Ensino, Educação Básica e Formação de Professores

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http://repositorio.ufes.br/handle/10/17479
Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

Centro: CCENS
Telefone: (28) 3552 8731
URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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Navegando Ensino, Educação Básica e Formação de Professores por Autor "Alcantara, Regina Godinho de"

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    As produções textuais dos sujeitos de uma comunidade quilombola - identidade, pertencimento, cultura e ideologia: o diálogo com as práticas discursivas
    (Universidade Federal do Espírito Santo, 2019-09-30) Thebas, Adriana de Medeiros Marcolano; Alcantara, Regina Godinho de; https://orcid.org/000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913; https://orcid.org/0000-0001-9064-9265; http://lattes.cnpq.br/4942421761889454; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Paiva, Jacyara Silva de; https://orcid.org/0000-0002-2917-7673; http://lattes.cnpq.br/9259877374436417; Stieg, Vanildo; https://orcid.org/0000-0002-1153-8135; http://lattes.cnpq.br/
    This research directs the look at oral textual productions and writings of students belonging to a quilombola community. Its main objective is to identify whether social, historical, cultural and ideological issues that permeate/permeate the quilombola community, from which the subjects come from, materialize in their texts and how(s) reveal themselves and are seen (or not) by the regular school in which they are enrolled. The research brings as theoretical reference the assumptions of Mikhail Bakhtin (1999, 2003, 2011) and Volóchinov (2017), with regard to a discursive perspective of language; the references of Geraldi (2006), Marcuschi (2008) among other theorists who conducted studies on oral and written production of discursive genres in school contexts and the discursive representations constructed in this production; as well as the contributions of Andrade (2018), Candau (2004), Oliveira (2005), Munanga (1994), in view of the need to think the quilombola community as a territory that covers the physical part (the earth) and the symbolic dimension (memories, rituals and knowledge); and Gnerre (1994), with regard to understanding the language as a cultural heritage that involves power relations. This is a qualitative research, which brings as methodological design the case study, using the documentary consultation and the focus group as research procedures. We also use the field diary as a data production instrument. The analytical corpus of this study is composed of written textual productions produced by these subjects, which were analyzed by a dialogical-discursive bias. The research has as its field of investigation a Municipal School of Basic Education, located in a district of Cachoeiro de Itapemirim / ES, as well as the Quilombola Monte Alegre Community, located in this same municipality. The target audience of the research is a group of students from said school, residing in the Quilombola Monte Alegre Community. The production of research data occurred from June 2018 to July 2019, both in the school and in the quilombola community. Research shows that bakhtinian perspective of language enables us to reflect on the formation of the subject, in view of the elements that constitute their identity and their relations with diversity in society, therefore becoming essential to appreciation of different cultures in order to strengthen the fight against prejudice and discrimination. Through the activities developed and the analysis of the subjects' textual productions, we find that students, when they have to say and why say, that is, when they are presented with a production situation, produce texts that go beyond the objective to perform a school activity, since, in their discourses, they constitute themselves as subjects of their saying and, in addition, bring to these productions social, historical, cultural and ideological issues that permeate them. Throughout our study, we found that the researched school does not invest in the production of texts of these subjects, perhaps because it does not believe that they are able to produce them. And, by doing so, that is, by betting on a traditional practice focused on the teaching of normative grammar, ends up neglecting both the processes of building the identity of this community, already socially vulnerable by its own condition socio-historical, such as the development of the critical consciousness of students, necessary for them to understand the social contradictions that permeate their contexts of lives. We also conclude that the school surveyed, by presenting an alleged neutrality regarding the education of ethnic racial relations, ends up invising the subjects coming from the quilombola community and who study there, as well as their life contexts.
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    Entre o planejado e o verossímil: redes sociais como possibilidade para o ensino de língua portuguesa
    (Universidade Federal do Espírito Santo, 2019-09-30) Furtado, Érika Almeida; Alcantara, Regina Godinho de; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913; https://orcid.org/0000-0002-4186-5743; http://lattes.cnpq.br/2554841787253315; Porto, Joao Luiz Simplicio; https://orcid.org/0000-0002-8237-0974; http://lattes.cnpq.br/4653490966124652; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714; Stieg, Vanildo; https://orcid.org/0000-0002-1153-8135; http://lattes.cnpq.br/5154995727091651
    This paper aims to investigate how working with discursive genres that circulate in social networks can enable didactic-methodological strategies for teaching Portuguese language in the classroom, meeting a discursive and dialogical approach. In the focus given to discursive genres, these were treated as different forms of expression defined by socio-communicative properties that arise in a given context, meeting the needs of individuals. This is a qualitative research, with the realization a case study were carried out, we counted on the participation of two distinct subjects: students from a 1st / 2nd grade High School class and Portuguese Language teachers from this same school class. We highlight as theoretical reference the studies of Mikhail Bakhtin (2003; 2017), regarding a dialogic-discursive perspective of language; Geraldi (1997; 2006) and Marcuschi (2005, 2008), considering the issues that permeate teaching from a discursive perspective; Alarcão (2001) regarding the constitution of the reflective teacher; Levy (1993, 1999) and Rojo (2006, 2007) considering the aspects related to the use as a didactic-pedagogical resource of new technologies and digital literacy. To the search, questionnaires and a semi-structured interview were applied, as well as participation the development of a pedagogical practice in the classroom. We evidence that students and teachers have knowledge and use digital technologies outside the school context daily, because within this context the use is minimal. We conclude that there is a possibility of social networks working in the classroom as a didactic methodological resource in the teaching of the Portuguese language. However, the use of this support and the technologies that engender it, in itself, does not guarantee the effectiveness of an approach. discursive in language teaching, since the teacher's conception of language and, consequently, his concepts of text and subject, significantly interfere in his pedagogical practice, being able to transform the proposed activities into purely structuralist practices, not differing from exercises. worked in this same perspective, through didactic resources that are already part of the school routine