Repositório RCAAP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This research aims to contribute to the rescue the literature in school by the teacher\'s mediation in literary literacy events in the theater was the focus. Therefore, we developed and applied a didactic proposal with the genre theater, based on the literary literacy postulates. Thus, we apply the proposal in a class of 6th grade of elementary public school in the Rio Verde city. To achieve the proposed objectives, firstly, we did a bibliographic study for base theoretically our study, which allowed us to know more about the topic and wrote two theoretical chapters. Thus, we had an ethnographic research, based in the action research methodology using as information collection instruments: the start survey, the files, the conversation circles, the diaries of the participants, the field diary and audio recordings. We wrote our analysis chapter of the collected data, especially in students‟ reception on activities for us prepared and mediated, in order to promote the recovery of literature in the classroom. This information allowed us to see the complexity of our study. Thus, within the limits of this research, we can say that each activity proposed in the basic sequence (COSSON, 2012) achieved its goal: the motivation encouraged the piece reading; the introduction presented the reasons for the choice of the author and the book; reading the piece Pluft, o Fantasminha from Maria Clara Machado provided a subjective reading, contributed to the formation of taste by this art, and contributed to the formation of a community of readers. Concerning the reading intervals, we observed that: the first interval provided knowledge about the elements of theater; the second: the critical interference, the subjective reading and the formation of a community of readers; which is also observed in the third interval. Regarding written production, the objective to encourage creative writing has been reached. Our proposal with theater games has reached its goal partially; it was stopped because of the limited time. The trials and the public presentation, even with limited time, provided the reader\'s encounter with the book, the aesthetic experience, the consolidation of readers‟ community and youth leadership. From the analyzes, we can say that our work with the theater helped to rescue the literature in school.

This research focuses in the area of languages and literacy and is in line with the precepts of the literary literacy. The proposal named \"literary Literacy: the school as a privileged space for the formation of readers\" aims to strengthen and expand the General form the literary education in the elementary school, transforming the school into a community of readers, that transcends its walls and develop in the student reading skills of the world and of himself. To this end, we draw up and apply two didactic proposals (basic sequence and reading circle) to the reading of literary books: \"6 times Lucas\" and \"the hug\", Lygia Bojunga Nunes, in a class of eighth grade of elementary school of the public school, in the town of Rio Verde, Goiás. To achieve the proposed objectives, we made, a priori, a bibliographical study to theoretically and build three theoretical chapters. We use, too, another chapter to explain some choices relevant to our research. Thus, our research has ethnographic character based, methodologically, from the perspective of action research, using as instruments of data collection: initial diagnosis, exercises of basic sequence for the literary work \"6 times Lucas\", tokens, chips to read records from the circle of literary reading \"the hug\", wheels of conversation; final diagnosis and personal records of teacher/researcher. From the data collected, we have written our chapter the material analysis, with emphasis on the reception of students in relation to activities we prepared and mediated, in order to promote the recovery of literature in the classroom. Thus, within the limits of this research, we can say that each proposed activity on basic sequence and in the reading circle contributed to drive the process of literary literacy teacher, encouraging readings of aesthetic quality, identify two methodologies to prioritize reading and literary textreader interaction and form a community of readers by means of adequate schooling literature.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The teaching of Portuguese language presents itself as a challenge for teachers, especially regarding the presentation of relevant proposals for the construction of knowledge of the language, since it is increasing the number of students who have difficulties in the interpretation and production of texts. In this context, the didactic sequences appear to help the teacher as facilitator language teaching through genres, providing actions that prioritize the construction of knowledge and the appropriation of language, based on previous knowledge of students. Our goal in this research is to discuss the teaching of Portuguese language through genres, using the didactic sequence procedure, noting its advantages and contributions in teaching mother tongue and its use by teachers. We based our study in the guidelines of the National Curricular Parameters for Portuguese Language (BRAZIL, 1998), in Bakhtin\'s conception of discourse genres (Bakhtin, 2011). The adoption of this proposal to work with the news genre seeks to develop discursive competence and encourage the effective participation of students in society through the conscious use of language in social practices of reading and writing. The methodology of action research was used for this work, whose practical goal was achieved in the development of a didactic sequence to work with gender, as advocated Dolz, Noverraz and Schneuwly (2004). The main results show us that the sequenced activities are an important tool at work genres because they work according to the actual needs of the class.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This study aims to apply an education intervention proposal which took students from the ninth grade of fundamental education from a public school to elaborate glossaries of terms from different disciplines and to spell lexical items studied. The methodology adopted for this intervention was based on research-action and the activity steps were detailed with the objective of describing all the construction stages of the individual educational glossary from the interaction with the group. The literature review brings considerations about the lexicon sciences, emphasizing the teaching of the lexicon for vocabulary enrichment. Contributed to the revision: Barbosa (1981) (1986) (1990) and (2009), Biderman (2001), Dias (2004), Galisson (1979), Garcia (2006), Matoré (1953), Picoche (1977), Vilela (1995), among others. Being the comprehension of the meanings of the words and terms the first step to direct the construction of other knowledge, the use of printed and online dictionaries as a source of research is paramount. With the analysis of glossaries, we understand that the activities that make the students research, both to record dictionary definitions as to build their own definitions, make the teachers rethink their teaching practice. Like any terminology research, we believe that the result led us to interesting considerations about our role as teacher and more: about the importance of lexicon teaching in fundamental education.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The aim of this dissertation is to prove and apply the Weierstrass Approximation Theo- rem, on the approximation of continuous functions on bounded closed intervals by polyno- mials, and the Stone-Weierstrass Theorem, on the approximation of continuous functions on compact topological spaces. As applications of the Weierstrass Approximation Theo- rem we deal with the momentum problem for continuous functions and the approximation of continuous functions on the line by in¯nitely di®erentiable functions. As applications of the Stone-Weierstrass Theorem we prove that the space C(K) of continuous functions on the compact K is separable if and only if K is metrizable and the existence of a com- pact space K such that C(K) is isometrically isomorphic to the space `1 of bounded sequences.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior