Monografias de Graduação
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Bachelor Thesis O ensino de gêneros discursivos a partir da retextualização: análise de livro didático de língua portuguesa(Universidade Federal do Rio Grande do Norte, 2024-02-16) Medeiros, Joyce de Araújo; Nascimento, Ilderlândio Assis de Andrade; Nascimento, Ilderlândio Assis de Andrade; https://orcid.org/0009-0009-9084-5720; https://orcid.org/0000-0002-3654-614X; Melo, Jacicleide Ferreira Targino da Cruz; Melo, Maria Aparecida Vieira de; Vieira, Francileide Batista de AlmeidaRetextualization can be seen as an important teaching resource in the process of teaching discursive genres in the classroom. From this perspective, the teaching proposals in textbooks deserve attention. Thus, this study aims to analyze how retextualization appears in a fifth grade Portuguese language textbook, considering proposals for teaching discursive genres. The theoretical assumptions underpinning this research stem from the studies of Bakhtin (2011), Medviédev (2012) and Volóchinov (2017), specifically with regard to the concept of language, utterance and discourse genres. It also dialogues with the studies of Marcuschi (2001; 2008), Matencio (2002; 2003), Dell'Isola (2007) and others, who address retextualization as a teaching proposal. This research takes a qualitative approach, based on a perspective of understanding a corpus made up of Portuguese language books. The results show that although the textbook does not make the terminology retextualization explicit, it does present proposals, in language adapted to the interlocutors/students, which mobilize procedures typical of retextualization.Bachelor Thesis A retextualização como recurso didático no ensino fundamental I: relato de uma experiência extensionista(Universidade Federal do Rio Grande do Norte, 2025-05-07) Nascimento, Ilderlândio Assis de Andrade; Rocha, Amanda Lorranny Almeida; Nascimento, Ilderlândio Assis de Andrade; http://lattes.cnpq.br/6725172619221610; https://orcid.org/0000-0002-3654-614X; https://orcid.org/0009-0002-7007-3427; http://lattes.cnpq.br/6725172619221610; https://lattes.cnpq.br/4413528577404406; Nascimento, Ilderlandio Assis de Andrade; http://lattes.cnpq.br/6725172619221610; Vieira, Francileide Batista de Almeida; http://lattes.cnpq.br/0771033292637600; Melo, Jacicleide Ferreira Targino da Cruz; http://lattes.cnpq.br/6005114615753200; Melo, Maria Aparecida Vieira de; http://lattes.cnpq.br/6705733173478276This experience report is the result of the extension project "Retextualizationasadidactic resource in Elementary School I", which aimed to develop reading, comprehension and text production activities in a class of the 5th Year of Elementary School I, from the perspective studies of discursive genres, morespecifically, from the perspective of retextualization. It was foundthat retextualization as a didactic resource enables the development of readingandwriting skills.Therefore, it contributed to the performance of these skills intheclass in which the extensionist action was developed. It also collaboratedwiththetraining of students involved in the Project's activities, providing a critical lookat mother tongue teaching and the use of retextualization as a didactic resourceinthe process of understanding, reading and writing.Article Inclusão escolar de estudante com deficiência múltipla do município de Ouro Branco-RN: um estudo de caso(Saberes: Revista interdisciplinar de Filosofia e Educação,, 2024-10-01) Silva, Adriana Azevedo da; Sousa, Stephanie Yasmin Nóbrega de; Nascimento, Ilderlândio Assis de Andrade; https://orcid.org/0009-0002-3958-5766; https://orcid.org/0009-0004-4448-8041; https://orcid.org/0000-0002-3654-614XThis article discusses the process of including a student with multiple disabilities in the school context, highlighting emotional, educational and social aspects involved in the process. Based on the perspective of Inclusive Education, a case study was conducted focusing, in a qualitative approach, on the specific school inclusion process of a student from a public school in the municipality of Ouro Branco, in Rio Grande do Norte, Brazil. In addition to the information obtained from direct observation in this study, the research had the collaboration of a teacher and also the student's mother, who provided data on concrete experiences through. Este artículo analiza el proceso de inclusión de un estudiante con pluridiscapacidad en el contexto escolar, destacando los aspectos emocionales, educativos y sociales involucrados en el proceso. Basado en la perspectiva de la Educación Inclusiva, se realizó un estudio de caso que se enfoca, con un enfoque cualitativo, en el proceso específico de inclusión escolar de un estudiante de una escuela pública del municipio de Ouro Branco, en Rio Grande do Norte, Brasil. Además de la información obtenida de la observación directa en este estudio, la investigación contó con la colaboración de una docente y también de la madre del estudiante, quienes brindaron datos de experiencias concretas a través de entrevistas semiestructuradas, realizadas en el segundo semestre de 2023. Además, el estudio también recopiló imágenes de redes sociales que documentan la participación del estudiante en algunas actividades escolares. Los datos proporcionaron una base para discutir cómo el estudiante participa en actividades realizadas en espacios y prácticas sociales, así como los desafíos enfrentados en el proceso de inclusión escolar, resaltando la importancia de los aspectos educativos involucrados en el proceso.