TCC Letras-Português

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Navegando TCC Letras-Português por Tipo de Acesso "Attribution 3.0 Brazil"

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    A adaptação de material de leitura para pessoas no Transtorno do Espectro Autista (TEA)
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-03-28) Nascimento , Pedro Henrique Andrade do; Lima, Alisson Hudson Veras; http://lattes.cnpq.br/8806187550295871; Silva, Vitor Emmanuell Pinheiro da; http://lattes.cnpq.br/5708863338829527; Reis, Divanir Maria de Lima; http://lattes.cnpq.br/9955165966530603
    Reading is an act of individual capacity (Leffa, 1996) that involves complex cognitive processes (Fregonezi, 2002). In order to achieve comprehensive reading (Smith, 1988; Morais, 1996), issues such as prior knowledge (Koch, 2013) and information stored in each individual's memory (Baddeley, 2017; Izquierdo, 2018) come into play. In a text/reader interaction process (Siqueira and Zimmer, 2006), the reader needs to develop contextual (Koch, 2013), discursive (Fiorin, 2015) and linguistic (Chomsky, 1980; Perini, 2017) skills in order to understand the information read. People with Autism Spectrum Disorder (ASD) have difficulties in communication and language (Cohen and Volkmer, 1997; Aarons and Gittens, 2002; Volkmer et al., 2014), with some level of limitations in linguistic capacity (Muñoz, 2012). Because of this, it is necessary that reading materials for people with ASD be adapted, not in order to facilitate the understanding of the text, but to facilitate the way in which the information is passed on. We therefore use the Easy Reading method (Muñoz, 2012), through guidelines that deal with the spelling and grammar of the text to present an adapted version of the book Irmão Negro, by Walcyr Carrasco (2018). We have noticed that the Easy Reading method guides the work of adapting reading material, so that, depending on the text to be adapted, not only the main information can be contained in the text, but also information about secondary characters, settings and any other information that helps the reader develop their reading ability. It is by thinking about processes of adapting reading material for people with ASD, based on methods that indicate how to do this task, that we can have a more inclusive school and society (Neto et al., 2018) and that we can ensure the rights that all citizens have by law (Brazil, 1988).
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    Leitura e escrita na educação de jovens e adultos
    (2023-09-12) Silva, Jeovânio da; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/7239157167819125
    The education is a basic and mandatory principle, as foreseen in the Federal Constitution of 1988, in the Law of Directives and Bases of National Education no 9.394/96. Therefore, it is necessary to guarantee a quality education for all people so that students can achieve their professional, ethical and moral goals as citizens. Education breaks barriers and makes knowledge reach the most different places and reach the most varied social profiles, in addition, education is the only way to combat inequality. The Education of Youth and Adults (EJA) in Brazil emerged through Decree no 6093 of April 24, 2007, whose objective was to make literacy something universal for everyone who did not start the literacy process or to those who did not complete their studies in a timely manner. And appropriate age. Lack of perspective in professional life and the need to work are just some of the difficulties encountered by students who arrive or who have not managed to reach the conclusion of their studies, adding that these perspectives and needs lead to school dropout and return to the process of Literacy has several psychological consequences, especially for those who are already at na advanced age, having to restart literacy practices.
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    Práticas de multiletramentos no ensino fundamental: o uso do aplicativo fotos narradas para refletir sobre problemas sociais
    (2025-05-27) Santos, Wanderclebson Teixeira dos; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Ávila, Fábio Geraldo; http://lattes.cnpq.br/5555689965117482; Claudionor Ferreira Araújo; http://lattes.cnpq.br/6155010171957004
    This work emerges from an experience lived in the context of the Institutional Program for Teaching Initiation (PIBID), between 2018 and 2019, subproject Letras-Português, at the Federal Institute of Education, Science and Technology of Alagoas (Ifal), Campus Maceió. The action, which assumes a qualitative approach, proposes to investigate the narrative paths accessed by students of the Final Years of Elementary School, of the Municipal Public Education Network of Santa Luzia do Norte/AL, for the production of narrated photos. Supported by the contributions of Rojo and Moura (2012) on multiliteracies, the text, which reveals itself as a case study, assumes as its main objective the analysis of the teaching experience in the field school, taking as reference aspects focused on the orality and criticality of students regarding the use of technologies in their teaching-learning process. The results achieved highlight the need to invest in actions that adopt multimodalities of meaning production in the classroom, in order to enhance students' education.
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    Quando homens falam sobre feminicídio: ordens de indexalidade em interações on line sobre a "legítima defesa da honra"
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-03-27) Silva , Livia Mayara da; Silva, Danillo da Conceição Pereira; https://orcid.org/0000-0002-5879-5999; DOI: 10.1590/01031813v64120258676778; DOI: 10.35499/tl.v19i1.23872; DOI: 10.1007/s00107-024-02109-8; DOI: 10.15210/rle.v27i1.26710; DOI: 10.22297/2316-17952024v13e02415; DOI: 10.5007/1984-8412.2021.e73488; DOI: 10.25189/rabralin.v19i2.1482; DOI: 10.1590/010318138654118458092; DOI: 10.5007/1984-8412.2019v16n2p3627; DOI: 10.12957/matraga.2019.38340; DOI: 10.15210/rle.v22i1.16126; http://lattes.cnpq.br/6370328770730957; DOI: 10.12957/matraga.2019.38340; DOI: 10.15210/rle.v22i1.16126; Silva, Danillo da Conceição Pereira; https://orcid.org/0000-0002-5879-5999; http://lattes.cnpq.br/6370328770730957; Santos, Erinaldo Silva dos; http://lattes.cnpq.br/7428490483642315; Santos, Letícia Rocha
    This paper aims to construct a critical interpretation of the indexicality orders mobilized in digital interactive events in which men talk about feminicide. Specifically, the study analyzes comments on the social network YouTube posted on videos from five Brazilian TV stations that report the approval, by the Federal Supreme Court (STF), of the Action for Noncompliance with Fundamental Precept 779 (ADPF 779). This action declared the thesis of legitimate defense of honor unconstitutional, especially applied in crimes of feminicide, due to its dissonance with the constitutional principles of human dignity, protection of life and gender equality. From a theoretical point of view, this work is based on a feminist view of language studies (Pinto; Vallada, 2021) and the ethical agenda of Indisciplinary Applied Linguistics (Moita Lopes, 2006), which mobilize notions about gender performativity, its normative regulations and violence; the performative dimension of language; indexicality and orders of indexicality as principles of the production of meanings in discourse. In methodological terms, this work is qualitative and interpretative (Flke, 2009) and the data analyzed were generated from digital ethnography practices (Ciborga, 2022), in order to understand how pragmatically situated linguistic elements act in favor of the production of translocal meanings. Through data analysis, three main orders of indexicality were identified that appear when men talk about feminicide: the order of religious moral authority; the order of victimization of the aggressor and, finally, the order of trivialization of feminicide. In general terms, what is perceived is the way in which situated interactions are articulated with culturally rooted social norms, such as gender norms, with a view to legitimizing the practice of feminicide based on discourse, thus constituting a significant cultural dimension for confronting gender violence and feminicide.
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    Rosa, Rosinha: meninas e poesia
    (2025-04-11) Silva, Maria Telma Celestino da; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Saraiva, Luciano Mendes; http://lattes.cnpq.br/7696156504382828; Silva, Ari Denisson da; http://lattes.cnpq.br/0863504643409677
    This article aims to discuss the work developed in a socio-educational environment for underage female youth. The project, titled "About Girls, Poetry, and Springs: Reading and Creative Writing Workshops in a Female Socio-educational Unit," was an extension activity linked to the curricularization of extension in the Bachelor’s Degree in Letters course at the Federal Institute of Alagoas, Maceió Campus. The project’s purpose was to promote reading and writing activities across various genres to support the socio-educational process of the young women, as well as to provide moments of aesthetic sensitivity and imaginative involvement through their own textual creations. Throughout this process, the project sought to encourage reflection on oneself and others, recognizing oneself as a social subject and developing empathy based on personal and others’ stories. Using a qualitative action-research methodology, the article outlines the socio-educational system, presenting a historical overview of the juvenile penal code and relevant legislation such as the 1988 Federal Constitution, the Child and Adolescent Statute, CONANDA Resolution 119 (2006), and Law 12,594 (2012) establishing SINASE – the National System of Socio-educational Assistance. Next, the project’s activities with the youth are summarized. The discussion draws on authors addressing socio-education, such as Souza (2014), and others focusing on literature and education, like Soares (2009) and Cosson (2015). A brief description of the practices with the girls is provided. Finally, it is concluded that the project was significant both for the undergraduate students of the Letters course, who learned alongside the socio-educandas, and for the young participants, resulting in mutual exchange and diverse learning experiences.