TCC Letras - Licenciaturahttp://repositorio.ufsm.br/handle/1/27092024-03-28T21:22:39Z2024-03-28T21:22:39ZLetramento literário na educação de jovens e adultos integrada à educação profissional: uma metodologia crítico-transformadoraJúlia, Rodrigueshttp://repositorio.ufsm.br/handle/1/313802024-02-02T14:56:22Z2023-12-12T00:00:00ZLetramento literário na educação de jovens e adultos integrada à educação profissional: uma metodologia crítico-transformadora
Júlia, Rodrigues
The Education of Youth and Adults becomes a modality of basic education according to the Law of Guidelines and Bases (Law/9.394/96). Since then, it is necessary to consider public policies that encompass this modality and how to propose methodologies that stimulate these individuals to critically reflect on the world. In this sense, the general objective of this work is to discuss the theoretical-methodological perspective of Literary Literacy as a possibility to promote a dialogical space in Adult and Youth Education. The specific objectives are: (a) To investigate the historical trajectory of Youth and Adult Education and Youth and Adult Education Integrated with Professional Education in Brazil in its relation to pedagogical practices involving literature characteristics for this public; (b) To verify to what extent official documents, such as the Law of Guidelines and Bases, National Curriculum Parameters, National Curriculum Guidelines, and the National Common Curriculum Base, contemplate and/or guide the work with literature in Youth and Aults Education; and (c) To reflect on Literary Literacy as a viable methodology for this modality. The methodology employed was a literature review research to discuss the historical panorama of Youth and Adult Education and Youth and Adult Education Integrated with Professional Education, the context of working with Literature and Literary Literacy (COSSON, 2006). The theoretical framework included legal and teaching guidance documents, such as the National Common Curriculum Base (BNCC), and laws and policies implemented for Youth and Adult Education, in addition to the theoretical foundations of COSSON (2006) (2020), ARROYO (2017), SOARES (2002), and DI PIERRO; HADDAD (2000). As a material for the analysis of Literary Literacy as a critical and transformative methodology in Youth and Adult Education Integrated with Professional Education, a basic sequence in the style of Rildo Cosson was analyzed to assess the potentialities of working with literature through Literary Literacy, enabling a dialogical approach and focusing on reader formation. It is concluded that the use of planning based on sequences elaborated by Cosson contributes to the pedagogical work of the teacher and enables critical formation through the reading of literary works. The application of this methodology can represent a significant advancement in promoting quality education for young people and adults, emphasizing literature as an enriching pedagogical component and forming a community of readers.
Universidade Federal de Santa Maria
Trabalho de Conclusão de Curso de Graduação
2023-12-12T00:00:00ZO processo de reescrita na construção argumentativa: uma análise a partir das produções textuais de alunos do 9º ano do Ensino FundamentalNyland, Vanessahttp://repositorio.ufsm.br/handle/1/313792024-02-02T14:55:56Z2023-12-07T00:00:00ZO processo de reescrita na construção argumentativa: uma análise a partir das produções textuais de alunos do 9º ano do Ensino Fundamental
Nyland, Vanessa
Writing plays a central role in contemporary society, determining access to basic conditions for existence. Therefore, it is the school that must enable the development of this social tool, preparing students for life in society, thus allowing them the full right to citizenship. For Koch (2002), social interaction takes place through language, through argumentativeness and, for Abreu (2009), it is through argumentation that man places himself in the world, based on the texts he produces. Therefore, the general objective of this work is to analyze the importance of the rewriting process in the argumentative construction of textual productions by students in the 9th year of Elementary School at EMEF Vicente Farencena, in Santa Maria, RS. As specific objectives, we have: (a) investigate the contributions of rewriting in the argumentative construction in the textual genre Redação do Enem; (b) investigate to what extent the rewriting reflects advances in the use of different types of arguments; and (c), verify the potential of action research for teaching and learning argumentative texts. The method adopted is action research, which consists of getting to know the reality studied, establishing a cooperative relationship between participants and researchers (FRANCO; BETTI, 2018). The texts were analyzed using a framework of criteria that included aspects of genre and argumentativeness. The target audience for the research are students in the 9th year of Elementary School, students in class 92 at Escola Municipal de Ensino Fundamental Vicente Farencena, located in Camobi neighborhood, Santa Maria, RS. Workshops were developed, based on diagnostic textual production, which took place from October to November 2024, during the regular period of Portuguese Language classes. The students produced texts in the Enem Writing genre, developing the use of different argumentative resources, such as types of arguments and discursive modalizers. Three writings were carried out in the classroom, with feedback provided through guidance notes, with the text of a student, referred to in the study as Student XX, being selected for analysis. As a result, after the three writings, progress can be seen with regard to the use of argumentation, as Student XX selected different types of arguments efficiently, strengthening his point of view a little. This can be seen by verifying that he qualified the use of the argument based on facts and the argument from authority in the latest version of the text. The intervention proposal, according to the Enem writing textual genre, was also more complete and closer to what is expected for this genre. In this way, even though the textual production is not at an Enem grade-100 writing standard, it is understood that there has been a great advance with regard to the argumentative construction of the text. It is concluded that, given all the challenges that arise in daily school practice, the results obtained were satisfactory, contributing to the teaching of the Portuguese language, especially textual production.
Universidade Federal de Santa Maria
Trabalho de Conclusão de Curso de Graduação
2023-12-07T00:00:00ZUFSM extension projects as a genreGarlet, Valériahttp://repositorio.ufsm.br/handle/1/311962024-01-22T11:56:20Z2023-12-18T00:00:00ZUFSM extension projects as a genre
Garlet, Valéria
Extension, along with teaching and research, constitutes the operating tripod of Brazilian public universities. Extension can materialize itself through extension projects. However, there are no previous studies on the characteristics that constitute this genre in the context of the Federal University of Santa Maria (UFSM). Therefore, the present research aims to identify how extension projects are constituted as a genre. This qualitative study was conducted at UFSM through an interview carried out in two different moments with the Provost for Extension. In this sense, the characteristics of extension projects are defined based on the guidelines of the Política de Extensão da UFSM. Besides, another result from this research is a guideline of questions that must be answered when designing extension projects. Furthermore, it was possible to devise a draft that can help project coordinators to write extension projects. There are two aspects of contribution of this research: 1) for the institution, the improvement of the extension projects genre and help coordinators in the preparation of their extension projects; and 2) for the area of Applied Linguistics, the contribution for the definition of the extension projects genre, in order to solve problems from the context in which this genre is embodied.
Universidade Federal de Santa Maria
Trabalho de Conclusão de Curso de Graduação
2023-12-18T00:00:00Z“Say my name”: an analysis of the character Walter White based on the concepts of narratologyPrates, Renato Sant Annahttp://repositorio.ufsm.br/handle/1/311602024-01-17T13:02:56Z2023-12-14T00:00:00Z“Say my name”: an analysis of the character Walter White based on the concepts of narratology
Prates, Renato Sant Anna
This paper offers an analysis of character development that will portray the protagonist of the North American TV show “Breaking Bad”. Walter White, who is also the inspiration for the title of this work, is an emblematic character in his own way, and, as such, the question inevitably rises: why is this character successful and how is such success represented on the screen, through the narrative. The series comprises five seasons, and aired in the United States for five years (from 2008 to 2013). From the corpus composed of 62 episodes, for the analysis we will choose five selected and representative scenes, one from each season, seeking for answers found in the theoretical framework provided by narratology (BAL, 1999; GOMES, 1970; EAGLETON, 2013) to observe Walter White’s strength as a character and how he is built.
Universidade Federal de Santa Maria
Trabalho de Conclusão de Curso de Graduação
2023-12-14T00:00:00Z