DISSERTAÇÃO DE MESTRADO - PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA

URI Permanente para esta coleçãohttps://tedebc-teste.ufma.br/handle/tede/2226

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Navegando DISSERTAÇÃO DE MESTRADO - PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA por Autor "ARANHA, Marize Barros Rocha"

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    LEITURA SOB A PERSPECTIVA SOCIOINTERACIONISTA: um estudo no 6º ano do Ensino Fundamental na Unidade de Educação Básica Ministro Carlos Madeira, em São Luís-MA
    (Universidade Federal do Maranhão, 2023-01-20) GOMES, Iranilde do Rosário; ARANHA, Marize Barros Rocha; http://lattes.cnpq.br/9941662848304415; ARANHA, Marize Barros Rocha Aranha; http://lattes.cnpq.br/9941662848304415; SILVA, Ana Lúcia Rocha Silva; http://lattes.cnpq.br/3800306677912442; CAVALCANTE, Luciana Rocha; http://lattes.cnpq.br/2078796781691951; FERNANDES, Vanja Maria Dominices Coutinho; http://lattes.cnpq.br/8685001139434354; CUTRIM, Ilza do Socorro Galvão; http://lattes.cnpq.br/6628313480144303
    The act of reading implies a citizenship issue in that it reveals itself as a form of social inclusion and enables the subject to develop his ability to position himself/herself critically about the world in which he/she is inserted. Based on this proposition, the present research has the general objective of verifying how the Portuguese Language teachers of the 6th grade of Elementary School at Basic Education Unit (UEB) “Minister Carlos Madeira” develop the process of teaching reading, aiming at the construction of a booklet of pedagogical guidelines for the work with reading, under a socio interactionist perspective. Specifically, we aimed to: identify the theoretical conceptions that underlie the work of Portuguese Language teachers of the 6th grade of Elementary School at UEB Ministro Carlos Madeira, in the teaching reading; analyze the strategies developed by these teachers in the teaching of reading, in order to promote the reading formation of the students; and build a booklet of pedagogical guidelines, based on the social-interactionist perspective, for teaching reading and promoting reading training in the 6th grade of Elementary School. To achieve these goals, we took Bakhtin’s (2015) studies as a reference, in order to understand the concept of language and its possible implications on reading practice. In this way, we adopted the principle of language as dialogical practice and referenced contemporary authors who study reading and offer subsidies regarding socio-interactionism, such as Antunes (2009, 2014), Fiorin (2020), Kleiman (1989, 2004), Santaella (2019), Vygotsky (1991, 2001), among others. As for the methodology, we carried out a case study, of an applied nature, exploratory in scope, and qualitative in approach, by means of a bibliographic survey, interviews, transcription and analysis of the collected data, elaboration and availability of a booklet of pedagogical orientations. The data obtained in the interview indicate, in relation to the theoretical conceptions that underlie the teaching work, that there is a predominant vision of language as a system and of language as communication; the text is taken as a source of information; the notion of reader is associated with habit and proficiency; reading is worked on in line with official education documents; the social-interactionist perspective is tied to the context. These data also point, with respect to the strategies and activities developed in the teaching of reading. In the research product, we organized a reading proposal in three modules to sharpen greater interactivity in the classroom, through advertisements that circulate in social networks. Thus, we hope that the research will bring contributions to scholars and professionals in the field, especially to Elementary School teachers, in working with reading, to stimulate students’ participation, autonomy, and skills in the meaningful use of verbal and multimodal language.
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    Música popular maranhense no ensino médio: um estudo pré-experimental com estudantes de Arte do Centro de Ensino Manoel Beckman em São Luís/MA
    (Universidade Federal do Maranhão, 2019-08-26) NASCIMENTO, Francisca Maria Lopes Menezes; QUADROS JÚNIOR, João Fortunato Soares de; 055709276-03; http://lattes.cnpq.br/3915193940262721; QUADROS JÚNIOR, João Fortunato Soares de; 055709276-03; http://lattes.cnpq.br/3915193940262721; ARANHA, Marize Barros Rocha; http://lattes.cnpq.br/9941662848304415; PADILHA, Antônio Francisco de Sales; http://lattes.cnpq.br/0984475664212794
    This paper aims to study the teaching of Música Popular Maranhense (MPM), or Popular Music from Maranhão, as a phenomenon of cultural identity and an important tool for human development in the teaching and learning process. With a great degree of aesthetic, poetic, and melodic symbology of regional popular culture, MPM possesses a rich and workable content in the classroom, in the Music component, one of the four artistic languages of the Art curriculum. The goal of the research is to comprehend how the pedagogic and didactic proposal, based on MPM, might influence the teaching and the Art students’ learning in the first year of Centro de Ensino Manoel Beckman, a Brazilian high school (Ensino Médio) in São Luís – MA. In order to do so, a pedagogic and didactic proposal was made, which was materialized in a Didactic Booklet, the object of didactic intervention in the subject. The theoretical framework included a discussion between Curriculum, Music, and Culture, emphasizing the new curriculum tendencies, from a historical, critical, and cultural perspective and reproduction field and symbolic creation, which were substantiated by Goodson (2001), Lopes and Macedo (2002), Moreira and Tadeu (2011), Libâneo (2014), among others. Subsequently, a reading concerning the historical context of the evolution of music teaching was made, using legal documents that oriented music education in Brazil. Regarding methodology, the study presents mixed approach, combining quantitative and qualitative emphases. Moreover, its nature and purpose are characterized as applied research (TAMAYO, 2004); whilst in the method, pre-experimental drawing was applied, with one natural group only, since it adapts the most to the model of the research (SAMPIERE, CALLADO, BAPTISTA, 2013). Results reveal influence in the process of teaching and learning, not only concerning the acquisition of knowledge about MPM, but also the evaluation of the Art as a school subject. It was possible to observe that regional music is not in the music repertoire of young people; however, it generated important benefits for their formation: sensibility, creativity, and integration in their school environment. The DVD highlighted that the experimental proposal based on MPM made the development of students’ abilities regarding music composition possible, thus broadening their investigation field.