Banca de QUALIFICAÇÃO: THIAGO BRANDI RAMOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : THIAGO BRANDI RAMOS
DATE: 17/08/2026
TIME: 19:00
LOCAL: https://conferenciaweb.rnp.br/webconf/roza-maria-palomanes-ribeiro
TITLE:

Beyond Grammatical Classification: Metacognitive Linguistic Awareness Strategies for Teaching Verbs in Middle School

KEY WORDS:

Metacognition; Linguistic awareness; Short story; Verbs

PAGES: 48
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

Grammar teaching in the school context still faces challenges regarding the identification and classification of parts of speech, particularly concerning verbs. Middle school students routinely exhibit recurrent difficulties in recognizing words belonging to the verb class across various usage contexts. Given this persistent difficulty among Middle school students, this study aims to compile and implement metacognitive strategies focused on verb instruction to foster more reflective and meaningful learning. The choice of a metacognitive approach is grounded in the understanding that the learning process is constructed through awareness, monitoring, and self-regulation of the cognitive strategies used by the student. Furthermore, considering that every text is formed within an interactional context between subjects, as proposed by Luiz Antônio Marcuschi (2008), the short story genre was selected due to both its narrative nature and its contribution to the development of reading competence. The theoretical framework of this research relies on three pillars: verb theories, anchored in Bechara (2006, 2009), Azeredo (2008), Neves (2011), Perini (2005), among others; linguistic awareness, based on studies by Duarte (2008), Travaglia (2000), and Mota (2009); and Metacognition, incorporating contributions from Flavell (1987), Brown (1978), and Palomanes (2016, 2021). Methodologically, this study adopts an action research perspective, according to David Tripp (2005), combined with a mixed-methods (qualitative-quantitative) approach, through the implementation of a modular instructional sequence based on Bernard Schneuwly and Joaquim Dolz (2004), using as corpus the short story “Como é ruim cair em um buraco” by Jarid Arraes. The research will be conducted with an 8th-grade middle school class in a public state school in Rio de Janeiro, with the expectation that, by its conclusion, students will have developed mechanisms enabling them to recognize a word as a verb.

COMMITTEE MEMBERS:
Interna - 1949476 - FABIANE DE MELLO VIANNA DA ROCHA T RODRIGUES DO NASCIMENTO
Externa à Instituição - RAPHAELA RIBEIRO PASSOS - SME
Presidente - 1795701 - ROZA MARIA PALOMANES RIBEIRO