Relatório das Atividades da Escola Raimunda Lacerda Damião
Autor: GESTAR II Programa Gestão da Aprendizagem Escolar | Publicado: 2009-10-26T13:57:00-07:00

                                    
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PREFEITURA MUNICIPAL DE ICAPUÍ
SECRETARIA DA EDUCAÇÃO E CULTURA 
PROGRAMA GESTÃO ESCOLAR
MEC-MINISTÉRIO DA EDUCAÇÃO/PDE -PLANO DE DESENVOLVIMENTO ESCOLAR
FORMADOR:DIUMBERTO DE FREITAS CRUZ
ESCOLA RAIMUNDA LACERDA DAMIÃO
CURSISTAS: Aldecir Ferreira dos Santos
Francisca Edilene Fernandes da Silva
José Carlos da Silva Júnior
Luciana Barreto da Costa

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Os professores José Carlos Júnior e Luciana Barreto trabalharam o texto Retrato de velho, de Carlos Drummond de Andrade , do livro TP1-páginas 14 e 15 , respectivamente no 6° e 7° ano.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Inicialmente foi realizada a leitura silenciosa do texto, para que os alunos se familiarizassem com a crônica. Em seguida foi feito a leitura em voz alta. A maioria dos alunos encontrou dificuldades em reconhecer o significado de algumas palavras como escaramurça e corióceo. Essa dificuldade dos alunos foi trabalhada pelos professores com o uso do dicionário.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Os professores explicaram de forma sucinta o que é uma crônica e qual o objetivo, bem como quem foi o autor.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Logo em seguida a sala foi dividida em grupo para que os alunos ensaiassem a leitura dramatizada. Cada grupo distribuiu entre si os personagens da crônica.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Os professores observaram que os alunos tiveram a preocupação de distribuir os papeis usando o critério sexo das personagens, os gestos.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Foi dado um tempo de vinte minutos para que os grupos lessem o texto em voz alta para descobrir o tom e ritmo mais adequados a recriação de cada personagem.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Verificado que todos os grupos já estavam em condições de fazer a leitura, foi feito o sorteio da ordem de apresentação e iniciou-se a exibição do trabalho. A medida que um grupo se apresentava, os demais passaram a exercer o papel de avaliadores.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ao fim de cada apresentação, os avaliadores fizeram suas observações, dando sugestões de como deveria ser a atuação dos personagens, propondo por exemplo, melhor entonação, melhor caracterização etc.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Os professores fizeram a avaliação de cada grupo.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Pontos positivos da atividade realizada no 6° ano:
-&nbsp;&nbsp;&nbsp;&nbsp; Ampliação do vocabulário.
-&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Os alunos perceberam a diferença de linguagem entre o velho e o adolescente. 
-&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Perceberam também que a leitura de um texto dramático exige uma entonação de voz e que o texto dramático trabalha essencialmente como discurso direto;
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Pontos positivos da atividade realizada no 7° ano:
-&nbsp;&nbsp;&nbsp;&nbsp; Percepção de que a crônica trata dos acontecimentos do cotidiano.
-&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Os alunos identificaram claramente os elementos da narrativa: personagens, espaço, tempo.
-&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Identificação do tipo de narrador: narrador-observador.
-&nbsp;&nbsp;&nbsp; Uso do vocabulário.
Os professores Francisca Edilene Fernandes da Silva e Aldecir Ferreira dos Santos desenvolveram a atividade “O dicionário dos jovens”, respectivamente, no 9° ano e 8° ano, com o objetivo de discutir adequação dos termos à situação de a cada enunciado. Utilização de tempo: 2h/a.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Inicialmente os professores apresentaram aos alunos um cartaz com um desenho do corpo humano. E pediram que eles identificassem as várias partes do corpo. Após essa dinâmica, os professores explicaram que as palavras usadas para designar as partes do corpo são usadas por todas as pessoas de modo geral, independente de classe, sexo, região ou idade, ou seja, é o denominado “vocabulário fundamental”. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Em seguida os professores dividiram os alunos em grupo e pediram para que eles fizessem um levantamento de algumas palavras que eles usam entre si, na praia, na balada, em seus encontros frequentes.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Logo após, os grupos foram se apresentando, cada um, expôs a palavra escolhida e mostrou em que situação comunicativa faz uso dela.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Os professores então, fazendo uso do dicionário, pediram que eles encontrassem o sentido usual dessa palavra. Bem como, em quais situações cada um desses termos devem ser usado.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; As principais palavras citadas pelos alunos: curtir, ficar, coroa, o velho, o boy, gata, galinha, brother, minha mana, amasso, esquema.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ainda em grupo os alunos produziram um caderno com as principais palavras estudadas e situações de comunicação adequadas ao seu uso. Em seguida, os professores pediram para que os alunos fizessem dramatização usando as palavras do caderno, utilizando personagens de várias faixas etárias.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Os professores concluíram a atividade, fazendo uma avaliação do trabalho dos alunos.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Pontos positivos do trabalho realizado no 9° ano:
-&nbsp;&nbsp; A percepção de que o indivíduo assimila naturalmente os usos linguísticos do grupo a que pertencem.
-&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Reflexão sobre dialeto.
-&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Os alunos perceberam que a língua varia de região para região.
-&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Os alunos conseguiram adequar corretamente a palavra a cada situação vivida.
&nbsp;Pontos positivos do trabalho realizado no 8° ano:
-&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ampliação do vocabulário.
-&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Uso do dicionário de língua portuguesa e inglês.
-&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Reflexão sobre sua própria linguagem.
-&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Uso de sinonímia.