Propagame-B: ensino léxico–semântico na educação básica

• Autor(a) principal: Santana, Albaney Dias de
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/13951
• topic: Língua portuguesa; Ensino de português; Semântica; Lexicografia; Anúncios; Jogos no ensino de língua portuguesa; Semântica de contextos e cenários; Léxico; Anúncios publicitários e propagandas; Portuguese teaching; Semantics of contexts and scenarios; Lexicon; Public announcements and advertisements; LINGUISTICA, LETRAS E ARTES::LETRAS

The present work entitled Propagame-B: semantic teaching in basic education has the general objective of creating a digital game to be explored, in various environments, including the classroom, in the Portuguese language discipline, to ratify the learning of the meanings generated by words and expressions in different contexts of use. Our focus is on the study of Semantics, in the light of the theory of Semantics of Contexts and Scenarios (SCC), highlighting the principle of specialization of meaning. Our starting point was to analyze what the official documents on the teaching of lexicon recommend, a knowledge: Parâmetros Curriculares Nacionais (PCN), a Base Nacional Comum Curricular (BNCC) and Currículo do Estado de Sergipe. Subsequently, we proceed to the analysis of the 7th year Portuguese language textbook from the Singular & Plural: Leitura, produção e estudos de linguagem collection (FIGUEIREDO et al., 2015), approved in the Programa Nacional do Livro Didático 2016 (PNLD), which it is used at the Jorge Amado State School, located in the municipality of Nossa Senhora do Socorro, in Grande Aracaju, which was the site of development of our intervention for the Final Conclusion Work (FCW) of the Mestrado Profissional em Letras (Profletras). When comparing our estimates on official documents, as we arrived at a textbook, we noticed some flaws (LISKA, 2018) and it was from them, the objects produced a learning object in the form of a digital game that allowed to educate, in a way more playful and auditory, studying a Portuguese language not only as a system of memorable norms and rules, but also focusing attention on its everyday use (VIEIRA, 2017; ANTUNES, 2014). Propagame supports three axes for the teaching of grammar adopted by Vieira (2017): an α version (SANTOS, 2020) proposes a work more centered on axis I (VIEIRA, 2017) and version B, the result of this TCF, if more centered on axes II and III (VIEIRA, 2017). The basis of the product are advertisements and advertisements, and from them, text interpretation activities were carried out based on the meanings through the SCC (FERRAREZI JUNIOR, 2008, 2010, 2018), thus charging one of the gaps indicated in our poll of the LD (LISKA, 2018). With the Propagame-B application, we came to the conclusion that students were very involved in the activity, providing a greater interaction for the exchange of knowledge already acquired. In addition, students are more interested in the challenges of the Portuguese language through electronic games, as pointed out in questionnaires passed after an activity.