https://repositorio.unimontes.br/handle/123456789/113 2026-04-19T18:34:09Z 2026-04-19T18:34:09Z Melo, Vanessa Costa de https://repositorio.unimontes.br/handle/1/1977 2025-07-24T21:32:12Z 2025-04-22T00:00:00Z

Título: Tertúlia literária dialógica da obra “Minha vida com Boris”: ler com os olhos de ver, ouvidos de ouvir, mãos de sentir e perceber Autor(es): Melo, Vanessa Costa de Abstract: The object of study of this work is the dialogical gatherings for reading and discussing a literary, My Life with Boris, by Thays Martinez, work and other textual genres. The theme´s choice was doubly justified: the benefits of the habit of literary reading for the formation of critical and autonomous students, and the improvement of the performance of teachers interested in this content. Methodology used included: bibliographic research - with the study of some theoreticians´ work in the area-; the documentary one - with discussions on official documents -; the qualitative-interpretative one, which encompassed the experience with the report textual genre - support for the observation and analysis of the data, in which we described and analyzed the teaching proposals, in two phases. In the first phase, we proceeded with the dialogical literary gatherings about the literary book selected, and the second with dialogued expository classes on visual impairment and social inclusion. Results showed that the meetings dismembered into continuous actions to encourage reading offered robust subsidies for the consolidation of the reading habit of most students. This was due to the fact that some of them, initially having difficulties to read aloud, in the end, succeeded to doing so in small groups, in the same way as with the spontaneous silent reading, both requirements for the formation of the reading habit. We also found that the dialogic reading and the book plot contributed to the acquisition of knowledge about social inclusion, and, specifically, about visual impairment, relevant topics for raising awareness about the constitutional and human rights of men, and the guarantee of social inclusion and accessibility to the visually impaired. At the end of the work, we presented a teaching proposal offering subsidies for the formation of the active and critical reader of literary and non-literary texts.

2025-04-22T00:00:00Z Santos, Paulina Borges da Silva https://repositorio.unimontes.br/handle/1/1976 2025-07-24T21:18:28Z 2025-06-23T00:00:00Z

Título: Processos fonológicos: análise de aspectos linguísticos na escrita de alunos do 8º ano do ensino fundamental Autor(es): Santos, Paulina Borges da Silva Abstract: The linguistic aspects of Brazilian Portuguese in the textual productions of students of the 8th grade of Elementary School II constitute the object of study of this research. Theoretical assumptions of phonetics, phonology and educational sociolinguistics in addition to the normative documents ruling the teaching of the Portuguese language supported our investigation. Methodology included bibliographic and documentary research and the postulates of action-research, under a qualitative-quantitative approach. We divided the investigation into two stages: diagnosis and the presentation of the teaching proposal. In the first stage, we applied two textual writing activities, through which we identified and analyzed deviations in writing in relation to the standard norm. The data analysis revealed that such deviations were due to phonological processes of erasure, addition and assimilation. In the second stage, we developed a teaching proposal that included activities aimed at correcting mistakes in the linguistic phenomena detected, such as vowel elevation and erasure. In addition, we gave a mini course on linguistic variation and on the adequacy of speech and writing in different communicative contexts. After the application of the pedagogical teaching proposal, results revealed that when compared to the initial diagnosis, the erroneous occurrences of language use decreased. These data attested that writing, rewriting and analysis practices of students own productions help them recognize and avoid the interference of speech traces in formal writing. We concluded that the relationship between theory and pedagogical practice can transform school reality, promote advances in writing, and positively impact the teaching context. For this, the teacher must be aware of the linguistic phenomena that influence writing, using them as a tool to detect the difficulties of students and improve the teaching of writing in the native language.

2025-06-23T00:00:00Z Alquimim, Paula Cristina Mendes de https://repositorio.unimontes.br/handle/1/1975 2025-07-24T21:03:53Z 2025-04-25T00:00:00Z

Título: Memórias Afro-brasileiras sobre a Fazenda Quebradas em Montes Claros – Minas Gerais: relatos de alunos da Escola Estadual Dona Quita Pereira Autor(es): Alquimim, Paula Cristina Mendes de Abstract: This research aimed to study Afro-Brazilian memory in Montes Claros, Minas Gerais, in a context where no formal records existed. This created the opportunity to work in collaboration with 9th-grade students from Escola Estadual Dona Quita Pereira to safeguard this memory through the collection of oral narratives and the production of memorial texts. Accordingly, the specific objectives outlined were: (i) to engage students in research and critical analysis activities related to the topic; (ii) to develop students‟ skills in reading, (re)writing, and organizing ideas; (iii) to promote the understanding and appreciation of Montes Claros' historical heritage through heritage education, enabling students to interpret and contextualize the sociocultural environment; and (iv) to promote and give visibility to Afro-Brazilian memory in the municipality of Montes Claros. This work complies with Brazilian legislation (Law 10.639/2003 and Law 11.645/2008, Opinion CNE/CP nº 3/2004, and Resolution CNE/CP nº 1/2004), which mandates the teaching of Afro-Brazilian history and culture in schools. The theoretical framework is grounded in authors who discuss historical heritage; language, society, and culture; the history of the African diaspora in Brazil and memory; in addition to scholars who approach memorial narrative as a tool for understanding collective memory. The methodology adopted was categorized as basic, practical, empirical, primary, qualitative, and descriptive. Three complementary methods were used: bibliographic research, field research, and documentary research to investigate Afro-Brazilian memory in the city. The research was conducted in two phases: the diagnostic phase, with the application of a questionnaire to assess students‟ knowledge about historical and cultural heritage; and the teaching practice phase, which involved practical activities such as a heritage minicourse, a pedagogical visit to Fazenda Quebradas, and an oral history workshop with a local resident, along with reading and critical analysis activities. The culminating activity was the (re)writing of literary memories based on the experiences and collected narratives. The research results show that the practices developed significantly contributed to student engagement with the topic, and that heritage education proved to be an essential tool for valuing historical and cultural heritage. Its combination with reading, analysis, and writing activities emerged as an innovative methodology, allowing students to connect with the stories and find purpose in the tasks performed particularly in the writing of literary memories, a naturally challenging process. The original findings of this research constitute important contributions to the fields of social practices, heritage education, and linguistics, by offering theoretical and methodological support for future investigations.

2025-04-25T00:00:00Z Anjos, Analice Viviane Ferreira dos https://repositorio.unimontes.br/handle/1/1974 2025-07-24T20:39:03Z 2025-04-24T00:00:00Z

Título: Ortografia e ensino: problemas de escrita e proposta de atividades para alunos do ensino fundamental anos finais Autor(es): Anjos, Analice Viviane Ferreira dos Abstract: Given the persistent literacy challenges and the high illiteracy rates in Brazil, it is crucial to develop strategies that strengthen this process for students in the upper years of elementary education. This will enable them to progress with essential writing skills and language mastery across different social contexts. Thus, this dissertation aims to investigate the alphabetic and orthographic writing skills of 6th-grade class 2 students in the final years of elementary education at Escola Estadual Monsenhor Gustavo, located in Montes Claros, Minas Gerais. The data were collected through diagnostic writing activities and later through instructional activities designed to support students’ progression toward orthographic writing. To achieve this, the research was divided into two stages: a diagnostic stage, which involved activities to assess students' writing levels through silent dictation and spontaneous writing, and the development of the pedagogical teaching proposal, focused on teaching the spelling of the phoneme /s/ according to the students’ age group. This study is grounded in research on Phonetics and Phonology and Educational Sociolinguistics. Additionally, official documents regulating Basic Education and outlining the development of specific skills and competencies for both early (literacy) and upper elementary years were analyzed, including the Base Nacional Comum Curricular (BNCC) and the Currículo Referência de Minas Gerais. Beyond identifying students’ spelling difficulties, the data analysis allowed for classifying their literacy levels, which facilitated the development of the pedagogical teaching proposal titled “Orthography: Understanding, Learning, and Practicing the Spelling of the Phoneme /s/ in the Upper Elementary Years.” The results showed a significant improvement in students’ ability to represent the phoneme /s/ compared to the diagnostic stage. One of the key factors contributing to their success was the integration of technology and playful learning strategies, making the process more engaging and interactive. In summary, the findings of this dissertation contribute to the understanding of orthographic challenges related to the graphic representations of the phoneme /s/, as well as other phonological processes arising from the irregular relationships between phonemes and graphemes. Moreover, it suggests strategies to enhance writing instruction by fostering greater comprehension and autonomy among learners regarding Portuguese orthography.

2025-04-24T00:00:00Z