TCC Letras-Português

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https://repositorio.ifal.edu.br/handle/123456789/49

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A contribuição dos povos bantos para a formação do português brasileiro
(2025-10-06) Silva , Katarina Kleciane da; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Araújo, Claudionor Ferreira; http://lattes.cnpq.br/6155010171957004; Ávila, Fábio Geraldo; http://lattes.cnpq.br/5555689965117482
The choice of Portuguese as the official language in Brazil functioned as a colonial strategy of domination, silencing or marginalizing indigenous and African languages. However, the contact among different peoples shaped Brazilian Portuguese as a distinct variety from European Portuguese. This study aims to reflect on the influences of Bantu languages in the formation of Brazilian Portuguese, analyzing vocabulary and expressions incorporated into everyday use and discussing the historical invisibility of these contributions. The research adopts a bibliographic methodology, drawing on authors such as Assis (2001), Mendonça (2012), Bagno (1999), and Bakhtin (2006), as well as glossaries that record Bantu-derived terms. The results indicate that words such as dengo, quitanda, caçula, and gingar reveal the central role of African languages in shaping Brazilian Portuguese. It is concluded that the undervaluation of these influences stems from a historical process of colonization and linguistic prejudice, reinforcing the need for a decolonial approach in mother tongue teaching and in the appreciation of national linguistic identity.
A infância silenciada na obra Grande baú, A infância, de Arriete Vilela: repressão simbólica, afetiva e social nas relações familiares
(2026-02-11) Rodrigues, Vanderson Alves; Maia, Willianice Soares; https://lattes.cnpq.br/0338504323994119; Silva, Emanuel Marcelo Salgueiro da; https://lattes.cnpq.br/7204178290053143; Santos, José Carlos Lima dos; https://lattes.cnpq.br/5328411913838068
La infancia es una fase fundamental para la formación del sujeto. Llena de libertad, subjetividad y lo lúdico, tiende a traer felicidad a los niños. Sin embargo, no todo puede ser lo que parece. La infancia también puede estar cargada de silenciamiento y opresión. La obra Grande baú, a Infância de Arriete Vilela, repleta de regionalismo, conlleva una fuerte realidad de la vida infantil, por lo que buscamos en este trabajo analizar los impactos que este tipo de estructura familiar, patriarcal, provoca. Se utilizó en este trabajo un enfoque de análisis crítico de materiales bibliográficos con tenor cualitativo. Para ello, dialogaremos con teóricos importantes como Freire (2022) que habla sobre la opresión, la cual está presente en nuestra historia; Caldeira (2010), Cademartori (2010), que traen en sus textos la perspectiva de la infancia en los tiempos de hoy; Sarmento (2003) que trae una visión sobre el imaginario infantil; Qvortrup (2010) que trabaja la estructura familiar; entre otros que abordan temas como la memoria y la desigualdad de género, los cuales también son fundamentales para entender el poder que la sociedad machista-opresora tiene todavía para moldear las mentes, principalmente de las niñas. Al trabajar con este texto podemos ver cómo la infancia sigue siendo subyugada por la sociedad que busca dominarla, moldearla y podar los deseos infantiles desde temprano, para que, al traer estas cuestiones, podamos hacer reflexiones y discusiones sobre si estamos buscando y creando una sociedad igualitaria para todos. Sería imprescindible que los temas aquí presentes, y también en la infancia en general, reciban una mayor atención de los agentes de la sociedad, pues es en esta fase que el sujeto comienza a entender cómo funcionan las cosas y busca moldear su propia identidad.
A influência da família no processo de aprendizagem da leitura e da escrita
(2022-12-09) Silva, Herbeth Douglas Gomes; Campelo, Siquele Roseane de Carvalho; http://lattes.cnpq.br/1730383946648149; Cleusa Salvina Ramos Maurício Barbosa; http://lattes.cnpq.br/7243836316721979; Varela, Simone; ttp://lattes.cnpq.br/82498794138660593
This Undergraduate Thesis (UT) has as its main object the influence of the family in the reading and writing learning process of students in the final years of Elementary School. Faced with this problem, we outline the following question: What is the importance of the family's influence on the children's reading and writing learning process in the school environment? Based on this research problem, we outlined the general objective of analyzing the family-school-student interaction in the teaching-learning process of reading and writing in the ninth year of Elementary School. As a result of this objective, we developed the following specific objectives: Identify whether families develop strategies to follow the routine of studies related to learning to read and write; and to analyze whether the school develops mechanisms to favor the family's involvement in the teaching and learning of reading and writing comprehension. Therefore, methodologically, qualitative research procedures were adopted based on a case study. As data collection instruments, semi-structured interviews were carried out with a family member and a Portuguese language teacher in the ninth year of elementary school at a public school in Alagoas. Among the main results, it was found that the concern for students to leave the ninth with a good knowledge in the axes of reading and writing exists on both sides. Thus, family and school have developed strategies that, although incipient, can be the starting point for expanding social reading and writing practices from a literacy perspective.
A leitura no ciberespaço: uma investigação sobre o uso das fanfics
(2023-11-21) Gomes , Emilly Fernanda da Silva; Palmeira , Húdson Kleber Canuto; http://lattes.cnpq.br/4371625213976633; Silva , Ari Denisson da; http://lattes.cnpq.br/0863504643409677; Barbosa , Cleusa Salvina Ramos Maurício; http://lattes.cnpq.br/7243836316721979
This paper analyzes the formation of students as readers and authors in the formal teaching environment through the genre of fanfiction. We will begin by reflecting on the issues that are prioritized in Portuguese language classes during the initial years of high school. To this end, a field study was carried out with the aim of analyzing the formation of readers within the school environment, and how the dialogue between the literacies that students are exposed to can add to their social and academic development. Issues related to generation Z and alpha as readers, and the challenges encountered in the formal teaching environment for the insertion of students in literature and how the fanfiction genre becomes close and dialogic in this process.
Atravessando os caminhos áridos do ensino de língua portuguesa: um olhar reflexivo sobre as propostas de ensino de gramática em livros didáticos do 6.º ano
(2025-10-22) Lino , Lara Cavalcante Lima; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050; Canuto, Hudson Kleber Palmeira; http://lattes.cnpq.br/4371625213976633; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119
Grammar is understood as a system that guides the proper use of language, enabling clear and effective communication. The term “grammar” originates from the Greek grámma , meaning “letter,” which highlights its initial association with writing. In its inception, grammar was primarily linked to regulating reading and writing, but today it is understood from different perspectives. According to Bechara (2009), normative grammar aims to establish rules for the correct use of language, serving as a guide for proper expression. Travaglia (2009), in turn, broadens this notion by considering grammar as a set of knowledge internalized by speakers, even if they do not fully master the standard language. In this sense, it is possible to distinguish different types of grammar—normative, descriptive, historical, and comparative—which focus on various aspects of language, traditionally organized into phonology, morphology, syntax, and, in some cases, semantics.Thus, this study critically analyzes the challenges encountered in the teaching and learning process of Portuguese in a public state school in Maceió, Alagoas, with emphasis on normative and descriptive grammar, based on the analysis of two textbooks used in the 6th grade of Elementary School II. The journey through grammar teaching can be compared to the arid paths in Vidas Secas by Graciliano Ramos: the soil is harsh, the journey requires effort, but from it may arise the most genuine strength of expression, reshaping diverse forms of human interaction. Based on the National Common Curricular Base (BNCC, 2017) and authors such as Antunes (2003; 2014), Possenti (1996), Perini (1997), Travaglia (2009), and Soares (2002), the study problematizes current methodologies and proposes more contextualized practices, making learning meaningful. The qualitative research and literature review reveal that, when disconnected from the real use of language, grammar teaching tends to seem dry and distant. Hence, a teaching practice is advocated that values the communicative and social context of students, allowing grammatical knowledge to become an instrument of expression, understanding, and engagement with the world.
Desafios e aprendizados: uma jornada na residência pedagógica
(2024-11-21) Maciel Júnior, Cláudio Pereira; Canuto, Húdson Kléber Palmeira; http://lattes.cnpq.br/4371625213976633; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968
This paper presents an analysis of the experience of participants in a study on teacher training in the Undergraduate Program in Portuguese Language and Literature at the Federal Institute of Alagoas (Ifal), who took part in a CAPES Pedagogical Residency Program over eighteen months. The objective was to provide an immersion in the school environment, specifically in 8th and 9th-grade classes at Escola Estadual Fernandes Lima, where the residents faced challenges related to teaching. The methodology included supervised activities, organization of seminars, and participation in student councils, promoting the integration between theory and practice. The results highlight the challenges encountered, the individual growth of the residents, and the importance of knowledge exchange with peers and supervising teachers, which enhanced their teaching skills and interaction with students. The discussion points to the positive impact that the residents had on the students' education, encouraging them to seek a solid knowledge base. In conclusion, the experience in the pedagogical residency program enriched the academic training of the participants and allowed significant contributions to the students' education, emphasizing the importance of a strong foundation for future teachers.
Linguagem, poder e educação: discussões da sociolinguística sobre o ensino de língua portuguesa na EJA em Alagoas
(2025-10-21) Santos , Vanderson Guilherme de Lima; Maia, Willianice Soares; https://lattes.cnpq.br/0338504323994119; Silva, Eronilma Barbosa da; https://lattes.cnpq.br/1899340692310050; Araújo, Claudionor da Silva; https://lattes.cnpq.br/6155010171957004; Palmeira, Hudson Kleber; https://lattes.cnpq.br/4371625213976633
This study analyses the factors that intensify the difficulties faced by students in Youth and Adult Education (EJA) in acquiring the Portuguese language within their social practices, also considering the power dynamics that permeate these interactions. A qualitative approach was adopted, as this type of investigation offers the flexibility required to explore the complexity of the themes addressed and allows for adaptations to variations that may occur throughout the research process. Such a methodology aligns with a sociolinguistic perspective, enabling a deeper understanding of the power relations that shape language use within the educational context under analysis.This article aims to discuss the relationship between language and power in the context of Youth and Adult Education (EJA), in light of sociolinguistic studies that recognise and value the linguistic plurality of speakers. It seeks to demonstrate how these manifestations impact the socio-educational experiences of learners. Initially, a reflection is presented on the relationship between language and power in the context of EJA in Brazil and in the state of Alagoas, exploring its historical and social relevance based on the theoretical framework proposed by Rummert and Ventura (2007), Da Silva (2022), UNESCO (2008), Brazil (1996), and Freire (2022).Subsequently, drawing on the discussions of Bourdieu (2005), Foucault (2018), Libâneo (2013), Bortoni-Ricardo (2005), Falabella (2020), and Antunes (2007), an approach is presented that values the linguistic plurality of EJA students, recognising their diverse histories and social contexts as central elements in the construction of a critical and emancipatory education.
Poronga: uma luz em meio a resistência na floresta amazônica
(2026-02-26) Galvão, Laura Melissa de Oliveira Santos; Maia, Willianice Soares; https://lattes.cnpq.br/0338504323994119; Santos , José Carlos Lima dos; https://lattes.cnpq.br/5328411913838068; Ávila, Fábio Geraldo de; https://lattes.cnpq.br/5555689965117482
This study analyzes the Poronga Project as a significant experience of popular education in the Brazilian Amazon, conceived by Chico Mendes during the socio-environmental struggles of rubber tappers in the 1970s and 1980s. Developed in a context marked by land conflicts, the expansion of large estates, and accelerated deforestation, the project integrated youth and adult literacy, political awareness, and territorial defense. The research is grounded in critical pedagogy, particularly Paulo Freire’s theoretical framework, as well as in literacy studies as a social practice and sociolinguistic perspectives that value orality and linguistic identity. Furthermore, the study proposes an analytical reading of the Poronga Project through the lens of the analytical literacy method, emphasizing the centrality of socially meaningful words and learners’ lived experiences in the learning process. It concludes that the Poronga Project represents both a pedagogical and political legacy, demonstrating that education rooted in territory and committed to socio-environmental justice can function as an instrument of emancipation, resistance, and social transformation.
Trama e urdume na comunidade EJA como formação do sujeito do discurso
(2024-12-23) Santos , Igor Eduardo Lima dos; Maia , Willianice Soares; http://lattes.cnpq.br/0338504323994119; Correia, Aurineide Porfírio Barros; http://lattes.cnpq.br/2373237758198377; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569
The project focuses on analyzing classroom discursive interactions from the perspective of interactional sociolinguistics in the student-teacher relationship, specifically how students receive this content. We will use a didactic video to explore methodological strategies to address certain discourses that are not understood by some EJA students and, thus, seek to understand what hinders this learning from a linguistic competence perspective.

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

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