https://repositorio.ufms.br/handle/123456789/9871 Sat, 04 Apr 2026 16:13:43 GMT 2026-04-04T16:13:43Z https://repositorio.ufms.br/handle/123456789/3078 Título: Artigo de opinião : Em busca da leitura e escrita significativa no ensino fundamental Abstract: This research is justified to fulfill one of the main objectives of PROFLETRAS, which is the training of Portuguese language teachers to teach in Elementary School, with the aim of contributing to the improvement of the quality of teaching in the country. The development of our students through reading and textual production through the opinion article genre. Also review the reading practices carried out in the school, aiming to overcoming the difficulties of the students as authors of argumentative texts, considering all possible interactions between subjects, texts and discourse. The main objective of this work is to propose the deconstruction of stabilized meanings / concepts in order to improve reading and writing practices through teacher mediation. As for the specifics, we vocabulary: 1) to analyze whether there is progress in reading and how it contributes to the production of argumentative and structured texts (cohesion, coherence and thematic progression) and 2) to discuss if the student constructs his discourse permeated by interactions and values in its environment, conceiving Language as an interactive social function. Based on the hypothesis that reading can become a form of deconstruction of crystallized discourses and favor critical interpretations that, consequently, allow the construction of consistent and articulated arguments, as required by the argumentative typology. In order to do this, three questions are asked: 1) how does the student appropriate multiple daily discourses and argue their positions in front of the others?; 2) how to overcome difficulties when reading / understanding / discussing a theme and, consequently, positioning and defending a point of view? And 3) how to contribute to the critical formation of the student? It is a qualitative research using the action-research method, which used reading of several texts, discussions of documentaries and debate on a relevant social issue (a bill involving the reduction of the penal age), aiming at criticality and the significant writing of Elementary School students (9th grade), in a state school in the city of Jaboticabal / SP, during twelve hours of class, in the year 2015.For the analysis, we support in the perspective of Textual-Interactionist Linguistics and Applied Linguistics in an interface with the discursive approach, to raise and to interpret the processes of reference in the writing and use of argumentative resources, from the studies of Koch (2014), Koch; Elias (2015), Cavalcante (2013) on teaching and referencing; Coracini (1995), Orlandi (2007); Geraldi (1997; 2010) on subject and discourse, as well as Red (2004); MARCUSCHI (2008) and Bakhtin (2003) on textual / discursive genres. This dissertation is divided in three chapters, in the first we deal with the theoretical conceptions that support this analysis. The second one presents the context of the research, the methodological procedures and the collection of the corpus, and finally in the third, we discuss through the presented regularities, the reference process in the texts writing, discussing the linguistic marks of the student-author that indicate their discursive singularity. The results indicate significant gains both in relation to reading and writing of the genre worked, since the proposal presented here contributes to the development of work with reading allied to writing as a mechanism to overcome the difficulties of textual comprehension, discourse neutrality, non-appropriation of writing. Tipo: Dissertação Fri, 01 Jan 2016 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/3078 2016-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/2702 Título: Um estudo sobre a construção da identidade de professores de língua portuguesa: inclusão digital e espaço virtual Abstract: This work has as main objective to discuss the virtualization process of writing itself in the collective blog, in the process of interaction, where we look into the same possible relationships that transcend the physical world, ie, they bring authorship marks in the constitution of identity of these various subjects, designed in a single subject in cyberspace. Presenting a study about the inclusion of new technologies from the linguistic materiality of the blogs created by Portuguese teachers from the Department of Education in Araçatuba, SP, with the class 204 from the Course "Better Management, Better Education," held in the second half of 2013. Studying the relations of teachers‘ identities who are the authors of blogs that differs in the construction of this collective subject, ie what authorship marks that stand out in this collective blog: the subject who has technological skills or that does not know how to work with technology? The theoretical basis will be tied to conceptions of French Discourse Analysis (DA), with notes on the analysis of pechetiana discourse, in Bakhtin's dialogism, in Levy‘s (2011) virtualization concept, in the constitution of the Foucaultian subject, in the relation to the language and the constitution of discursive subject in Coracini (2006) and in the discursive issues of authorship and senses, in Orlandi (2013). To compose the proposed structure, the dissertation is divided into three chapters. The first chapter, production conditions of the analysed discourse, reflects on the History of Education with emphasis on Portuguese language. In the second chapter, theoretical and methodological scenery, the notions of subject, meaning and identity, broached in the theory of AD in its relation to ideology and interdiscourse. In the third chapter, description and discussion of the results, which analyzes blogs built in the training course, were conducted by observing the forms of subjectivity of the subject-teacher in the writing process itself, in the virtual environment, and the implications of these formats in the constitution(s) of the subject‘s identity(ies). Through this paper, we hope to provide the reader with some resources to analyze critically the discourses which permeate both the communication and information technology and teacher training. Tipo: Dissertação Thu, 01 Jan 2015 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/2702 2015-01-01T00:00:00Z