Data: 18/09/2025 Hora: 14:00

Local: meet.google.com/wia-nhgv-zdy

Título: ECOPOETRY: (RE)BUILDING A TASTE FOR READING THROUGH MANOEL DE BARROS’ POEMS

Palavras-chave: Multiliteracies. Poetry. Manuel de Barros. Middle School. Reader development.  

Páginas: 81

Resumo: The scope of this dissertation is to present a study on the role of literary multiliteracies in Middle School, focusing on the poetry of Manuel de Barros and its potential in developing critical and sensitive readers. It seeks to understand how poetry can contribute to the teaching and learning process, articulating innovative pedagogical practices that engage with students' realities and the use of digital resources. The research was based on theoretical frameworks on literary literacy, multiliteracies, and literature teaching, exploring the social, aesthetic, and formative functions of poetic texts. Methodologically, the research was structured as a pedagogical intervention study, conducted at the Primavera Municipal School in Sorriso, Mato Grosso do Sul, with Middle School classes. Teaching modules were developed that integrated reading, interpretation, production, and performance of poems, combined with oral practices and digital technology, such as the creation of a collective podcast. The results showed that students expanded their aesthetic understanding, developed greater engagement with poetry reading, and strengthened their capacity for creative expression, demonstrating significant progress in the literary literacy process. Furthermore, it was found that poetry, when experienced in an environment of listening, exchange, and experimentation, promotes student empowerment and the appreciation of regional culture. The dissertation concludes that literary experience, mediated by multiliteracies strategies, favors both the cognitive and affective development of students, contributing to the formation of more critical, reflective, and creative individuals.

Membros da Banca:

Presidente - ROSANA RODRIGUES DA SILVA - UNEMAT

Membro Interno - GENIVALDO RODRIGUES SOBRINHO - UNEMAT

Membro Externo ao Programa - ISAAC NEWTON ALMEIDA RAMOS - UNEMAT

Data: 27/05/2025 Hora: 14:00

Local: meet.google.com/mra-howg-gxq

Título: MULTIMODALIDADE EM HISTÓRIAS EM QUADRINHOS: uma proposta de leitura e produção do gênero   

Palavras-chave:   Língua Portuguesa; Histórias em Quadrinhos; Leitura e produção textual.

Páginas: 125

Resumo: Este trabalho "Multimodalidade em histórias em quadrinhos: uma proposta de leitura e produção do gênero" teve como objetivo possibiitar aos estudantes do 7º Ano “A” do Ensino Fundamental II da Escola Estadual Jardim Universitário, em Alta Floresta - MT, a compreensão do gênero e a produção de narrativas multimodais em HQs utilizando a plataforma digital Pixton. O planejamento didático foi motivado a partir da leitura da obra Escrituras Animais (2020), da escritora mato-grossense Marta Cocco. Para tanto, adotamos a pesquisa qualitativa (Bortoni-Ricardo, 2008) e a metodologia da sequência didática de Bernard Schneuwly e Joaquim Dolz (2004), alinhando-se à realidade dos educandos e promovendo um diálogo com abordagens teóricas no campo da linguagem. A fim de desenvolver as habilidades de leitura e escrita, conforme os eixos estruturantes da BNCC (Base Nacional Comum Curricular, 2018), viabilizamos as produções textuais em HQs dos estudantes na plataforma digital Canva, resultando na elaboração de um Caderno Pedagógico em formato de e-book. Assim, o material digital visa oferecer suporte pedagógico a educadores interessados em implementar práticas de leitura e produção textual em sala de aula. Considera-se que a referida sequência didática desempenhou um papel significativo na valorização e formação no processo de construção do conhecimento, ao promover uma participação ativa e engajada dos discentes criando suas próprias HQs como Produto Final com a supervisão da professora. Nesse sentido, buscou ampliar a compreensão da língua, tornando-os protagonistas de suas aprendizagens no decorrer das atividades. Em suma, a literatura em quadrinhos estimulou a imaginação e facilitou a transmissão de informações e aprendizagens de maneira motivadora e acessível ao domínio das habilidades de leitura e produção textual.

Membros da Banca:

Presidente - ANTONIO APARECIDO MANTOVANI - UNEMAT

Membro Interno - ADRIANA LINS PRECIOSO - UNEMAT

Membro Interno - GENIVALDO RODRIGUES SOBRINHO - UNEMAT

Data: 16/05/2025 Hora: 14:00

Local: sala virtual: https://meet.google.com/khx-zkgb-qbi

Título: STRATEGY FOR DEVELOPING ORAL SKILLS IN MOTHER TONGUE TEACHING

Palavras-chave: Oral skills; Literacy; Multiliteracies; Elementary Education; TDICs

Páginas: 40

Resumo:   The action research entitled “Strategies for the Development of Oral Skills in the Mother Tongue” was developed within the scope of the Professional Master’s Degree in Languages – PROFLETRAS/Sinop – MT, in the area of concentration Languages and Literacies, line of action Studies of language and social practices, linked to the Study and Research Group on Teacher Training, Management and Educational Practice (GEPOFE). The study was conducted in Elementary School I, with the second grade I class, at the Rodrigo Damasceno Municipal Basic Education School, in Sinop – MT. Its general objective was to analyze possibilities for improving the oral expression of literacy students through the exploration of different communicative genres, strengthening verbal fluency and contributing to overcoming difficulties in articulating words. Among the specific objectives, the following stand out: to foster confidence, creativity and imagination of students in an environment that values orality; to encourage the organization and clarity of ideas expressed orally; to stimulate active listening and interaction among students; in addition to describing and analyzing the information generated throughout the activities developed. The methodological approach adopted was qualitative, based on a sequence of activities planned according to the principles of Zabala (2009), aligned with the National Common Curricular Base (BNCC, 2018) and interpreted considering the contributions of Bortoni-Ricardo (2008). The proposed pedagogical practices included conversation circles, storytelling and retelling, dramatizations, interviews, use of digital media and seminars. The theoretical basis is anchored in authors such as Antunes (2003), Marcuchi (2017), Carvalho e Ferrarezi (2018), Doz (2011) and Rojo (2012), who reinforce the need to treat orality as curricular content, associated with literacy and multiliteracies. The results indicate that, by integrating oral skills, technologies, and social practices, it is possible to develop students' communicative competence, promote active participation in meaningful contexts and value the linguistic and cultural diversity present in the classroom.

Membros da Banca:

Presidente - ANGELA RITA CHRISTOFOLO DE MELLO - UNEMAT

Membro Interno - CLÁUDIA LANDIN NEGREIROS - UNEMAT

Membro Interno - GENIVALDO RODRIGUES SOBRINHO - UNEMAT

Membro Externo ao Programa - ARIELE MAZOTI CRUBELATI MUSIALAK - UNEMAT

Membro Externo ao Programa - JAIRO LUIS FLECK FALCAO - UNEMAT

Data: 25/04/2025 Hora: 14:00

Local: UNEMAT - SINOP

Título: LEITURA E RETEXTUALIZAÇÃO: DO HERÓI DAS NARRATIVAS DE AVENTURA AO PROTAGONISMO DISCENTE

Palavras-chave: Leitura, Produção, Narrativa de Aventura, Retextualização, Sequência Didática

Páginas: 107

Resumo: Esta dissertação surgiu da preocupação de docentes e da equipe gestora da Escola Estadual André Antônio Maggi com o desenvolvimento dos alunos em habilidades essenciais de leitura e produção textual. A maioria sabe ler, mas não consegue construir sentidos à leitura nem produzir textos com domínio da estruturação básica (parágrafos, uso de letras maiúsculas e minúsculas) e de elementos como pontuação, concordância, coesão, coerência textual e ortografia. O objetivo da pesquisa visa analisar em que medida a narrativa de aventura “A Volta ao Mundo em 80 Dias” favorece o desenvolvimento dessas habilidades, mobilizando o protagonismo dos alunos, que assim como os heróis das histórias lidas, eles tornem-se heróis de suas histórias.  A proposta apresentada justifica-se pela prática observada em sala de aula, a qual evidencia as dificuldades enfrentadas pelos alunos em relação à leitura e à produção de textos de forma autônoma. Fundamentado na Sequência Didática proposta por Dolz, Noverraz e Schneuwly (2004), o trabalho envolveu alunos do sétimo ano do ensino fundamental em atividades interventivas, com o objetivo de aprimorar suas competências textuais e discursivas. Ao longo do desenvolvimento da sequência didática, foram planejados e executados módulos específicos para corrigir as deficiências identificadas na produção inicial dos alunos. Esses módulos visaram facilitar a construção de uma produção final mais coesa e adequada, permitindo que os estudantes avançassem de maneira significativa em sua capacidade de escrever de forma estruturada e argumentativa. Tais intervenções foram planejadas de maneira a garantir uma progressão no desenvolvimento das habilidades de leitura e escrita, favorecendo o aprendizado de maneira contínua e efetiva. Além disso, a prática pedagógica teve como foco a promoção de um ambiente colaborativo, onde os alunos pudessem trocar experiências, refletir sobre seus próprios textos e construir de forma gradual e estruturada o conhecimento necessário para atingir um nível de produção mais autônomo e qualificado. A análise envolveu textos produzidos por três alunos, levando em consideração critérios como pontuação, coerência, coesão, retextualização e os elementos característicos das narrativas de aventura. Para a correção e reescrita dos textos, adotou-se a proposta interventiva/dialógica, conforme defendida por Ruiz (1998), Passarelli (2012) e Gonçaves e Bazarim (2013). Além disso, a análise foi fundamentada nos postulados teóricos de Marcuschi (2010), Dell'Isola (2007), Koch e Travaglia (2002), bem como em Barbosa e Rovai (2012), cujas obras forneceram o suporte necessário para a reflexão sobre os processos de produção e reescrita textual. Além disso a pesquisa utilizou-se inteligência artificial integrando tecnologia digitais e os gêneros textuais formais do currículo ao processo criativo. Os resultados indicam avanços significativos na produção textual, destacando a importância de estratégias pedagógicas que integrem gêneros literários e recursos tecnológicos ao desenvolvimento das habilidades de leitura e escrita.

Membros da Banca:

Presidente - CLÁUDIA LANDIN NEGREIROS - UNEMAT

Membro Interno - ANGELA RITA CHRISTOFOLO DE MELLO - UNEMAT

Data: 25/04/2025 Hora: 14:00

Local: meet.google.com/wwd-mhto-xcx

Título: STORIES IN BOOK TRAILER: A LEARNING EXPERIENCE WITH 9TH GRADE STUDENTS IN THE CITY OF ALTA FLORESTA/MT

Palavras-chave: Textual genre: short story; reading and writing; Book Trailer. Escola Estadual Rui Barbosa; Alta Floresta/MT.

Páginas: 115

Resumo: The main objective of this research is to develo lhe reading and writing skills of 9th grade students of Elementary School II, through the reading and production of short stories with diverse themes. Using the book trailer tool as a pedagogical resource, aiming to enrich the cultural repertoire and communication of students at the Rui Barbosa State School, in Alta Floresta/MT. Developed within the scope of the Professional Master's Degree in Letters (PROFLETRAS) of UNEMAT, in Sinop/MT, it seeks to answer the following question: how can the appropriation of multiliteracies, in the production of book trailers, contribute to the growth of students' learning in their development of reading and writing short stories in 9th grade students? The research will use a qualitative method, aiming to understand the actions of students in the classroom, the processes involved in the production and reading of texts, as well as the challenges they face. To theoretically support the research, providing a conceptual framework for the analysis of the collected data, the authors Thiollent (2011), Dolz Noverraz and Schneuwly (2004), Marcuschi (2002), Cosson (2014), Rojo (2009), Soares (2001), Bakhtin (1992), Solé (1998) will be used. To carry out the proposed research, the following narratives will be analyzed: “Come see the sunset” and “The ants”  by Lygia Fagundes Telles, “The fortune teller” by Machado de Assis, “The naked man” by Fernando Sabino, “Plebiscite” by Artur Azevedo, “The compadre and death” by Luís da Câmara Cascudo. In order to achieve the objective, the students will be divided into groups to read the selected texts and to produce the stories. The final product will be a book trailer, which will use resources such as images, music, visual effects and narration to highlight the most interesting aspects of their textual productions, aiming to arouse the public's interest in reading the stories. The videos produced will form a digital work that can be shared on social media, presented to the school community and sent to the authors of the original stories. This will allow students to share their work, gain recognition and feel valued for their achievements.

Membros da Banca:

Presidente - ADRIANA LINS PRECIOSO - UNEMAT

Membro Externo ao Programa - ANA CLAUDIA SERVILHA MARTINS POLETO - UNEMAT

Membro Externo ao Programa - SHIRLENE ROHR DE SOUZA - UNEMAT

Data: 25/03/2025 Hora: 14:00

Local: meet.google.com/icm-mzrs-ffz

Título: THE E-ZINE GENRE AND MULTIMODALITY: an Sociolinguistic experience for the development of textual production of 8th grade students in Elementary School

Palavras-chave: Educational Sociolinguistics. Linguistic variation. Didactic Sequence. Orality and writing. E-zine.

Páginas: 124

Resumo: T This study results from a project developed within the Professional Master’s Program in Languages – PROFLETRAS, offered by the Mato Grosso State University (UNEMAT) in Sinop-MT, under the supervision of Dr. Neusa Inês Philippsen. The general objective was to develop the oral and written skills of elementary school students through an innovative sociolinguistic approach, demonstrating how Sociolinguistics can contribute to a more inclusive and democratic education in Brazilian Basic Education. The study focused on valuing linguistic diversity and reducing linguistic prejudice by respecting linguistic and cultural varieties. The research was conducted with two 8th-grade classes at 13 de Maio State School, in Sorriso-MT, adopting a qualitative and action-research approach (Thiollent, 1986). It employed a Didactic Sequence (DS) based on the theoretical principles of Dolz, Noverraz, and Schneuwly (2004), structured around the production of the multimodal e-zine genre. Grounded in scholars such as Bortoni-Ricardo (2003, 2004, 2005, 2013, 2017, 2022), Bagno (2002, 2017), Vieira (2018), Coelho et al. (2012, 2019), Cyranka (2015) and Faraco & Zilles (2015), the study underscores the importance of recognizing language as a heterogeneous and dynamic system.By applying the precepts of Educational Sociolinguistics and Sociolinguistic Reeducation, the aim was to develop students' reading, writing, and speaking skills, respecting their linguistic and cultural diversity. The choice of the e-zine as a textual genre was motivated by its inclusion in the Brazilian National Common Core Curriculum (BNCC, 2018) and its relevance in the digital media context. The results indicate that producing the e-zine contributed to expanding students' linguistic awareness, enhancing their communicative and technological skills, and fostering a more respectful and inclusive school environment.

Membros da Banca:

Presidente - NEUSA INES PHILIPPSEN - UNEMAT

Membro Interno - CLÁUDIA LANDIN NEGREIROS - UNEMAT

Data: 18/12/2024 Hora: 14:00

Local: https://meet.google.com/oia-ubhi-mrj

Título: A lua como objeto de inspiração: um estudo sobre a imagem poética em Haluares, de Ivens Cuiabano Scaf

Palavras-chave: Letramento Literário. Imagem Poética. Ivens Scaff.

Páginas: 82

Resumo: Resumo.  A literatura não constitui um componente curricular no Brasil, aparece entre os conteúdos que integram a ementa de Língua Portuguesa. Costumeiramente, no Ensino Médio, destinam-se capítulos para estudos literários, linguísticos e de produção textual, enquanto no Ensino Fundamental o que frequentemente encontramos são fragmentos de textos sem o objetivo de promover o letramento literário, ficando essa tarefa a cargo dos professores e da escola. Nesse sentido, a presente pesquisa situa-se no campo dos estudos literários, e tem como foco o estudo da imagem poética encontrada nos poemas do livro Haluares, de Ivens Cuiabano Scaff. Objetivamos contribuir com a promoção do letramento literário de estudantes do 7º Ano do Ensino Fundamental, fortalecendo o desenvolvimento da competência leitora por meio de uma obra da literatura produzida em Mato Grosso. Trata-se de uma pesquisa qualitativa que, enquanto método, utiliza-se da pesquisa-ação. A sequência básica proposta por Cosson (2021) e a Sequência Didática sugerida por Dolz, Noverraz & Schneuwly (2004) serviram de inspiração para a organização de uma sequência de atividades centradas no gênero poema com foco na leitura, interpretação e conceituação dos termos imagem poética por meio de algumas figuras de linguagem. A proposta didática foi desenvolvida com a turma de alunos do 7º Ano “A” da Escola Estadual 12 de Abril, tendo o livro Haluares, composto, integralmente, por poemas sobre a lua, como principal obra literária estudada no decorrer do desenvolvimento dessa pesquisa. O aporte teórico encontra-se ancorado em Magda Soares (1999; 2009), Cosson (2012; 2021), Bosi (1977; 2015), Candido (2011), Rojo (2009), Geraldi (1984), Kleiman (2007), Orlandi (2001), Paz (2009), Rojo (2009), Travaglia (2018) e Sorrenti (2009). A análise dos dados demonstrara que as etapas que compreenderam ao processo de sensibilização e engajamento dos estudantes nas atividades em torno do texto poético contribuíram significativamente para a obtenção de resultados satisfatórios.

Membros da Banca:

Presidente - MARTA HELENA COCCO - UNEMAT

Membro Interno - GENIVALDO RODRIGUES SOBRINHO - UNEMAT

Membro Externo ao Programa - LIVIA RIBEIRO BERTGES - UNEMAT

Data: 05/04/2024 Hora: 14:00

Local: Presencial Unemat/Sinop

Título: EDUCATIONAL SOCIOLINGUISTICS AND STRING LITERATURE AS A CONTRIBUTION TO DEVELOP READING AND WRITING CONSIDERING LINGUISTIC DIVERSITY

Palavras-chave: educational sociolinguistics; cordel literature; semantic-lexical and diatopic variation; social and linguistic prejudices; reading and writing.

Páginas: 125

Resumo: This study addresses the results of the pedagogical intervention project conducted within the scope of the Professional Master's Degree in Literature (PROFLETRAS/UNEMAT/Sinop-MT), focusing on students in the 9th year of Elementary School II, at Escola Estadual Rui Barbosa, located in Alta Floresta - MT. It aimed to explore the semantic-lexical and diatopic linguistic variation in strings and its implications for students' reading and writing training. To carry out the project, it was decided to employ the action research approach, with the adoption of the didactic sequence methodology supported by the theoretical assumptions of Dolz, Noverraz and Schneuwly (2004) and the Educational Sociolinguistics coined by Bortoni-Ricardo (2005), among other authors. The contribution of Educational Sociolinguistics was intended to contribute as a pedagogical resource through Cordel Literature, with the aim of valuing linguistic diversity and promoting a more inclusive education through writing and reading. This study was,therefore essential to help students develop their linguistic skills based on effective education for students' reading and writing skills, valuing linguistic diversity and deconstructing social and linguistic prejudices. As results, we observed effective student participation, collaborative team production, greater interest in reading and writing and proactive use of technological resources.  

Membros da Banca:

Presidente - NEUSA INES PHILIPPSEN - UNEMAT

Membro Externo ao Programa - JOSE LEONILDO LIMA - UNEMAT

Membro Externo ao Programa - JOSIVALDO CONSTANTINO DOS SANTOS - UNEMAT

Data: 03/04/2024 Hora: 14:00

Local: Sala Virtual pelo Google Meet

Título: O GÊNERO SLAM E O LETRAMENTO CRÍTICO: UMA EXPERIÊNCIA POÉTICA EM SALA DE AULA

Palavras-chave: Leitura; Produção textual. Letramentos. Poesia. Slam.

Páginas: 156

Resumo: O objeto de estudo desta pesquisa pretendeu responder ao questionamento: como uma proposta didático-intervencionista com o gênero slam, sob a perspectiva do Letramento Crítico, poderá potencializar o desenvolvimento da percepção crítica dos estudantes do 8º ano do Ensino Fundamental de uma escola da rede pública estadual, situada na região noroeste de Mato Grosso? O objetivo desta pesquisa é analisar o desenvolvimento da proposta didático-intervencionista com o gênero slam, sob viés do Letramento Crítico e a maneira como as multimodalidades próprias do gênero slam podem potencializar a formação crítica do leitor digital da contemporaneidade. Para o alcance deste propósito, a pesquisa contemplou a concepção do letramento crítico, uma vertente teórica emergente no âmbito nacional e internacional, que busca redimensionar as possibilidades de ampliação de perspectivas de interpretação e posicionamentos na sala de aula, razão pela qual este projeto será de natureza qualitativa e de caráter intervencionista, que utilizará os pressupostos teórico-metodológicos da pesquisa-ação Thiollent (1986). A pesquisa teve como sustentação teórica os pressupostos defendidos pelos autores que defendem a temática que foi desenvolvida assim como as competências e habilidades do Documento de Referência Curricular para Mato Grosso (DRC-MT) fundamentado na Base Nacional Comum Curricular-BNCC. O dispositivo didático de mediação pedagógica foi o Protótipo Didático (PD), na perspectiva dos multiletramentos (ROJO, 2012) pela possibilidade de modificações e adequações por parte de quem queira utilizá-lo em um contexto diferente do planejado. A proposta apresentou 06 etapas atrelada na possibilidade de tornar a leitura mais completa e significativa, além de sintonizar aos pressupostos do Letramento Crítico. Desse modo, é possível afirmar que as produções finais, que resultaram na Prática Transformada foram exitosas, os estudantes demonstraram que se apropriaram das características do gênero slam, e isso possibilitou o desenvolvimento do LC. Como resultado o produto educacional gerado foi a produção de um Protótipo Didático com todas as etapas da pesquisa desenvolvidas pelos colaboradores da pesquisa.  

Membros da Banca:

Presidente - ALBINA PEREIRA DE PINHO - UNEMAT

Membro Interno - LEANDRA INES SEGANFREDO SANTOS - UNEMAT

Data: 21/03/2024 Hora: 14:00

Local: meet.google.com/odx-ynmj-zom

Título:   POESIA AFRO-BRASILEIRA E SOCIAL NA ESCOLA: da leitura à produção poética

Palavras-chave:   Poesia afro-brasileira; Letramento literário; Leitura e produção poética.

Páginas: 89

Resumo:   Este trabalho, intitulado “Poesia afro-brasileira e social na escola: da leitura à produção poética”, segue a linha estabelecida pelo Programa de Pós-graduação Profissional em Letras – Profletras, em que propomos desenvolver uma pesquisa qualitativa com o uso de uma metodologia de natureza interventiva pedagógica com alunos do 9º ano “A” do Ensino Fundamental da Escola  Estadual “Kreen Akarore” - Mato Grosso, no ano letivo de 2023. Esta pesquisa teve como objetivo aproximar os alunos ao gênero lírico (versos), incentivá-los à leitura, compreensão e reflexão crítica com base em poemas que abordam o sofrimento vivido pelos afrodescendentes desde a escravidão até os dias atuais e refletir sobre as vozes negras silenciadas, bem como a força que as palavras podem assumir na luta contra o preconceito através dos textos poéticos. O trabalho está pautado numa perspectiva teórico-crítica: em concepção de leitura, Isabel Solé (1998) e Todorov (2009); no conceito de literatura como formação e humanização, Antonio Candido (1995; 1999); da importância  da poesia  em sala de aula, Hélder Pinheiro (2003) e Gebara (1997). Na metodologia da pesquisa, empregou-se a sequência básica sistematizada por Cosson (2014). Ressalta-se que, no decorrer das atividades, em alguns momentos também incorporamos elementos da sequência expandida, também de Rildo Cosson (2014). Sobre o trabalho em sala, objetivou-se desenvolver leitura, análise e produção de textos poéticos como paráfrases, criação de outros desfechos ao poema “Lúcia”, produção de poemas inéditos e roda de conversa a partir da leitura dos seguintes poemas: “Um Herói Chamado Zumbi” de Antonio Heliton de Santana,“A canção do africano” e “Lúcia” de Castro Alves”,“Choro de África” e “Voz de sangue” de Agostinho Neto e “Vozes- mulheres” de Conceição Evaristo. Como produto final, publicou-se um e-book com  poemas produzidos pelos alunos  

Membros da Banca:

Presidente - ANTONIO APARECIDO MANTOVANI - UNEMAT

Membro Interno - GENIVALDO RODRIGUES SOBRINHO - UNEMAT

Data: 21/03/2024 Hora: 09:00

Local: PROFLETRAS SINOP

Título: COM TIRINHAS, NO ENSINO FUNDAMENTAL, TAMBÉM SE ENSINA E SE APRENDE  A LER E A ESCREVER

Palavras-chave: Língua Portuguesa. BNCC. Multimodalidade.

Páginas: 128

Resumo: O estudo tem como objetivo destacar a importância do gênero textual Tirinhas no âmbito das aulas de Língua Portuguesa, porque ele é considerado atrativo, além de tratar de diversos temas do cotidiano, o que propicia uma reflexão sobre questões sociais e culturais de forma leve e descontraída. Ademais, as Tirinhas é um recurso valioso para estimular os estudantes a se envolverem com a leitura e a escrita, em um contexto em que a formação de jovens leitores capazes não apenas de reconhecer as letras, mas também de interpretar e utilizar textos em seu cotidiano é um desafio. Nesta perspectiva, esta pesquisa visa promover o letramento do aprendiz, por meio de uma sequência didática ancorada nos princípios de Dolz, Noverraz e Schneuwly, (2004) que sugerem um conjunto de atividades que têm como meta melhorar a leitura, a escrita e os resultados das avaliações internas e externas do 6º ano do Ensino Fundamental da Escola Estadual Dr. Guilherme Freitas de Abreu Lima, localizada no munícipio de Juína, Estado de Mato Grosso, no que se refere à abordagem do gênero textual Histórias em Quadrinhos (HQs), com ênfase nas Tirinhas. A natureza da pesquisa é de cunho qualitativo, cuja metodologia não se baseia na produção e análise de dados numéricos, mas sim em um conjunto de práticas que resultam em uma representação interpretativa do mundo. Visa-se oferecer aos estudantes suporte para aprimorar suas habilidades em leitura e escrita em textos multimodais, bem como fortalecer seu letramento. As Tirinhas são recursos que motivam os estudantes a se interessarem pela leitura, escrita e interpretação de textos, tornando-se assim um material valioso para o desenvolvimento educacional. A pesquisa conta ainda com anotações em caderno de campo realizado durante a observação das oficinas e de um questionário estruturado aplicado aos estudantes.  

Membros da Banca:

Presidente - CLÁUDIA LANDIN NEGREIROS - UNEMAT

Membro Interno - ANGELA RITA CHRISTOFOLO DE MELLO - UNEMAT

Data: 08/03/2024 Hora: 14:00

Local: meet.google.com/cyc-yonu-jyw

Título: Knowledge and Flavors of Literature in Mato Grosso: Poetry in focus.

Palavras-chave: Poem; Fanzine; Mato Grosso Literature; Aclyse de Matos.

Páginas: 143

Resumo: This research proposal aims to use literary literacy to promote the encounter of literature produced in Mato Grosso with students of the 7th year of Elementary School, with the aim of promoting access to the literary reading of poems and, for this, we sought verify which would be the school methodological strategies that contribute to student learning. There is the hypothesis that these students do not have access to this production and that thedo not know contemporary writers from the state, a hypothesis that will be investigated in the research phases. Thus, with the aim of developing a work focusing on the specific poem genre, the work Festa (2012) by Aclyse de Mattos was chosen, which creates visibility about our culture and identity in Mato Grosso, through the poetic genre, lyrical and musical, constituent elements of the work. The relevance of the study is established in the sense of presenting a work of Mato Grosso literature, valuing our culture, identity, experiences lived in our state, strengthening and expanding the students' knowledge regarding literary competence, enriching the proposal and also using digital resources for the final product, with the aim of producing a poem through the digital fanzine.

Membros da Banca:

Presidente - ADRIANA LINS PRECIOSO - UNEMAT

Membro Interno - GENIVALDO RODRIGUES SOBRINHO - UNEMAT

Data: 09/10/2023 Hora: 14:00

Local: meet.google.com/aqp-zfhk-izg

Título: Reading circles and the construction of meanings, based on the work “Vozes Ancestrals”, Daniel Munduruku: identity and resistance.

Palavras-chave: indigenous literature, identity, resistance, formation, reader.

Páginas: 72

Resumo: The intervention research project, which we are presenting here, was produced anddeveloped in light of a concern that daily occupies educators, especially in basiceducation classrooms: how to encourage literary reading for the formation ofcompetent readers? It is under this perspective that "Reading Circles and theConstruction of Meaning in the Teaching of Indigenous Literature by DanielMunduruku: Formation, Identity, and Resistance" takes shape. Developed with asixth-grade class in the Elementary School at the Municipal Integral Basic EducationCenter "Caminhos do Saber," in Nova Mutum - MT, with the aim of recognizing theimportance of indigenous literature through access, mediation, and reflection on itsrelevance in the construction of meaning, advocating for the appreciation and respectfor cultural diversity, through the promotion of student engagement and contact, withthe perspective of forming competent readers through literary literacy. This intentionaligns with what is outlined in Law No. 11,645/2008, which establishes the guidelinesand bases of national education, including the mandatory inclusion of the theme"Afro-Brazilian and Indigenous History and Culture" in the official curriculum of theeducation system. With theoretical input grounded in the concepts of reading andliterary literacy found in the works of Cosson (2020) and Petit (2017), Freire (1982);reader formation, Solé (1998), Colomer (2007), Cosson (2020); literature andindigenous literature, Todorov (2012), Candido (2011), Munduruku (2020), Graúna(2013), Thiel (2013), Jecupé (2007). For considerations regarding reading conceptsand methodological strategy applied in the classroom, we refer to the proposaldeveloped in the book "Como criar os círculos de leitura na sala de aula", by Cosson(2021).

Membros da Banca:

Presidente - ROSANA RODRIGUES DA SILVA - UNEMAT

Membro Interno - MARTA HELENA COCCO - UNEMAT

Data: 05/07/2023 Hora: 14:00

Local: meet.google.com/ibs-nuqu-joj

Título: READER’S FORMATION: FROM MATO GROSSO SHORT-STORY WRITTEN BY WOMEN TO HYEPERDIARY PRODUCTION

Palavras-chave: Reader’s Formation; Mato Grosso literature; Não presta pra nada; literary literacy; hyperdiary production. 

Páginas: 102

Resumo:   This study entitled The formation of the reader: from the Mato Grosso short store written by women to the hyperdiaries aimed to work on the formation of the reader, based on literature written by women from Mato Grosso, considering literary literacy, in order to promote the development of reading and writing skills by reading short stories and producing hyperdiaries. Moreover, in line with the skills set forth in the BNCC (Base Nacional Comum Curricular, 2018), we took into account the enjoyment reader and the diversity that should drive the organization of the curriculum, contemplating literature by women authors. Thus, this project was developed in the 9th grade C class of the Elementary School of the Dom Pedro II Vitória Furlani da Riva State Military School in the city of Alta Floresta-MT. In this sense, the theoretical and methodological basis was sought, mainly in the contributions of Antonio Candido (1972, 2004); Carlos Ceia (1961); Colomer (2007); Dias (2016); Gotlib (2004); Jouve (2012); Kleiman (2007); Machado (2005); Michèle Petit (2008); Rouxel (2012); Silva Dias (1994); Thiollent (1986); Todorov (2009). In the didactic proposition, we worked with the work Não presta pra nada that is composed of 12 short stories (specifically we selected the stories “Cinco Marias”, “O bordado”, “Roupa suja” and “Motivo”), by Marta Helena Cocco (2020), for reading and discussion in the classroom and, as a product, students produced digital diaries, which were called hyperdiaries. Thus, in carrying out the classroom activities, the work was inspired by the Basic Literacy Sequence proposed by Cosson (2018) and the reading strategies of Isabel Solé (1988). It is believed that this interventional proposal effectively contributed to the students’ proficiency. And, this was noticeable in the students’ participation in the proposed classroom activities and in their productions. As a result, the educational product generated was the production of an e-book with the hyperdiaries produced by the students.     Keywords: Reader’s Formation; Mato Grosso literature; Não presta pra nada; literary literacy; hyperdiaries.

Membros da Banca:

Presidente - GENIVALDO RODRIGUES SOBRINHO - UNEMAT

Membro Interno - ANTONIO APARECIDO MANTOVANI - UNEMAT

Data: 03/03/2022 Hora: 08:00

Local: UNEMAT, campus de Sinop

Título: COMIC STORY: A POSSIBILITY OF LITERACY AND CONSTRUCTION OF THE TASTE AND HABIT OF READING

Palavras-chave: Story in comic. Following teaching. Literacy.

Páginas: 90

Resumo: This Final Conclusion Work (TCF) presents a didactic proposition, elaborated under the guidance of a planning that followed the assumptions of a Didactic Sequence (SD), based on Doz, Noverraz and Schneuwly (2004). The objective of the SD, planned with the choice of the textual genre Histórias em Quadrinhos (HQs), is to develop and improve the lectowriting, as well as to promote the understanding of the characteristics of the spoken language that, combined with the visual elements present in the genre, as well as the effects of humor and irony, awakens in the literacy student the pleasure of reading and, consequently, the habit of reading. From the announced reasoning, we emphasize in the planning the need to initially, raise the children's knowledge about the textual genre HQ; choose a topic to be studied during the SD, as well as a final product to be elaborated and ways of its dissemination; develop modules with differentiated activities that, in addition to allowing students to learn about the characteristics of the comic book genre, allow them to explore knowledge about the theme chosen by them; to elaborate, together with the literacy students, the final product chosen and disseminate it in digital media. We hope that with the development of this didactic proposition, the students will develop their learning rights related to the main axes of the literacy process, from the perspective of literacy, namely: orality, reading/interpretation/comprehension, linguistic structuring and textual production, since the SD is a type of planning that chooses a textual genre to be explored. In turn, literacy, when worked from the perspective of literacy, is based on textual genres and discursivity, conditions that the unfolding of Didactic Sequences plans allow.

Membros da Banca:

Presidente - ANGELA RITA CHRISTOFOLO DE MELLO - UNEMAT

Membro Interno - GENIVALDO RODRIGUES SOBRINHO - UNEMAT

Membro Externo ao Programa - ARIELE MAZOTI CRUBELATI MUSIALAK - UNEMAT

Data: 27/05/2021 Hora: 14:00

Local: Sala virtual

Título: SANTARINE TALES AND LEGENDS: a proposal for literary literacy

Palavras-chave: Reading, literary literacy, legends, understanding

Páginas: 82

Resumo: How to teach literature at the heart of the school has become the epicenter of discussions by numerous scholars and theorists in the field with debates aimed at building strategies and didactic-pedagogical methodologies with a strong interest in contributing to the formative structure of the literary reader. Theories and research highlight this way of teaching centered on the effective and efficient reading of literary texts. In this horizon, the teacher starts to play a fundamentally important role in the development of reader behavior in the student's life, and, therefore, in the procedures of teaching through literary literacy. The suggestions and methodological steps of this proposal to literarily literate the student through short stories and legends lead to pedagogical actions centered on the technique of mediation between the literary work and the reader as well as the development of reading, interpretation and, especially, strategies, in the formation of a proficient reader. The proposal “Contos e legendas santarenas: a proposal for literary literacy” was going to be applied, but a pandemic made its execution unfeasible. Covid-19 caused classes to be suspended at the very beginning of school activities. And it did not allow the return in a timely manner for the development of the suggested steps. Therefore, due to the exceptional moment, it follows as a proposal. In accordance with the criteria of the Profletras program, the proposal would be applied with a class of 40 students from the 9th grade at the State School of Elementary and Secondary Education. Aluízio Lopes Martins in Santarém, Western Pará. We also emphasize that this work is linked to a qualitative research along the lines of action research, focused on literary literacy in the final grade of elementary school II, presenting an intervention proposal with the purpose of to contribute to the formation of literary readers based on the reading of short stories by the author Marina Colasanti and, especially, of Santarem legends, with young people aged between 13 and 16 years, students of the 9th grade of a public school in the municipality of Santarém. We understand that there is a great approach between knowledge and pedagogical practice to form a reading subject. For that, scholars like Candido (1995), Colomer (2007), Cosson (2014) and others serve as a theoretical contribution to make some considerations about teaching in order to train critical and empowered readers of autonomy. Based on these scholars, an analytical and reflective look is taken on how to teach literary reading with the need to foster formative aspects in the development of a protagonist, critical and reflective subject. Thus, the corpus of activities was composed of two short stories by the writer Marina Colasanti "In the comfort of a turban", "I certainly have love", and two Santarena legends "the Boto", "the Mother of water". The written production would be compiled in the form of a collection of tales and legends, as well as a microfilm and the realization of a sarau soiree. Finally, the activities aim to promote literary reading in order to contribute to the reading training of individuals in the perspective of generating autonomous people in dealing with literary texts.

Membros da Banca:

Presidente - ANTONIO APARECIDO MANTOVANI - UNEMAT

Membro Interno - ADRIANA LINS PRECIOSO - UNEMAT

Membro Interno - GENIVALDO RODRIGUES SOBRINHO - UNEMAT

Data: 07/05/2021 Hora: 09:00

Local: UNEMAT - CAMPUS DE SINOP

Título: SINKING STORIES: THE GENDER LITERARY MEMORIES AS A DRIVER OF WRITTEN PRODUCTION

Palavras-chave: Literary Memories. Literacy Project. Text production

Páginas: 83

Resumo: O Programa de Mestrado Profissional em Letras – PROFLETRAS – tem como um de seus principais objetivos levar seus participantes à reflexão a respeito das práticas em sala de aula, a partir de problemáticas encontradas neste âmbito. Sendo assim, no transcorrer dessa pesquisa, buscou-se possíveis soluções para o desânimo e falta de entusiasmo dos estudantes do 9º ano, da Escola Estadual Estêvão de Mendonça, ante as propostas de produção textual. Desenvolveu-se, então (embora com as dificuldades advindas da pandemia de Covid-19 que chegou ao Brasil e ao mundo com força maior no ano de 2020), um Projeto de Letramento tendo como intuito final a produção de textos de memórias literárias baseados em relatos dos cidadãos da cidade de Guiratinga, Mato Grosso. Para tal, a respeito de Projetos de Letramento, embasou-se em Ângela Kleiman (2005; 2008; 2010). A respeito das práticas de escrita na escola e as maneiras de como desenvolvê-las de forma significativa para os estudantes, aportou-se em Irandé Antunes (2016), Luiz Antônio Marcuschi (2007) e Delia Lerner (2018). Para tratar dos gêneros discursivos, as considerações de Bakthin (1997), e para conceituar o gênero memórias literárias, recorreu-se a: Icléa Bosi (2003), Walter Benjamin (2012), Marli André (2001) e Maciel (2013; 2016). Como aporte para o método desta pesquisa, recorreu-se às contribuições a respeito da pesquisa-ação, de Michel Thiollent (2011). No decorrer do projeto de letramento aplicado, o leitor perceberá as dificuldades relacionadas ao contexto pandêmico e inédito, tanto na trajetória da pesquisadora, quanto na dos estudantes. As observações a respeito do Projeto de Letramento e as adaptações foram necessárias nesse momento histórico.

Membros da Banca:

Presidente - CLÁUDIA LANDIN NEGREIROS - UNEMAT

Membro Interno - ANTONIO APARECIDO MANTOVANI - UNEMAT

Data: 09/04/2021 Hora: 14:00

Local: UNEMAT - CAMPUS DE SINOP

Título: TELLING STORIES: A COMMITMENT TO THE VERACITY OF THE GREAT FACTS IN GROSLÂNDIA

Palavras-chave: Narratives. Pioneers. Community. Text Production.

Páginas: 205

Resumo: A produção escrita é uma prática que, necessariamente, precisa fazer parte das atividades escolares dos estudantes do ensino fundamental, uma vez que é imprescindível capacitá-los para as mais diversas situações de comunicação ao se trabalhar com atividades significativas de uso social da escrita. Para tanto, este trabalho de pesquisa intitulado “Narrando histórias: um compromisso com a veracidade dos fatos de Groslândia” é uma proposta de intervenção pedagógica produzida no Programa de Mestrado Profissional em Letras – PROFLETRAS – e desenvolvida com estudantes do 8º ano do ensino fundamental da Escola Municipal de Educação Infantil e Ensino Fundamental Fredolino Vieira Barros, pertencente ao distrito de Groslândia, no município de Lucas do Rio Verde, no estado de Mato Grosso. O trabalho tem por objetivo a busca por histórias vivenciadas pelos pioneiros da comunidade de Groslândia, a fim de valorizar aspectos relevantes do local, perpetuar os relatos dos seus antigos moradores, bem como levar os alunos a conhecer o gênero narrativas e aprimorar seus conhecimentos acerca da produção textual. A metodologia aplicada na pesquisa filia-se aos princípios da pesquisa-ação, baseada em Thiollent (2011), e apresenta uma abordagem qualitativa, apoiada em Minayo (2001), que trabalha com o universo de significados e não com dados numéricos. No estudo da oralidade e da escrita, o autor de destaque é Marcuschi (2010), imprescindível também nas atividades de retextualização das narrativas. Em se tratando dos conhecimentos acerca do gênero narrativas, Walter Benjamin (1985), Cascudo (1984) e Passegi (2011) são os autores embasados. A respeito da produção textual dos alunos envolvidos na pesquisa, os autores de destaque são Antunes (2003/2009), Travaglia (2000) e Passarelli (2012). No que diz respeito aos gêneros do discurso, a pesquisa busca fundamentação em Bakhtin (2011). Com relação ao período de isolamento social provocado pela pandemia da COVID-19, o trabalho busca referência acerca do ensino híbrido e do ensino remoto em grupos de autores, como Camargo e Daros (2018); Garcia, Morais, Zaros e Rêgo (2020); Bacich, Neto e Trevisani (2015). Os autores que fundamentam a pesquisa com relação à utilização da sequência didática são Dolz, Noverraz e Schneuwly (2004). Além disso, todo o trabalho está referenciado na Base Nacional Comum Curricular (BNCC) e no Documento de Referência Curricular para a Rede Municipal de Lucas do Rio Verde/MT (DRC/LRV). No desenvolvimento deste trabalho, os estudantes pesquisadores participaram de diversas atividades de leitura, produções textuais, bem como produziram textos escritos a partir da oralidade, de forma a aplicar a atividade de retextualização do autor Marcuschi (2010), a partir do modelo das operações discursivas em que se passa o texto oral para o texto escrito, com o intuito de aperfeiçoar a produção escrita. Ao final do projeto, apresentamos as produções finais como objeto de publicação deste trabalho.    

Membros da Banca:

Presidente - CLÁUDIA LANDIN NEGREIROS - UNEMAT

Membro Interno - ROSANA RODRIGUES DA SILVA - UNEMAT

Data: 09/04/2021 Hora: 08:00

Local: Sala criada no Google Meet

Título: PRÁCTICAS DE ESCRITURA Y LECTURA MULTIMODAL DE GÉNEROCRÓNICA BAJO EL ENFOQUE DE MULTILETRAMENTOS

Palavras-chave: Lectura y producción textual. Género discursivo. Crónica. Multi herramientas.

Páginas: 186

Resumo: Esta investigación tuvo como objetivo indagar cómo el abordaje del género crónico en su multimodalidad desde la perspectiva de las multiherramientas favorece la enseñanza y el aprendizaje de la lectura y la escritura en el aula. A través de las lecturas de teóricos como Rojo (2012; 2013; 2016; 2019), Bakhtin (2010), Dolz, Noverraz y Schneuwly (2004), entre otros, fue posible construir nuevos conocimientos teóricos y prácticos sobre la enseñanza de la Lengua portuguesa, que ancló esta investigación. Para realizar esta investigación acción nos guiamos por las siguientes preguntas: ¿El trabajo pedagógico con un género crónico multimodal habilita (re) significados en las prácticas de lectura y producción de textos en el aula? Con objetivos específicos para comprender si el abordaje de la crónica de género, en su multimodalidad, contribuye al proceso de lectura y escritura de los alumnos del 8º año de Educación Primaria. El procedimiento se llevó a cabo mediante la secuencia didáctica propuesta por Dolz, Noverraz y Schneuwly (2004). La promoción de las acciones de la intervención pedagógica se llevó a cabo en una clase de octavo grado, en la Escuela Pública Professora Zuleide dos Santos Barros, en el municipio de Tabaporã / MT. Debido a la situación de pandemia desencadenada por el Nuevo Coronavirus, las acciones, que estaban planificadas para un aula normal, se desarrollaron de forma remota con interacción a través de la plataforma Teams y el grupo WhatsApp. A través de prácticas de lectura y producción de textos, se promovieron innumerables posibilidades para desarrollar las habilidades que se esperan de los estudiantes en los últimos años de la escuela primaria. Como producción final, los estudiantes, colaboradores en la investigación, elaboraron una crónica. El análisis de los datos de la investigación mostró que las prácticas de lectura y escritura del género discursivo crónico desde la perspectiva de las multiherramientas, con apoyo y uso de tecnologías digitales, posibilitaron la interacción y el trabajo colaborativo, por lo que los estudiantes se apropiaron de elementos multimodales del género crónico, lo que quedó demostrado con las producciones de los alumnos colaboradores.

Membros da Banca:

Presidente - ALBINA PEREIRA DE PINHO - UNEMAT

Membro Interno - ANGELA RITA CHRISTOFOLO DE MELLO - UNEMAT

Data: 07/04/2021 Hora: 14:00

Local: Sala Virtual - google meet

Título: TEXTUAL GENDER TALE: A TEACHING PROPOSITION FOR STUDENTS IN YOUTH AND ADULT EDUCATION

Palavras-chave: Youth and Adult Education.  Following teaching.  Genre Tale.  Production of Senses.  

Páginas: 114

Resumo: The research presents a didactic proposal that seeks to contribute to the Youth and Adult Education (EJA) modality, in which it proposes to provide possibilities for the appropriation of the Portuguese language, through a didactic sequence, which works with the textual genre short story,  and the respective axes of learning, namely: reading, interpretation, oral and written textual production and linguistic structuring, with a view to awakening the students of EJA, the production of meanings.  To this end, the following specific objectives were outlined: to encourage the student to improve the language skills necessary for his intellectual and social development, with the practice of reading, interpreting, oral and written textual production and the refraction of written production in the classroom  ;  provoke curiosity in the mother tongue in the student so that, regardless of the classroom, she seeks readings and develops oral and written textual production;  extracting the meanings from the stories read, as well as from the different textual genres that circulate in all social spheres.  The research, with a qualitative approach, has as methodological procedure the planning of a Didactic Sequence (SD) based on the assumptions of Dolz, Noverraz and Schneuwly (2004).  Authors such as Rojo (2009), Bakhtin (1992), Mello (2018) and Solé (1998), among others, supported this methodological procedure.  SD planning is in line with the Common National Curricular Base (BRASIL, 2017), the Mato Grosso Curricular Reference document - Elementary School Final Years (MATO GROSSO, 2018) and the Integrated Educational Management System (SIGEDUCA). With the development of this didactic sequence, it is expected that EJA students will be able to develop their language skills, and, through the production of meanings, assume a critical posture with a view to overcoming the status quo and social transformation.

Membros da Banca:

Presidente - ANGELA RITA CHRISTOFOLO DE MELLO - UNEMAT

Membro Interno - CLÁUDIA LANDIN NEGREIROS - UNEMAT

Data: 05/04/2021 Hora: 14:00

Local: Sala virtual remota

Título: Quarto de despejo: timeless themes for the classroom

Palavras-chave: Carolina Maria de Jesus; Reading; Photography; Literary literacy.

Páginas: 203

Resumo: This project was developed with a class from the ninth grade of Elementary School at the State School Professor Zeni Vieira, located in the city of Sinop/MT. The institution operates during the day and works with students from the sixth to the ninth year of elementary school, currently has an audience of over a thousand students, coming from neighborhoods and farms, distributed in both periods. The objective was to work on themes from the literature, considering social and daily aspects of the students. For this purpose, the work Quarto de despejo: Diário de uma favelada, by Carolina Maria de Jesus, was worked as a reference for the construction of meanings in textual production and appreciation of the context in which each student is inserted. Some of the theoretical references used in the foundation were Thiollent (2011), Cosson (2016), Rojo (2009), Coscarelli (2012), Jesus (1994), Solé (1998), Fernandez (2018), among others. The current context in which the image is valued was considered essential for the accomplishment of the research. Therefore, it is proposed to work with photographs of the students' daily lives, to show aspects of non-verbal texts in the construction of meanings, from timeless themes present in the book, among them we have prejudices, social inequality, hunger, misery, social denunciation, relationships, the importance of water, the view of nature, the feelings shown, reading and writing, poverty, cost of living and religiosity. Like the verbal text, the image is a discourse. It also shows what the official documents on the teaching of Afro-Brazilian literature in schools provide. The research is based on documents that recommend skills and competences related to teaching, Common National Base (BNCC), (BRASIL, 2017) and Curricular Reference Documents of the state of Mato Grosso (DRC / MT), (MATO GROSSO, 2018). For theoretical reference, in addition to the authors mentioned, the theoretical assumptions of the researchers Tzvetan Todorov (2009), Cosson (2014), Candido (2011), Jouve (2012), Colomer (2007), Vieira (2009) were based on among others. The choice of this theme was due to the need to work on literary reading in schools in a more comprehensive and centralized way. It can be understood that the teaching of literature should be centralized as a way of social transformation and apprehension of the other areas of knowledge, since, through contact with culture, an awakening to the contexts present in the daily life of the school community happens, it is considered as an essential part of the research to awaken the habit of reading and promote literary literacy through reading and interpretation combined with the daily genre in a verbal and imaginary perspective.

Membros da Banca:

Presidente - GENIVALDO RODRIGUES SOBRINHO - UNEMAT

Membro Interno - ANTONIO APARECIDO MANTOVANI - UNEMAT

Membro Interno - ROSANA RODRIGUES DA SILVA - UNEMAT

Data: 24/03/2021 Hora: 08:00

Local: Sala virtual remota

Título: WEBDOC AND THE VOICE OF DIVERSITY AT SCHOOL, A LETERACY EXPERIENCE IN PANDEMIC TIMES

Palavras-chave: Literacy project. Diversity. Discursive competence

Páginas: 142

Resumo: The contemporary socio-historical context, largely constructed from dichotomies of thought, shows the importance of educational institutions in promoting a reflective school environment, with respect to historicity and diversity. Allied to this fact, the new digital information and communication technologies have entered school spaces through the most varied text and speech genres, which shows the need to train critical, ethical and committed citizens to make learning something meaningful, capable of expand your communicative competence, participating in the decisions that surround you in a truly citizen way. These assertions elucidate the need to think about pedagogical practice and Literacy Projects are presented as alternatives, which guarantee the insertion of students in language practices located in the literacy events of which they are a part, born from social interactions, which increased in changes in educational paradigms in recent years. This project, therefore, aimed at the development of actions, through literacy stages, within which reading and writing activities were carried out, both oral and non-oral genres, as well as social practices of language use. A prototype of this intervention proposal was carried out at a state school in the municipality of Colíder-MT, considering the situation of social isolation caused by the pandemic of the new Coronavirus. Altogether there were 9 participants from the ninth years (morning and afternoon). The problem situation had already been evidenced in 2019, with all participants, both in conversations through the corridors and in classroom debates, until it became the research problem. Thus, it was the observation of these needs arising from the students' realities, related to conflicts generated at school by the lack of understanding as to living with diversity, that triggered the actions that aimed to expand the skills of using the language in its oral and written modalities, for discuss the reach of citizenship mediated by the use of language. As a theoretical contribution this qualitative, interventional research and with an interpretive bias, and which also considers the formative approach of the teacher in his dialogical process of construction, analysis and reflection is guided by Kleiman's concept of literacy (1995, 2005, 2006, 2009), Oliveira, Tinoco and Santos (2014), and Street (2015), with regard to studies regarding the Literacy Project (PL); relative to the discursive genres in Bakhtin (2006, 2012, 2014); the importance of orality studies in Marcuschi (2005, 2008) and Antunes (2003); for the research approach, Bortoni-Ricardo (2008) and Rojo (2005, 2009, 2012); regarding the thematic content of historicity and diversity, mainly in Stuart Hall (2006); with regard to the discursive genre chosen for making the final product, Nichols (2005) among others. Studies related to PCN (1998,2000), BNCC (2017) and DRC-MT (2017) were also reconciled. The agency of the own learning developed by the students, in a collaborative process also with the teacher, during the unfolding of the actions, provided reflections throughout the opportunity. The main objective of the project was to propose reflection and assist them in the decision-making process regarding the surrounding speeches in the school environment regarding the issue of diversity. The research sought to answer the questions: How can work anchored in projects, considering the issue of literacies and multi-tools, contribute to the expansion of the discursive competence of ninth-year students at an elementary school in the city of Colíder-MT? How is it possible to propose reflection on diversity without falling into common sense mediated by the study of language and historicity? The results of the stages showed an improvement in the students' discursive capacity, including with regard to rethinking the concept of diversity, considering the new digital technologies, albeit as a prototype.

Membros da Banca:

Presidente - LEANDRA INES SEGANFREDO SANTOS - UNEMAT

Membro Interno - ANGELA RITA CHRISTOFOLO DE MELLO - UNEMAT

Membro Interno - GENIVALDO RODRIGUES SOBRINHO - UNEMAT

Data: 16/03/2021 Hora: 14:00

Local: https://meet.google.com/aww-dbww-pbk

Título: LITERARY LETTERING: MEMORIALISTIC CHRONICLE - A READING AND WRITING PRODUCTION EXPERIENCE IN THE EDUCATION OF YOUTH AND ADULTS-EJA

Palavras-chave: Literary Literacy. Memorialistic texts. Youth and Adult Education

Páginas: 110

Resumo:   This paper reports an experience of a pedagogical intervention project developed in the Professional Master of Arts (PROFLETRAS / UNEMAT / Sinop-MT) that attended students of Elementary School II, CEJA (Center for Education of Youth and Adults) “Cleonice Miranda da Silva” , in the city of Colíder-MT. The sequence of activities developed, aimed to promote the formation of the reader of Youth and Adult Education - EJA, through literacy activities with memorialistic texts, so that they could awaken the knowledge of the world and personal experiences of students, providing situations of significant reading. Thus, we started from the weaknesses presented by students in this teaching modality, with regard to reading and text comprehension, in order to link work with literature. The memorialistic literary texts of contemporary literature produced in Mato Grosso were used as instruments for the layout of reading activities, which allowed, in addition to cultural knowledge of the State's literary production, to make the act of reading and production a significant process, in view of that this genre allows the reader to express his subjectivities. After all, they are book stories that reflect life stories and life stories rescued from book stories. And when narrating their life stories, EJA students perceive themselves as active subjects and reflect on the facts narrated, thus contributing to the construction and reaffirmation of their identities, in addition to the recovery of self-esteem. The proposal is based on the theoretical contributions of literary literacy (PAULINO, COSSON, 2009; COSSON 2019; SOUZA, COSSON, 2011), of the chronic genre (ARRIGUCCI JR. 1987; CÂNDIDO 1992; CÂNDIDO 1995; SÁ 1985), about memory ( BENJAMIN 1985; BOSI 2003; LE GOFF 1990; PORTO 2011) of the subjective reading (ROUXEL, 2012, 2013a, 2013b), of the Common Curricular National Base - BNCC (BRASIL, 2018), of the Reference Documents of the State of Mato Grosso - DRC-MT (MATO GROSSO, 2018). The final product of this interventionist research was a collection of memories produced by the students, which provided (self) understanding and brought together two stories: the story of real life and the story told in the literature. The collection will be available in the annex to this dissertation.

Membros da Banca:

Presidente - MARTA HELENA COCCO - UNEMAT

Membro Interno - ROSANA RODRIGUES DA SILVA - UNEMAT

Data: 15/03/2021 Hora: 08:00

Local: GOOGLE MEET https://meet.google.com/vep-uwnu-dxh

Título: FROM THE MATO-GROSSENSE TALE TO THE HYPERCOUNT: A PATH TO LITERARY LETTERING

Palavras-chave: Literary literacy; Mato Grosso literature; Hyper discount.

Páginas: 149

Resumo: The school is not the only one, but it is the main incentive for literary reading in the life of a student, for this reason this environment needs to provide conditions for them to become sensitive and critical readers, capable of interpreting the world around them. However, the presence of literature in the school is almost completely restricted to literary texts or excerpts from them that appear in the textbook. In this way, the schooling of literature shows itself to be short in terms of strategies and methodologies that provide a taste for reading and meaning to the literary text. As far as regional literature is concerned, the picture is even more discouraging. Literary productions in the state of Mato Grosso are hardly worked in the classroom, either due to a lack of government incentive to distribute works by authors from Mato Grosso to libraries, or even due to the lack of training of Portuguese-speaking teachers, a gap in students' identity formation. The Mato Grosso State Curriculum Reference Document (DRC) defends the work with literary texts produced in the state, in order to highlight the culture and nature present here. Therefore, this dissertation work aims to promote literary literacy through the development of activities that contemplate the texts of regional literature. For this, we worked with the stories of the writer Gabriel de Mattos from the work A geringonça (2002). In order to use digital technology to contribute to literary literacy, hyperpoints were produced from written texts and students' interpretations of the work. To this end, the research involved the 8th grade class of Elementary School II at the Luiz Carlos Ceconello State School, located in Lucas do Rio Verde-MT. The proposal is based on the theoretical contributions of literary literacy (PAULINO and COSSON, 2009), (COSSON, 2018), (SOUZA and COSSON, 2011), of subjective reading and analytical reading (ROUXEL, 2012), (MARCUSCHI and XAVIER, 2005), about hypertext and digital genres, (GOTLIB, 2006), (CORTÁZAR, 1974), (PIGLIA, 2004) about study of the story, (ROJO and MOURA, 2012), about Multiliteracies at school, (HAYLES, 2009) about digital literature, (LEITE, 2009), (MAGALHÃES, 2002) about regional literature, and official documents: National Common Curricular Base (2018), Curricular Reference Document of the State of Mato Grosso (2018).

Membros da Banca:

Presidente - MARTA HELENA COCCO - UNEMAT

Membro Interno - ADRIANA LINS PRECIOSO - UNEMAT

Data: 23/12/2020 Hora: 14:00

Local: Sala virtual

Título: The gender causo as a strategy for pedagogical intervention activities

Palavras-chave: Educational Sociolinguistics. Didactic Sequence. Genre oral tale. Orality and Writing. Portuguese Teaching

Páginas: 114

Resumo: This study is the result of the pedagogical intervention project developed in the Professional Master of Arts (PROFLETRAS / UNEMAT / Sinop-MT) that attended students of the 7th year of the 3rd cycle of Elementary School II, from the State School “Cecília Meireles” in the city of Matupá - MT. For the realization of the project, was adopted the action-research methodology by Thiollent (2011) and a didactic sequence was developed, according to the didactic procedures proposed by Dolz, Noverraz and Schneuwly (2004), who aimed to present the contributions of Educational Sociolinguistics in Portuguese teaching, providing meaningful reading situations, focusing on the search for information to promote writing situations with the textual gender oral tale, exploring their characteristics, differentiating oral language from writing, recognizing the value of both. Through the intervention, we aim to develop in the students subject to the research, oral and written skills in situations of use, which enable the application of such skills outside of school. In this context, the technological transformations of information and communication are also present in the most varied spheres of society, this creates challenges to education, that needs to incorporate them into pedagogical practices, especially in this current context we are living caused by the pandemic of the coronavirus. The research had theoretical support based on Educational Sociolinguistics coined in Brazil by Bortoni-Ricardo (2004, 2005 and 2014), in addition to the reference in other authors, like as Marcos Bagno (1999, 2004, 2007 and 2018). The results obtained demonstrated that the study and the knowledge derived from Educational Sociolinguistics can contribute significantly in improving the teaching of the Portuguese. Mainly because the linguistic reality of the speakers is not ignored and becomes a factor of study in the classrooms, promoting the valuation of all forms of communication in its social, historical and cultural aspects. As a final product of the research, the students produced the Journal C@usos Online with stories and images that represent them, and delivered the journal prints to the school, the library and the school community.

Membros da Banca:

Presidente - NEUSA INES PHILIPPSEN - UNEMAT

Membro Interno - ANGELA RITA CHRISTOFOLO DE MELLO - UNEMAT

Data: 04/08/2015 Hora: 13:30

Local: SINOP

Título: Keywords: Literature. Literacy. African tales. Hypertale.

Palavras-chave: Keywords: Literature. Literacy. African tales. Hypertale.

Páginas: 128

Resumo: The objective this research was to promote literary literacy through contextualized African tales with everyday school life of students of the third stage of the graduate of the State School José Domingos Fraga, located in Sorriso / MT. To plan and develop a didactic sequence (SD) sought to strategies to work so attractive for literature for pupils, so that they could understand and reflect on reading and text production mediated by the use of technology. Thus, the final product produced along activities were applied Hypertale tales written in groups of five to six students in the classroom. With the development of this work was possible to know ways that contribute to the transformation in the way it is taught literature in public schools, since in many educational institutions are silenced African productions in Portuguese classes. As a theoretical assumption, we used the theoretical perspectives of Candido (1995), Machado (2002), Zilberman (2008 [2009]) and Colomer (2007) to reflect the Literature; Amancio, Gomes, Jorge (2008) and Costa (2007) to address the ethnic-racial relations in the public schools, Koch (2008) to reflect the sense of the text; Rojo (2012) Oliveira, Tinoco, Santos (2014) and Smith (2009) to think about literacy and the multiliteracy; Dolz and Schneuwly (2004 [2010]) to treat about teaching sequence. Therefore, the SD was an educational intervention which showed the importance of African tales to literacy and the humanization of students-teenagers in the making as readers. In this sense, we can say that the teaching of literature in Portuguese classes can be attractive and enhanced with the help of technological aid, and the Hypertale sets a new look of the literary text that requires new reading approaches and comprehension, but it is for the school to promote interaction and inclusion for digital and literary literacy.

Membros da Banca:

Presidente - ANTONIO APARECIDO MANTOVANI - UNEMAT

Membro Externo ao Programa - VERA LÚCIA DA ROCHA MAQUÊA - UNEMAT