TCC Letras-Português

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A abordagem do tema variação linguística no ensino de língua portuguesa numa turma de curso médio da modalidade EJA
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-30) Santos, Elaine da Silva; Cavalte, Sandra Araújo Lima; http://lattes.cnpq.br/1201376467996441; Reis, Divanir Maria de Lima; http://lattes.cnpq.br/9955165966530603; Lima, Alisson Hudson Veras; http://lattes.cnpq.br/8806187550295871
This research focuses on analyzing the approach to linguistic variation in Youth and Adult Education (EJA) classes in a school in the municipality of Junqueiro, Alagoas. The objective is to understand how this variation is treated in the classroom and how it affects the acquisition of knowledge by students. To carry out this investigation, qualitative methods were used, such as classroom observations and questionnaires applied to teachers and students. These methods allowed for a more in-depth understanding of the phenomenon of linguistic variation, as well as students' perceptions regarding it and the teacher's knowledge on the subject. The results revealed that the teacher in question demonstrated a gap in theoretical knowledge regarding the topic of linguistic variation, in addition to not having identified the didactic transposition of this knowledge in her educational practice. These findings highlight the importance of a pedagogical approach that recognizes and values the linguistic diversity present in the classroom, promoting inclusion and respect. Furthermore, they highlight the need to overcome linguistic prejudice and create an educational environment that is affective for all students. The research was based on studies carried out in the area of sociolinguistics by Bortoni-Ricardo (2004, 2005), Bagno (1999), on the pedagogy focused on Young Adult Education defended by Freire (1987, 1996), among others. Thus, we aim to understand how the issue of linguistic variation can be addressed appropriately and effectively in the classroom context.
Ação docente e letramento literário
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-01) Santos, Matheus Ferreira dos; Souza, Adriana Nunes de; http://lattes.cnpq.br/9445221981244067; Lima, Rosangela Nunes de; http://lattes.cnpq.br/2454422033896336; Leite, Wilma Albuquerque da Silva
Literary Literacy practices in teaching Portuguese language occur, with a greater scope, in High School; however, these practices require preparation from the student prior to this contact, a preparation that, in most cases, is neglected. Thus, we aim to understand the relationships between school Literary Literacy practices in Elementary School and the increase or decrease of this practice in everyday life; To achieve this, it was necessary to make clear what Literary Literacy is, observe student interactions with literary texts, in addition to contrasting the initial and final data of the research to understand this phenomenon. Thus, the work proposes an analysis of the phenomenon of Literary Literacy in the municipal education network of Arapiraca, Alagoas. The main problem addressed is to understand to what extent the teaching action towards Literary Literacy in the classroom encourages the student to develop literate practice in Literature, through interviews, questionnaires and observations of student interactions in classes. In this way, the aforementioned research proposed a qualitative and quantitative analysis of the data collected through action research in a 7th year elementary school classroom through reading and conversation circles about works of Literature relevant to the development of the culture of literacy from the students. The research is based on Cosson (2006, 2021), Zilberman (2010), Kleiman (2005) and Soares (2020).
A alquimia poética Lenineana: traços de uma poesia devoradora
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-03-14) Silva, Erick Robert Ferreira da; Santos, Fábio José dos; http://lattes.cnpq.br/7569516305566259; Malta, Carla Carolina da Silva; http://lattes.cnpq.br/7728611783048332; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050
The literary studies that analyze pieces from a cultural point of view have been frequent in contemporary times, which has contributed to thinking about the scope of literary art inserting it in its context of production, considering it in its relation with the exteriority and fostering discussions surrounding relevant topics to think the contemporaneity. This essay is inserted in the scope of the Literature Theory (literature and culture) and focuses on the poetic text of Lenine's song. Based on the reading/listening of twelve songs from his work (which compose the research Corpus Carminum), issues such as the encounter with the aesthetic object are discussed; swallowing and anthropo/autophagy in Lenine's songbook; and how these notions are articulated from a poetic alchemy of the composer. The reading/listening to Lenine's song, object of this research, revealed a lyrical universe that emerges from his poetic text and that is forged from the anthropo and autophagy movements, as a synthesis of creative operations from which results a modern, brazilian, local and global poetry, with multiple, mixed, mestizo colorations. The discussion points towards a poetry of devouring, in which elements of autophagy and anthropophagy, as categories of production and creation, focus directly on Lenine's songbook inside the corpus that has been analyzed. As for the theoretical foundation, I resorted to the contributions of authors such as Andrade, Bosi, Paz, Pinheiro, Figueiredo and Mello. Thus, from the analysis of the songs, I hope to contribute to the expansion of the poet's critical fortune.
Análise linguístico-literária do gênero memórias de leitura elaborado por licenciandos do curso de letras
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-05-02) Silva, Josuel de Souza; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Silva, Ari Denisson da; http://lattes.cnpq.br/0863504643409677; Silva, Josimere Maria da; http://lattes.cnpq.br/6284482799682797
In the present research, the reading experiences of students entering the in Language Course during their schooling in Basic Education will be addressed, with a view to the way these subjects self-evaluate as readers in the context of Higher Education. The general objective of this work is to understand the literary literacy processes of students entering the Licentiate in Letters Course; and the specific objectives are i) to investigate how the literacy process of students occurred prior to entering the Course in question; ii) identify the main difficulties of students in relation to literary reading; iii) reflect on the importance of literary literacy in Basic Education. The methodology used is the bibliographic review with a qualitative approach, supported by analysis of the productions of reading memories written by students of the Course on screen. In order to emphasize the social and historical process of these teachers in initial training in relation to literary literacy, as well as to base our research, we take as a basis Cosson (2018), which deals with literary literacy, as well as with regard to the theoretical- practical relationship in activities with literary texts in Basic Education, from the treatment of literature by teachers and students. Other theoretical references used for the construction of reflections on the subject are from Kleiman (2004), Minayo (1995) and Street (2014). The results of the analyzes carried out point to the importance of literature being worked from elementary school so that students become critical- reflective subjects in their socially diversified language practices.
Aplicação de ferramentas online no ensino de física para corrigir deficiências dos fundamentos de matemática em alunos do cursos integrado
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-12-13) Barros Filho, Djalma de Albuquerque; Oliveira, Marcos Henrique Abreu de; http://lattes.cnpq.br/7597524437699021; Limeira, Ana Cristina Santos; http://lattes.cnpq.br/8492241199102646; Gomes, Maria Amábia Viana; http://lattes.cnpq.br/9432338329387792
This work deals with the use of online tools for Physics teaching. Although there are a variety of programs, there is a lack of integration between them, which makes meaningful learning, in this subject, quite difficult as predicted by Ausubel (AUSUBEL, 1978). Another aspect that also makes such learning difficult is that there is no interaction between the teacher and the students in the virtual classes, and the contents are taught in a quickly way, since the teacher is not allowed to develop their reasoning as they would do in a face-to-face class. Thus, the following research problem can be seen: to what extent will the use of teaching platforms, associated with technological tools, have a significant influence on the significant learning of physics by students in the first year of Technical Education at Federal Institute from Alagoas (IFAL)? Thus, the g similar way to what happens in a face-to-face class. In this sense, it is suposed that an aspect that oals of this work are to establish online contact with students in order to use tools from Google Classroom (EDUCADOR DO FUTURO, 2020), SIGAA and CANVA(ALPHESIS, 2016); another objective is to demonstrate how the use of these tools allows the teacher to develop their reasoning in ahinders the teaching and learning process is the lack of direct interaction between the teacher and the student when performing exercises. Thus, it is believed that if the teacher is able to write formulas and draw objects, using the Canva tools, students will be also able to perform exercises with aesthetics superior to that commonly used in Microsoft Word, in addition to using the virtual wall, which will favor the analysis of the assimilation to the content by groups of students, thus resulting in a reduction in their mathematical fragility.
A argumentação em textos jornalísticos de caráter informativo: o gênero textual-discursivo notícia
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-08-31) Santos, Robson Muller Silva dos; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178
Commonly, it is known that, in journalistic discursive sphere, there are two main strands of classification for the content disseminated by the press, which group journalistic genres in categories that are characterized sometimes by the informative nature, and occasionally by the predominantly argumentative type. Traditionally, news report is a genre that associated to the idea of information, that finds its social function in the task of conveying the so-called facts of the day. Despite to the idea that news is an essentially descriptive/expositive discursive genre is consolidated, in this work, we analyze the presence of argumentative marks in journalistic texts accepted as informative texts. For we try to observe linguistic-discursive and semantic aspects, which acting in some selected texts, that have been published in the online newspaper “Folha de São Paulo” edition, a Brazilian traditional mainstream media, during presidential elections in Brazil, in 2022. The theoretical-conceptual framework of this research departs of the dialogue between studies in the Communication field, Textual Linguistics studies and reflections around enunciation and discourse. In addition, the research assumes a linguistic-interpretative approach; a quantitative data is also used, so that the observed phenomenon can be understood. The analysis of the corpus revels the presence of rhetorical-discursive and linguistic-textual movements that point to the existence of argumentative traits in texts that are understood as predominantly informative. This research also points to possibilities of educative approaches using news as genre at didactic sphere, in a dialogue with the National Common Curriculum Base (BNCC), that guides the using of this discursive genre in the context of Basic Education in Brazil.
BNCC e interações multiletradas no ensino de língua portuguesa
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2020-09-21) Belo, Evandro Lira; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Lima, Antonio Carlos dos Santos
This discussion goals to reflect on the relationship between the Base Nacional Comum Curricular (BNCC), in Brazil, and the Theory of Multiliteracies in Portuguese Language classes in the final years of Elementary School, having its making through a documentary research. The studies turned to the use of TDIC (Digital Information and Communication Technologies, in English) in a collaborative and the way of producing meanings through textual-discursive genres, focusing on the Theory of Multiliteracies, which is contemplated in the BNCC, with a view to focused on classroom practices. Critical-reflective training, as part of the teaching-learning processes, which are not restricted to the physical space of the school, is related to the development of skills and competences in Portuguese language classes and other curricular components of basic education. We highlight, for reflection, the pandemic moment experienced by students, teachers, and other professionals from this field, which highlighted the need for practices that involved TDIC. This research is qualitative and the methodological procedures are centered on linguistic-textual analysis in the light of Applied Linguistics, especially with regard to the teaching of Portuguese Language. Even so, it was pertinent to analyze aspects of the BNCC, which presents itself as a regulatory document, with innovative, revolutionary and democratic ideals in relation to Brazilian Education. Our discussion is based on authors, such as: Kleiman (2005), Rojo (2012), Ana Elisa Ribeiro (2020), Bakhtin (2011), among others.
Clube de leitura virtual: um incentivo ao letramento literário nas aulas de língua portuguesa com o uso de recursos multimodais
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-05-10) Silva, Ivana Lethícia Santos; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Barbosa, Cleusa Salvina Ramos Maurício; http://lattes.cnpq.br/7243836316721979; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955
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A compreensão de textos com presença de ironia e humor
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-06-28) Santos, Carlos Miguel Ferreira; Lima, Álisson Hudson Veras; http://lattes.cnpq.br/8806187550295871; Silva, Danillo da Conceição Pereira; http://lattes.cnpq.br/6370328770730957; Leite, Wilma Albuquerque da Silva
This research can be understood as the foundation of a concern that arose from, firstly, a passion in conflict with curiosity that guided the search for understanding the factors that lead to humor and its aspects, and the experience of being in front of a class that, despite making use of certain linguistic mechanisms that corroborate the appearance of allusions to the humorous tone, cannot understand what is present between the lines of their own speeches, or that of third parties depending on the context in which they are exposed. Going by a technical bias, the work consists of maturing knowledge that will be needed in the future in a macro idea. At first, it became essential to know the functioning of some uses of language that relate to the characteristics employed in the humorous approach, as an example of this, irony and/or sarcasm. However, the issue that supports this body of knowledge that is instituted in use, whether in speech or at the textual level, is the relationship that language users seek but cannot clearly achieve, between humor and the figure of speech they use. the fence, the irony. Because there is no agreement that delimits a border between both, the unknown is established. By seeking to recognize through interpretation how students, as language users, are able to recognize and point out certain uses based on contexts involving humor and irony, they are susceptible to explaining phenomena that are present in the text and that work as triggers to generate a certain reaction to the text. reader, we can understand where the possible difficulty lies in understanding them. If it is a matter of low resourcefulness when interpreting, if it is an approach with technical weight that does not match what is required of them, or even, not knowing how to identify the function used in the figures of speech worked on.
Concepções pedagógicas que orientam um livro didático da Língua Portuguesa
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-11-10) Oliveira, João José Ferreira de; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050; Limeira, Ana Cristina Santos; http://lattes.cnpq.br/8492241199102646; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968
This work presents an analysis of the pedagogical concepts that guide a Portuguese language textbook for the 8th year of elementary school, noting the predominance, as well as the adjacent trends on which the contents and activity proposals are based, to guide the teaching-learning process. This research intends to investigate the predominant pedagogical current in a Portuguese language textbook of the 8th year of elementary school, as well as to analyze their conceptions of reading and grammar and also to discuss/suggest proposals for activities present in the book; check whether textbooks follow a certain pedagogical trend. This will be done through the analysis of a chapter of the textbook of the eighth year of elementary school Português: linguagens – 8º ano. We based our observation predominantly around the analysis and categorization of the exercises, according to the categorization present in Libâneo (2006), the reading concepts of Freire (1989), the BNCC (2017) and the Reference Matrix (2021). We used descriptive research in the methodological approach. The items analyzed revealed that the aforementioned textbook is based on conservative pedagogies. There are suggestions of paths to follow in order to avoid traditionalism. There are also reflections regarding the intention in the elaboration of such a textbook.
A construção da argumentação na sala de aula: uma análise dos recursos argumentativos nas redações escolares do ensino médio intregrado
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-12-23) Silva, Maria Jussara da; Souza, Adriana Nunes de; http://lattes.cnpq.br/9445221981244067; Souza, Adriana Nunes de; https://orcid.org/0000-0002-9344-2558; http://lattes.cnpq.br/9445221981244067; Cavalcante, Sandra Araujo Silva; http://lattes.cnpq.br/1201376467996441; Leite, Wilma Albuquerque da Silva; http://lattes.cnpq.br/9019670882435484
This article aims to analyze the construction of the argument in the textual production of the students in integrated High School, checking how these students create write arguments in the class. The investigation was realized in textual Productions of essay genrer argumentative in 08 (eight) students of the 3º year of integrated High School in the institution federative of Alagoas/IFAL, in the way to identify and to analyze the standard argumentative proposed by Toulmin ([1958] 2006), the argumentative strategies studied by Perelman and Olbretchs-Tyteca ([1958] 2005), just how the linguistics discursive resources supported by Anscombre and Ducrot ([1988] 1994), Ducrot (2009) e Koch (2010). Still declaim with the studies of Backthin (genres of the discuss) and the reflections facing to the teach about the language (practices of language and the grouping of genres) perfomed by Schneuwly and Dolz (2004). This research its realized in the area of Textual Linguistics, as a qualitative/quantitative research and from documental nature. At the end of the analysis of school compositions, we concluded that students at the end of high school have great difficulties in constructing an argument on adverse topics, which require critical and autonomous knowledge, and still have a lack of mastery of complex argumentation operations such as articulations of the use of connectives, when using vicious argumentative operators, such as e, como and para/para que; in addition to making few attempts at a more elaborate argument, sticking to simple arguments consisting of data (D), justification (J) and (C) conclusion or lack thereof, elaborating incomplete arguments. This lack of argumentative mastery is not expected from a group in the final phase of high school. Thus, we visualize that the proposal of the studied school genre has great contributions in the problems presented by the students, since it is removed from its dialogical nature, therefore, it is important to think about the teaching/learning of this component in High School in a more dynamic and associated way its interactive nature.
Conto Etiológico : um gênero distinto que estima a imaginação, a leitura e escrita
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-08-21) Tcham, Kelly Jane da Silva; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513
20 ABSTRACT The present research focus on the activities developed in the University extension project “Senta que lá vem a história”, from the Federal Institute of Alagoas, constitutes as an incentive to the reading, seen as basic for child's training process and as an excellent educational device for literature integration, because it has been noted as capeble of showing a pleasant literary universe. The present study is aimed at analysing the significance of etiological story in the process to promote reading and textual production for children aged between six tô twelve years old. The case study methodological approach was chosen which involves examining the theme, identifying the factors that contribute to the learning process of children in the project. We seek, in the light of the literary text studies, to analyze the importance of etiological story on encouraging reading and textual production, through the story genre, for children which are member of the project. For this purpose we choose to utilizing the reflections of authors that deals with the importance of literary reading by means of tales genre, namely: Antunes (2010), Cascudo (2014), Góes (2005), Marcushi (2002), among others. On completion of the study it was observed how much the use of etiological story can be effective in order to support children to raise interest and pleasure for reading and also stimulate textual production.
Conto etiológico: um gênero distinto que estimula a imaginação, a leitura e escrita
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-06-06) Tcham, Kelly Jane da Silva; Brasileiro, Maria Regina de Oliveira; http://lattes.cnpq.br/4146119273576569; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513
The present research focus on the activities developed in the University extension project “Senta que lá vem a história”, from the Federal Institute of Alagoas, constitutes as an incentive to the reading, seen as basic for child's training process and as an excellent educational device for literature integration, because it has been noted as capeble of showing a pleasant literary universe. The present study is aimed at analysing the significance of etiological story in the process to promote reading and textual production for children aged between six tô twelve years old. The case study methodological approach was chosen which involves examining the theme, identifying the factors that contribute to the learning process of children in the project. We seek, in the light of the literary text studies, to analyze the importance of etiological story on encouraging reading and textual production, through the story genre, for children which are member of the project. For this purpose we choose to utilizing the reflections of authors that deals with the importance of literary reading by means of tales genre, namely: Antunes (2010), Cascudo (2014), Góes (2005), Marcushi (2002), among others. On completion of the study it was observed how much the use of etiological story can be effective in order to support children to raise interest and pleasure for reading and also stimulate textual production.
A contribuição das histórias em quadrinhos na formação de leitores
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-12-17) Silva, Ana Paula da; Silva, Ana Quitéria Menezes de Oliveira; http://lattes.cnpq.br/6438536384857226; Santos, Vanusia Amorim Pereira dos; http://lattes.cnpq.br/0841641614487512; Santos, Sandra Sebastiana dos
This work intends to discuss the importance and contribution of the Comic book’s genre in the instruction of readers and in encouraging the practice of reading in Portuguese language classes, in the final grades of elementary school. The research was realized in a municipal public school, located in the Rocha Cavalcante district, União dos Palmares-AL, in which results were collected through questionnaires and observation in the classrooms of the 6th grade “B”, 7th grade “A", 8th grade "A" and 9th grade "A". After all the information collected, there was analysis and discussion of the results,it was possible to see that the comic book really is in a great tool that can qualitatively contribute to the teaching and learning process and to the development of reading practice, through the fact of being a very rich textual genre, involving text and image, capable of awakening in the subject the pleasure of the act of reading, making the student a competent reader. Therefore, for there to be motivation in classes and participation of students, it is necessary that teachers involve activities in their methodologies that lead them to relate the class to their reality, because when working with elements that are part of their daily lives, learning becomes meaningful. Thus, it is possible to affirm that the comic books must be present in the educational environment, contributing to the formation of readers.
Contribuições da sociolinguística para reflexões sobre variação linguística nas aulas de língua portuguesa: análises de propostas apresentadas em livros didáticos do ensino básico
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-02-15) Lima, Roseli Maria Silva de; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513
This paper presents some analyzes of proposed activities on the linguistic variations of the Portuguese language in the 6th and 9th grade textbook elementary school and 1st grade of high school. Proposals that guide the teacher Portuguese speakers to work on this theme in the classroom, improving the teaching-learning process. This research intends to present the importance of Portuguese language teachers to improve knowledge about the Sociolinguistics to know how to deal better in the classroom and outside of it with the linguistic prejudice, helping in the process of deconstruction. The reflections were based on the conceptions of POSSENTI (1996), BORTONI-RICARDO (2004), BAGNO (2007) and in the National Common Curriculum Base (2017). in the approach methodological, I used bibliographical research to organize the content. To the analyzed activities revealed that it is possible for the teacher to use the textbook at his favor for the study of the language and its variations.
A (des)construção da utopia no conto "O ex-mágico da taberna minhota", de Murilo Rubião
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-06-04) Santos, Josefina Maria dos; Santos, Fábio José dos; http://lattes.cnpq.br/7569516305566259; Silva, Maria Lucilene da; http://lattes.cnpq.br/7394115973676550; Malta, Carla Carolina da Silva; http://lattes.cnpq.br/7728611783048332
Older than the term utopia itself, inaugurated by Thomas More in his Utopia (1516), the idealization of alternative spaces has always been present in cultures, as a way of projecting into the plane of the dream what is lacking in the world. Thus, imagination emerges as a powerful weapon against the shadows of the present – and nothing is more conducive to the creation of utopian images than the terrain of literature. In "The Former Magician of the Minho Tavern" (1947), a short story by Murilo Rubião, the imaginative capacity appears as a negative aspect, which makes the protagonist desire both death and his own insertion in a bureaucratic environment, such as incarceration, a process capable of depriving him of magical abilities. While the people around the character see magic as something funny and positive, the character herself is completely dissatisfied and unhappy. Her utopian desire is, therefore, the destruction of that magical world, permeated by the supernatural. However, when the character manages to get rid of the magical abilities, she is even more dissatisfied with her condition and begins to fantasize about the abilities she possessed, as an escape from her reality. The narratives of the fantastic genre, by offering a palpable everyday world that is only slightly transgressed by the supernatural, as theorized by David Roas (2014), question the absurdity of the human condition. Murilo Rubião's short story seems to deconstruct all the possibilities of hope and utopia within a world encompassed by uncertainties, in order to finally question the way in which the absence of utopian projects leads us to hopelessness and fatigue. Thus, with the present work, we intend to demonstrate that, by staging this dissatisfaction with the world, be it magical or bureaucratic, Rubião's narrative reaffirms the need for a utopian project.
Diferentes recursos didáticos aplicados na alfabetização de aluno surdo na educação infantil e fundamental I
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-02-02) Barros, Gabryelle Dantas Cavalvante de; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Matsumoto, Ederson Monteiro; http://lattes.cnpq.br/2871962608536791; Silva, Roberval Santos da; http://lattes.cnpq.br/8568382262348744
This work has as main objective to report the experience of educational practices with the use of different methodologies applied in the literacy of deaf students in early childhood education and elementary education I. To promote a more meaningful educational development for the student object of study were applied and adapted several methodologies for an individualized follow-up of the student object of study. One of the first methodologies implanted was the rescue of the family for the learning of the language of pounds, causing that there was the incentive to the own student who did not accept very well the school. We do. With the results of the activities applied through the developed methodologies, a significant change in the student's learning was demonstrated, as well as in the perception of the other family members and pedagogical team of the school where the study was carried out. We conclude by emphasizing that the insistence and perseverance in the continuous search for methodologies that help in the development of students with special needs is an arduous task that neither, but that is worth all the effort made when the results achieved are contacted, are not all are willing to make such efforts.
Diretor pedagógico e a atividade compromissora no ambiente escolar
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-11-25) Silva, Alexandra Alves da; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Araújo, Antônio Cícero de; http://lattes.cnpq.br/4716895949004675; Soeira, Elaine dos Reis; http://lattes.cnpq.br/2699971179132910
The role of the pedagogical director in Brazil was linked to different historical and educational political moments, going through many obstacles until achieving his true role in education. Today he is at the head of the school's work, observing the difficulties, reflecting on them and devising strategies to sanction the problems. The main objective of this work is to understand the commitment of the pedagogical director as a function in the school environment, therefore, a state public school system in the city of São José da Laje - AL was analyzed. The methodology used for the research was: bibliographic and field, for bibliographical research information was sought in books and articles referring to the authors' theory: Alarcão (2001), Freire (1998), Libaneo (2001) and Medel (2008), Pimenta (2004), Saviani (2002), among others. The field work was based on the application of questionnaires, one for the pedagogical director and another for the teachers. The data collected showed that although the director has shown performance in the pedagogical process, there is still a lot to be done, there needs to be more commitment in monitoring teaching and learning and in the democratization of the PPP (pedagogical political project). Therefore, the pedagogical director must know their true role, and constantly monitor, evaluate, think and rethink, giving new meaning to their performance in teaching practice and in the students' learning.
Educação e tecnologia: um estudo sobre os desafios da utilização das TICs nas aulas de Língua Portuguesa no ensino fundamental
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-28) Silva, Fábio Rodrigues da; Dias, Marcos Antônio de Araújo; http://lattes.cnpq.br/5582189967033444; Ferreira, Aline Suely Dias de Souza; http://lattes.cnpq.br/4622379932169180; Rocha, Woshimgton Ribeiro; http://lattes.cnpq.br/8585981346940095
Technology and its advances are fundamental to the education of children and adolescents, especially during the Covid-19 pandemic, which caused educational content to be passed on to students even if they did not present gifts in a classroom. classroom. The insertion of technology combined with education was analyzed, as this resource can make Portuguese language classes more interesting, attracting the attention of the uninterested public. Study the ways in which teachers have difficulty using technology in the classroom; evaluated teachers regarding the use of technology in their Portuguese language classes and presented possible solutions regarding the interfaces used by teachers to satisfy students in the classroom. Currently, the old cardboards have been preserved by modern and luxurious slides, made in PowerPoint, Prezi or Canva, something that could never be imagined before. In fact, even the student who only held the poster also evolved into the slide passer. And that is why it is possible to notice the evolution. The methodology addressed was qualitative, with an emphasis on the case study with the application of an online questionnaire, through Google Forms, sent to 17 Portuguese language teachers in elementary school, from different cities in Alagoas, from public and private schools. so that they could answer 14 questions about the use of technological applications in their classrooms in municipal, state and private schools, from young teachers to veterans, ranging from undergraduate to doctorate, serving some cities in Alagoas. The results obtained indicate that there are great challenges in the use of technological resources for many teachers, which requires them to recognize difficulties and seek qualifications to use technology in their classes.
Em qual escola literária do Brasil se encontra a produção literária de Alcina Leite?
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-06-15) Santos, Felipe Pereira dos; Lima, Alisson Hudson Veras; http://lattes.cnpq.br/8806187550295871; Lima, Alisson Hudson Veras; http://lattes.cnpq.br/8806187550295871; Souza, Adriana Nunes de; http://lattes.cnpq.br/9445221981244067; Cavalcante, Sandra Araujo Lima; https://orcid.org/0000-0002-5438-3591; http://lattes.cnpq.br/1201376467996441
The present work is an applied research with a descriptive-explanatory character, with a view to describing in which literary school is found the work Campesinas, by Alcina Leite, according to the analysis of her poems. The main objective of this work is to classify the poetic work of Alcina Leite, in a national literary school, namely: romanticism, parnassianism or symbolism. In order to fulfill our objective, the research was developed through the hypothetical-deductive method which, by nature, is a method that foresees the use of bibliographic reference, we can affirm that our investigation will take place through the monographic method, specifically as a bibliographical research. Therefore, the research corpus was analyzed considering the theme, characteristics and historical context in which the poet produced her poems. Therefore, we use as a theoretical basis (i) The concepts of metering and rhyming in verses followed by the metering theory presented by Bandeira (1960), Duque-Estrada (1914), Bilac and Passos (1905) and Said Ali (1999); (ii) the literary schools of Romanticism, Parnassianism and Symbolism, based on what is proposed by literary critics such as Candido (2001), Bosi (2017) and Moisés (2003), in order to better understand what is expected of poems produced in each of these areas and, from then on, answer the following question: in which literary school in Brazil is Alcina Leite's literary production found?

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