I am from a country called Pará: from the script to the production of digital media”, the guidelines of Lopes-Rossi (2002, 2008), Ohuschi (2018, 2019) were used. and Antunes (2003). Through the analysis of the diagnostic activity, it was noticed in the speeches of the subject students some aspects concerning the vision of these authors regarding the Mundiar project and the didactic material used in the classroom. It was also analyzed how the roles are assumed both by the character / teacher of the teleclasses, as well as by the students and by the teacher who mediates the knowledge of the project, a role which we identify ourselves as a teacher/researcher. Some gaps were found in the aforementioned didactic material, such as the absence of aspects of Pará's regional identity and culture, in addition to having a temporal disparity between the context in which the video classes were produced and the current context. Therefore, the production of scripts and short videos about the cultural identity of Pará by the students will enable the students to play the role of protagonists, of autonomous students, capable of using the new resources of digital media to reaffirm themselves as participatory citizens in the school and social community.

In writing activities, one of Portuguese teacher’s concerns is the difficulty of students due to their incipient knowledge about linguistic resources whose function, within texts, is to signalize the diverse semantic relationship (logical-semantic and argumentative) instantiating between their segments, to promote a space-temporal organization in the textual linearity, as well as serving to introduce comments about the form or the mode of formulate utterances. About this issue, this dissertation shows as theme “The teaching of textual/discursive discourse markers to 8th grade elementary school students”. The general objective of this work is, from a diagnostic research, to develop a didactic material to contribute with the teaching-learning of textual/discursive articulators, either inside narrative base texts or expositive-argumentative base texts. The research’s theoretical bases are guided in theorists like Ducrot (1977), Bronckart (2007), as well as and also with scholars who were engaged in debating phenomenons of textuality, like Koch (1995, 2009, 2011), Koch and Elias (2016), Val (1999), Antunes (2003). In methodological terms, supported in the considerations of Gil (2002) and Brandão (1999), we situate the following research, about their procedures, as a participated research, this is a quantitative-qualitative approach, in terms of Ludke and André (2013) and Creswell (2010). The collected preliminary data for this research are derived of implemented workshops in the classroom, analyzed within the established understandings to this research. In relation to the didactic proposal, this was supported in the orientations from Dolz, Noverraz and Schneuwly (2004) and guided in the teaching project of Lopes-Rossi (2002), who puts in focus three language practices, reading, writing and disclosure. From the diagnostic research results, that pointed limitations in the usage of articulators by the students in their writing production, which showed frequent reiterations about one type of articulators of commonly usage within the linguistic practices (which compromise the text’s style) and few access to a variety of articulators who can be available in the language, it was produced an Activity Book using the didactic approach, entitled Learning more about the textual/discursive articulators in narrative and argumentative texts, whose finality is not only contribute to more knowledge related to these articulators usage by the students, but also to open a talking space with Portuguese teachers. About the discursive genre, it was opted by two types: the one with narrative base (story) and one with expositive-argumentative base (opinion article), whose open to more opportunity in the discourse markers approach, into this research’s object of study.

The research consists in the elaboration of a Pedagogical Project of Reading and Writing with the open letter discursive genre, aimed at 9th grade students, for the development of socio-ideological awareness and the valuational production of the discourse. In the light of Applied Linguistics and linked to the Research Project The
teaching of the Portuguese Language through the sociological and evaluative concept of the language, from Federal University of Pará (UFPA), campus of Castanhal, the investigation is based on the dialogical conception of tongue and language, using its sociological and evaluative approach, and in Interactionism, theoretical bases sustained in the studies of the Bakhtin Circle (VOLÓCHINOV, 2017 [1929]; BAKHTIN, 2011 [1979], among others. In seeking to answer how it is possible to systematize activities that contribute to the student's evidence of socio-ideological awareness and valued valuational discourse production in his textual productions of
the open letter discursive genre, the investigation raises the hypothesis that the Reading and Writing Project, elaborated from the sociological and evaluative approach of language, helps 9th grade students to show, in the textual production of the open letter discourse genre, social and ideological aspects, and to present marks of evaluative speech. The research is characterized as qualitative-interpretative, of a propositional character and applied nature, and its general objective is to propose a Pedagogical Project for Reading and Writing for the 9th grade, with the discourse genre open letter, in order to contribute to the constitution socio-ideological awareness and the valuational production of students' discourse. As specific objectives, it is proposed: a) to understand how the social and ideological aspects can be contemplated within the Reading and Writing Project; b) verify how the valuation issue needs to be addressed in the Reading and Writing Project, in order to contribute to the textual production of the open letter, with the goal of persuading the interlocutor and achieving the discursive purpose of the open letter. In order to seek to answer the question of this research, a diagnostic activity was carried out with the discursive genre open letter to verify the students' knowledge about the genre, and, mainly, if there were signs of socio-ideological awareness and valuational discourse production in their productions. The diagnostic analysis showed some signs of axiological positioning in writing, little knowledge of students about the genre and problems related to the articulation of the text and the formal language in its written modality. In view of these results, using the methodology of Lopes-Rossi (2008) as a reference, a Reading and Writing Project was proposed with the open letter discursive genre, aimed at the 9th grade, with the objective of contributing to the constitution of socio-ideological awareness and valuational production of students' discourse. However, the proposed intervention could not be implemented due to the pandemic context. On the other hand, it generated an educational product, in e-book format, to be made available on the educapes.capes.gov.br platform, as support material for Portuguese Language teachers.

The present research proposes an analysis of a textual production in Elementary School based on autobiographical narratives in a school located in a riverside-quilombola community, having as a starting point the socio-cultural practices that involve 8th grade students. The course aims to work on the students' identity as agents of transformation of themselves and the world around them, starting from the reality experienced by them to the broader knowledge that dialogs with other realities. The initial teaching experience, data generation and diagnosis occurred in the period between April and December 2019. Taking as a basis and foundation of the study authors such as Bakhtin (1997, 2012, 2016), Menegassi (2010, 2016), Lopes -Rossi (2005; 2008), among others who discuss and analyze the work with the text in the classroom, as well as Thiollent (2011) and Angrosino (2009) who recognize ethnographic research as a methodology that allows us to know the subjects and their worlds. The intervention proposal includes reading, writing and linguistic analysis in the classroom. It aims to awaken new discussions, collaborating for greater attention to text production in schools, especially in rural schools, since the need for methodological innovations in classes aimed at text production in communities that are still developing has become noticeable. appropriating more often the written language. Nevertheless, recognizing the triad of orality, reading and writing for the best performance in textual production classes, since here, specifically, more attention will be given to written and oral production - which, obviously, does not rule out the importance of reading as a factor main relevant in the absorption of knowledge and dialogues that awaken the relationship between theory and practice, between what is being said and what is actually experienced in socio- cultural practices. This is expected to contribute to the development and improvement of better performance and the role of the student as a textual producer, whether oral or written. For the development of the research, we opted for the methodological framework of action research, line of research, whose function is to solve problems with a view to transformation. Data analysis was carried out from the questionnaire and the initial text that allows us to understand how these students' writings are doing. Thus, thinking about the factors that contribute to the development of stimulating and motivating pedagogical practices in the teaching and learning process of writing in Portuguese in rural schools, subsidizes students from these areas to work more productively in social spaces that require mastery of this form of language use.

This research is related to the formation of the reader based on narratives involving sociocultural practices of communities located in Concórdia do Pará. To this do so, an exploratory research has been developed whose main strategies used were storytelling and reading mediation, with a class from the 7th year of elementary school, in 2019. The aim was to analyze how storytelling and reading mediation enhanced or not the students' reading training, based on the narratives of the communities and those already recurrent in children's literature. The study, as a qualitative analysis, is supported by Thiollent (2011), since it proposes the application of interventional practices. As for the theoretical foundation, the concepts of reading and reading, as well as working with literature in the classroom, the same is supported by Menegassi (2010), Iser (1996), Jauss (1994), Chartier (1998), Todorov (2009), Colomer (2007) and Petit (2009). With regard to storytelling, orality and socio-cultural practices, there are studies supported by Busatto (2012, 2013), Zumthor (1993, 2014) and Freire (1981, 1989, 2013). There is also in Bakhtin (1997) Bakhtin et Volóchinov (1997), 1997) reflections based on the dialogical perspective of language. The research stages were divided into storytelling and reading of literary works; socialization of reading and listening experiences; visit to Studio Clove and Cinnamon socialization of the visit and narration of stories and stories from the communities and neighborhoods in which the students reside. The resulting data indicates that students have a level of literal understanding when it comes to reading, questioned and counter-argued evidence by authors from the esthetics of Reception. Furthermore, the study revealed that reading and listening to stories is pleasing to students in terms of fiction and plot, which allows us to affirm that the storytelling practices specific to their localities, contribute to their development. as readers, once they reveal knowledge from their reality, they promote the production of meanings, autonomy and expand their cultural baggage. So, from the results obtained, an educational product was formulated based on the practice of activities related to reading concepts, these anchored in the author-text-reader interaction and, still based, on actions that enhance the development of the student-reader, such as storytelling and reading mediation.

This work is part of the Languages and Literacy area of the Professional Master of Arts (PROLETRAS) at the Federal University of Pará, and has as its theme the characterization of beings and events in Portuguese through the entry of meaning. It is problematized that the majority of students in the school research context shows
insecurity in how to identify characteristics of beings and events expressed in a text, considering that, in addition to adjectives, other linguistic forms are related to the category of meaning in question in this job. From the phenomenon raised, in the light of the theoretical-analytical assumptions of Semiolinguistics, based on studies by Travaglia (2011) and Charaudeau (2015), in addition to important contributions by scholars such as Bakhtin (1992 [1929], Geraldi (2003 [1997 ], Zanini (2010) 2012 [1984]), Neves (2018), North & Santaella (2017), Peirce (2005), Vogt (2006), Macambira (1993), Mattoso Câmara Jr. (1987 [1970], Macedo (1987), the general objective is to develop a didactic product, based on the methodological approach of Lopes-Rossi (2002; 2008), and contributions by Menegassi (2010; 2018) and Ohuschi (2018; 2019), to be developed by teachers of Portuguese Language in classes from the 9th grade of elementary school, the main objectives were: (i) to investigate the previous knowledge of the students-subjects of the research regarding the characterization process; (ii) to examine the contribution of grammars about the characterization study (adjective), which may serve as a parameter for the present work; (iii) disseminate, among Portuguese language teachers, a didactic product al built based on the assumptions of a grammar of meaning. Participatory research, predominantly descriptive-qualitative in the treatment of the data collected, was used as a methodological option, by which it was sought to have evidence of the knowledge of the research subjects regarding the characterization process and the forms available in the Portuguese language. The instruments used for diagnostic research consisted of observation techniques, and records for the constitution of a corpus from which it was confirmed that, although students demonstrate competence to characterize, they do not have the sufficient domain that there is a diversity of forms of the language to express categories of meaning, which justifies investing in the teaching of grammar with input by the senses. With the results in hand, the didactic product Text, Grammar and Production of Seanings was formulated, whose proposed activities are distributed by didactic modules - reading, linguistic analysis, textual production and public disclosure— and whose final product is , the written production of a collection of personal reports, preferably, to be done by students of the 9th grade.

This dissertation has the purpose to study the discourses of subjects students from the ninth grade of the elementary school in a public state institution of Belém do Pára. The main goal consists of investigating how Paraense cultural identity that emerges in the discourse of these subjects is represented and constructed, from interactions promoted by literacy practices that deal with the themes; rivers, the Rain, and Paraenses musical rhythms. As specific objects, the research intends to contribute to understanding the peculiarities of the Paraense culture, in this way enabling the literacy on topics related to the Paraense regional identity; as well as  promoting the use of reading to learn about its regional singularities, its social differences and the purposeful exercise of your citizenship; in addition to identifying what knowledge of culture and the Paraense Amazon are triggered in the discourse of the subject and are more recurrent, or not, in their real situations of interaction. For this, the research was developed in the area of Language and Literacy, based on the theoretical-methodological apparatus of the Discourse Dialogical Analysis of the Bakhtin Cycle,from the perspective of action research, within a qualitative and interpretative approach, through the participating-observation technique, bringing some contributions by Foucault, regarding the relationship between discourse and literacy, as a social-historical practice of language. From there came contributions from others researches on the discourse (Fiorin), (Cunha), (Brait); literacy research (Kleiman), (Rojo), (Soares); referring to culture and identities (Hall), (Woodward), (Canclini), (Bauman); and more delimited about the Amazonian culture (Louireiro), (Monteiro). The intervention proposal was implemented in the classroom through two monitored activities, which served to promote a first diagnostic approach to Paraense identity; and through three thematic workshops entitled: "No ritmo do Pará"; "Chove, Chuva" e "Esse rio é minha rua". Based on a social- historical perspective, the analyzed data permitted to list singularities and pluralities related to the identity of the subjects and their relationship with the local culture. The results showed that in some cases, the subjects do not identify with certain aspects of culture, and this feeling of belonging or distance is revealed in the different statements, verifyng relations of greater or lesser resistance and /or adherence to certain current colonizing orders.

This research discusses the practice of producing texts under the perspective of authorship, in a class of 9th grade of elementary school in a public school in the state school system, located in Vigia / PA. This research context was chosen because our classroom experience has shown some difficulty for these students in developing texts with authorial characteristics. Therefore, the main objective is to contribute to the development of students' authorship in the production of written texts. As specific  objectives, it is intended: a) to delimit the notion of authorship and singularity (writing that aims at a subjective position); b) reflect on different ways in which authorship can manifest itself in students' texts; c) recognize writing procedures adopted by students that hinder the development of their authorship; d) introduce methodologies that contribute to the students' authorial expression; and e) relate different types of knowledge (linguistic and extralinguistic) as support for the exercise of authorship by students. The theoretical approach is based mainly on: Bakhtin / Volochinov (2014) with the interactionist conception of language, Geraldi (2012 [1984]), Britto (1999), Koch and Elias (2015) and Pécora (1999) with approaches about writing at school; Foucault (2000) with reflections on authorship in the broadest scope, Possenti (1995, 2002) and Riolfi and Magalhães (2008) with discussions related to authorship issues in school texts. The adopted methodology consisted of carrying out an action research applied in two moments. The first consisted of performing the diagnostic activity to collect the first research data, in which problems were found regarding the production of authorial texts. The second moment was the elaboration and realization of the pedagogical proposal, in which we worked with activities of: reading, writing, linguistic analysis, revision and rewriting. The final results show an evolution in the students' writing regarding the aspects worked in our classes, related to authorship. So that these data reveal a greater bet on the writing work developed in the classroom, through which the students demonstrated a maturation of the discursive practice in the elaboration of their textual productions.

This research, which deals with the theme “causal relations”, is developed based on a diagnostic test that sought to obtain answers to problems that arose in a specific context of the classroom. In view of the results, the problem was formalized, which deals with the linguistic-cognitive competence of 8th grade students when processing (in reading and writing) causal relations and about the competence to understand and instantiate (in written production) these relations that serve the argumentative orientation of the discourse. The general objective is to develop in the 8th grade students the ability to recognize and instantiate the causal relations in the semantic domain in which they are interpreted and in their argumentative value. The specific objectives are: (1) to identify, based on a diagnostic test, what is the students' knowledge regarding the interpretation of causality in their different semantic domains, and the production of discourse in which they make use of argumentative strategies constructed based on the causal relations; as well as in relation to the resources used by the students regarding the expression of causal relations when producing texts with an argumentative basis; (2) to lead students to understand, through a pedagogical proposal, how causality relations are interpreted in different semantic domains and how these relations have the potential to build argumentativeness in texts; (3) to stimulate the students' ability to, when developing the argumentative orientation in the production of their texts, establish causal relations appropriately. In the search to achieve the intended objectives, the contributions of Neves (2000, 2001), Abdon (2004), Sweetser (1990) are adopted as a theoretical basis, regarding the understanding of the phenomenon of causality from the functionalist point of view; and studies by Fiorin (2015) and Koch (2006), which allow mobilizing the argumentative aspect of the notion of causality. The grammatical perspective of the concept of cause is also presented, referring to Cunha & Cintra (2008), Bechara (2009), Castilho (2010). From a methodological point of view, it is a participant research, as the completion of this work allowed the direct involvement between the researcher and the studied subjects. Besides, it adopts as procedures, among others, the construction of a pedagogical notebook with a teaching proposal aiming at the development of reading and writing skills.

This thesis has as its theme intertextuality in the formation of proficient readers and writers, and focuses on this phenomenon as a relevant factor for the processing of text in reading and writing. Although there are studies, experiences, and research that show new methodologies to develop a work with reading and writing, which
values the student as the main agent of the communicative process and makes him competent on his social practices, there is still a majority of students who sees the act of reading and writing as something empty. One of the resources that could favor a change in this situation would be the practice of intertextuality in the classroom, as it is crucial to make students realize that the texts they read did not appear in isolation, but that they maintain a relationship with existing ones. Moreover, it is in this path that this research is presented, whose general objective is to develop the knowledge of 8th/9th-year students about the intertextuality factor, in the processing of the text both in reading and in writing. For this study, a literature review was initially carried out to identify the theories that address intertextuality, discussing its nature, its typification, its importance and relevance, as well as focusing on intertextuality as an object of activities in Portuguese language classes to clarify what is the role that it can fulfill in the practice of reading and text production. Therefore, studies by several authors were considered, such as Abaurre and Pontara (1999), Val (2000), Bakthin (2003), Soares (2004), Fiorin (2006), Koch & Elias (2006), Bazerman (2007), Marcuschi (2009), Koch, Bentes & Cavalcante (2012), Antunes (2017). In methodological terms, this work was developed through action research, for a recurring problem in two classes of the eighth year that was found in Municipal School of Basic Education (EMEB) Piauí, which became the target research/observation, it was immediately thought about the interventional actions that could confront the problem found in those classes, but, for that, it relied on the joint
action of the participants involved for a possible transformation of that reality in which they found themselves. The approach of the data in this research is of a qualiquantitative nature, since an objectively quantified data survey and an attempt to interpret them were made; at the same time, proposals for intervention activities were made that favored the subjects involved a reflection in the act of reading and writing inside and outside the classroom. The results obtained by the application of the intervention proposal, in which the resource of intertextuality was considered as an object of activities in the practices of reading and textual production, were satisfactory and encouraging, since some students who had immense difficulty in the practices of reading and writing started to have less difficulty in relating, understanding, interpreting and producing texts. This work provided an enriching experience and showed that, with the conscious use of intertextuality in the classroom, it is possible to contribute to the formation of good readers and good writers.

textual production; collectivization of work; evaluation.

This master's thesis deals with the reading of the literary text and the production of reading notes and letters with 37 students, arranged in two classes of the 9th year of a public school located in the neighborhood of Guamá, the most populous in Belém (PA). The theoretical repertoire for discussing the role of literature in human education and its place in school included Candido (2007), Chartier (2001), Freire (2000), Manguel (1997), Maria (2016), Morin (2000, 2005), Petit (2009), Silva (1993), Todorov (2009) and Zilberman (1989). Our methodological perspective was based on the theories of Reception (Jauss, 1994; Iser, 1996) and the Sociology of Reading (Horellou-Laforge and Segré, 2010). A set of activities was developed with the aim of promoting meaningful contact with reading and writing, based on the connections between Anne Frank's biographical narrative and lives of students, teenagers between 13 and 16 years old, most with 14, in a situation of economic vulnerability and living in a violent context. Anne Frank's diary (1974) was read in its entirety, partly at school, partly at home; some read on paper (books, photocopies), but most in reading applications for ePub format. Impressions on reading and evaluating activities took place both in the classroom environment and in virtual spaces, messaging applications and social media. The immediate identification of students with the main character of the Diary, motivated by the environment in which they live, the oppression they experience and also by the typical dilemmas of adolescence; accessible language; the organization in short chapters, motivated reading and promoted the engagement of readers with the text. At the end of the process, reading seems to have been meaningful and collaborated to enrich the students' imaginative, historical, linguistic and aesthetic repertoire, in addition to humanizing classroom relationships.

This Master's thesis is entitled "The formation of readers in EJA: literary education through reading fables and cordel in the classroom" presents a proposal for pedagogical intervention in literature teaching to a group of 3rd Stage of Youth and Adult Education (EJA, in Portuguese). The school is located in Barcarena town, in the Brazilian state of Pará, belonging to Belém’s Metropolitan Mesoregion. This work results from the realization, upon starting the PROFLETRAS master’s degree course, of the almost annulment of literary reading in Portuguese language classes. This thesis is based on a discussion about the importance of literary reading as a humanizing activity and an experience of reading fables and cordel in the classroom, using the basic sequence developed by Rildo Cosson (2016), structured in: motivation, introduction , reading, and interpretation. The corpus used was the Fables “The cicada and the ants”, “The lion and the grateful rat”, both written by Aesop, and the rereading of the fables “The Cicada and the Ant” and “The Lion and the Mouse”, by Jean de La Fontaine; the cordel literature used were “Afro-Brazil in cordel”, by Nezile Alencar, and “The horse’s discovery”, by Severino José. This research seeks to promote literature teaching, educate readers in literary reading proficiency, and provide meaningful learning in the lives of students who have already exceeded the age of regular schooling. This work is based on the presupposed theories about the literary reading’s teaching centered on Brazilian scholars such as Antonio Candido (1995), Marisa Lajolo (2001, 2010), Regina Zilberman (1991), Rildo Cosson (2014, 2016), Neide Luzia Rezende (2013), as well as the theorists Tzvetan Todorov (2009), Michèle Petit (2013), and Miguel Arroyo (2017). The intervention proposal is based on Michel Thiollet's (2001) action research theory. Still on the methodology used, an initial questionnaire was applied in order to establish a diagnosis about the literary reading of Basic Education’s students so to elaborate the proposal. Subsequently, the basic sequences were applied aiming at student interaction, the appreciation of orality in the classroom, and the
experience of literary communication, based on the teacher's mediation. The results observed were considered satisfactory since this methodology presented countless possibilities for meaningful work with the literary text in the Elementary school’s classroom.

Structure of the Phrase; Language Functionalism; Text production.

The present study discusses the speeches produced by students of the Elementary School of Tia Erica Strasser, in Moju - PA, from the writing and reading activities of official publicity campaigns on physical to symbolic-regional violence against women, the example of scalping, common in the Amazon Pará. Therefore, in establishing the relationship between propaganda, violence, identity, gender, discourse and teaching, the main objective of the research is to broaden the student's critical view of the subject and to encourage student protagonism with regard to changes in social relations of a kind. violent and discriminatory. Based on the assumptions of the French Discourse Analysis, more specifically on the conceptions of Foucault (2008) and Pêcheux (2002), and on the theoretical precepts about identity, disseminated by Hall (2002) and Bauman (2005), we intend, more specifically: 1) to reflect on how the student subject is positioned before the feminine theme and the symbolic-regional and gender violence; 2) analyze how students construct meanings and inscribe their social and cultural identities about gender issues from the readings of official advertising campaigns on combating violence against women; and 3) understand the readings of students about the discourse of commercials, to reflect if there is identification, acceptance, reaffirmation, deconstruction or even inscription of their identities in these discourses. According to Foucault (1969), discourse is a set of utterances that belong to the same discursive formation. Thus, analyzing discursive formation consists in verifying the meaning relations of what is said with other words, as well as the discursive delimitations that circumscribe them. In this sense, this research is important to more effectively subsidize students in the process of understanding and producing advertising campaigns, building critical view in students about reality and to fight against violence towards women. Lastly, from the ongoing analysis of the intervention proposal developed at basic education, it was found that many speeches that emphasized women as inferior subjects to men and as violated female characters, made to serve the other and without freedom to take decisions can be deconstructed. Thus, it was also noted that the activities with advertisements aroused in students a more critical and reflective look in relation to their actions and those of others, becoming mainly active agents in the deconstruction of inequalities and discrimination that marginalize and oppress the female gender. and which are historically reproduced against women.

This work aims to treat about the reading and writing issues of the students of Escola do Campo. As main objective this research intent to describe the central problems about the write and the reading of this students and also set up an didactic pedagogical proposal to guidance this reality. As it is known, the reading and writing activities involves some socio cognitive complex process and claims some abilities domains (equally complex) which achieve and develop through linguistic practice what increase the conceptualization and verbalization of the world. Those linguistic practices involve, for example, the observation and reflection about the things in the world, the textual production (oral and write), the rewriting and the discursive re-elaboration, the synthetization and development of themed topics, also the metalinguistic reflection. Therefore, this work presents an intervention proposal based on Pesquisa-ação (cf. THIOLLENT, 2008) and on Educational Sociolinguistic (cf. BORTONI-RICARDO, 2004, 2008, 2014), which uses as strategy the elaboration of a glossary specialized in agricultural activities terms in the Escola do Campo. This research and intervention were developed along with the sixth and seventh year students of the Brazilian school system organization, in the Escola Municipal Agrícola de Barcarena-PA, and has the following methodological steps: (i) Diagnostic observation; (ii) Identification and analysis of the writing issues; (iii) The results presentation; (iv) Production process of the texts based on the entry genre; (v) Elaboration of the catalog forms; (vi) Gathering and data selection; and (vii) Organization of an illustrated glossary containing 301 terms of the agricultural activities of the Escola, which one was the purpose of this intervention and which will work as didactic material in this same school.

The literature enables the humanization of the person contributing for his full development. Because of this premise, this research aims to present mediation and receipt of the reading of literary texts strategies with the goal to provide the docent improvement with regard to the practices literary literacy performed inside the elementary school classrooms – in this case, in a 7th grade group – as well as guarantee to the students an effective meeting with the books throughout the integral texts reading and to give a chance to themselves of sharing reading experiences. So, we have selected as the corpus, amazing and wonderful narratives with amazon themes, getting to start the workshops with oral popular narratives – A lenda do Norato and A cobra do rio Vacilande, those ones collected through IFNOPAP project, which were organized by the researchers called Simões and Golder (1995), as well as through the stories A Mãe D‟Agua do igarapé de São Joaquim and Cobra Grande do Murinim gathered, respectively, by the writers/researchers Walcyr Monteiro (2012) and Paulo Maués Correa (2016). By the end of the workshops, we proposed the reading of the Acauã tale, from Ingles de Sousa (2012). Our study was based on, mainly, the theories of Candido (2004), Todorov (1970, 2010, 2014), Petit (2007, 2009, 2013), Lajolo (1993), Zilberman (2009), Jouve (2002, 2012), Colomer (2003, 2007), Rouxel (2013a, 2013b, 2013c), Jauss (1979, 1994), Iser (1979, 1996), Silva (1988), Zhumtor (2007, 2010), Compagnon (2010), Goulemot (2011), Bernd (1992), Roas (2014), Hall (2015), Bettelheim (2015), de Maria (2016), Chiampi (2017), among others. The theoretical-methodological basis taken was guided by Ghedin and Franco (2008), André (2008), Silverman (2009) and Thiollent (2011). Using an ethnographic approach, that is about an action research, qualitative-interpretative whose methodology was based on the basic sequence of the literacy literary of Cosson (2016) as well as on the perspective of metacognition which embraces the learning-teaching of the reading strategies proposed by Girotto e Souza (2010), Souza e Girotto (2011). Since all these work design, we performed some workshops emphasizing the oral reading of the texts abovementioned followed by activities, in which ones we focused in the mediation before, during and after the reading as well as the use of strategies to improve the literary text comprehension. As an outcome of the research, it has been shown the efficacy of a reading practice along with the teaching of strategies that foster the dialog among text, author and reader in order to promote much more interest in the literary reading, the understanding of what is read, the know-how exchange and the new reading commitment. In the same way, it has been highlighted that the fantastic and wonderful amazon element do contribute for the reading motivation of the students in the elementary school by favoring the development and the continuation of the literary reading habit.

Este trabajo consiste en una propuesta de investigación teórica y práctica sobre el estudio con la lectura de texto multimodal tira en una clase del 7º año de la enseñanza fundamental en una escuela estadual de la periferia de Belém. Se justifica por cuenta de la dificultad que los alumnos presentaban en la lectura de esos textos con los cuales ellos tienen contacto en los más diversos soportes a los que tienen acceso. De los textos multimodales, utilizamos el género discursivo tira mucho presente en el libro didáctico de ellos y que exige, para una lectura más completa, además de la comprensión del texto verbal, consideración de los elementos no verbales, a fin de contribuir a una lectura crítica, autónoma, una vez que la imagen está dotada de sentido y puede dialogar con los lectores de la misma forma que un texto verbal. Partimos de la hipótesis de que el trabajo con el género multimodal tira puede contribuir a la formación del lector, pudiendo ampliar el nivel de comprensión lectora de los sujetos. Así, desarrollamos un proyecto de intervención (PI) abordando la lectura de texto multimodal, género tira, teniendo las tecnologías como soporte de aprendizaje, con la meta de averiguar si por medio de él hubo avance en la forma de los alumnos leer estos textos, contribuyendo así a la construcción de la competencia lectora. Esta propuesta fue formulada a partir de lo que fue observado en el diagnóstico de la clase, realizada con la finalidad de analizar cómo los alumnos estaban leyendo el referido género. Nuestra investigación tuvo como objetivo general analizar las posibilidades de aportaciones del género tira para la formación de lectores, usando las tecnologías como soporte potencializador del aprendizaje. Como categorías de análisis, buscamos analizar el nivel de comprensión lectora de los alumnos, considerando específicamente, la etapa de comprensión y sus niveles: literal, inferencial e interpretativo; y las formas de apropiación del género multimodal, las cuales consideramos: lenguaje visual (imágenes), lenguaje cuadrinístico (globo, leyenda, onomatopea, puntuación). Hemos hecho una investigación en el área de Lingüística Aplicada (LA) con el fin de contribuir con el referencial teórico y práctico en lo que se refiere a la enseñanza de la lectura, así como orientar nuestro trabajo propuesto aquí. Por lo tanto, nos apoyamos en Kleiman (2012), Koch (2006), Menegassi (2010) y Menegassi y Ângelo (2005) y Solé (1998) que presentan estudios orientados a la enseñanza y aprendizaje de la lectura, enfocando las etapas del proceso de lectura y las estrategias de lectura; en Ramos (2017; 2009) y Vergueiro (2016) en cuanto al letramento visual y aspectos relacionados al género tira. Cuanto a la metodología, consiste en una investigación-acción, cualitativa de cuño etnográfico, de cárater interventivo. El proyecto de intervención siguió el modelo de lectura y escritura de Lopes-Rossi (2011), con adaptaciones. Después de la aplicación, fue posible responder a las inquietudes de la investigación, derivadas de las dificultades presentadas por los alumnos en lectura. De esta forma, como resultado, observamos que, después de la participación en las etapas del proyecto, los alumnos demostraron avance en la lectura de tiras, aunque de forma parcial, una vez que leyeron y analizaron de forma más significativa, las tiras, cuyos asuntos fueron abordados en clase y contextualizados, llegando la comprensión de nivel inferencial en aquellas que produjeron mediante las actividades en el aula; en cuanto a la apropiación del lenguaje de los cómics, también fue parcial, ya que sólo hicieron uso de algunos elementos tales como globos y puntuación, dejando de lado otros también mencionados en el PI, importantes para la lectura como leyendas y onomatopeas.

This thesis focuses on a study upon reading proficiency development of Grade 8 students based on literary memories. The research involves qualitative-interpretive, experimental research and applied methods. Likewise, it is on the basis of Bakhtin Circle as well as other scholars who have epistemologically taken the same strand. Concerning to reading practice, it followed the approaches by Britto (2012) and Menegassi (2010; 1995). It is noteworthy that this study was accomplished in partnership with the research project Dialogism on Linguistic Practices from Discursive Genres Approach (UFPA- Castanhal). The research starts from the hypothesis that the implementation of a work with reading activities and under a dialogic bias makes it possible for elementary students to develop their own reading skills. In terms of overall objective, this work mostly pursued to scrutinize the possibilities and consequences of working with literary memory genre regarding Grade 8 students reading proficiency. It comprises the following specific objectives: a) implement an experimental proposal with texts of literary memories, containing stories of the people from Castanhal; b) to verify whether the activities with texts of literary memories told by former residents of Castanhal were effective or not from an analysis of students’s school performance.  In order to explore such hypothesis and reach the aforementioned objectives, it was conducted a diagnostic reading in the classroom with the chosen discursive genre aiming to cover students’s comprehension. The diagnosis displayed a higher number of correct answers in the decoding and literal levels, reasonable problems in the inferential level, and a more significant difficulty in the interpretative one. In accordance with the results taken from it, it was proposed an educational intervention, which contains four workshops about this genre and based upon Lopes-Rossi (2008) methodology. Afterward the step in the classroom, it was selected 12 attendees written responses as sampling for the qualitative analysis. Findings provided insights that most of students were able to understand question statements, to find explicit and implicit information in the texts as well as to make inferences, mastering literal and inferential levels of comprehension. Additionally, they also combined the discussed issue with their own background knowledge to produce personal answers, what highlighted their interpretative proficiency. From this progress, students successfully made value judgement on their own, and built up meanings about the approached text. Results underlined that with the implementation of this Educational Reading Project through literary memory genre it was possible to enhance Grade 8 students’s proficiency.

Neste trabalho, averiguou-se (por meio de atividades de leitura, oralidade e escrita) as dificuldades de argumentação apresentadas por alunos do 9º ano do Ensino Fundamental de uma escola pública no município de Curuçá-PA, com o objetivo de elaborar uma proposta de intervenção que contribua para a realização de leituras mais profícuas e favoreça o desenvolvimento do senso crítico e reflexivo dos discentes. A pesquisa, assentada na sociolinguística variacionista de caráter quanti-qualitativo, compreendeu a realização de várias etapas: (i) coleta de dados a partir das atividades de diagnose; (ii) seleção dos textos para o diagnóstico inicial; (iii) análise dos dados e considerações acerca dos itens mais relevantes; (iv) elaboração das atividades de intervenção (v) aplicação dos exercícios propostos e reflexão sobre os resultados alcançados; (vi) divulgação das produções finais dos educandos. O corpus foi composto por dados coletados das produções de 20 alunos (pertencentes a zona urbana e zona rural, sendo 05 meninos e 05 meninas de cada área), submetendo-se a investigação a uma metodologia pautada na linguística textual e com influência da análise do discurso, fundamentando-se em autores como: Adam (2008), Abrel (2009), Bagno (2009), Ducrot (1987), Fiorin (2016), Marcuschi (2008). A verificação dos resultados possibilitou a constatação de que os alunos concluem o ensino fundamental apresentando baixa competência argumentativa, uma vez que demonstram grandes dificuldades para compreender informações que não se encontram na superfície textual e, na maioria das situações, não questionam as ideias apresentadas nos textos. Baseando-se nessas constatações, formulou-se uma proposta didático-metodológica com o propósito de intervir nas carências evidenciadas, para que o educando atinja maior competência argumentativa nas séries posteriores.

Cette dissertation intitulée "Littérature à l'école primaire: une proposition pour la lecture et la production de contes", vise à se concentrer sur la lecture de textes littéraires dans lês écoles primaires et à proposer un ensemble d'activités axées sur la lecture dês Contos Amazônicos de Inglês de Souza dans une perspective interactionniste, ciblant lês élèves de la neuvièmeannée de l'école publique. Pour son efficacité, Il était base sur le cadre théorique constitué par Candido (1995) et Tododrov (2009), sur la pertinence de la littérature pour la formation de la personnalité humaine ; Zimerman (1991), Lajolo (2000), Girotto& Souza (2010), Dalvi (2012) e Cosson (2014) il était également base sur lês réflexions à propos de la place de la litterature dans lês écoles, Gotlib (1995) sur genre textuel conte, aussi comme d‘autres documents officiels tels que le PCN (1998). À partir de cette idée desentrevue sont été réalisées avec les enseignants et les élèves de la neuvièmeannée de l‘écolecible à fin de diagnostiquer comment la lecture de la litterature est aperçue et comment se passe as manifestation dans l‘école. Finalement base sur le cadre théorique et sur le résultat, le projet a été réalisé, y compris une étape de motivation , la lecture de trois contes litteraires de la colection de Inglês de Souza-"Voluntário", "Acauã" et "O rebelde"- et socialisation àtravers dês débats et la production écrite de courts récits à fin de réaliser la divulgation à la communaut éscolaire. À la fin de l'étude, il a été possible de conclure que la lecture littéraire, lorsqu'elle est convenablement médiatisée à l'école, est um outil pédagogique important de formation et d‘engagement, puis qu'elle permet à l'élève d‘imaginer, de s'exprimer, de discuter avec le texte, de perce voir la matérialité du texte littéraire dans as vie à la fois dans le collectif et dans l'individu.

The present study consists of a theoretical and practical investigation on thereading proficiency of 8th grade students at elementary school, starting from a work that deals with the news discursive genre. The research hypothesis is that, if students take part in a pedagogical reading project, in this case by using the news genre, they are able to develop some skills, increasing their level of reading proficiency. In these terms, the general objective of this investigation is to reflect onthe reading comprehension levels of 8th grade students throughout the reading project aforementioned, which focuses on the news discursive genre. Thus, the specific objectives are: a) to observe which text processing strategies these 8th grade students can comprehend while reading news genre texts; b) to verify if students understand the implicit knowledge in the text; c) to observe if, starting from linguistic-enunciative marks, students can construct meanings as regards the text. In the light of Applied Linguistics, this research, associated to the Project of Research Practices of Language and Teacher Training, at the Federal University of Pará (UFPA), Campus of Castanhal, is correlated to the dialogical conception of language, relying onBakhtinCircle theorists and researchers who follow such field of study. It is characterized as an action-research, qualitative-interpretative, of ethnographic andapplied nature, carried out at a public state school, in Belém, Pará, Brazil. As a means of answering the question of how the work with the news discursive genre can contribute to the development of reading competence of elementary school students, we first executed a class analysis,from the implementationof a reading activity by using a concrete statement of the news discursive genre, so as toverify the students reading comprehension level. After diagnosis carried out, we elaborated a proposal for intervention with that genre, using the methodology of reading and writing projects by Lopes-Rossi (2008), Subsequently, implementing it in a group of 8th grade students. Thereafter, we selected the written responses of ten participants, as a representative sample of the answers given to ten questions – in order to qualitatively analyze their reading comprehension level. The results showed that, after the intervention, the students were able to understandessential text processing strategies for comprehendingthe the statement. Therefore, they reflected on the textual component, identified the explicit information, inferred the implicit ones, rebuilt their processes and produced meanings to the utterance, presenting abilities that are characteristic of the levels of literal and inferential comprehension. Besides that, they noticed the meaning effect produced by choosing and using of a particular linguistic-enunciative mark, inferring the discursive intentionality of the enunciator. Overall, most students expanded their reading, in order to reach the meaning of the text, producing personal answers, denoting interpretative comprehension skills. We conclude that the implementation of the Reading Pedagogical Project with the news discourse genre contributed to the development of the reading competence of 8th grade students, increasing their level of reading proficiency.

Ce travail examine les modèles d'accord verbaux utilisés par les étudiants de dernière année de l’école primaire – 8º et 9º ans –, d’une école publique de la ville de Saint Antoine de Tauá–PA. À la lumière de la variation sociolinguistique, une analyse variationniste a été effectuée dans les textes des genres chroniques, article d'opinion et rapport, produits dans de la classe, afin d'observer l’utilisation, par les étudiants, d'un accord verbaux pluriel à la troisième personne dans leurs productions écrites. L'analyse du conditionnement linguistique et extralinguistique vise à identification les facteurs qui affectent efficacement l’utilisation linguistique des élèves, de manière à servir d'informations pour l'élaboration d'une proposition d'intervention didactique-pédagogique cela peut aider le professeur et faire possible l’étudiant l'élargissement de leur compétence communicative et de leur répertoire linguistique sur le sujet en question. La proposition didactique-pédagogique d'intervention a été élaborée sur la base des présupposés d'une proposition expérimentale pour l'enseignement de la grammaire dans trois axes (VIEIRA, 2017), qui conçoit les phénomènes grammaticaux comme: (i) éléments qui permettent une approche réflexive de la grammaire, par l’intermédiaire de le développement d'activités linguistiques, épilingues et métalinguistiques à mener dans la pratique de la lecture de textes (FRANCHI, 2006; GERALDI, 2006; FOLTRAN, 2013); (ii) ressources expressives nécessaires pour construire les significations du texte (NEVES, 2006; PAULIUKONIS, 2013); et (iii) cas de manifestation de normes/variétés (instruit et populaire), reliant l'enseignement de la grammaire au plan de la variation linguistique (VIEIRA, 2013a; 2013b; GÖRSKI; FREITAG, 2013), comme un moyen de promouvoir le domaine souhaitable des structures variables en fonction des continuums de variation (BORTONI-RICARDO, 2004; 2005). Pour la collecte des textes d'objets d'analyse, l’activité a été appliquée impliquant chacun des genres, dans lequel, à la fin de chacun, un texte représentatif du genre a été produit. De plus, un test de perception a été appliqué aux classes avec l'objectif de vérifier le degré de perception de l'étudiant le front aux formes modèle et aucun modèle d’accord verbaux; renvoyé lui le test a été élaboré avec la base dans d’autres travaux qui visant à l'observation des locuteurs front au phénomène variable dans étude dans cette thèse (BORTONI-RICARDO, 2008b; GAMEIRO, 2009). Une analyse quantitative des données issues des textes des étudiants a été réalisée par l’intermédiaire de le programme de règles variables VARBRUL, qui a montré une influence significative de facteurs comme position du sujet dans la phrase, distance entre le sujet et le verbe, saillie phonique, parallélisme formel au niveau de la clause et la référence animée du sujet. En fonction des résultats obtenus et réflexions sur l'enseignement de la grammaire et en particulier celui de l'accord verbaux, une proposition d'intervention a été élaborée comme un moyen d'offrir aux enseignants et aux étudiants une alternative à l'étude de l'accord verbaux cela prend l'étudiant à réfléchir et à opérer sur la langue, en train de faire un usage plus conscient des règles d'accord variables dans des situations de monitorage plus ou moins, selon les intentions et les buts communicatifs.

This work is about the foundation, elaboration and execution of a proposal of pedagogical intervention that had as core the reading and discussion of the tale The car of the Miracles, of Benedicto Monteiro, in classroom, in a public school of the city of Acará-PA, where I teach in Portuguese. The proposal was conceived from the onsite
verification of the distance between the students of the school and the Amazon literature and the perception of the necessity of practical and significant alternatives for the work with literature in the classroom. These problems were perceived year after year in the teaching of this school, and were confirmed by the application of a diagnostic questionnaire prior to the elaboration of the proposal. From this, the main objective of the work was to: to bring the Amazonian student closer to the literature in general and to the Amazon in particular, by means of an effective reading activity of the cited story, privileging the literary experience and the collective interpretation of the text. The subjects of the research were students of the 9th grade of Elementary School of the mentioned school. The option for the monteiro text was motivated by its literary attributes and by the remarkable presence of the cosmovision and the Amazonian culture, elaborated aesthetically by the author, dissociating from the mere caricature of the Amazonian universe. The research follows the basic principles of
critical action research, as proposed by Ghedin and Franco (2008). The main scholars who base this work are: João Alexandre Barbosa (1994, 1996), Marcia Abreu (2006), Rildo Cosson (2010, 2014, 2015, 2016), Magda Soares (2011), Marisa Lajolo (2004), Maria Helena Martins (1994), Tzvetan Todorov (2008), Nádia Gotlib
(2006) and Fátima Nascimento (2004). The proposal of pedagogical intervention is based on the basic sequence of literary literacy, according to Cosson (2014), and is composed of three stages: previous activities; reading and interpretation of the Monteiro story; and subsequent practical activities carried out from the reading of the
text. The analysis of the application of the proposal shows that, despite the difficulties and unforeseen that affected the results of the activities, the proposal balance was quite positive, since the students expressed an empathic identification with the themes, the plot, the world view and the language of the text, and realized the
aesthetic elaboration of the Amazonian reality in Monteiro's tale. The mentioned proposal is shown as a viable alternative for the necessary insertion of the amazonian literature in our Amazonian classrooms.

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 The discussion about the teaching of reading has, for some time, included the Brazilian educational scene. It is in this context that the emphasis of the debate on the complex task of training competent readers is emphasized, a fact evidenced by the low indexes obtained by the students in the evaluations that aim to gauge the degree of knowledge of the students. In this sense, we have proposed to investigate and act, in order to contribute to a better approach to the text, regarding the teaching of reading. In order to fulfill this purpose, we organized this qualitative study in two distinct stages: the diagnostic process, carried out with the purpose of investigating the level of reading of students from the 9th grade of elementary school, from a state public school in the city of Igarapé-Açu, Pará - Brazil - and an action research, in which we implemented an intervention proposal called" The Semiotics of the text as a theoretical methodological instrument for teaching reading", which is based on two references: 1) the conception, in the light Semiotic Theory of the Text of Algirdas Julien Greimas (French line), 2) the reading strategies proposed by Solé (1998). As a theoretical support, we support the work of Greimas (1975), Greimas & Courtés (2011), Fiorin (2003, 2015, 2016), Barros (2002, 2010), Solé ), Brito (2003, 2015), Orlandi (2000), among others. The intervention proposal was materialized in a pedagogical book with the objective of subsidizing the teaching work, regarding the approach of the text in the classes of Portuguese language, specifically, in reading teaching. Thus, we indicated ways, alternatives that led the teacher to combine theory with practice, so that they could contribute to develop and / or extend the students' reading competence, through reading activities that explored the fundamental, narrative and discursive levels of the generative path of meaning, in the construction of meanings. The choice of the poem genre was justified by the richness of meanings and by the need to encourage reading of literary texts in school. The results corroborate the hypothesis that, despite its complexity, the Semiotic Theory of the Text of A. J. Greimas becomes effective when directed to the processing of the senses in reading activities. In addition, it was confirmed that, even though it is not known as a theory intended for reading teaching - especially in basic education - semiotics injects into the school a different perspective from those used routinely by teachers in the classroom, becoming one more possibility , as a theoretical-methodological resource, for teaching reading in school contexts. 

This work sought to propose a pedagogical approach, using the advertising genre, considering the use of NICTs and a relationship with the EJA Didactic Book (3rd stage), of a public school in the outskirts of Belém. relationship occurred in the learning of the reading and writing competence in the teaching-learning process of the students. Thus, it was important to describe the EJA, the textbook, NTICs, proposal for action and observation in the proposed activities. For the study of the mother tongue, use the language of gender, analyze its structure, verbal / nonverbal language and as predominant language functions. It was argued that the appropriation of technological shoes would broaden the knowledges and orientation of students of the moment for the practical purpose. A literature used as authors such as, Souza (1998), Bakhtin (2003), Menegassi (2005) and Koch (2015). The work also revealed that, although it was used, NICTs in conjunction with LDs for Portuguese language teaching still exist in the challenges for the most effective development of this type of referral. This is justified because there are teachers who are not well prepared and interested in working with the new technologies. In addition, many schools do not offer a suitable structure for this type of work in the function of low investment in the area. On the other hand, students are very receptive to NICTs. They escape, learn and adhere to their learning, especially in the activities that enhance the relationship with their possibilities of articulation with the labor market (formal and informal) and subsistence.

The lexical sciences are branches of Linguistics whose contributions are explored shortly on learners’ activities at Elementary School. Based on this assumption, we ensure that the acts of conceptualizing and defining, embodied through the discursive genre, are able to increase the students’ communicative capacity and contribute to the improvement of reading and writing. These acts, however, find a short field at the classroom, whereas the dictionary, the encyclopedia and the glossary, when used, have their interdisciplinary reach almost non-existent, because the user is almost always considered as mere consultant, that is, as one who only consults publications oriented to the entry, while the ability to conceptualize (cut reality culturally and linguistically) is not valued. The theoretical contribution of this research is based on the studies of Biderman (2001), on the sciences of the lexicon; Barbosa (2001) and Finnato (2002) on conceptualization and definition; Pontes (2009), Carvalho and Bagno (2011) and Ilari (2015), about Lexicography and its theoretical, practical, pedagogic and educational subfields; Antunes (2012), on lexicon and discourse in the context of teaching-learning; Barros (2004) and Lima (2010), on Terminology and Terminography; and Dionisio (2010), about the discursive genre entry. In the methodological course, we chose the participant’s research to intermediate the observation of a work about the lexicon in a class of sixth grade at Elementary School, in four subjects, namely, History, Sciences, Mathematics and Portuguese Language. Two sources generated data that underwent qualitative analysis: textbooks used in classes of those respective disciplines and semi structured questionnaires applied to the teachers and students of the class reached. From the analyses, reflections and collations carried out, we elaborated and applied a proposal of intervention, and accomplishing activities of conceptualization and as consequence, the students produced glossaries. The study and application of that proposal led us to realize that activities with concepts and definitions mediated by the genre entry are an important resource for the organization and expression of knowledge and its positive results cover several curricular subjects. The result of the work is a book of didactic-pedagogical activities made available to schools.

This study presents an intervention proposal carried out with elementary students from a public school in a small village in the county of Igarapé-Açu, Pará, Brazil. This work aims at enlarging students experience with both writing and reading activities through literary texts. This research has as its theoretical background the socio-interactionist conception (BAKHTIN; VOLOCHINOV, 2004). The theoretical framework guiding this study was built from the reading of scholars such as Kleiman (1998) and Kato (1999); the reading strategies concepts underlying this research are those suggested by Girotto and Souza (2011), which are taught considering literary text as starting point, and the reading strategies highlighted by Menegassi (2005). This research also focuses on studies in the textual production process and studies with literary texts in mother tongue classes, among the scholars related to this subject are Koch and Elias (2015), Sercundes (1997), Geraldi (2012, 2013), Megassi (2010), Perrone-Moises (2006), Lajoto (2010), Zilberman (2008), Britto (2013) and Belintane (2013). On the first part of this study, a writing activity production and a questioner were handed in with the intention of collecting economic and socio cultural information from the group engaged in this investigation. It was observed that, in general, all the students were familiar with narrative texts. However, two noted points seen here were the lack of two important strategies, crucial to a closure of a textual writing production: review and rewriting. On the second part of this study, the intervention-activities were applied, giving to much attention to reading and writing. As a result, it was noted that the majority of students was able to perform a narrative writing – although subtly in some cases – and they were also able to produce really good texts with noted literary content.

The dissertation "The formation and development of the critical reader: the archetypal narrative of the hero and the mythology in the classroom" Corresponded to a study of the role of literature in school, having as support the archetypal narrative of the hero and the comparative study of the myths in its proposal of intervention. We aimed to provide a reflection on what has been done in the school environment in relation to Literature and what it is necessary to do for the constitution of the reader subject and thus contribute to the debate about the role of reading Literature in school. In order to do so, we have adopted the work done by Solé (1998), Antunes (2014), Menegassi (2005/2010) and Lopes-Rossi (2008) regarding the linguistic theory and Cosson (2014) literary text reading. As for the study of myths, we used Campbell (2002, 2003), Eliade (2011/2002), Salis (2003) and Kenneth (2015). Finally, in order to base and support the construction of our conception of study that takes into account the language in the process of interaction, Bakhtin/Voloshinov works on the dialogical character of language (1999). We had as target audience the students of the 8th year of Elementary School of the State Public Network, Characterized as novice readers, with some reading processing skills not yet satisfactorily developed. The pedagogical activities that constituted the intervention proposal presented strategies that aimed to broaden the world view of these students, from the recognition of patterns and the dialogue between mythological texts of different cultures and their presence in our daily life among other genres. In this proposal, it was considered that the extrapolation of the text and the exploration of the theme suggested by a literary work enables the student to recognize other dimensions of the narrative, arousing political, philosophical and moral reflection. We adopted, in the methodological aspect, the qualitative research of an applied nature, trying to observe the daily life of the school the harsh reality faced by educators and students and, from the reports, we set up our intervention proposal. The research will present the results of the application of the activities in the school, in both their positive and negative aspects.

By understanding reading as a process of social interaction in which the reader interacts with the text in a critical and active way, able to attribute meaning to what he reads, we have developed this study with the objective of approaching the teaching of reading comprehension strategies as an instrument in the formation In order to reach the desired goal, we base this work on the dialogical conception of language and the perspective of discursive genres from Bakhtin / Volochinov (1992) , Bakhtin (2003), and in the theoretical assumptions related to the Bakhtinian interactionist view of language, expressed in the NCPs (BRASIL 1997- 1998 - 2001), in the studies of Geraldi (1997 -1998 - 2011), Solé (1998), Kleiman Menegassi and Menegassi (2010), and in addition, authors based on the constructivist conception of teaching and school learning defended by Coll (1990), a theory in which Solé (1998) is based when it comes to teaching reading comprehension strategies. It is a qualitative / participatory research, in which we seek to describe the discourse of the subjects studied, making a parallel with what the documents provided by the school collaborating the research say, retaking in the analysis the current theories in the research. The results of the study show that the work with the reading proposed by the school is not enough to make the reader an active and participative subject of the teaching and learning process and, therefore, does not make it sufficiently develop its reading abilities. The reading of the text is still done in an elementary way, with a more pronounced focus on the oralization of writing and its grammatical aspects, without a thematic deepening aimed at the critical dialogue with other readings and the singularities of the text itself, factors that contribute to An effective reading in the construction of the senses in the act of reading. We understand that one of the reasons that lead to this practice is the little investment in a systematized work with reading, which promotes reader-text-author integration. Although there is a great effort of the teachers, the reading activities elaborated by them still fall short of a work that in fact contributes to the formation of a competent reader, capable of making social use of reading in different communicative situations. The analyzes culminated in a proposal for reading comprehension activities, as defined by Solé (1998), which guides that reading must occur in three moments: before, during and after reading the text.

The present work aims to discuss, from the perspectives related to the verbal interaction and discursive genres postulated by Bakhtin (2003), Bakhtin/Volochínov (2006) and Geraldi (1997) and reading and writing conceptions proposed by Kleiman (2013) and Antunes (2005, 2009, 2012), how we can contribute to broadening reading and writing skills, promoting the contextual use of the chosen discourse genre, namely the letter. Our studies were also based on Rojo and Barbosa (2015), Rojo (2013) and Araújo and Leffa (2016) regarding the use of new technologies in school. As for the type of research, in relation to the procedures, it is an action-research and participant; about the approach, is qualitative, with ethnographic traits, since it involves the improvement of teaching practices through our interferences, whose information was gathered through a field work. The subjects selected for the survey are 8th grade students from the municipal public-school system in Belém. The corpus of this research is composed of handwritten letters and Facebook posts produced by the mentioned students. As a general objective, we intend to verify in what sense the writing of the discursive letter genre mobilizes different knowledge when it is used in school practices centered as close as possible to the linguistic situations of the students. Regarding the specific objectives, we intend: (i) to ascertain how these same subjects behave in a context with the singularities of the virtual world; and (ii) to verify how the use of speech sequencers facilitates the construction of meanings in their productions. To do this, we introduce the use of Facebook so that they also position themselves as critical readers, in order to compare what differentiates their critical online position from conventional writing, thus comparing the contexts of production and the differences that this implies in the lexical choices. In addition to the aforementioned authors, we have been in Lopes-Rossi (2008) and Solé (1998), which have led some of the guidelines we have proposed to achieve our objectives. To reach them and consolidate our analyzes, we applied an intervention proposal, carried out in the form of a teaching project, with modules for reading, writing and dissemination, which culminated in exchanges of letters between school students in different cities (Belém and Tomé-Açu) and posts in the profiles of our students from Belém. The results point out that there is a change of posture when the student-author subject is faced with a linguistic situation in which, in fact, there is a real interlocutor and the writing becomes significant and makes different grammatical, lexical and phraseological choices when structuring its statement in front of different interlocutors.
Keywords: Verbal interaction. New technologies. Letter. Facebook. Interlocutor. Learner-author subject.

This dissertation, attached to the Project of Research Practices of language and teacher training (UFPA-Castanhal), starts from the hypothesis that, if the students get theoretical-methodological basis regarding the work with the discursive genres, taking them as the axis of progression and of curricular articulation in the learning of the Portuguese Language, can carry out a significant work, based on productive pedagogical proposals, aimed at the formation of critical readers. In this way, the research has as its theme and criticism reading , from the work with the genre fable, in a class of the 9th year of elementary education. The general objective of the work is to reflect on the student's responsiveness in reading teaching and learning in order to train critical readers. As specific objectives, we propose to: a) investigate the efficacy of reading activity, suggested in the intervention proposal, focused on the localization and understanding of discursive inferences; b) identify and describe the levels of responsiveness of the students in reading during the written activity. In the light of Applied Linguistics, the research is based on the socio-historical perspective of language, based on the theoretical presuppositions of the Circle of Bakhtin and researchers who follow this aspect, also using contributions from Psicolinguistics, in what concerns the work with the reading. Regarding responsiveness, we are based on the categories of Bakhtin (2003), the studies of Menegassi (2008) and the research of Ohuschi (2003). The research is an action research, qualitative-interpretive, ethnographic and applied nature, in which we elaborate a proposal of pedagogical intervention that we developed in a class of 9th grade and, within the scope of the classes, we collected the activities of Reading, answered in writing by students, to check the level of student responsiveness. Thus, with the intention of encouraging students to act in a meaningful way in the construction of knowledge, among the possibilities of working with the discursive genres, we chose the methodological proposal of Lopes-Rossi (2008. As a result of the students' performance, we can point out that most of them show a critical and participatory reading in understanding the textual and discursive implicitness of the text / statement, since most of the students' responses react to active responsive attitudes. From the reactions of the students in answering the questions, we identified that all the students presented active expansive responsiveness of explanation. Besides this responsiveness presented by all, we can highlight the active expansive responsiveness of: comment and exemplification, criticism, opinion, suggestion, injunction, rhetoric, comparison. The results also showed active responsiveness without explanatory and exemplary expansion, at levels of agreement and disregard, silent responsiveness at the levels of understanding and doubt. Regarding the efficacy of the proposed questions of the reading activity, we can emphasize that the questions that were elaborated with the support of the contextualization of the discursive function of the gender and references to social problems stimulated a more expressive number of responsiveness of the students than those who did not resources.

The Master's Thesis titled "Reading of story tales from the works" Literature in my house ": a proposal for the 9th grade of Elementary School aims to be a proposal of pedagogical intervention in the teaching of Literature for a class in the 9th grade in a municipal school of Elementary Education located in Santa Luzia of Pará Town, northeast region in Pará. It is a discussion about the importance of reading  with Literature in the classroom as a humanizing experience, which should be developed in the school, especially in the first grades of students’ education, and an experience of reading story tales from the methodology titled basic sequence developed by Rildo Cosson (2013), which is composed of the following phases: motivation, introduction, reading and comprehension, it has as corpus four story tales from the "Literature Collection in my House", as known: Boy’s business with girl (2001) by Ivan Ângelo, Biruta (2001) by Lygia Fagundes Telles, available in the school library. This work seeks to promote the reading of story tales in the classroom in an attempt to make literary literacy possible, as well as to bring the students closer to the mentioned collection and thus to form readers, since it is less known and read, as a reading option in the library. This research is in the author mentioned above and in others such as Alfredo Bosi (1974), Antonio Candido (1995), Ezequiel Theodoro da Silva (1999), Fabio Lucas (1983), Maria Amélia Dalvi (2013), Marisa Lajolo(2001), Regina Zilberman (1991), and Walnice Nogueira Galvão (1983), in order to construct a necessary theoretical framework as a basis for this research. still according to the methodology, an initial questionnaire was applied with the intention to establish a diagnosis about the students’ literary reading in the classroom so that it was possible to elaborate the proposal; after that it was made the application and analysis of an activity about story tales, present in the Portuguese Language textbook in the 9th grade, adopted by the school. After the basic sequences were applied and, finally, the application and analysis of a final questionnaire in order to evaluate the results, which have been satisfactory, so that this methodology proved to be a possible and successful way to work with the literary text in the Elementary School classroom.

À la lumière de la Linguistique Appliquée, cette Dissertation de Mestrado, attachée au Projet de Recherche Pratiques de Langage et Formation de l’Enseignant, de l’UFPA, Castanhal, propose réaliser une étude théorique pratique sur le processus de compréhension reponsive de l’apprenant avec des activités de l’analyse linguistique (AL), à partir du travail avec le genre discursif cronique dans une classe de la 9^e  année, à considérer ce genre comme un axe de progression et articulation curriculaire. La recherche a pour objectif général de comprendre la reponsivité de l’apprenant, à partir de la pratique de l’AL avec l’intention de contribuer pour le développement de la compétence communicative des apprenants. La recherche est suivie par la question suivante : De quelle façon les élèves de la 9^e  année   réussissent resoudre les activités epilinguistiques et métalinguistiques pendant la pratique d’AL, dans l’interieur d’un travail avec le genre discursif cronique, de façon à contibuer pour la construction de sens du texte? Le travail part de l’hypothèse de que, si les élèves de la 9^e  année étaient susciter à réfléchir sur les effets de sens de déterminées ressources grammaticales et sur la structure et le fonctionnement de la langue durant les activités de lecture et AL insérées dans un projet de lecture et d’écriture, vont réussir à resoudre les activités epilinguistiques et métalinguistiques, de sorte qu’elles contribuent pour la construction de sens du texte. Nous avons choisi la proposition de projets de production écrite de genres discursifs de Lopes-Rossi (2008), avec des adaptations à partir de Perfeito, Ohuschi et Borges (2010) et Ohuschi et Paiva (2014). La recherche est basée  sur la conception dialogique du langage et sous la perspective des genres discursifs et sur les présupposés théoriques du Cercle de Bakhtin.  En ce qui concerne la reponsivité,  nous nous basons sur Bakhtin (2003 ; 2010), Menegassi (2008 ; 2009) et Ohuschi (2013). La recherche, laquelle se caractérise comme recherche-action, qualitative-interprétative, de nature éthnographique et appliquée, a été réalisée dans une école publique de Castanhal/PA avec une classe de la 9^e  année. Le travail a comme corpus les réponses-apprenants des activités d’AL. Ainsi, pour que la recherche s’effectue,   nous avons été motivés à partir des résultats présentés par les Projets de Recherche Langue Portugaise: Formation de l’enseignant et enseignement-apprentissage, Ohuschi et Paiva (2013), et Pratiques du Langage et Formation de L’Enseignant, Ohuschi et Paiva (2015), quand ils ont diagnostiqué les difficultés des professeurs de LP de Castanhal et régions, concernant l’enseignement réfléchi et contextualisé de la grammaire. En outre, nous avons analysé deux itens, do LD de LP de la 9^e  année, adoptés par l’école, dans lesquels l’approche de la classe grammaticale (adjectif) sélectionnée pour la pratique d’AL, ne favorise pas la construction de sens du texte. Dans ce contexte, nous avons préparé le projet de lecture et d’écriture  pour être appliqué dans la 9^e  année sous la perspective des genres discursifs. Ensuite, nous avons appliqué seulement le module de lecture et pratique d’AL, objet de la recherche. Après, nous avons selectionné parmi les activités de AL trois questions epilinguistiques et trois métalinguistiques répondues par les élèves pour analyser la reponsivité des apprenants. Les résultats ont démontré que les élèves expriment, dans leurs réponses, les suivants niveaux de compréhension reponsive : RACEEE d’explication, d’explication et d’opinion, d’explication et d’exemplification, d’explication et de commentaire, RPSE de déconsidération et RS de doute et de compréhension. Donc, nous avons conclu que l’application des activités insérées dans les étapes de chaque atelier du module de lecture et réflexion sur la langue, ont contribué, de manière significative, pour que les élèves répondent aux questions d’AL.

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The Master's dissertation The reading of the literary text: teacher and student on stage aims to promote the reading of literary texts through the basic sequence of literacy consists of motivation, introduction, reading and interpretation whose teaching unit will be the narrative text (tale) of Brazilian authors. The activities will be developed in classes 8th grade level in a school institution of the municipal Maracanã PA-city network The research was conducted within the action research perspective of interpretative character and interventional empirical base (THIOLLENT, 1996) whose relationship between researcher and researched give up the realization of the research environment, aimed at solving a problem cooperatively. Interest in the research object took from consultation to textbooks, informal conversations with the Portuguese language teachers and access to class daily. The works of (COSSON, 2006, 2010), (CEIA, 2002), (COLOMER, 2007) served as theoretical framework. It's common these days to see the Portuguese language classes of elementary school the effective work with the literary text. Literature, gradually loses ground in the school context by the lack of contact very early the student with the literary. The teacher as facilitator of reading, and the student as someone who seeks to reading sense based on their world of knowledge over the guidance of teachers, negotiate the meaning of the text. This dialogic relationship permeated by the text put before him teacher and student and their cultural realities as text direction of trading instrument, with the teacher as supervisor of this relationship. Literature is a source of knowledge because it can contemplate several historic times, several matters that, in many situations, does not keep link with what is society today. It is the knowledge placed in a special way in order to be placed what to say.

A presente dissertação apresenta uma proposta de intervenção no contexto das oficinas da Olimpíada de Língua Portuguesa realizadas como estratégias de Enriquecimento no Programa de Atendimento de Alunos com indicadores de Altas Habilidades/Superdotação. A proposta consiste na utilização do procedimento Webquest como instrumento alternativo para as pesquisas escolares previstas no Programa de Altas Habilidades/Superdotação e, consequentemente, na Olimpíada de Língua Portuguesa, uma vez que esta está inserida neste contexto. A proposta prevê pesquisas na internet sobre o tema ―O lugar onde vivo‖ para produção do gênero textual crônica, ambos previstos na referida Olimpíada. Esta dissertação apresenta ainda as teorias que contribuem para o conceito e o atendimento de Altas Habilidades/Superdotação, como as concepções de inteligência de Gardner e de Sternberg e as orientações pedagógicas de Joseph Renzulli. Além disso, discutem-se, aqui, as contribuições da pesquisa escolar e na internet para o ensino-aprendizagem nas escolas e no âmbito do Programa de Atendimento de Alunos com indicadores de Altas Habilidades/Superdotação. A proposta concretiza-se na proposição da WQ, observando as orientações de Dodge (1995) sobre pesquisa orientada.

Este trabalho pretende refletir e discutir a respeito da leitura do texto literário no ensino fundamental e de alguns desafios que envolvem o ensino de literatura na escola pública. Desse modo, apresenta um estudo teórico sobre a leitura e sobre o professor como mediador do processo de interação entre livro e aluno. Destaca a importância da inserção da literatura infantojuvenil e do clássico no cotidiano escolar e busca analisar as instâncias que escolarizam a literatura e prejudicam a formação de leitores na escola. Pretende-se, assim, contribuir no intuito de auxiliar o professor a repensar sua prática pedagógica para que a leitura literária passe a significar uma experiência relevante e prazerosa para o aluno e que, assim, favoreça a formação de leitores na escola pública. Dessa forma, apresenta-se uma proposta metodológica para a leitura de duas obras da escritora brasileira Ana Maria Machado, destinadas ao público infantojuvenil com o objetivo de incentivar o letramento literário e a formação do leitor.

Este trabalho analisa a produção textual (conto) de alunos de uma turma do 8º ano do Ensino Fundamental, estudantes de uma escola pública de Altamira (Pará), como ponto de partida para a construção de uma proposta de ensino voltada à produção de textos de base narrativa. A análise consiste em compreender a situação em que os alunos se encontram em relação à construção de narrativas, procurando identificar que conhecimentos dispõem sobre os elementos da narrativa, como articulam os mecanismos de textualização quanto à coesão verbal (temporalidade primária da narrativa) e nominal (referenciação dos personagens) e como articulam o discurso interativo com o narrativo . Dentro dessa perspectiva, discute-se como textos de base narrativa são organizados (Cardoso, 2001; Koch, 2011, 2015); reflete-se sobre o ensino e aprendizagem da produção de textos (Dolz, 2010; Antunes, 2009); sobre as contribuições de Bronckart (1999), com sua proposta teórica para elucidar a organização do texto nas suas diferentes dimensões. Também se apresentam reflexões ao professor sobre a importância de se apropriar de contribuições da Linguística como apoio para desenvolver sua prática docente, de considerar quais as dificuldades do aluno como ponto de partida para a promoção de práticas pedagógicas, de valorizar as atividades com gêneros textuais, entre outros. O trabalho de análise dos textos dos alunos, que se situa no âmbito da pesquisa qualitativa, apresentou como resultado dificuldades na produção textual de alunos do 8º ano, tais como falta de domínio da organização de uma narrativa, dificuldade em empregar o discurso direto e pouca habilidade no processo de referenciação das personagens. Observando os problemas identificados, elaborou-se uma proposta didática para os professores com a finalidade de contribuir com o desenvolvimento da competência de redigir textos bem formados quanto a sua organização e escolhas linguísticas, considerando o gênero em que se configuram, sendo esse o objetivo principal do trabalho.

A presente pesquisa tem o propósito de contribuir com o ensino da língua portuguesa na
escola Melvin Jones, localizada em Uruará (PA). Seu foco são alunos do 9º ano e seu
objeto de atenção é um fato da língua a respeito do qual esses alunos demonstram pouco domínio: o uso da modalização. Com base nas teorias do funcionalismo e da argumentatividade, foram investidos esforços na construção de um caderno pedagógico, com o objetivo de possibilitar aos alunos, sobretudo por meio de atividades ancoradas em gêneros discursivos, a ampliação de sua capacidade comunicativa; bem como
proporcionar aos professores uma reflexão sobre ações conduzidas em sala de aula numa perspectiva dialógica, procurando inserir a gramática reflexiva no trabalho docente. Por meio de uma metodologia centrada na pesquisa-ação, são analisadas e propostas situações de ensino-aprendizado sobre a modalização em vários gêneros textuais, direcionados à sala de aula para alunos do 9º ano do Ensino Fundamental. A partir das noções e conceitos de Neves (1997, 2002,2004), Travaglia (2004, 2009, 2013), Koch (1996, 2000,2002), Dolz & Schenewwlly (2004), Castilho e Castilho (1993), entre outros, realizou-se um estudo centrado na concepção de linguagem como atividade dialógica que se atualiza nos discursos cotidianos e se materializa na
diversidade de gêneros discursivos. O estudo da modalização realizado conduziu à conclusão de que a metodologia de ensino guiada pelos pressupostos da gramática de uso (reflexiva) e pela didatização de gêneros discursivos forma alunos com amplas habilidades linguísticas de produção textual e de compreensão da leitura.

Este trabalho analisa e caracteriza as produções de leitura e escrita do gênero carta argumentativa dos alunos da 4.ª etapa da EJA de uma escola da rede de ensino municipal de São Luís, com vistas à identificação de habilidades e competências que esses alunos já têm desenvolvidas, bem como as dificuldades que merecem ser sanadas quanto ao uso dos recursos discursivo-argumentativos na produção escrita do gênero carta argumentativa. Nesse intento, faz-se uma reflexão acerca da concepção sociodiscursiva e interacionista que norteia o estudo da língua, voltado para as práticas discursivas presentes na interação verbal, a qual só se efetua em situações reais de fala e de escrita e se materializa na forma de gêneros textuais, inclusive naqueles de viés argumentativo. Na sequência, apresentam-se as concepções de texto, gênero e discurso sob o foco da Linguística de Texto (LT), que os concebe como ação e não abstração, Marcuschi (2012). Ainda nessa perspectiva sociodiscursiva, a argumentação se efetiva como recurso de articulação à cidadania, já que possibilita aos alunos da EJA questionarem seus direitos sociais. E, para a produção dos dados que oportunizassem a verificação das dificuldades supramencionadas, utilizaram-se questionários e análise da produção escrita inicial dos alunos de dois gêneros de viés argumentativo: a carta argumentativa e a carta do leitor. Os dados são reveladores de que os alunos são competentes na percepção do ponto de vista em textos de opinião, mas têm dificuldades relacionadas ao desenvolvimento das estratégias discursivo-argumentativas do gênero carta argumentativa. Faz-se ainda uma proposta de intervenção sob a forma de uma sequência didática, objetivando o trabalho sistemático de dificuldades específicas apontadas nos dados.

O presente trabalho se originou da decisão de trabalhar o letramento literário dentro da aula de Língua Portuguesa em uma turma de 25 alunos do 9º ano do Ensino Fundamental em uma escola pública estadual de Ensino Fundamental e Médio no município de Castanhal, cidade localizada a aproximadamente 73 km de Belém. O trabalho que se desenvolveu ao longo de um mês (sete aulas de duas horas cada), buscou proporcionar o contato inicial com o texto literário através da leitura de quatro textos do livro Pequenas descobertas do mundo da escritora Clarice Lispector: Tortura e glória, Restos do carnaval, O primeiro beijo e Banhos de mar. As atividades foram fundamentadas de acordo com a sequência didática básica proposta por COSSON (2006) e com as estratégias de leitura propostas por GIROTTO & SOUZA (2011), que priorizam o caráter comunicativo do texto literário e a explicitação das habilidades utilizadas pelos professores, leitores mais experientes, para os seus alunos, viabilizando assim, o entendimento dos mecanismos colocados em ação no momento da leitura de um texto literário. A leitura integral dos textos em sala de aula, com pausas para explicitação de estratégias de leitura usadas e comentários sobre cada texto foi acompanhada da leitura de outros textos de diversos autores, assim como a escuta de músicas, a apresentação de vídeos e imagens. Acreditamos que a realização deste trabalho se deu de forma positiva e satisfatória porque favoreceu o contato dos alunos com uma das principais escritoras brasileiras e promoveu momentos bastante proveitosos de diálogo entre a turma e a professora sobre os textos lidos e serviu para abrir o caminho para os alunos continuarem a buscar nos textos literários momentos de fruição e aprendizagem.

O presente trabalho, intitulado Leitura de poemas: uma proposta para o ensino fundamental, é resultado das reflexões sobre o ensino da leitura literária no ambiente escolar e tem por finalidade a produção e o desenvolvimento de atividades de leitura assim como a análise dos resultados dessas atividades na sala de aula. As atividades desenvolvidas com poemas de autores do século XX, consagrados e não consagrados pelo cânone, destinam-se a alunos do 7º ano do ensino fundamental da Escola Estadual de Ensino Fundamental e Médio Mário Barbosa, localizada em um bairro periférico da cidade de Belém do Pará, e buscam, entre outras questões, despertar o interesse dos alunos pela leitura literária, fazendo com que a literatura cumpra seu papel formador na vida desses alunos, levando-os à descoberta de outras maneiras de compreender o mundo por meio do gênero poema. Para o alcance desses objetivos, consideramos necessário levantarmos algumas discussões sobre: a relevância da leitura literária para a formação humana, o modo como essa leitura tem sido desenvolvida na sala de aula bem como o trabalho com o poema. Essas discussões foram fundamentais para a criação de atividades pedagógicas, nas quais optamos pela utilização, com algumas adaptações, da estratégia metodológica criada por Cosson (2012), constituída pelas fases da motivação, da introdução, da leitura e da
interpretação. Os resultados do desenvolvimento das atividades nas duas turmas do 7º ano do ensino fundamental da escola Mário Barbosa foram surpreendentes para um docente acostumado com a reprodução das atividades dos livros didáticos, e explicitaram a importância do redescobrimento da literatura não somente na vida dos alunos, mas, também, na vida do professor.

A presente dissertação de mestrado expõe um estudo acerca da realidade educacional do município de Soure, Estado do Pará, no que diz respeito ao desempenho dos alunos concluintes do ensino fundamental (discentes do 9º ano), na disciplina de Língua Portuguesa. A pesquisa foi ambientada na Escola Estadual de Ensino Fundamental e Médio Prof. Gasparino Batista da Silva e, buscou verificar os níveis de letramento dos alunos, tendo em vista sua competência leitora e seu desempenho enquanto produtores de textos. Os resultados da pesquisa mostraram um cenário bastante problemático, pois indicou um baixo índice de proficiência dos alunos, em suas práticas de leitura e escrita. Em vista disto, procurou-se elaborar um plano de ação que, embasado na teoria sócio interacionista de Bronckart (1999), e dos gêneros de Bakhtin (1979), pudesse amenizar as várias dificuldades daquela comunidade. Dentre a literatura pesquisada para um melhor aprofundamento no tema em questão, buscou-se enfatizar questões relativas aos conceitos de alfabetização, letramento, leitura e escrita, e para isso foram consultados autores como, Soares (2003, 2012 e 2013), Kleiman (2012), Cagliari (1997), entre outros; bem como as fontes de embasamento legal que regem o ensino brasileiro (PCN). Na construção da proposta de intervenção, optou-se pela elaboração de um instrumento que, realmente, pudesse contribuir para o processo de ensino e aprendizagem de língua materna, tanto de alunos quanto de professores. Desse modo, a proposta se constituiu da instauração dos gêneros textuais enquanto principal objeto de ensino da disciplina de língua portuguesa, ensinados por meio de sequências didáticas (Dolz e Schneuwly, 2001). Para se verificar a viabilidade da aplicação da proposta, realizou-se, ainda durante a pesquisa, uma experimentação na série observada (9º ano) e, tendo-se obtido resultados relevantes quanto ao desempenho dos alunos durante a realização das atividades sugeridas, decidiu-se executar a proposta de intervenção nas demais turmas da escola.

A presente pesquisa se originou da decisão de fazer da linguagem um instrumento capaz de mediar situações permeadas por atos de violência vividos no contexto de uma escola pública municipal da perifeira, na cidade de Belém/PA. Para fazer frente a isso, ocupamo-nos em criar oportunidades para tratar de assuntos que valorizassem o conhecimento dos alunos e que trabalhassem estratégias que se mostraram enfraquecidas nas relações mantidas no ambiente escolar. Desta forma, executamos aulas de Língua Portuguesa em quatro turmas do 6º ano do Ensino Fundamental, ao longo do ano letivo de 2014. Inicialmente, trabalhamos a produção de narrativas e de paródias sobre a temática do carnaval, para identificar as dificuldades apresentadas pelos alunos, bem como utilizar estratégias que promovessem o surgimento de posições subjetivas em seus discursos. Na sequência, desenvolvemos as atividades sobre enquetes, para as quais exploramos temas relacionados à vivência dos alunos a fim de obter informações acerca do universo estudantil para a promoção de outras ações pedagógicas. Em seguida, executamos as atividades sobre charges, a partir de um conteúdo que explorou temas que envolviam o espaço escolar, em que o conhecimento dos alunos esteve a serviço de uma produção criativa e subjetiva, como nas paródias. Posteriormente, trabalhamos a produção de textos descritivos que exploraram as brincadeiras populares do bairro, entre as quais, aquelas mais apreciadas pelos alunos em seu contexto extraescolar. Essas propostas promoveram a criação de espaços em que os alunos produziram discursos de forma às vezes mais subjetiva, a partir das contribuições de seus conhecimentos, assumindo, portanto, a palavra e responsabilizando-se por ela durante as aulas de Língua Portuguesa. A pesquisa encontrou nas contribuições de Soares (1995), Rodari (1982), Geraldi (1996, 1997, 1999), Antunes (2003), Riolfi (2008a, b) e Riolfi e Magalhães (2008) subsídios à construção do projeto de ensino.  Esses estudos se direcionam para um fazer docente que favorece o processo de ensino-aprendizagem de Língua Portuguesa por meio de um trabalho de revalorização da palavra do aluno no ambiente de sala de aula. Durante o desenvolvimento da ação, o diário de campo foi utilizado para registro e reflexão das observações do educador nas aulas, bem como a recolha e digitalização das tarefas dos alunos envolvidos no processo. Para esta discussão, quatro conjuntos de atividades foram selecionados para análise e algumas conclusões foram elencadas. Além disso, criamos quatro categorias de avaliação, a saber: 1) procura por uma escuta, 2) “ética” de escrita, 3) criação de “efeitos estéticos” com a linguagem, e 4 ) Incidência de reescrita. Os dois primeiros critérios indicaram maior interação entre professor e alunos, e produções discentes com sinais de uma busca da criatividade e da singularidade de seus discursos, a partir de escritas que apontam a tentativa da construção de um texto próprio. Identificamos também a dificuldade apresentada pelos alunos nos dois últimos critérios de avaliação, uma vez que muitos alunos não conseguiram desenvolver a linguagem de forma estética e exercer o processo de reelaboração da escrita nas atividades. Destacamos ainda, a existência de algumas dificuldades no processo de ensinoaprendizagem de Língua Portuguesa, como, por exemplo, a falta de assiduidade na realização nas tarefas e a existência de oscilação nos resultados das tarefas do mesmo aluno. Acreditamos que essa pesquisa nos permitiu ter uma visão mais concreta dos resultados alcançados pelos alunos em seu processo de ensino-aprendizagem em Língua Portuguesa dentro do contexto vivenciado no espaço escolar em 2014.