RCAAP Repository

Based upon a theoretical-discursive perspective of the speech-writing continuum, the present paper results from a research accomplished with students of the Young and Adult People’s Education programme, the perceptive teaching practice analysis of which pointed out to the need of a methodological intervention as regards the development of the capacity in the production of written texts by students characterized with relative developed competence, in the production of oral texts. To do so, we searched for contribution in papers with wording practices, contemplating the textual genders and the use of didactic sequences as methodological resource, as well. While approaching textual gender works, we opted for the experienced life report gender to accredit the existence of a larger and better gender similarity with the students’ knowledge and their life histories. To accomplish our target, we developed a didactic sequence to contemplate a series of systematically organised activities about the gender we chose to develop the study. Out of this practice, there resulted a group of texts classified as follows: text 01 (initial written production), text 02 (initial oral production), text 03 (final written production), used as basic instruments of the analysis and evaluation of the learning results. For the evaluating analysis, we established a compositional structure of the experienced life report gender as a delimiting parameter of an adequate production. We observed the occurrence of a relative evolution in the students’ knowledge during the accomplishment of the analysis between the initial production context and the final production one. Another point observed in the second moment of the analysis, i. e., the one regarding the texts produced in the oral version, was that we can confirm the students’ better performance in the oral texts. And, in a more comprehensive scope of the analysis, the results showed the development of a more significant learning when we consider the relationships of the interface composing the space between the oral practice and writing as a guiding point to the students’ formation, so confirming the growth of the autonomy and the consequent proficiency in the production of written texts.

This study aims to describe and analyze the conceptions of a teacher‟s evaluation practices concerning text writing problems of students in Learning Cycle (corresponding to the 1st, 2nd and 3rd years, also called Literacy Cycle). For this, we consider the contributions of Marcushi (2008), Fiorin (2002), Weisz (2002) Martelota (2011), Hoffman (1999), Luckesi (1995) Perrenoud (1991), Esteban (2003) Smith (1998, 2004) Smith, (1988), Freitas (2003), Rojo (2009), and DolzSchneuwly (2004), among others. Our work supports a social interactionist approach to language, a conception of formative assessment and developed a methodological approach of qualitative research, which was conducted in a public school in João Pessoa, with a teacher who accompanies a 2nd year of the Learning Cycle class. For this survey, the following instruments were used: observation in the classroom, audio-taped interview in production practices and collected written notebooks of two students to obtain data, which were analyzed based on the proposal of PNAIC, a continuing education program launched in 2012 by the MEC for the literacy teachers of public school systems in the country. The result of the analysis shows that despite the advances in teacher‟s conception, there are still obstacles in their practice, at least as regards text writing.

This research aims to analyze how the activities of reading multimodal texts, the textbook Portuguese 2nd year of elementary school, explore the multimodal reading way to contribute to the multimodal literacy. We selected for analysis, the verbal-image multimodal texts present in the textbook Portuguese, look at the activities of reading of selected texts and analyze how reading activities help to develop the specific reader capabilities for multimodal literacy. This research is characterized as a descriptive research-analytical nature, adopting a methodology of qualitative and quantitative approach. In the analysis we found four major categories to relate the images to texts: Category 1 when a text does not mention either directs the reading of an image, nor can we infer a relationship between the two, we say that the text does not refer to the image; this case, the image has no connection with the texts that surround it (the picture does not illustrate the text). When a text does not directly mention a picture, but we can infer their relationship with it, we say that the text refers indirectly to the image: Category 2 - The picture is related to the text, but does not add any information (image only illustrates the text) and Category 3 the image, besides illustrating assists in the understanding of a given text (illustrates and influences the understanding of the text). We still have a Category 4 when a text makes explicit mention of an image say that this text refers directly to the image, so this is required for which shows meaning of a text (the image interacts with the text). As a result, we find that the 23 texts analyzed, 17 (74%) do not exploit the image / illustration. And these 17 texts, 8, and do not exploit the image / illustration in its activities, the LD does not offer suggestions for actions to such exploitation. This means that the image takes merely illustrative function in 34.8% of multimodal texts analyzed, i.e, beyond these texts do not exploit the image / illustration in their activities, there are no suggestions of actions to this exploitation by the LD. Therefore, with reference to the mobilization of habilities visual readers, from reading activities, we can say that the effective teaching material not in its fullness, although pointing to a work in which the visual language for consideration. Finally, we conclude that this research will contribute to the improvement of teaching as encourage teachers to explore multimodal texts, developing skills in reading these texts for students in a more comprehensive and enriching way, allowing their interaction in different social environments to use different languages in a meaningful and consistent manner.

Variations in the Body Condition Index (BCI), glycemia and ketonemia of Artibeus planirostris (Chiroptera: Phyllostomidae) were analyzed in Tabuleiro and Atlantic Forest areas of Paraíba State, at field and captivity conditions. BCI was chosen based on the minimum influence of forearm length on body mass and evaluated according to sex, reproductive status, location and time of capture. Glycemia and ketonemia were also correlated with BCI and other variables. Variations in the BCI and glycemia were recorded after capture, fasting and feeding bats in captivity. The results showed that Le Cren’s Relative Condition Factor (Kn) and Simple Ratio with Curve Fitting (CFt) indices were the most suitable for A. planirostris. Blood glucose was correlated with Kn and proved to be a good method to validate the BCI. In Guaribas Biological Reserve, females had higher Kn, probably related to biases in the methodology or energy reserves during reproductive status. Tabuleiro’s bats had higher Kn and glucose levels than those in Atlantic Forest, which may indicate sub-sampling by the exclusion of bats in the canopy of the latter area. The twelve hours of collection indicated that A. planirostris forages throughout the night and presents a variation of Kn and glucose, especially during early morning, when it reaches the maximum levels before it returns to the shelter. In captivity, bats showed a great variation of Kn and glucose levels after fasting and feeding, recording Kn measures for these states that can be used as a parameter for field studies in the region. Blood glucose remained at normal values for mammals, but about 30% of the bats had levels higher than normal during capture in all areas, probably due to stress. Ketone bodies have been correlated only to glucose, and thus were not considered a good method to validate Kn in these animals.

In this dissertation we analyse how different gender configurations are activated to build video performances on a webcams integration site. To understand the manufacturing processes of the body-sexed on these virtual interactions, we describe a set of views coloured by a sharped erotic appeal, indicating how certain forms of collective representations emanate strategic view of the body as well as the statements of the audience that dialogues through an instant messaging system. We show that the construction of the performances is related to classification tables that ensure intelligibility to the interactions between different agents, giving rise to symbolic constructs associated with sexual preferences and identity configurations assumed by users. Such processes are analysed from a relationship between gender studies and anthropology of performance, in order to reflect on the collective representations embodied by the body in the universe's spectacular staging erotic, especially regarded to the manufacturing process of symbolic sex from the coercive action of the genre.

The work presented in this dissertation is the result of research developed in the last two years as a graduate student in the Graduate Program in Anthropology at the Federal University of Paraíba. I discuss the construction of identity of the indigenous people Kapinawá, which has its territory situated between three municipalities in Pernambuco: Buíque, Tupanatinga and Ibimirim. Observe what are the relationships that configure a particular social organization (affiliation, marital alliances, location of residences, etc..), Conformation and dynamics of the territory, that came to enable later claim to ethnic identity and territory properly "Kapinawá". To understand how to build these social relations and territory, reflected on the relations of production and work and relationship with the environment in which families are inserted, which made it possible to realize a series of constitutive dynamics of feelings of belonging and political alliances. So I sought to identify and analyze how to build a tradition of knowledge, which added to the aspects listed above, is one of the elements that made possible the integration of the various family groups surrounding the Serra Monkey who organized the claim of ethnic identity Kapinawá, differing the other groups of their surroundings. In the research I focused on the part of the territory which is not regulated, and is in demand for such a process, called by the indigenous of "New Area".

In searching to deepen and widen the theoretical and methodological perspective studies involving the portuguese student’s book used in the evaluation and teaching process, we defend in this quantity and quality study, the necessity of analyzing in an interdisciplinary field which involves the teacher’s participation, who represents the mediator between the student and the student’s book. This research investigated the questions about evaluations of the portuguese student’s books in the early years of elementary teaching approved by the National School Book Program for 2013, 2014 and 2015 which were divided up into four segments: reading, writing, speech and grammar, taking into consideration the student’s book as the main tool in the evaluation and the teaching process of the portuguese language. The theory contemplates authors into the evaluation: Demo (2012), Esteban (2003), Depresbiteres (1991), on the teaching of the portuguese language: Antunes (2013), Soares (2004), Travaglia (2009) and in reference to the student’s book as the subject of research: Choppin (2004), Dell’Isolla (2008), Lajolo (2006), Batista (2001), among others. The subject of this research will show contributions in the following fields: Linguistics, applied linguistics and education, since we believe that the approach of the questions referred to the teaching and evaluation of the language requires from the researcher an interdisciplinary study. We showed a discussion about the evaluation concepts in the classes of the portuguese language, as well as concepts of teaching the language and the connection between concepts and teaching practices. This research also involved a brief discussion of questions about the formation of the teachers to cover the multiples ways about this subject. We also investigate about the evaluating and teaching concepts that were in the teacher’s manuals, which come with the student’s books. Taking into consideration how relevant the research about the evaluation and teaching of the Portuguese language, we would like to contribute to the educational and linguistic debates and to the review of the evaluation and teaching concepts. This study’s conclusion points to the majority of the questions proposed analyzing the collections such as writing and reading. Speech was explored very little by some authors and the ones about grammar were practically non-existent in the reading process. The learning concepts of evaluation were predominating formative, as there have been variations in terminology, since some authors denominated their proposal of evaluation basically as procedural or mediator. It also became clear that this research’s subjects were committed with a theoretical and methodological way of evaluation and teaching that emphasize the meaning of learning and that the use of student’s books as a teaching tool in the classroom should be used with other teaching resources that will broaden the teaching and learning possibilities in the school environment.

In light of the socio-interacionist theory and the theoretical foundations of Vygotsky, Paulo Freire, Koch, Bakhtin, Soares, Adorno and Horkheimer, Pierre Lévy and Buzato, among others, also from experiences lived by this study's researcher as teacher of the first stage of elementary school, the research hereby presented accompanied the reading behavior of twenty students, male and female, with ages between 9 and 11 years old, who were attending to the 4th year of elementary school by the morning period in the year of 2013 at Municipal Elementary School Nazinha Barbosa, located in Joao Pessoa-PB. The main objective resides on arousing the interest in reading through stimulant experiences and the use of contemporary digital technologies, more specifically, an Internet based application entitled Leitura Viva that was developed to work with interactive texts contextualized to the sociocultural reality and the interests of those. The research was developed from a qualitative methodological and interventionist approach and through ethnographic process. From overall, the practical part of the study comprehended two main steps. In the first one, the students had contact with several books from children's literature, having the opportunity to handle and realize the reading freely. Afterwards, they described through writing and drawings the book read. In the second step, at the computer's lab and in distinct moments, they had access to Leitura Viva and its five interactive texts produced specially for them. On these occasions, using the application functionalities, they could choose the character's names and interact with the stories, choosing the course of the chapters. Considering that the habit of reading has been through significant changes in the current historical context, with the increasing dissemination of digital reading, this paper reflects that the educators must have clarity concerning that today's students, subjects of a cybernetic society, have a new world vision, what implies in new interests and new expectations and alerts to the necessity of changing outdated and obsolete methodologies. Highlight the potential of Leitura Viva as an instrument to encourage reading, mostly for attracting the reader to a more inviting, interactive and updated way of reading.

The internet is now one of the media more accessible messages and thereby spread their language and became globalized. In this context, too, is part of Facebook, a social network that can provide deaf students the opportunity to present their ideas, conduct online discussions and collaborate effectively for learning the Portuguese language teaching from the use of contemporary digital technologies. Thus, this research aims to contribute to scale some aspects of the dynamics of inclusion of deaf students, through the use of Facebook. Using this social network, is presented as one of the possibilities that can contribute digital literacy and more specifically, the practice of reading and writing audience on screen. The specific objective is to present these mechanisms as an ally of educators in diverse classrooms that country. The research falls within the ethnographic process, based on the descriptive and exploratory model, since after the experiment, we used such methods for organizing and interpreting the results, analyzing the use of Facebook, with the effective participation of deaf students and teacher researcher. During the shares postings, publications and interactions occurring with other users were observed. Given all this, it can be stated that the interaction established through Facebook shortens distances, transposing barriers and ushers in a completely novel way of establishing communication between netizens in cyberspace. During the research it was realized that the Face has established a new way to communicate online. Thereby confirming its role as a disseminator of multiple and diverse knowledge.

Through this research, goal suggest how to use the blog in Portuguese Language classes in Secondary School, while resource and pedagogical strategy in the development of digital literacy. I seek to accomplish this through the following specific objectives: to propose the use of educational blog in Portuguese Language classes; Report the experiences of using educational blog, "Reading Liberta", in mediating the teaching-learning process; Understand how the pedagogical ideas of learning are designed and incorporated into the construction and use of blogs. The blog "Reading Liberta" was created on July 28, 2010, and, from the beginning, thought to be collaborative, educational and interactive. The work done in this digital environment are guided by educational projects. The research was applied in EMEF Leonidas Santiago, located in Rangel district, in João Pessoa-PB, with 118 students. Regarding methodological procedures, bibliographic and ethnographic study utilized. The qualitative approach enabled the cooperative and interactive engagement between the researcher and the object of study. I chose to work with the blog by it to enable the student to a collective work, permitting the construction of new knowledge. As for the results, I observed, among others, that students have acquired skills and autonomy that allowed them to deal with issues relating to visual design, interaction and navigation and learned to make use of cognitive and metacognitive strategies that allowed the direction, organization, monitoring and critical evaluation of knowledge construction in cyberspace. So the blog is an environment that enables discussions, fosters communication, democratization of ideas, disseminates information and provides the seizure of knowledge with freedom of expression.

This research work aimed to verify which speeches about the constitutions of gender identities that pass over the textbooks for Portuguese language used in classes from 1st to 5th grade at municipal schools of the city of João Pessoa. The research was developed by observing the contexts and contributions of theories about identity, gender and discourse analysis. These theoretical knowledge provided conditions to identify and apprehend the gender relations that have been established in images and texts analyzed. The analysis consisted in checking and interpretation of representations about gender identities present in the texts and illustrations. Quantitatively were used five textbooks on which was initially performed a survey of representations and texts related to the topic under study, being cataloged 21 images and 19 texts that accounted for the relations of gender identities. The result of the analysis made the observation that there is a trend of assimilation of quantitative representations of male and female genders, however the context and the relations established between them still favors the process of male hegemony. This observation reinforces the need for a new look on the reading practices performed in various textual intakes, so that will make it possible to denaturalize the relations that are established between the genders in society.

Estimators of species richness are alternatives to characterize the local biodiversity, facing the limitations of complete fauna inventories. Due to continuous urbanization and deforestation of the Atlantic Forest, studies on local biodiversity are important as records of fauna and as a way to subsidize conservation measures. It was evaluated the effectiveness of five nonparametric estimators of species richness, from the calculation bias, precision and accuracy of termites of Floresta Nacional da Restinga de Cabedelo (FNRC), and the Área de Preservação Permanente Mata do Buraquinho (APPMB). It was utilized a standardized sampling protocol of termites, which consists of five 5 x 2m plots distributed along six transects of 65 x 2m. Five protocols were applied in FNRC and 12 in APPMB totaling a sampling effort of 5100m² and x 510h per person, and with uniques and duplicates absent in the data. Forty-five termite morphospecies were found, belonging to at least 26 genera and three families, exceeding any records ever published throughout the biome of Atlantic Forest. It was found that the Jackknife1 and Jackknife2 should only be used for databases with a number of uniques over 25% of the richness, and it was observed that the use of the Bootstrap estimates and Chao2 are indicated in the remaining cases, when the number of rare species is lower than this. It is suggested the need of further evaluation of ICE performance before indicating it to studies on the diversity of termites under any conditions. It was sampled around 65-70% of the real richness of the areas with the application of a protocol and there was a robust representation of the taxonomic composition and trophic proportions, stressing the efficiency of this method to determine the termites diversity in two areas of Atlantic Forest investigated.

The frequency of damage and herbivory rate on leaves of Avicennia schaueriana Stapf & Leechm ex Moldenke, Laguncularia racemosa (L.) Gaertn.f. and Rhizophora mangle L. were evaluated in three mangroves forest (Sites 1, 2 and 3) adjacent to hypersaline areas in Paraíba, State of Brazil, in order to verify interspecific and intraspecific variation. Nine types of damage were identified: hole, fungus, gall, undefined, damage on the leaf margin, mine, necrosis, egg and rasping. Laguncularia racemosa presented the highest frequency of damage and higher average rate of herbivory (3.17 to 7.07 %) compared to Rhizophora mangle (0.77 to 1.76%) and Avicennia schaueriana (0.36 to 0.91%). There were significant intraspecific differences in leaf damage and herbivory rates among study sites, with no specific pattern. Laguncularia racemosa presented the hardest leaves (weight/area) in relation to other species. In general, the correlation between the hardness of the leaves (weight/area) and grazing rates were low or positive, suggesting that other factors, such as chemical, soil conditions (eg. interstitial salinity) and herbivores involved, can affect on herbivory process. The grazing values obtained in this study are considered low compared to other mangrove.

The ecological knowledge, derived from human handling natural resources, is related to each individual perception of the environment where one lives. This study had as main goals, evaluate the ecological knowledge and the environmental perception of a rural community towards primates, located in the surroundings of the Private Reserve of Natural Heritage (RPPN) “Engenho Gargaú”, in the state of Paraíba, where Alouatta belzebul (redhanded howler monkey), Sapajus flavius (blond capuchin monkey) and Callithrix jacchus (common marmoset) species live. Two hundred semi-structured interviews with adults were The ecological knowledge, derived from human handling natural resources, is related to each individual perception of the environment where one lives. This study had as main goals, evaluate the ecological knowledge and the environmental perception of a rural community towards primates, located in the surroundings of the Private Reserve of Natural Heritage (RPPN) “Engenho Gargaú”, in the state of Paraíba, where Alouatta belzebul (redhanded howler monkey), Sapajus flavius (blond capuchin monkey) and Callithrix jacchus (common marmoset) species live. Two hundred semi-structured interviews with adults were performed and one hundred and two children’s mental maps were collected. The answers from the interviews were evaluated by the Thematic Content Analysis and they received specific scores to formulate a wise Local Ecological Knowledge measure (CELP). In spite of the proximity with RPPN “Engenho Gargaú” the interviewed adults had a poor ecological knowledge. However, the ones who had a more significant contact with primates, the man and residents who lived longer in the community showed a significantly higher CELP compared to the other residents. The age group did not influence the CELP results. Apparently, the community does not overly explore RPPN resources, justifying the poor ecological knowledge among residents. According to the mental maps, the children who had already seen primates showed a more realistic and detailed environmental perception than the ones who had never seen primates, showing a bigger contact with the environment and, possibly, with the RPPN. These data are able to help future researches and Environmental Education actions, specifically involving A. belzebul and S. flavius from RPPN “Engenho Gargaú”, two of the five target species included in the Brazilian government conservation action planning system “Plano de Ação Nacional para Conservação dos Primatas do Nordeste” (PAN PriNE). performed and one hundred and two children’s mental maps were collected. The answers from the interviews were evaluated by the Thematic Content Analysis and they received specific scores to formulate a wise Local Ecological Knowledge measure (CELP). In spite of the proximity with RPPN “Engenho Gargaú” the interviewed adults had a poor ecological knowledge. However, the ones who had a more significant contact with primates, the man and residents who lived longer in the community showed a significantly higher CELP compared to the other residents. The age group did not influence the CELP results. Apparently, the community does not overly explore RPPN resources, justifying the poor ecological knowledge among residents. According to the mental maps, the children who had already seen primates showed a more realistic and detailed environmental perception than the ones who had never seen primates, showing a bigger contact with the environment and, possibly, with the RPPN. These data are able to help future researches and Environmental Education actions, specifically involving A. belzebul and S. flavius from RPPN “Engenho Gargaú”, two of the five target species included in the Brazilian government conservation action planning system “Plano de Ação Nacional para Conservação dos Primatas do Nordeste” (PAN PriNE).

This work aims to seek first to contribute with sociointeractionists reflections on languages with a focus on evaluation of written language and literacies. Investigating the presence of writing in the practices of literacies More Education Program in the city of João Pessoa , through the research instruments (questionnaires and observation) of Literacy, part of macro field Monitoring Pedagogical at the Municipal School of Seráfico Nobrega workshop language. As a theoretical contribution in relation to sociointeractionists aspect of language and writing, specifically, language research was supported in positions that link the individual and collective at the same time, with micro and macro social linguistic constraints. Regarding literacies, agree, throughout the work, with the statements defending the degrees of literacies. Regarding evaluation, researched in line with the positions of the review promotes organizational learning and assists in improving the developed actions, acting as a participant in the planning. Completed the survey and analyzed the data collected , our considerations indicate that the evaluation of written language practices of literacies in SMEs , aims to understand the assessment , languages , writing, language, literacies and planning are viewed as procedural acts . Thus, the process, is the word which houses the proper posture in the activities that we research.

The teaching practice should seek to improve the teaching and learning process as well as the professionals should look for a quality education. And for this it is necessary to constantly review their ways of teaching educational content analyzing their efficiency. In this sense, we realize that new methodological strategies for teaching writing production through the use of textual genres and execution of didactic sequences are tools that can help teachers in developing their teaching practice. The correct treatment of linguistic concepts and their influence on education as well as knowledge of which practices are best suited to work the various genres in the classroom are very important, but it is not always easy to do it, because there are so many doubts. However, with continued investment in about the training concepts and strategies available, it is possible to assist educators in their formative process so that they can make improvements in the teaching and learning process. In this work we discussed the teaching practice and the teaching of writing production mediated by sequences didactic and formative assessment, with the conception of interactionism Sociodiscursivo, in order to promote actions that can contribute to the development of writing skills of students through work with didactic sequences, developed in modules that arise from assessments previously made and during the process, and which facilitate and guide the necessary interventions. Besides the theoretical context, the paper presents a content analysis that aims to enlighten educators about the development of teaching strategies.

This paper presents a reflection on the importance of using text genres in the teaching of young people and adults, with a supported approach in the socio-discursive interactionism. The option to use the saying gender was due to the importance of valuing popular culture as a way to build and improve in new knowledge, as Paulo Freire believed. We had intended to add one more reflection on teaching practice in adult education (Youth and Adult Education). This paper presents the results of a qualitative-interpretative character of action research that aims to present reflections on the possible contributions of ISD, from the didactic sequence proposed. With this observation applied and interventionist nature, promote the exploitation of our students, in the sense that they can act as producers of relevant texts, from a teaching proposal that considers the situational context of oral saying genre and enhances the textual production and their linguistic and discursive features, through writing and rewriting. The survey was conducted in the cycle II of AYE, at the Municipal School Major José de Barros Moreira, in the city of João Pessoa, PB. The methodological procedures used involved participant observation with audio recording and records the activities of students through a teaching sequence (DOLZ; SCHNEUWLY, 2004). The corpus consists of the transcript of the recording a few classes, where students discussed some popular sayings and the textual productions of the students. The analysis occurred after observation in the classroom, through audio discussion with students about proverbs and written productions. Thus, these results were compared with our theoretical framework and it was identified that the written productions can be beneficial from the world of reading that students undertake in their daily lives. The results of this work were the reading and interpretation of proverbs, entries production and a book prepared by the students, to support these entries. It was observed that the writing activities and rewriting of entries resulted in the development of language skills.

This research analyzes the extent to which reflection on culture and on Cultural Industry enables students of the Youth and Adult Education - EJA be consciously included in the virtual space, but also checks the extent to which this contributes to social action letter them digitally, providing E-commerce as a pedagogical device. We discuss the possibility of generating culture and construction of meanings from the professor of social action, while it promotes a teaching contextualized with the literacy practices and digital literacy through E-commerce: MercadoLivre. Data were collected through questionnaires and interviews and allowed us to prove that you can use the E-commerce: MercadoLivre as a pedagogical device with a view to digital literacy. In this sense, we see, also, the occurrence of construction of meaning by students through the teacher's social action using this device, aiming to contribute to a digital inclusion or, on the other hand, although in one case or another does not promote inclusion digital students, promote the generation of culture.

This paper starts from the premise that there are specific discourses of Mathematics and about Mathematics, presenting effective work proposals with the teaching and learning of mathematics in an attempt to minimize the negative discourses imposed on this discipline in teaching practices. Thus, it will be possible a reflection on new possibilities of teaching that consider the construction of new discursive practices around the subject with focus on the interdiscursivity phenomenon. At first It will be developed a characterization of discourse studies, its evolution and impact on the French Discourse Analysis with theoretical anchoring in Brandão (2003/2004), Charaudeau et al (2008), Maingueneau (1984/1993), Althier Revuz (1982) Mussalim (2001) Pêcheux (1990-1999) and Voloshinov (1981). In sequence, the research will depart from an analytical description of Mathematics discourse as a science and development in history from authors such as Avila (2006/2010), Atalay (2007) and Roque (2012); even thought, it's still essential to understand the proposals compreentions and didactic orientations brought by the National Curriculum Parameters of Mathematics (PCNs) as well as the Curriculum Parameters of Mathematics from Pernambuco (PCPE). Later, crystallized socialy discourses about math are presented with theoretical anchoring in Silveira (2012) and Machado (2011) analizing their impacts on the students discursive practices when they take part in a semistructured interview. Getting as a base all this discourse built about math, it was developed an intervention proposal in order to bring a discursive resignification to the teaching based on math education theoreticals. A detailed analysis of this proposal aplication, followed by a new interview, revealed that it is possible to reframe the discourse about Mathematics by producing effects of meaning in new discoursive practices in the classroom.

The research aim at the analysis of the constitution of identities of the racial-ethnic relationships as well as the discursive practices in narratives of black teachers who work in the fundamental teaching of public schools in the municipalities of Mamanguape and Rio Tinto, located in the Mamanguape Valley region, places where units of the UFPB Campus IV operate. To do so, it problematizes educators narratives of the school units generated like linguistic materiality specifically produced for this investigation. Thus, the guiding issue adoption is: how the sense effects expressing focuses of resistance are translated in the discursive-linguistic materiality of the life narratives of black teachers when these – whilst involved in the task of getting rid of stereotyping and stigmatizing identities – look for its change in the relation themselves, in an ethical attitude? It also aims at analyzing the process of constitution of identities in linguistic-discursive sequences that compose biographical scripts and narratives of black teachers as from the relationship between liberty practices and truth discourses as regards the school trajectory, family co-existence, social mobility, , affect-marital arrangements and social The research is inserted in the area of Applied Linguistics and adopts the concept of language as a social practice (MOITA LOPES, 2006). The investigation affiliates notions of the French Discourse Analysis (DA) on discourse and inter-discourse and foucaultian theorizations about the discursive formation and practice and identity constitution in social institutions. The analyzed discursiveness showed that teachers adopt the ego technologies as a form of resistance before discriminating and excluding practices, when constituting their identities.