http://www.bdtd.uerj.br/handle/1/3644 Thu, 16 Apr 2026 17:08:57 GMT 2026-04-16T17:08:57Z http://www.bdtd.uerj.br/handle/1/25246 Título: Contribuições do gênero podcast para o ensino da oralidade em sala de aula: as diferentes fases deste gênero e o papel argumentativo das narrativas orais emergentes Autor: Marques, Ana Carolina dos Santos Primeiro orientador: Abritta, Carolina Scali Abstract: Starting at the reflections on genres (BAKHTIN, 1997; MARCUSCHI, 2003), multiliteracies (ROJO; MOURA, 2012) and oralities (MAGALHÃES et al, 2022; MAGALHÃES; LACERDA, 2019), and using qualitative and interpretative methodology with an ethnographic bias, this current work focuses on the study of podcast as language practice embedded in digital culture and significantly widespread in current days, aiming at contributing for the development of oral competences and skills of 9th-grade pupils from a public school in the state education system of Rio de Janeiro, in the municipality of Itaboraí. In order to do so, an intervention project was designed in four stages, with the main theme being the critical and ethical use of new technologies. The project culminated in the production of four podcast episodes developed by the students. These episodes were transcribed according to the Jefferson transcription model (GARCEZ; BULLA; LODER, 2014). From this transcribed material, the main goal was to verify in which way speech is organized, considering the directives of the Interactional Framing (BATESON, [1972] 2000) (TANNEN; WALLAT, 2013) and Narrative Analysis. With the latter, we could note the podcasts comprise four fundamental stages: first stage - opening, second stage - topic identification, third stage - topic development and, finally, the fourth stage carries the closing or conclusion of the oral event. Additionally, there is an emergence of narratives at the second stage of the podcast and its function is to identify and characterize the approached theme; in the third phase, where narratives appear predominantly, they serve an argumentative function, supporting the students' points of view. These discoveries contribute to the development of theories on narrative by reaffirming the importance of this construct for the oral production of students in the classroom, whether it is by the characterization of the subject they want to address or, more importantly, the grounding of their arguments. The study also contributes to the research on the relationship between orality and teaching. This is due to the fact it supports previous research, which indicates the need for an oral teaching perspective in which speech and writing are harmoniously intertwined. Here, it especially emphasizes the need to teach and learn new genres of the digital context; namely, podcasts. Furthermore, the paper highlights the importance of prior planning by the teacher when managing speaking skills, to enable students to better develop oral texts and active listening skills in the classroom. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Wed, 21 May 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25246 2025-05-21T00:00:00Z http://www.bdtd.uerj.br/handle/1/25221 Título: Caminhos para um trabalho efetivo com o gênero canção em sala de aula Autor: Cassar, Lázaro de Azeredo Primeiro orientador: Quelhas, Iza Terezinha Gonçalves Abstract: This study investigates the contributions of the song genre in the school context, considering the traditionally minor or nearly invisible role attributed to this genre in teaching and learning situations. Based on this initial observation, we propose possible approaches or effective classroom interventions, taking into account the four stages of reading proposed by Renilson José Menegassi (2010), methodologically adapted to the basic sequence inspired by the studies and activities of Rildo Cosson (2006). In this way, our proposal is aligned with the guidelines of the Brazilian National Common Curricular Base (BNCC), prioritizing both the specificities of textual genres and the process of aesthetic appreciation of texts, as well as a sociocultural space for the construction of identity and citizenship. The song is thus highlighted as part of our history and the present-day experiences of our young students, who learn howto identify sounds, letters, names, and themes. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Wed, 14 May 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25221 2025-05-14T00:00:00Z http://www.bdtd.uerj.br/handle/1/25097 Título: A reescrita na sala de aula e o dialogismo na construção do sujeito-autor Autor: Florentino, Silviene Primeiro orientador: Coelho, Victoria Wilson da Costa Abstract: This research aimed to reflect on the writings of 7th grade students of Elementary School II, taking into account the rewriting in the classroom guided by the interactive correction of the teacher, according to Ruiz (2010), in order to promote a dialogue and, consequently, an approximation between the student's textual production and his conscience as subject-author. Understanding that one learns to write in the continuous and significant interaction of the acts of writing, considering the dialogic character of language (LEAL, 2003), the Bakhtinian dialogism and polyphony was chosen as the theoretical framework to guide and base this work, with the aim of to lead the student's active responsive attitude. The work was conducted in order to focus on textual production, revision and rewriting in the classroom, understanding that it is through rewriting that the student becomes able to understand that textual production is a process and not a finished product, thus contributing to the awakening of a subject-author of the creation of his text. The procedures proposed by this work had as main objective to analyze how the students developed the process of (re)writing based on the proposed activities, based on their life and writing experiences. The observation and analysis of the process took place through the versions of the textual productions presented by the students. However, during the application of some activities it was observed that the rewriting may appear in other ways besides the already known elaboration of several versions of the same text. It can, for example, unfold in other writings of different texts and, even so, fulfill its purpose, which is to contribute to the expansion of linguistic and discursive knowledge. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Fri, 05 Jun 2020 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25097 2020-06-05T00:00:00Z http://www.bdtd.uerj.br/handle/1/25074 Título: Práticas de leitura literária na escola sob uma ótica humanizadora Autor: Pinheiro, Josiléa da Silva Primeiro orientador: Pinto, Maria Isaura Rodrigues Abstract: Esta investigación presenta una propuesta de trabajo con textos literários llevada a cabo en el año de 2019, a lo largo de la Maestría Profisional en Filología (PROFLETRAS) cuyo objetivo contribuyó para el desarrollo de habilidades lectoras en los grupos 801 e 902, del CIEP 412, Doutor Euryclides de Jesus- Zerbini, ubicado en el barrio de Colubandê, município de São Gonçalo - RJ. El interés por la cuestión surgió trás observar que, muchas veces, la lectura de textos literarios no es considerada en el ambiente escolar una práctica placentera. Ciente de la relevancia del letramento literario para la formación escolar y social de los alumnos y buscando suscitar/incrementar el interés de los estudiantes por la lectura del texto literário, fueran elaboradas actividades sequenciales, abarcando géneros literarios con énfasis en el carácter humanizador de la literatura, dentro de la perspectiva de la educación dialógica de Freire. Los eventos de letramento resultantes de los expedientes aplicados impulsaron una reflexión sobre la importancia de la medición de la lectura y, además, sobre el papel de la sensibilidad y afectividad en el proceso de enseñanza y aprendizaje de la lectura literaria. La fudamentación teórica se apoyó en las premisas de otros autores con teorías asociadas en la concepción humanizadora de la literatura de Candido (2011) y Todorov (2009); en la perspectiva de la educación transformadora de Freire (1989; 2017); en la óptica interacional (dialógica) de la lengua, propuesta por Bakhtin (1997) y en la visión de lectura defendida por Koch y Elias (2018) y Marcuschi (2010; 2011), de acuerdo con la cual la construcción de sentidos para el texto se realiza en la interación entre autor y lector. La metodologia adoptada es la pesquisa- acción (TRIPP, 2005;THIOLLENT, 1986), que recomienda una actitud crítica y autoreflexiva, sobre la práctica docente. Teniendo en cuenta las realidades de los grupos investigados, se adoptó el modelo de secuencia didáctica básica, idealizado por Cosson (2009), con el objetivo de incentivar, mediante expedientes de letramento literário, la criatividad, la criticidad, el protagonismo y, sobretodo, la capacidad de expresión de la visión de mundo del educando. Por último, se puede citar como resultado la mejora de la facultad de interpretación textual y de expresión oral y escrita. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Fri, 31 Jul 2020 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25074 2020-07-31T00:00:00Z