Papers by Débora Ferreira
travessias interativas, 2017
RESUMO: O artigo aborda e revisita o ensino de Língua Portuguesa, especificamente, seu processo d... more RESUMO: O artigo aborda e revisita o ensino de Língua Portuguesa, especificamente, seu processo de institucionalização de saberes (leitura e conhecimentos linguísticos) para uma turma do primeiro ano do Ensino Médio. Assumimos uma concepção enunciativo-discursiva de linguagem e adotamos o o referencial teórico-metodológico do grupo de didática das línguas de Genebra para descrição e análise dos dados. A pesquisa de campo, de cunho etnográfico, ocorreu em uma escola da rede privada de ensino, da cidade de Belém-PA. A análise dos dados permite sinalizar: (i) uma prática docente focada no ensino de objetos gramaticais, embora a leitura de textos e a institucionalização conceitual sejam convocadas para a construção deste saber; (ii) a construção de uma interação didática, um pouco menos centralizada na figura do professor, o outro é "convidado" a participar do assimétrico jogo discursivo estabelecido. A (re) configuração disciplinar aponta para o predomínio de características de um modelo autônomo de letramento, indiciado pelos objetivos institucionais relacionados à preparação de alunos para concursos públicos e vestibulares, traço este caracterizado como uma das facetas identitárias do Ensino Médio no Brasil. PALAVRAS-CHAVE: Ensino Médio. Língua Portuguesa. Objeto de ensino. ABSTRACT: Approach and revisit the teaching of Portuguese Language, specifically, the process of institutionalization of knowledge for a first year class, of Secondary Education. We adopted an enunciative-discursive conception of language, the theoretical contributions on the teaching of Portuguese and the theoretical-methodological reference of the didactic group of the languages of Geneva for the description of the data. The analysis of the data allows to signal: (a) a teaching practice focused on the teaching of grammatical objects, although the reading of texts and conceptual institutionalization are called for the construction of this knowledge; (b) The construction of a didactic interaction, somewhat less centralized in the figure of the teacher, the other is "invited" to participate in the asymmetrical discursive game established. The disciplinary configuration points to the predominance of characteristics of an autonomous literacy model, institutional objectives related to the preparation of students for college entrance exams. This trait is characterized as one of the identity facets of High School in Brazil.
RESUMO: Belém do Grão Pará é o quarto romance de Dalcídio Jurandir. O texto apresenta o universo ... more RESUMO: Belém do Grão Pará é o quarto romance de Dalcídio Jurandir. O texto apresenta o universo amazônico arruinado na primeira metade do século XX: momento de decadência do ciclo econômico da borracha. Assim, o objetivo do trabalho é discutir como o romance supracitado pode contribuir para uma (re)leitura, que venha abarcar considerações e reflexões a respeito do universo social, histórico, identitário desta Amazônia decadente, agonizante e saudosa de um passado de luxo e de ostentação para elite local. Para tanto, focalizamos a trajetória e o olhar do personagem Alfredo (jovem, negro, pobre), que migra de Cachoeira do Arari (uma das ilhas que compõem o arquipélago do Marajó) para esta Belém, que vivia das memórias e das ruínas do período de exploração do látex. Palavras-chave: Belém do Grão Pará. Ciclo da borracha. Ruína. ABSTRACT: Belém do Grão Pará is the fourth novel by Dalcídio Jurandir and it presents the amazon ruined universe in the first half of the twentieth century: decay time of the latex economic cycle. Thus, the aim of this paper is discuss about this romance can contribute to read about social, historical, identity universe of the Amazon. This space was decadent, dying and longing of the recent past of luxury and ostentation for local elite. For this, we focus on the trajectory and the look of the character Alfredo (young, black, poor), which migrates from Cachoeira do Arari (one of the islands that makes up the archipelago of Marajó) to Belém city. He lived from the memories and the ruins of latex exploration period.
This chapter discusses relations between multiliteracies and new literacies practices and the tea... more This chapter discusses relations between multiliteracies and new literacies practices and the teaching of Portuguese in adult education (EJA) in Brazil.
Books by Débora Ferreira
DE CRIANÇA À CRIA: infância e trabalho em casas de família na Amazônia paraense, 2023
The paper approaches the circulation of girls in family homes in the Pará, state of Brazil. The a... more The paper approaches the circulation of girls in family homes in the Pará, state of Brazil. The aim is to analyze what the women report with regard to the period in which they circulated in these houses. For data generation, four interviews were conducted with women residing in the Metropolitan Region of Belém-PA. The theoretical references summoned for the appreciation of the data are studies on childhood and children of the family registered in the scope of Anthropology and Literature. Data analysis points to the history of circulation of these women in the family home, the process of work Exploration, the non-guarantee of studies and the breaking of the “pact” signed between the families involved in relation to the promises of improving life.
Keywords: Childhood. Work exploration. Amazônia.
Letramento escolar: saberes e fazeres da docência, 2014
Coletânea de artigos sobre práticas de letramento escolar na Amazônia paraense. O livro foi organ... more Coletânea de artigos sobre práticas de letramento escolar na Amazônia paraense. O livro foi organizado no ano de 2014 pela Profa. Débora Ferreira e apresentado pela Profa. Angela Kleiman
Thesis Chapters by Débora Ferreira
LETRAMENTOS, PRÁTICA DOCENTE E ENSINO DE LEITURA E DE ESCRITA: TENSÕES E RESISTÊNCIAS EM UMA ESCOLA PÚBLICA DA PERIFERIA DE BELÉM (PA, 2019
The aim of the research was to investigate the literacy practices constructed by a Portuguese Lan... more The aim of the research was to investigate the literacy practices constructed by a Portuguese Language teacher for the teaching of reading and textual production in a public high school in Belém-PA, considering the local training demands and the training purposes of the level of education. In order to carry out the research, an ethnographic research was carried out in a state school during the 2016 school year. The research was carried out in an ethnographic fashion (VÓVIO E SOUZA, 2005; MOITA-LOPES, 2013; GARCEZ and SCHULZ, 2015; the theoretical referential convened includes: conceptions of writing and literacy as a sociohistorical manifestation, anchored and re-signified in different sociocultural contexts (KLEIMAN, 1995, 2016; BARTON AND HAMILTON, 1998; JANKS, 2010, 2012, 2016; FREIRE, 2011; ROCHA AND MACIEL, 2013); the debate promoted in the field of Education and Applied Linguistics about High School in Brazil and the practice of teaching Portuguese, taking into account the social and power disputes that inscribe it as a profitable and pertinent field of theoretical and applied research (BUNZEN E MENDONÇA, 2006, 2013; SILVA, 2012, 2015; KRAWCZYK, 2009; FRIGOTTO, 2005). In this paper, we present the results obtained in the literature. The analysis of the data signaled to the following configurations of the teaching work: (i) in the first semester of work, a teaching practice more focused on reading teaching, focusing on the discussion of social themes, from vernacular texts, in order to try to engage them not only in school activities (research, seminar, reading and analysis of texts), but also to a social engagement, close to a critical, participative, politicized education that would have as purpose the construction and the accomplishment of an social action: a walk through the streets of the neighborhood; (ii) in the second semester of work, a teaching practice more focused on the teaching of writing in an essay, basically developed from the discussion of social themes, reading texts linked to a more didactical and formal sphere and presenting a writing model. In this sense, it is perceived that the teaching practice seeks to meet different needs that are reflected in the field of re (construction) of the curricular praxis of High School. On the one hand, the appreciation, recognition and visibility of a local / vernacular context, in order to problematize about the surrounding reality, trying to put the subject as protagonist of a literate citizen formation. On the other hand, the didactical actions are aimed at attending to a school demand, in the sense of socializing a legitimized knowledge, which, in theory, would contribute to refer this subject to higher education. The conjugation of the attendance to this demand constitutes a work of teaching of reading and writing directed to the resistance and the survival of these populations, in a context of extreme social vulnerability, located in metropolis of the Amazon.
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Papers by Débora Ferreira
Books by Débora Ferreira
Keywords: Childhood. Work exploration. Amazônia.
Thesis Chapters by Débora Ferreira
Keywords: Childhood. Work exploration. Amazônia.