Navegando por Autor "Ribeiro, Leandro"

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    Dissertação
    Resumo/abstract: instrumento para o ensino da língua inglesa no ensino superior
    (Universidade Estadual do Norte do Paraná, 2025) Ribeiro, Leandro; Domingos, Marilúcia dos Santos; http://lattes.cnpq.br/7350484030070515; Senefonte, Fábio Henrique Rosa; http://lattes.cnpq.br/1897476249005659; Domingos, Marilúcia dos Santos; http://lattes.cnpq.br/7350484030070515; Senefonte, Fábio Henrique Rosa; http://lattes.cnpq.br/1897476249005659; Cristovão, Vera Lúcia Lopes; http://lattes.cnpq.br/1931255173410776; Barros, Eliana Merlin Deganutti de; http://lattes.cnpq.br/0263644351545918
    This dissertation is integrated into the Professional Master’s Program in Teaching at the State University of Northern Paraná and has, as its propositional objective, the development of a Genre-Based Didactic Sequence (GBDS), grounded in the theoretical and methodological principles of Sociodiscursive Interactionism (Bronckart, 2009; Dolz; Noverraz; Schneuwly, 2004), and aimed at fostering the development of language capacities of undergraduate students in the Letters program for the textual production of the abstract genre. Linked to this purpose, the research objective is to investigate the development of the language capacities of the participants through the implementation of the GBDS. The specific objectives are: (1) to model the abstract genre; (2) to identify the language capacities of undergraduate Portuguese/English students participating in undergraduate research projects for abstract writing at the beginning of the GBDS implementation; and (3) to identify the development of these capacities after the implementation. The study is qualitative in nature (Alves, 1991; Flick, 2009; Lüdke; André, 2005; Neves, 1996; Triviños, 1987), with an interventionist approach, and is characterized as action research (Thiollent, 1986). The research participants are undergraduate students from the Portuguese/English program, affiliated with the Institutional Program for Undergraduate Research Scholarships. The development of the GBDS, which constitutes a Guide for English Language Teaching and therefore an Educational Product, meets a requirement of the Program. Following its implementation, the initial and final written productions of the participants revealed advances in their language capacities, especially with regard to the organization and textual planning of abstracts, the more appropriate use of connectors, the verb tense characteristic of the genre, and a more precise academic vocabulary. Therefore, the GBDS contributed to the strengthening of the academic-scientific literacy of the students and to the consolidation of pedagogical practices that articulate theory and practice in English language teaching.