Dissertações/Teses

2022
Dissertações
1
  • EDENILDA DE ARAÚJO CORRÊA
  • REGISTERING KNOWLEDGE AND TASTING FLAVORS: DIDACTIC SEQUENCE OF THE TEXTUAL GENRE CULINARY RECIPE

     

  • Orientador : JOSE LEONILDO LIMA
  • Data: 31/03/2022


  • Mostrar Abstract
  • This master thesis was carried out within the scope of the Professional Master's Degree in Letters - PROFLETRAS and aimed to develop a pedagogical intervention project for the subject of Portuguese Language, designed and prepared in 2020 to be carried out at Buriti Municipal School located in the rural area of Cáceres, state of Mato Grosso, with students from 9th grade of Elementary II. However, due to the Covid-19 Pandemic, it was not possible to effectively apply the classroom intervention project due to the cancellation of face-to-face classes. Therefore, it was necessary to change the project's nature. In other words, ceased to be of an interventional nature and became of a purposeful nature for students from the 6th to 9th-grade, postponing its implementation in the classroom. Inscribed under the theoretical bases in the perspective of Text Linguistics from the authors FÁVERO and KOCH (2002), KOCH and TRAVAGLIA (2004), KOCH (1997, 2004, 2015), ANTUNES (2003, 2010), DOLZ; NOVERRAZ and SCHNEUWLY (2004), SCHNEUWLY and DOLZ (2011) and MARCUSCHI (2002, 2008, 2010), etc, and under the concepts of Sociolinguistics disseminated by LABOV (2007, 2008), MOLLICA (2010), BAGNO (2004, 2014) ), BORTONI-RICARDO (2004), the research proposed the development of the students' written production through the culinary recipes that are common in the Vila Aparecida community. The final product of this research is a Didactic Sequence (DS) for teachers developed as a proposal for the study of the written text. Thus, some specificities of the genre and aspects related to the texture of the text were proposed to be worked with the students, in addition to listening and analysis, the transcription of recorded texts, their recontextualization from speech to writing, from writing to writing, resulting in a cooking recipe book – final production by SD. These activities, in this purposeful context, will be carried out in face-to-face classes when the contamination rates by the covid-19 virus decrease. As a result, we intend to demonstrate that injunctive/instructional texts can arouse students' interest in textual production, as they allow them to experience social and language practices that are part of their daily lives. That way, the elaboration of materials that help teachers in the development of writing from the retextualization of a spoken text to a written text becomes significant as a strategy for the development of written text production, since to obtain a good text, it is not enough that it is correctly elaborated, it must be adapted to its context of production and circulation.

2
  • ROSÂNGELA FALACIO GIMENES
  • READING AND WRITING AS DISCURSIVE PRACTICES: THE ADVERTISING TEXT AND THE SCHOOL-CITY MOVEMENT


  • Orientador : NILCE MARIA DA SILVA
  • Data: 20/04/2022


  • Mostrar Abstract
  • This paper was developed in the Professional Master's in Literature (Profletras), at the State University of Mato Grosso, and presents a pedagogical proposal to be applied in 8th grade classes of elementary school, with reference to a class of the State School Benedito Cesário da Cruz, in the city of Mirassol D'Oeste (MT). This practice seeks to offer students conditions for reading and writing advertisement texts from a discursive perspective. To do so, we adopted the methodological approach of literature review, which sought, in Michel Pêcheux's Discourse Analysis, disseminated in Brazil from the works of Eni Orlandi, to address the main conceptions, characteristics and potentialities existing in the chosen material, advertising texts, proposing, therefore reading and writing activities in a discursive way, leading the 8th grade students to conduct a discursive study of the text/discourse relation, considering the historical practices of production and circulation of advertising texts in society, and the chosen scenario is the texts produced in the city of Mirassol D'Oeste. To achieve this goal, the following specific objectives were established: to present the main characteristics of its locus and the subjects (students and teacher) as constitutive of its conditions of production; to contextualize the theoretical contribution chosen within the Discourse Analysis, based on the text of advertising, to work on language teaching in the classroom and present the steps that culminated in the construction of the methodological activities proposed to be applied with the 8th grade classes of elementary school. The relevance of this study is justified because, by titling this path as Reading and writing as discursive practices: the advertising text and the school-city movement, we sought to find ways to give students greater access to the conditions of reading and writing, beyond the classroom, based on the understanding of the conditions of production of the reader that AD deals with. The result was the elaboration of seven pedagogical activities, duly explained, for application to 8th grade classes, which will enable, from the proposed sequence, to take these students beyond the understanding of the meanings of the advertisement text, to produce a pamphlet like the one presented. 

3
  • PATRICIA SCATOLIN TEIXEIRA DINIZ
  • BETWEEN COVERS, DISCURSIVE WEBS AND IDEOLOGICAL RAYS: IN THE BETWEEN VERBAL AND NON-VERBAL, THE SUPERHERO FIGURE

  • Orientador : VERA REGINA MARTINS E SILVA
  • Data: 28/04/2022


  • Mostrar Abstract
  • The dissertation, now presented, is part of the work carried out in the  Master's Program in Letters - PROFLETRAS, offered by the University of the State of Mato Grosso - UNEMAT, campus of Cáceres-MT. We took school inclusion as a theme, and our research subjects were elementary school students, more specifically, an 8th grade class, from the Escola Estadual Deputado João Evaristo Curvo - DJEC, in the municipality of Jauru - MT. In this context of the problem of inclusion, we ask: how to develop the authorship of students in a regular inclusion class? We aim, through the activities presented, to enable production conditions to develop students' authorship in a regular inclusion room, working on the notion of differences through the figure of the "superhero", present in different materialities. Our theoretical support is in the French Discourse Analysis (AD), initiated by Michel Pecheux, having as a precursor, in Brazil, Eni Orlandi. Therefore, we developed a proposal that addresses the reading and writing of texts related to the super adventure theme, based on the prior knowledge presented by the students, in this case, the movie Avengers: Endgame. Our approach proposes a work that considers language in its movement and takes the subject as a social being crossed by ideology and history. The material used is, therefore, composed of materialities that bring verbal and non-verbal language. Starting from a brief film analysis, we will deepen our studies, then, through the reading and writing of super adventure comics. In this course, working on reading and writing in verbal and non-verbal texts of such narratives, we hope that our students can understand and position themselves, in order to consider the diversities that constitute society and themselves, as a regular class of inclusion. Having, in the classroom, the presence of a student with physical and intellectual disabilities, we would finish the project, composing a comic in the molds of a pulp-fiction, as it would allow us to use materials that would allow the development of reading and writing in an inclusive way, for all the students. To finish our dissertation work, according to the post-pandemic proposal, issued by the program, we built as a final product, a "Notebook of discursive activities", aimed at the teaching public, so that it can be work in the classroom, in the future, serving as pedagogical support the effective inclusion of students with disabilities in regular inclusion classes.

4
  • CÉLIA DIONE MACÊDO SILVA
  • A PROPOSAL OF READING AND WRITING IN THE DISCURSIVE PERSPECTIVE OF THE SÃO GONÇALO BEIRA RIO COMMUNITY
  • Orientador : SANDRA RAQUEL DE ALMEIDA CABRAL HAYASHIDA
  • Data: 29/04/2022


  • Mostrar Abstract
  • This work, developed in the course of the Professional Master's Degree in Languages - Profletras - Cáceres, had the objective of developing authorship through reading and writing practices in an 8th grade class, in Elementary School. Our work comes from a perspective in the theoretical referential of Discourse Analysis, initiated in France by Pecheux and developed in Brazil by Eni Orlandi and other researchers. The pedagogical practice, which at first would be of an interventional nature, however, due to the covid-19 pandemic that made classroom activities in the school impossible, had to be thought, again, to be propositional. Our proposal consists of giving visibility, by means of informative signs and folders, to the São Gonçalo Beira Rio community, which develops several activities related to the Cuiabá tradition, such as ceramic handicraft, dance groups and for being a known stronghold of restaurants specializing in typical Cuiabá food that has fish as the main ingredient. This place is also relevant because it is considered the initial landmark of the city of Cuiabá, which occurred more than 300 years ago with the arrival of the Portuguese bandeirantes (literally flag-carriers, colonial explorers). And although it is a place frequented by folks from Cuiabá, there is not much information about the place in the community itself. To create the conditions for students to develop authorship both in reading and writing, a reading archive about the community will be built, consisting of several materialities such as texts, videos, photos, music, among others. As we believe that the city is a living organism that can be read and interpreted, it is important to take the students to this space so that they can participate in ceramic art workshops, see siriri (typical dance) presentations, have lunch in a traditional restaurant, and, in short, have the real experience through the experience of living and sharpen all their sensory senses so that they can develop the conditions to formulate their own senses. With this differentiated methodology in the discursive perspective, we hope that the students will be able to carry out a polysemic reading of how the community was reinvented over these three centuries, besides expanding the possibilities to read the city in a deeper way in its various aspects and thus be able to constitute themselves as authors of what they speak and write.

5
  • DANIELLE APARECIDA COSTA
  • POETRY AND ROLL: BRAZI, FROM BRAZILIAN ROCK’N’ROLL TO POETIC WRITING UNDER FRUITION OF THE NINTH GRADE STUDENTS OF ELEMETNARY SCHOOL

  • Orientador : EVERTON ALMEIDA BARBOSA
  • Data: 29/04/2022


  • Mostrar Abstract
  • This dissertation presents the elaboration of a proposal of pedagogic intervention and its reflections about the process of the literary reader's formation, to be applied with students of the ninth year of the Escola Estadual Governador Dante Martins de Oliveira, located in the city of Várzea Grande/MT, following the ProfLetras objective: the realization of reflections and a product aimed at elementary school classrooms. Therefore, this dissertation proposes and analyzes a notebook of activities, whose main monitoring and evaluation tool is a "poetic notebook", a support for recording students' impressions about their experiences in the classroom. For the activities, texts of the most diverse genres were selected, but we favored poems and song lyrics, whose main theme is Brazilian culture and identity and their respective objects of knowledge. All activities are intended to address the skills provided by the Mato Grosso Curriculum Reference Document (DRC-MT), which is based on the BNCC. As a bibliographic reference, we adopted the theorists of literature and literary literacy Bakhtin (2003), Candido (1995), Cosson (2014), Freire (1989), Paz (1982), Pinheiro (2018) and Todorov (2019); we also adopted theorists who focus on the themes of culture and cultural identity, such as Bhabha (2007), Bosi (2002), Canclini (2005), Cuche (2002), Faria and Garcia (2003), Hall (2005), Ortiz ( 1998) and Woodward (2000); besides, we have adopted Chacon (1983) and Feitosa (2018) as sources for studies on rock'n'roll; in addition to others that reflect on the formation of the literary reader, interdisciplinarity and intertextuality. The choice of this theme was motivated by the identification of the literary reading lack of most of the students in the class. Many of them considered the practice of literary reading something tedious. From this situation, we thought about activities that could arouse the involvement and belonging feelings to have, as a consequence, the taste for literary reading developed. In addition, we also seek to reflect on the sociocultural and identity role that poetic texts can have in everyday life. We also intended to reflect on literary reading in the school context. Finally, we believe that this work can help in the sense of promoting the reflection that literary reading can also contemplate texts that are not canonical, helping teachers to perceive the poetry and literariness that are present outside of traditional poems.

2021
Dissertações
1
  • CÍCERO GUILHERME DA SILVA
  • Palabras-Clave: Gestos de interpretación. Lectura y Escritura. Autoría. Proceso de Ordeña.

  • Orientador : VERA REGINA MARTINS E SILVA
  • Data: 29/01/2021


  • Mostrar Abstract
  • Esta disertación presenta el resultado de una propuesta de intervención trabajada con alumnos del quinto año, de la Escuela Municipal Profesora Rosimeire Aparecida da Silva, escuela del campo, en el municipio de Jauru-MT, en el Programa de PostGraduación Maestría Profesional en Letras – PROFLETRAS – de la Universidad del Estado de Mato Grosso – UNEMAT/Cáceres/MT. Seguimos la línea del Análisis de Discurso de la perspectiva francesa, iniciada por Michel Pêcheux en Francia y en Brasil desarrollada en los trabajos de Eni Orlandi. Nuestro objetivo fue dar visibilidad a los diferentes gestos de interpretación en función del discurso sobre la ordeña, y dar la oportunidad de que los alumnos asuman el papel de autores, por medio del trabajo con la lectura y la escrita. Los significados de ordeña que circulan de forma peyorativa en el medio rural y urbano desconsideran la actuación de los sujetos incluidos en el proceso. El trabajo fue desenvuelto con diferentes materiales como: textos, películas, videos, audios, observaciones de ordeña in loco, charlas con productores y profesionales técnicos del medio rural de la pecuaria lechera y visitas a una procesadora de leche de la región. Sabíamos que la interpretación era condición necesaria para asumir la autoría por medio de la lectura y la escritura y se daría en su relación con determinados sentidos mencionados, presentes en el interdiscurso. Las actividades desarrolladas propiciaron a los sujetos alumnos colocar en evidenciar nuevos sentidos con respecto al proceso de ordeña. El “descubrimiento” de una de red de sentidos a partir del vocablo ordeña dio notoriedad al valor del acto que ejecutan diariamente. Los resultados fueron observados en los relatos finales de los sujetos alumnos y sus familiares. Como producto final, organizamos un libro con recetas recopiladas de las familias que tuvieran leche como ingrediente. Este trabajo nos hizo comprobar que la escuela del campo tiene gran responsabilidad en el desarrollo de prácticas que agreguen situaciones cotidianas del campo para desmitificar conceptos entre lo rural y lo urbano y movilizar los sentidos de los sujetos alumnos en sus condiciones de producción.

2
  • CLAUDIA MELLER DOTTO
  • IVENS SCAFF’S POETHY IN CLASROOM: A PROPOSAL OF READING ACTIVITY WITH KYVAVERÁ AND ICARUS WINGS

  • Orientador : OLGA MARIA CASTRILLON MENDES
  • Data: 23/04/2021


  • Mostrar Abstract
  • This dissertation is the result of an intervention project that was thought and elaborated to be carried out at E.E. Ulisses Guimarães, from the municipality of Campo Verde, MT, with 9th grade students in the 2020 school year, however, for reasons never before imagined, it was not possible to apply it effectively in the classroom. Therefore, in view of the pandemic period generated by Covid 19, it was rethought by the national coordination of Profletras, a diversified strategy that could meet the specificities of the program, without distancing itself very much from what is normally proposed, but that did not necessarily need to be executed in classroom, since the face-to-face classes have been suspended since March 2020. In an unusual situation, the study redirected activities in order to maintain the operating strategies of the Profletras Program and, at the same time, guarantee the fundamentals of the objectives set. Therefore, the results are based on reading activities that develop students' language skills and competences and also promote knowledge of the literature produced in Mato Grosso, more specifically, in the intervention, the proposal is to carry out a work in the classroom with the poetics of Ivens Cuiabano Scaff. It was intended to boost the contact that students have with the poetic text through diversified activities. Thus, the theoretical bases of access to the adopted work are supported by Antônio Cândido (1995), Sílvia Castrillón (2013) Helder Pinheiro (1995) Teresa Colomer (2007), Regina Zilberman (1991) Maria Teresa Andruetto (2012) Annie Rouxel ( 2013) Antonio Carlos Secchin (2010) Cecília Bajour (2012) Tzvetan Todorov (2007) and others who reflect on literature and who dialogue with the perspective that Literature has a relevant role in the formation of critical readers. It is, therefore, fundamental for the improvement of the teaching-learning process, contributing to increase the forms of social participation of the subjects and to develop intellectual autonomy and social emancipation. One of the reasons for choosing the theme was the identification of the lack of literary reading in the majority of students in the class, as well as the lack of pleasure in reading. We then tried to develop some strategies to try to awaken the taste for reading. We also seek to reflect how the practice of literary reading, more specifically of poetic texts, expands students' worldview and can intellectually emancipate them. The results expected from this study intend to demonstrate that poetry can arouse students' interest in reading, as it allows these readers to participate in experiences through the representation of the world through the elements that are part of their daily lives. Therefore, the development of materials that help teachers apply the literature produced in Mato Grosso in the classroom is significant, since this literature is not available in textbooks and many Portuguese language teachers are not aware of the subject.

3
  • SILVIA MARIA DA SILVEIRA
  • AFRICAN TALES: A WAY FOR READING AND WRITING IN THE FIFTH YEAR, THROUGH REMOTE MEANS
  • Orientador : VERA LUCIA DA ROCHA MAQUEA
  • Data: 29/04/2021


  • Mostrar Abstract
  • This work aims to present an approach to Reading, reflection and writing from African tales, developed in the form of remote pedagogical intervention, with students of the 5th year of Elementary School of the Municipal School 03 de Maio, in the municipality of paranatinga-MT . As part of the work carried out in the Professional Master's Program in Letters - PROFLETRAS, offered at the State University of Mato Grosso _ Unemat, Cáceres MT unit. In this perspective, the central objective of this research is to promote actions that seek the development of reading and writing activities of African tales, for the understanding of literary texts and the improvement of ethnic-racial relations at school and beyond. We built, with the participation of students, study rules, different ways of reading, such as drawings, making videos, so that we could find ways of reading that were not focused solely on the practice of textual reading, generally boring for 5th grade students. . In addition, with the intention of opening paths for the insertion of other subjects with this project within the school, with the objective of relating the reading of African tales in the classroom, and thus reflecting on the texts that circulate. Finally, as a final product, a video was made about the story: The day when Mabata Bata exploded, from the difficulties of understanding about reading the story, during the process. As a result, we point out that the work highlighted several modes of reading and enabled a consequence of interpretation and reflection at school, making that 5th year be responsible for the remote reading practices experienced in the process and outside of it.

     

4
  • AMANDA LEMES LUSTIG
  • Let’s play!!! Gamification as teaching strategy of writing from the perspective of complexity
  • Orientador : VALDIR SILVA
  • Data: 17/06/2021


  • Mostrar Abstract
  • Considering that the mastery of writing practices is of fundamental importance for the instructions of students and for their inclusion in a society increasingly mediated by digital techonolies, the present research-intervention developed within the scope of the CAPES Professional Master’s Degree Program in Letters / UNEMAT / Cáceres. The  main objective of this research is contribute to the quality of the writing practices of students from a public school in the Municipality of Cáceres-MT, through propositions of gamified activities, developed remotely through the WhatsApp application. The Gamification is based on the action of thinking the teaching practices like a game, using the systematic and mechanics of the act of playing in an out-of-game context (Deterding et all 2011). The Theory of Complex Dynamic Systems guided the entire process of intervention and studies theoretically and methodologically, as I understand that a group of students on WhatsApp and their social practices of the language are configured in a complex dynamic system. Therefore, subject to auto-organization, adaptations , unpredictability, emergence, etc., due to the dynamics of interaction between the subjects (teacher and students) and the instruments used, such as didactic materials, digital technologies, games, etc. The research was carried out with 26 students from the 7th year of elementary school at the Municipal School Novo Oriente, located on the periphery of Cáceres-MT. For the production of the analysis of the data generated by the dynamics of intervention proposed for this research, I mobilized the categories of analysis: Sensitivity to initial conditions, Diversity, Adaptation, auto-organization, Interaction, Unpredictability. The work is organized into seven parts that configured six phases of a game; each phase had its missions that should be completed by the students with a view to accumulating a score that would be exchanged for a prize common to all students. At the end of the intervention, it was possible to verify the improvement of students' writing practices even in remote teaching situations.

     

5
  • CHRISTINA BARBOSA GUIMARÃES FERREIRA
  • dating violence: a discursive look at reading and writing practices at school

  • Data: 09/07/2021


  • Mostrar Abstract
  • This dissertation, linked to the Professional Master's Degree in Languages, at the University of the State of Mato Grosso, Campus Cáceres-MT, is the result of a propositional project, which emerged as interventional, but due to the COVID19 pandemic, it had to be changed, due to the impossibility of execution with students in school. Our work is theoretically based on the Discourse Analysis of Pecheuxtian line, started in Franca, which brings Eni Orlandi as its precursor in Brazil. As main objective, we work on the process of constitution of authorship in the classroom, mobilizing reading and writing through various text production activities, always related to the theme Violence in Dating. This project was built having as a reference the 9th grade students of the EE Irene Gomes de Campos, in the municipality of Várzea Grande-MT. To achieve our goal, we propose to work with several significant materials such as images, cartoons, advertisements, cartoons and songs on the chosen theme, so that students can build their reading archive, with which they will work in their writing processes, from of conditions that enable them to constitute their authorship in the texts they will produce in the classroom. In the development of the project activities, we proposed that the student can understand the meanings of violence today and, until the end of the activities, can position himself as an author subject, within the worked theme. The choice of the theme was due to the fact that, in the daily life of the classroom, we observe a "naturalization" of violence in affective relationships and as dating is where these young people start their relationships, we aim to understand, through writing, this violence in dating, from the classroom productions of our students. For this, we seek to understand how violence occurs among young people and how we can contribute to the prevention and reduction of its rates, understanding how these meanings work in those who place themselves as perpetrators of violence and in those who place themselves as victims. As a final product, a material was produced (book of discursive activities) so that teachers can work on reading and writing, seeking authorship, within the theme violence in dating, in Portuguese language classes.

6
  • SILVANI DE PAULA TAVARES
  • READING, INTERPRETATION AND PRODUCTION: PROTAGONISM OF THE SUBJECT-READER IN DIFFERENT STORY

  • Orientador : OLGA MARIA CASTRILLON MENDES
  • Data: 28/07/2021


  • Mostrar Abstract
  • This dissertation has the general objective: to propose reading activities to 9th grade students of the State Academic School Lauro Augusto de Barros, expand their reading skills and enable them to produce their own texts and reveal their subjectivities embedded in the process of constitution of the senses.

                   For this, we use the fantastic tale’s genre in order to trigger reflections on the human condition, misery, prejudice, loneliness, madness, evil and death through irony, fantasy and estrangement in the face of the narrated events. We hope, in this way, to attract the interest, pleasure and appropriation of reading texts in general.

                   As theoretical support we use: a) the formation of the subject reader from Iser (1979) and Jauss (1979); b) the subjective reading based on the assumptions of Jouve (2002, 2012); Rouxel (2013) and Xypas (2018); c) literary reading through the postulates of Colomer (2008); d) fantastic literature according to the precepts of Todorov, Cortázar and Roas, among others.

                   The methodology used was based on the action-research postulated by Tiollent (2008) and the reading and writing activities were divided into: 1) reading of 06 short stories taken from the work Strange Tales by Eduardo Mahon; 2) reading of 03 short stories from the work Azul de February by the same author; 3) reading of 3 other stories, such as: Hans Christian Andersen's Girl with matches, Conceição Evaristo's Olhos d'água and Edgar Allan Poe's Black cat; 4) preparation of reading diaries; 5) production of stories; 6) analysis of students' productions under the bias of subjective reading.

                This research is based on the approach of reception theory and subjective reading with readers and story producers in an initial process of awareness of their aesthetic experience and recognition of the other and of themselves as a social being.

7
  • Rosilane Silva dos Santos
  • CHILDREN'S LITERARY NARRATIVES: THE READING AND WRITING PODUCTION IN ELEMENTARY SCHOOL I

     

  • Orientador : ELIZETE DALL COMUNE HUNHOFF
  • Data: 30/08/2021


  • Mostrar Abstract
  • In this dissertation, we aim to reflect on a research developed in an interventional project in the PROFLETRAS Professional Master's Program. It addressed processes of reading and textual production, from the perspective of literary studies, based on the theory-methodological aesthetics of reception, by Hans Robert Jauss (1967), and other authors who discuss the teaching of literature, the training the reader and literary literacy, such as Regina Zilberman (1989), Rildo Cosson (2019), Nelly Novaes Coelho (2000), Vincent Jouve (2012). In our clipping we selected literary texts by Ivens Cuiabano Scaff (2006), Maria de Lourdes da Silva Ramos (2005), Cristina Campos (2008), Durval de França (2008), Alexandre Azevedo (2015), Iraci Conceição Romagnolli Dias (2012), Eduardo Mahon (2019) and Marta Cocco (2019), with the theme on the environment that provided reflection and interaction to students from the 5th year - 2nd Cycle of Elementary School, from the Campo Vila União State School, located in Primavera do Leste, MT, on the environmental transformations that the municipality undergoes over the years.We rely on active methodologies and action research to develop literary teaching practices, in a sequence of activities with motivational moments and reading experiences of various textual genres, such as: short stories, poems, films, photographs, music lyrics, interviews, copyright productions and exhibitions, in virtual/remote classes due to the pandemic of Covid 19 that has plagued the entire planet, in these years 2020 and 2021.Thus, the language activities performed provided the students with skills and abilities for the production of oral and written reports, artistic presentations as a form of literary expression, continuous reflection on their interaction with the environment, criticisms and arguments. We noticed that the literary teaching practices, which were dynamic in the moments of learning, strengthened the student reading formation. As a pedagogical contribution, we produce a didactic material entitled Collection of literary activities for Elementary School I, composed from the development of the classes planned in the light of the guidelines of official documents and theoretical contribution of literary teaching.

     

     

     

     

     

8
  • ANA BIBIANNE BOSCOV BRAOS
  • GESTURES OF INTERPRETATION AND CONSTITUTION OF AUTHORSHIP: A DISCOURSE APPROACH TO DOCUMETRY IN THE CLASSROOM
  • Orientador : MARISTELA CURY SARIAN
  • Data: 27/09/2021


  • Mostrar Abstract
  • This work, linked to the Professional Master's Program in Letters – ProfLetras, offered at Unemat, University Campus of Cáceres Jane Vanini, aims to problematize the teaching of reading and writing based on documentary. Affiliated to the theoretical-methodological approach of Discourse Analysis by Michel Pêcheux and Eni Orlandi and designed to be developed with students from the ninth year of Elementary School, we understand that the audiovisual material provides the opportunity for the circulation of different significant materialities in the classroom, through the specificities of its composition, presenting itself as a possible entry to work on the functioning of language in its constitutive historicity at school. To give effect to the theory-practice relationship, we created the Reading Notebook and Documentary Production: a discursive proposal for the teaching of Portuguese Language, mobilizing the constitution, formulation and circulation of discourse, as a way of giving visibility to failure, to misunderstanding and the constitutive exteriority of the language, in the structure-event beat. Structured in six activities: I – Conversation circle: reading beyond writing; II – Construction of a reading file; III – Reading gestures, IV – Interpretation gestures; V – From paraphrase to polysemy and VI – Workshops for documentary production, the proposals revolve around orality, writing, reading, research and documentary production and highlight the historicity and specificities of documentary. It is proposed, therefore, with this work, to open spaces for gestures of authorship inscribed in history, in the classroom, in order to establish new ways of reading and writing and, in this way, contribute to the subject-student take a critical position on the issues raised in the classroom and, from there, beyond the school.

9
  • AULENI DIAS FREITAS DE MORAES
  • READING THE PUBLIC LEISURE SPACE: THE CONSTITUTION OF AUTHORSHIP AT SCHOOL
  • Orientador : SANDRA RAQUEL DE ALMEIDA CABRAL HAYASHIDA
  • Data: 28/09/2021


  • Mostrar Abstract
  • This dissertation presents a proposal for reading and writing to be developed in a class of the ninth 
    year of Elementary School at the Nossa Senhora de Fátima State School, in the municipality of Araputanga-MT,
     as part of the work carried out in the Graduate Program, Professional Master's Degree in Letters – PROFLETRAS,
     from the UNEMAT/Cáceres/MT Unit. Anchored in the theoretical-methodological perspective of Pecheuxtian
     Discourse Analysis, we seek to build a reading file about public leisure spaces in the city of Araputanga, with the
     objective of offering conditions for students to assume authorship gestures for the production of an Atlas
     about these public leisure spaces. In this sense, the work production conditions were approached, presenting,
     initially, a study on the city of Araputanga, discussing the process of its foundation up to the present day.
     Subsequently, the theoretical path was shown, which enabled the necessary shifts and ruptures to assume the
     position-teacher that mediates knowledge, as well as to work language and language in the classroom, 
    developing a discursive proposal with reading and writing with view to authorship. In this sense,
     the reading archive was made up of different discursive materialities such as historiographical texts about
     the city, legal texts about leisure, maps, videos, photographs, polls, dictionary entries, interviews, among
     others. From these materialities, it was possible to show how the work of reading and writing takes place
     from the discursive point of view to get to know the city. Thus, the proposal sought to work the
     language/language making sense in practice, that is, in their real situations of use, understanding 
    that subjects are questioned by ideology and production conditions. The sense of leisure has expanded
     with each reading, as there is a range of possibilities to mean it. Several language practices were used, 
    mobilizing the theory adopted and addressing issues related to reading, interpretation and authorship.
     It can be said that, with the reading and writing practices proposed here, students will constitute a
     discursive memory about leisure, in order to assume themselves as authors in the production of an Atlas 
    of Public Leisure Spaces in Araputanga. Thus, this proposal offers conditions to enable the constitution 
    of authorship at school and (re)signify the teaching and learning of the language/language in 
    Portuguese language classes.
     
     
     
     
     
     
10
  • NEUZA SILVA DA CRUZ

  • LITERATURE, READING AND WRITING VIA REMOTE TEACHING: GAPS OF PREJUDICES AND STEREOTYPES IN LITERARY TEXTS

  • Orientador : ELIZETE DALL COMUNE HUNHOFF
  • Data: 14/12/2021


  • Mostrar Abstract
  • The dissertation discusses the practice of reading as an important element in the acquisition and construction of knowledges. It reflects on the development of an interventional project carried out in the Programa de MestradoProfissionalemLetras – PROFLETRAS (Professional Master’s Degree in Languages - PROFELETRAS). The interventional approach managed students from the 7th and 8th grades of an elementary school named, Irmã Miguelina Corso, municipality of São Pedro da Cipa, MT.It focused on teaching the reading habits, interpretation and writing through literary texts. Also amplify the students’ sensibility to produce fictional texts, as well oral and written, of different genres focusing on readers’ formation, which theme is “Prejudice and Stereotype”.We are based on studies centered on the concepts of Reading and Literature approached by Jaus (1994), Zilberman (1989), Jouve (2002), Couson (2012), Coelho (2000), Colomer (2007) among others. With texts related to children’s literature, it sought to create conditions for students to expand their communicative and argumentative skills. Due to the Covid – 19 pandemic, that frightened everyone in 2020, the Project readjusted to be applied using digital technologies in remote classes.The active methodologies and action research provided theoretical support into the successful intervention.As a final product it is listed at the end a Collection of Pedagogical Interventions Activities, which contains reflexive approaches linked to the development of the teacher and student. The use of technology got relevancy to the development of actions and proportionated to students a reception of texts and activities. We hope to contribute to the strengthening and consolidation of future Works, in significant school practices, aimed at improving the learning and consequently the citizen formation.

11
  • CLEUSA MARIA PRATES BUENO
  • DIALOGUE BETWEEN FICTION AND REALITY: A PROPOSAL OF READING AND WRITING IN REMOTE TEACHING

  • Orientador : EVERTON ALMEIDA BARBOSA
  • Data: 15/12/2021


  • Mostrar Abstract
  • This dissertation presents the reflections about our research, applied at Colégio Tiradentes of the Military Police of Vilhena CTPM-V, with students of the 7th year of elementary school. The proposal aimed to develop actions that provide students with significant experiences with reading and writing, emphasizing intertextuality based on a theme: “the exploitation of child labor”. The research methodology used was action research, based on Thiollent (1986). Our research was developed entirely remotely, due to the distance caused by the Covid 19 pandemic. We had as references, theorists such as Antunes (2016), who deals with knowledge about other texts previously put into circulation; Martins (2012) and Fleck (2007), which enabled us to understand that the sensory and emotional levels of reading were the most appropriate for students, at the stage in which those of our research were; Bakhtin (2018), who directed us to the notion of subject, and the dialogues established between this and Langlade (2004), when it deals with subjective reading. In this way, when working with reading, we realize the importance of respecting different subjects coming from different social conditions, as each student occupies a unique place and has unique views and readings before the text and the world around him. The research contemplated the short story in interface with other languages and genres such as: music, reportage, map and statute. We proposed to work with the short story The Little Match Girl, by Hans Cristian Andersen (2010) in dialogue with different languages and genres. All the readings performed served as subsidies for the process of creating texts by the students. In this sense, we could see the development of skills presented in the objectives of this research, such as the understanding of the relationships between texts and between literature and reality.

2019
Dissertações
1
  • MARCIA ADRIANA DE BARROS FRAGA
  • Palabras clave: Enseñanza. Interpretación. Verbal y no verbal. Materialidades.

  • Orientador : VERA REGINA MARTINS E SILVA
  • Data: 27/09/2019


  • Mostrar Abstract
  • Este trabajo se refiere al Proyecto de Intervención realizado en el Máster Profesional en Letras - PROFLETRAS - Unidad Cáceres/MT, intitulado: “Posts: gestos de lectura del digital en el salón de clase”, desarrollado en el 8º año de la Primaria, en la Escola Estadual Severiano Neves, municipio de São Félix do Araguaia/MT. Basado en el Análisis del Discurso (AD) de línea francesa, anclado en los estudios de Michel Pêcheux, en Francia, y de Eni Orlandi en Brasil, tuvimos como objetivo dar condiciones para que los alunos produjeran gestos de interpretación de los Posts que circula nen la red social Facebook, utilizando este espacio de dichos para ocupar las posiciones de sujeto lector y de sujeto autor. Para eso, buscamos trabajar el proceso de constitución, formulación y circulación de los Posts. Construímos, con la participación de los alumnos, um archivo de lectura compuesto de diferentes materialidades compartidas en Facebook, como comentarios, videos, emojis, memes y otros, para que pudiéramos desestabilizar los sentidos de lectura en la escuela. Buscamos crear un espacio de lectura, para que los alumnos se relacionaran con los distintos materiales de lenguaje, possibilitando el trabajo con otros objetos simbólicos, permitiendo que ellos comprendieran la constitución de los sentidos en las distintas materialidades significantes involucradas en los Posts. Buscamos desarrollar lecturas polisémicas, desestabilizando los sentidos ya puestos, para además de las evidencias, a fin de compreender cómo funciona el silencio, el implícito, el no dicho, el dicho, de modo que los alunos comprendieran que los sentidos son múltiples y no únicos, poniendo en evidencia la no transparencia de la lengua. La propuesta se constituye en un ejercicio de cambiar lamanera de trabajar la lectura y el digital en la escuela. Se abrió para la escucha de los distintos gestos de interpretación y la constitución de la autoría.

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