Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Almeida, Ayane Nazarela Santos de
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| Orientador(a): |
Freitag, Raquel Meister Ko.
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Sergipe
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| Programa de Pós-Graduação: |
Pós-Graduação em Letras
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| Departamento: |
Não Informado pela instituição
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://ri.ufs.br/handle/riufs/5838
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Resumo: |
Considering the context of initial learning of reading and initial reading, one wonders what is the correlation between students performance in Provinha Brasil and theirs performance in narratives. For in such a way, we start from the premise that the skills developed by learners in developing narratives are partly covered by the constants in the reference matrix of the Provinha Brasil 2011. To investigate this hypothesis, we analyzed, through of the results obtained in the application of the Provinha Brasil in 2011 and of an matrix of narrative competence, the performance of learners in the production of oral and written narratives and its convergence with the performance in the Provinha Brasil. Narratives often are the first type of text with which the children have contact, in all the cultures, as act of language for ordinance of the experience, focusing real or fictitious events. Diverse authors set out to study the narrative, in different perspectives. This study is based on the proposal of Labov and Waletzky (1967), that presents the narrative as a method of recap of experiences divided in five structural elements: orientation, complication, evaluation, resolution and coda. In addition, the research methodology is based on the Narrative Scoring Scheme, proposed by Heilmann et al (2010), for the preparation of an matrix of narrative competence through of an adaptation between the proposals. As corpus, we take oral and writings histories produced for students of 2nd year of elementary school at a municipal school in Aracaju. The collections of narratives occurred in three stages: (a) from a not-verbal text (history in comic strip), the students had created their narratives, (b) the children were encouraged from four stories without images, to make oral reading, and (c) based on a not-verbal text (history in comic strip), the learners told the story, first in writing and then orally. In all these stages, we correlated the narrative competence developed by students, and verified by matrix proposed in this study, with competence in oral reading fluency and the results obtained in Tests 1 and 2 of the Provinha Brasil 2011. We conclude that the links between the matrix of narrative competence in conjunction with the reference matrix of the Provinha Brasil 2011 allows significantly contribute to the improvement of communicative competence and literacy of the learner student. |
