TCC Letras-Português

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A circulação da violência política de gênero: disputas metapragmáticas em torno do caso Isa Penna
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-09-23) Freitas, Daniele Santana de; Silva, Danillo da Conceição Pereira; http://lattes.cnpq.br/4522803262830843; Cavalcanti, Ricardo Jorge de Sousa; https://orcid.org/0000-0001-6990-6669 69; http://lattes.cnpq.br/2706881213553955; Borges, Lorena Araújo de Oliveira ; http://lattes.cnpq.br/6807925284266201
Situated in the area of Indisciplinary Applied Linguistics (Moita Lopes, 2006), the general objective of this work is to analyze political gender violence as a discursive phenomenon formulated and perpetuated by ideological disputes through the interconnection between political events based on the case of harassment against Congresswoman Isa Penna. Given this general proposal, there are two specific objectives: i) to identify and analyze the communicative events responsible for constructing, reinforcing and sustaining the framings of political gender violence in Brazil; ii) to understand the processes of performativity that act in the constitution of these events (Butler, 1997) and indexicality (Austin, 1990; Silverstein, 2003; Blommaert, 2007), carried out based on metapragmatic disputes (Pinto, 2019). To this end, the research was theoretically based on analytical-discursive studies (Moita Lopes, 1994, 2006, 2009; Moita Lopes; Fabrício, 2019; Silva, 2022), gender perspectives (Butler, 2018) and studies on the feminist movement and its digital side (Miguel and Biroli, 2014; Biroli, 2018; Ribeiro, 2018). The methodology adopted was based on the analysis of a discursive chain, composed of the interconnection between interaction events (Wortham; Reyes, 2015), media texts and public pronouncements, of a qualitative nature undertaken between September 2024 and March 2025, in the different circulation networks of the Isa Penna case. The results showed the structuring of political gender violence through processes of discursive delegitimization and framings that naturalize violence against women and their exclusion from the political sphere. In this sense, the research makes a significant contribution to understanding the connection between language, power, gender and politics, as well as formulating discursive and political achievements aimed at weakening political gender violence in the Brazilian context. In this way, the results achieved reinforce the need for concrete measures such as Bill No. 372/2020, by Congresswoman Isa Penna, and the approval of Law No. 14.192/2021, to promote women's safety and representativeness
A compreensão de textos com a presença de ironia e humor
(2023-06-28) Santos, Carlos Miguel Ferreira; Lima, Alisson Hudson Veras; https://orcid.org/0000-0001-6597-6547; http://lattes.cnpq.br/8806187550295871; Lima, Alisson Hudson Veras; https://orcid.org/0000-0001-6597-6547; http://lattes.cnpq.br/8806187550295871; Silva, Danillo da Conceição Pereira; https://orcid.org/0000-0002-5879-5999; ttp://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
A construção da argumentação na sala de aula: uma análise dos recursos argumentativos nas redações escolares do ensino médio integrado
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2022-12-23) Silva, Maria Jussara da; Souza, Adriana Nunes de; https://orcid.org/0000-0002-9344-2558; http://lattes.cnpq.br/9445221981244067; Souza, Adriana Nunes de; https://orcid.org/0000-0002-9344-2558; http://lattes.cnpq.br/9445221981244067; Cavalcante, Sandra Araújo Lima; https://orcid.org/0000-0002-5438-3591; http://lattes.cnpq.br/1201376467996441; Silva, Wilma Albuquerque da; https://orcid.org/0009-0008-5913-2741; 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.
A correferência anafórica em comentários de usuários na plataforma Instagram
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-03-28) Albuquerque, Ana Caroline Tenório de; Lima , Álisson Hudson Véras; https://orcid.org/0000-0001-6597-6547; http://lattes.cnpq.br/8806187550295871; Lima , Álisson Hudson Veras; https://orcid.org/0000-0001-6597-6547; http://lattes.cnpq.br/8806187550295871; Cavalcante, Sandra Araujo Lima; https://orcid.org/0000-0002-5438-3591; http://lattes.cnpq.br/1201376467996441; Santos, Erinaldo da Silva; http://lattes.cnpq.br/7428490483642315
This study aims to analyze the use of anaphoric coreference in the third person singular in user comments on news on the Instagram platform. The main objective of the research is to analyze which coreferential terms are preferably used by users of the social network Instagram, when they have at their disposal the anaphoric forms of the full pronoun, the null pronoun, repeated nouns and recategorized nouns. To this end, the theoretical basis is the assumptions of Textual Linguistics, presented by Koch (2001; 2014), with emphasis on the linguistic resources of cohesion and coherence Koch (2014; 2001), Travaglia and Koch (2001), and referencing, based on the concepts of Cavalcante et al (2017). Considering syntactic criteria, we used the theory of Syntactic Parallelism (Chambers and Smith, 1998) and the coreferent forms, according to the distribution in Brazilian Portuguese of full pronouns, null pronouns, recategorized nouns and repeated nouns (Lima, 2020). In order to achieve the objective, descriptive- explanatory research was used, creating a corpus of 1 (one) thousand comments collected on news pages of the social network Instagram, together with the comments of users interacting with the headline, observing the syntactic position of the news referent, in subject position, with the resumption occurring in the same syntactic position in the comment of the network user. Through statistical rounds, we noticed that the texts created on the social network Instagram seem to overcome the barriers of linguistic standards in both speech and writing, in a process of mixing usage patterns, with anaphoric resumption occurring mostly through the full pronoun, followed by resumption through a repeated noun.
A docência em tempos de pós-pandemia: um estudo do ensino de língua portuguesa e seus Re-desenhos
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-03-27) Oliveira, Kaylla Hingridy Pinheiro de; Reis, Divanir Maria de Lima; http://lattes.cnpq.br/9955165966530603; Reis, Divanir Maria de Lima; http://lattes.cnpq.br/9955165966530603; Santos, Erinaldo da Silva; http://lattes.cnpq.br/7428490483642315; Cavalcante, Sandra Araújo Lima; http://lattes.cnpq.br/1201376467996441
The work consists of a study on the practices of Portuguese Language (PL) teachers, from the municipal and state networks of the city of Arapiraca and the city of Lagoa da Canoa. It aimed to understand how PL teaching has been shaped in teachers' practices in the post-pandemic context. From a methodological point of view, it is based on the assumptions of quantitative-qualitative research, of a basic nature, belonging to the inductive method, configured as exploratory, bibliographic and field research. It is theoretically based on authors such as Teyssier (1982), Oliveira (2010), Silva (2022), Franco (2003), Bardin (1977), among others. Data collection was carried out through the application of a questionnaire and semi-structured interviews, while the analysis is based on the Content Analysis (CA) technique. The results show that the practices of LP teachers have been [re]designed, after the pandemic, in the present time, which can be seen because most teachers have sought to improve their practice and have reinvented themselves using materials and tools from the pandemic period.
A formação de leitores/as literários/as no ensino médio: uma experiência em uma escola de ensino em tempo integral no contexto do programa de residência pedagógica
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-08-20) Silva, Maciele Maria da; Correia, Maria Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377; Correia, Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968
This paper discusses the challenges and possibilities of training literary readers in high school, focusing on an experience carried out under the Pedagogical Residency Program (PRP) at a full-time public high school (EMTI). It starts from the observation that many students complete this stage of basic education without developing the habit of reading literature, highlighting the gap between the objectives of educational guidelines and actual practice in schools. In this context, the study defends the central role of the school as a space for mediation and democratization of reading, especially in situations where access to literary materials outside the school environment is limited. The research, which takes a qualitative approach and is based on a case study, investigates the pedagogical strategies adopted in the PRP, students' perceptions of literary reading, and the role of the teacher as a mediator. The theoretical framework is based on authors such as Candido (1988), Cosson (2014), Colomer (2007), and Cereja (2005), among others. The results indicate that intentional, dialogical, and sensitive pedagogical practices can promote a more meaningful and critical relationship between students and literary texts, contributing to the formation of autonomous and reflective readers. The study also highlights the formative potential of the PRP in articulating theory and practice in teacher training.
A prática dos multiletramentos em minicontos multimodais: uma experiência no estágio supervisionado em educação de jovens e adultos
(2023-12-20) Silva, Davi Nascimento Gomes; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569
The advancement of digital technologies around the world is undeniable, which are widely adopted by people in their daily activities, whether in the workplace, at home or even in the school context. Within this perspective, this study proposes the use of the textual genre with digital technologies as a multiliteracy practice. The theoretical basis is based on contributions from research on the multimodal short story in a class of the 4th phase of Education for Young People, Adults and Elderly, at Escola Municipal Tradutor João Sampaio, in collaboration with the Portuguese language teacher. The methodological procedures for collecting and producing data were of a qualitative nature, carried out through an action-research approach, in which students developed multimodal productions using the VideoShow application, exploring themes with social relevance. The results show that the students reflected on local social issues through the creation of multimodal short stories. In addition, regarding the application of the activity with the help of the VideoShow technological tool, the students positively evaluated the use of their mobile devices in the classroom to improve the learning of the Portuguese language. In conclusion, we highlight the need for teachers to rethink the teaching of the Portuguese language, considering digital technologies, as we observe how effective the use of the multimodal mini-short story can be in helping EJAI students to awaken interest and pleasure in reading and stimulus to textual production.
A violêcia policial em trajetórias textuais midiáticas: reflexividade racial acerca do caso de Cláudia Ferreira
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-04-01) Santos, Jaíne Patrícia Lopes dos; Silva, Danillo da Conceição Pereira; https://orcid.org/0000-0002-5879-5999; http://lattes.cnpq.br/6370328770730957; Cavalcanti, Ricardo Jorge de Sousa; https://orcid.org/0000-0001-6990-6669 69; http://lattes.cnpq.br/2706881213553955; Borges, Lorena
This study, based on the qualitative and interpretivist approach of Applied Linguistics, aims to analyze the effects of meaning produced by the textual trajectories mobilized around the case of Cláudia Ferreira, highlighting how this mobility of texts contributes to the production of racial reflexivity. To this end, the research is based on theoretical perspectives on the performativity of language and textual trajectories (Austin, 1990; Bauman & Briggs, 1990; Blommaert, 2005), while exploring racial relations in Brazil and its colonial roots, focusing on connections with police violence and notions such as structural racism (Almeida, 2018), institutional racism (IPEA, 2007), necropolitics (Mbembe, 2016) and biopolitics (Foucault, 2008), which help to understand the social practices that perpetuate racial inequalities and their forms of violence. The analytical work enabled a critical interpretation of the textual trajectories mobilized and their indexical signaling, highlighting their effects on three distinct manifestations of racial reflexivity: 1) reflexivity on police violence as a structural and systemic issue; 2) reflexivity on the racist connotation of the police institution and its historical origins; and 3) reflexivity based on personal experiences of racism/police violence. In general terms, the study highlights the role of digital platforms and online interactions in the circulation of racial discourses, as well as the formation of political subjectivities that appropriate modes of resistance and contestation in the face of the structural and institutional dimension of Brazilian racial violence, especially in its police facet.
A violência policial em trajetórias textuais midiáticas: reflexividade racial acerca do caso de Cláudia Ferreira
(2025-04-01) Santos, Jaíne Patrícia Lopes dos; Silva, Danillo da Conceição Pereira; orcid.org/0000-0002-5879-5999; http://lattes.cnpq.br/6370328770730957; Silva, Danillo da Conceição Pereira; https://orcid.org/0000-0002-5879-5999; http://lattes.cnpq.br/6370328770730957; Cavalcanti, Ricardo Jorge de Sousa; https://orcid.org/0000-0001-6990-6669; http://lattes.cnpq.br/2706881213553955; Borges, Lorena Araújo de Oliveira; https://orcid.org/0000-0003-4402-1359; http://lattes.cnpq.br/6807925284266201
This study, based on the qualitative and interpretivist approach of Applied Linguistics, aims to analyze the effects of meaning produced by the textual trajectories mobilized around the case of Cláudia Ferreira, highlighting how this mobility of texts contributes to the production of racial reflexivity. To this end, the research is based on theoretical perspectives on the performativity of language and textual trajectories (Austin, 1990; Bauman & Briggs, 1990; Blommaert, 2005), while exploring racial relations in Brazil and its colonial roots, focusing on connections with police violence and notions such as structural racism (Almeida, 2018), institutional racism (IPEA, 2007), necropolitics (Mbembe, 2016) and biopolitics (Foucault, 2008), which help to understand the social practices that perpetuate racial inequalities and their forms of violence. The analytical work enabled a critical interpretation of the textual trajectories mobilized and their indexical signaling, highlighting their effects on three distinct manifestations of racial reflexivity: 1) reflexivity on police violence as a structural and systemic issue; 2) reflexivity on the racist connotation of the police institution and its historical origins; and 3) reflexivity based on personal experiences of racism/police violence. In general terms, the study highlights the role of digital platforms and online interactions in the circulation of racial discourses, as well as the formation of political subjectivities that appropriate modes of resistance and contestation in the face of the structural and institutional dimension of Brazilian racial violence, especially in its police facet.
Conflitos sociolinguísticos em torno da “linguagem neutra”: uma leitura crítica do discurso jurídico
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2023-12-12) Santos, Érika Layssa Nascimento; Silva, Danillo da Conceição Pereira; https://orcid.org/0000-0002-5879-5999; http://lattes.cnpq.br/6370328770730957; Silva, Danillo da Conceição Pereira; https://orcid.org/0000-0002-5879-5999; http://lattes.cnpq.br/6370328770730957; Santana, Isabela Marília; Rocha, Maryana Josina Tavares da
Based on contributions from the area of interpretive analyzes in contemporary Applied Linguistics, the present work aims to analyze and interpret the way in which strategies of trans and non-binary linguistic activism, generally generically named neutrally such as “language”, “inclusive language ” or “non-binary language”, has been ideologically framed in different judicial controversies. To this end, a combinatorial approach of qualitative and quantitative analysis methods was developed. In this way, through search software, interaction data was tracked, systematized and stored around controversies about “inclusive languages” in judicial decisions. Then, discursive and qualitative analyzes of the selected units were carried out with a view to interpreting them as linguistic ideologies mobilized in the controversies. To support the interpretative analyses, Carr and Lempert's (2016) studies on scalar processes were used, which understands the argumentative construction through gradual ideological processes. Likewise, studies developed by writers such as Gal, (2019), Irvine, Gal (2000), Pinto (2013), Moita-Lopes (2013) and Silva (2020) enabled a more solid construction regarding issues involving gender ideologies. In general terms, the research presents an interpretative analysis for judicial sentences that deal with the suspension or not of the use of neutral language, therefore, it presents itself as an important research that contributes to a very recent area called linguistic activism of trans people and non-binary.
Diversidade linguística e regionalismo na educação básica: um estudo dos livros didáticos PHASES no Colégio Saint Germain
(2025-04-03) Cardoso, Ana Carolina Albuquerque; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Santos, Elaine Cristine Rapôso dos; http://lattes.cnpq.br/0758592442310125; Silva, Poliana Pimentel; http://lattes.cnpq.br/0148660696988076
The Portuguese language, due to its broad dissemination and cultural diversity, presents regional variations that reflect identities and social dynamics. In this context, this study analyzes how linguistic diversity and regionalism are addressed in the PHASES textbook collection, used in Elementary School I at Colégio Saint Germain during the 2023 academic year. The research focuses on the 2nd and 5th grade volumes of the Portuguese language subject, adopting a methodological approach that emphasizes didactic progression and in-depth analysis across different stages of schooling. Based on Bakhtin's concept of dialogism, the study investigates how regionalism and linguistic diversity are represented in these materials and the potential impact of this approach on the development of critical readers. The selection of volumes aims to identify patterns in how linguistic plurality is addressed, providing a comprehensive understanding of the collection’s pedagogical proposal. The methodology includes a literature review of technical and scientific studies, seeking to systematize knowledge and reflect on the implications of this theme in Portuguese language teaching. The results highlight the importance of didactic materials that recognize and integrate linguistic diversity, promoting more inclusive education aligned with students’ sociocultural realities.
Entre o horror e a realidade [recurso eletrônico] : estereótipos raciais e representações performáticas no filme “corra!”
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-09) Gomes, Analiel Pedro Pereira; Silva, Danillo da Conceição Pereira; https://orcid.org/0000-0002-5879-5999; http://lattes.cnpq.br/6370328770730957; Silva, Danillo da Conceição Pereira; https://orcid.org/0000-0002-5879-5999; http://lattes.cnpq.br/6370328770730957; Ramalho, Vagner Gomes
Starting from a qualitative and interpretivist perspective in Applied Linguistics (Moita Lopes, 1991), this work mobilizes notions of “language as performance” (Austin, 1991; Butler, 1991), “indexicality” (Silverstein, 2003) and “image performativity” (Moita Lopes; Gonzalez, 2020), together with studies of “cinematic discourse” (Xavier, 2005) and “racist stereotypes” (Shohat; Stam, 2006). Through qualitative research, the analysis of the discursive imagery performance, present in frames taken from the film “Get Out”, investigates how racist stereotypes appear in discourses that circulate in society, not only in the United States, but on a more macro scale. And how they are the result of an established historical construction, arising from racist colonial discourses, in a way that excludes and forces a limitation on the subjective imagination, produced by this systemic racism, also acting to collaborate with the lack of imagery references and possible futures for this population, in addition to the already crystallized images of subalternity, precariousness and exploitation. We conclude that there is a relationship between colonialism and anti-black racism, which is present in the production of racialized subjectivities in contemporary cinema.
Homoerotismo em banheiros masculinos: uma análise linguístico enunciativa queer/cu ir de grafitos em contexto escolar
(2025-05-19) Farias, Caio Vinicius Calheiros; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Santos, Elaine Cristina Rapôso dos; http://lattes.cnpq.br/0758592442310125; Patriota, Elizabete Bezerra; http://lattes.cnpq.br/3259465965856041; Silva, Danillo da Conceição Pereira; http://lattes.cnpq.br/6370328770730957
In educational spaces, there are diverse possibilities for the development of identities, especially if we consider the school as one of the agencies that promote access to gender performances. However, given that debates on sexuality and gender are often silenced, making invisible and marginalizing those who do not “fit” the cisheteronormative ideal, so privileged in the educational field, language assumes a fundamental role. When they do not see themselves represented, these dissident bodies construct and (re)affirm their identities through subversive discursive practices, such as bathroom graffiti, challenging institutional norms. This research, through a Systematic Literature Review (SLR) and image capture, analyzed, from the perspective of Queer Applied Linguistics, graffiti that performs homoeroticism on one of the campuses of an educational institution in Alagoas. We recognize the bathroom as a space for statements and discursive productivity, where graffiti of homoerotically inclined subjects are present.
Letramento visual e gêneros discursivos: refletindo sobre o ensino da língua portuguesa sob a perspectiva da multimodalidade
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2023-11-21) Santos, Vitória da Silva; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; ; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Santos, Erinaldo da Silva; http://lattes.cnpq.br/8563536936986533; Cavalcante, Sandra Araújo Lima; http://lattes.cnpq.br/1201376467996441
This work presents a reflection on students' visual literacy based on the analysis of multimodal discursive genres in Portuguese language textbooks for elementary school II. We base our discussion around documentary research as a resource for collecting information and launching new methodological proposals that enable the development of visual literacy. To this end, we comment on the trajectory of language, the paths to visual literacy in society and in the school context, as well as discussing the role of the textbook and the ways in which the discursive genre was approached. In this sense, our study was based on texts by Bakhtin (1997), Rojo (2007) and Dionísio (2005) dealing with the concept of multimodality, based on the works of Kress and van Leeuwen (2006) on visual literacy, the studies of Antunes (2007) on the contextualized Portuguese language class and new ways of reading with the contributions of Koch (1995). The study was carried out with a collection of Portuguese language books (Arirabá Conecta, 2024). We used qualitative research as a methodological approach. Data collection was carried out through the analysis of multimodal discursive genres that were arranged in Portuguese language textbooks (6th to 9th grades). Finally, the items analyzed revealed that the treatment given to multimodal discursive genres does not encourage the development of visual literacy in students.
Literatura em sala de aula: reflexões sobre a formação de leitores literários
(2025-09-26) Monte, Amanda de Mendonça; Malta, Carla Carolina da Silva; http://lattes.cnpq.br/7728611783048332; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Canuto, Hudson Kleber Palmeira; http://lattes.cnpq.br/4371625213976633
The purpose of this paper is to reflect on the challenges and possibilities of teaching literature at school, with a focus on formation literary readers. More specifically, it aims to address the formation of the literary reader promoted by the school, considering the role of the teacher as mediator, the importance of the appropriate selection of literary works and the need for pedagogical practices that arouse interest and pleasure in reading. It also sets out to reflect on the challenges faced in the process of introducing literature into everyday school life and to suggest possible paths for a critical, sensitive and meaningful reading education, in line with curriculum guidelines and contemporary social demands. For this study, the theoretical framework consists of authors such as Cosson (2022) and Zilberman (1990), as well as documents that govern teaching, such as the Common National Curriculum Base (BNCC, 2018). Other authors mentioned include Roxane Rojo (2009), who addresses multilearning, and William Roberto Cereja (2004), who proposes a dialogical approach to literature.
Metodologias ativas: a gincana para a prova SAEB, aplicada na prática do PIBID em turmas de 9º ano
(2025-08-15) Lima, Lucas da Silva; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Hudson Kleber Palmeira Canuto; http://lattes.cnpq.br/4371625213976633
Within the context of the teacher training internship, this article aims to provide a summary of the collective activities carried out at the Doutor Fernandes Lima State School, in the São Jorge neighborhood of Maceió, Alagoas, from June 13, 2023, to April 30, 2024, as part of the Institutional Teaching Initiation Grant Program (Pibid). These practices will be described and documented for analysis and record keeping. This work aims to present the implementation of active methodologies, applied in a pedagogical dynamic, specifically in the context of the 9th grade of elementary school. The research has a qualitative bias, focusing on the teaching-learning process in the development of didactic-pedagogical actions aimed at preparing for the Basic Education Assessment System (SAEB) Exam. This article analyzes the implementation of the scavenger hunt, developed based on 9th-grade content and structured according to SAEB guidelines. The results, analyzed critically and evaluatively, point to an increase in student interest and motivation, demonstrating the effectiveness of the active methodology. The research also addresses educators' perspectives and students' expectations, offering clarity on the observed effects not only on academic performance but also on students' socio-emotional growth. The article presents the target audience for the initiative, as well as a description of the school environment and the need to implement active methodologies that motivate students, such as the scavenger hunt, in addition to discussing expectations and challenges faced. We conclude by reflecting that healthy competition encouraged participation among basic education students and is an effective pedagogical tool for teaching Portuguese.
O livro didático EJA modular: vem que dá tempo: (re)pensando as concepções de letramento, sujeito e ensino
(2025-05-07) Passos, Jaqueline da Silva ; Wellington Barbosa; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Cavalcante, Sandra Araújo Lima; http://lattes.cnpq.br/1201376467996441; http://lattes.cnpq.br/1201376467996441; Reis, Divanir Maria de Lima; http://lattes.cnpq.br/9955165966530603
Considering the importance of understanding how literacy is treated in the didactic materials of Youth and Adult Education (EJA), the objective of this work is to analyze the conception of literacy present in the Portuguese language textbook EJA Modular: Vem que dá tempo, used in the public high school of Alagoas. To this end, a qualitative documentary research is carried out, focusing on the analysis of the contents present in the thematic scripts of the material, seeking to identify the concepts of language, teaching and subject adopted. Thus, it is observed that the book adopts pedagogical practices that dialogue with the students' reality, using diverse discursive genres and multimodality, which contributes to a more contextualized teaching. However, weaknesses are also identified, such as the lack of depth in practical proposals in some scripts, which can limit the effectiveness of ideological literacy. This allows us to conclude that, although the material representsN advances in the teaching of the mother tongue for young people and adults, it is necessary to expand strategies that consider cultural diversity, social inequalities and students' prior knowledge, thus promoting a more critical, meaningful and emancipatory literacy.
Os gêneros discursivos publicitários e os efeitos de apelação: um olhar para o movimento polifônico e seus efeitos de sentido
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-06-15) Santos, Graciele Oliveira dos; w; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Cavalcante, Sandra Araújo Lima; http://lattes.cnpq.br/1201376467996441; Santos, Erinaldo da Silva; http://lattes.cnpq.br/7428490483642315
Adopting a Dialogical Discourse Analysis (DDA) perspective, this study aims to analyze the polyphonic suggestions present in several verbal-visual statements in some discursive genres of the advertising sphere, such as pamphlets, advertisements and advertisements. Discursive genres are characterized as concrete statements, equipped with several ideological discourses that are part of society, through various means of communication present in the most diverse communicative spheres. One of these spheres is the advertising sphere, which for some people is simply a means by which the advertiser seeks to sell/advertise his product/service. It is from some concepts developed by the so-called Bakhtin Circle that these texts begin to be treated as discourses; an artifact that undergoes meanings and resignifications taking into account the context and the ideologies present there. We followed the qualitative and documentary research method, and in addition, we used theorists related to studies developed within linguistics, mainly within ADD and multimodal/multisemiotic discursive genres, such as Bakhtin (2002, 2011), Silva (2015), Kress and Van Leeuwen (2006) and Volóchinov (2018). We deal with some concepts such as ideological sign, concrete statement, ideology, polyphony and discourse. In addition, we also present a brief study in reference to the discursive genres that will be analyzed, bringing historical and critical discussions, posed by Marcondes (2002) and Sandmann (1993) about the beginnings of propaganda and announcement. From the analyses carried out, it was possible to note that advertisers seek to use various verbal-visual resources to suggest ideological points of view that in turn present a direct dialogue with their interlocutors, thus bringing polyphonic voices and different effects of meaning.
Os lugares retóricos ocupados no gênero textual-discursivo redação do ENEM
(2025-03-18) Henrique, Sandra Márcia Ferreira; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Santos , Elaine Cristina Rapôso dos; http://lattes.cnpq.br/0758592442310125; Silva , Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968
focusing on the analysis of textual genres. Specifically, it examines the writing of the National High School Exam (Enem), which requires the production of a dissertative-argumentative text. In view of this, it becomes essential to access common places (topoi), which are essential to structure the argumentation based on its categories. This study is situated in the area of Textual Linguistics, since this sphere of knowledge contemplates the exposed theme, promotes the teaching-learning process within the scope of Portuguese Language, thus, it is intended to explore the nuances of the text from the perspective of language, and how realities are constructed from discourse. The research aimed to analyze the occurrence of rhetorical spaces in Enem 2023 essays, considering three levels: elementary, intermediate, and excellence. For this, we used the essay mirrors of participants from a public school in Maceió, in addition to an excellent essay, obtained on the Web. It is noteworthy that, in Alagoas, during the period evaluated, there were no essays classified as a thousand, which is why the excellent essay was sought on the network. Therefore, the research is qualitative in nature and is characterized as documentary. Thus, its systematization follows a linguistic-interpretative approach. The phenomenon in question made it possible to analyze how the rhetorical elements strengthened the arguments that supported the thesis. The results indicate that the rhetorical spaces occupied in the Enem essay are relevant, since they strengthened the arguments and contributed to persuasion, therefore, in a positive evaluation of the skills required in this genre. Finally, the use of topoi proved to be efficient in argumentation, discursiveness, especially in textual construction.
Planejamento pedagógico na educação de jovens e adultos: reflexões a partir da revisão de literatura
(2025-06-07) Silva, Laudineide Conceição; Silva, Manoel Santos da; http://lattes.cnpq.br/4935593146997631; Lima; Silva, Manoel Santos da; http://lattes.cnpq.br/4935593146997631; Lima , Antônio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Silva, Cléia de Oliveira da; http://lattes.cnpq.br/8898398584881409
This Final Course Project aims to analyze pedagogical planning in youth and adult education (EJA), based on a literature review that explores the main theories and educational practices focused on this mode of teaching. The research highlights the importance of planning that considers the specificities and diversities of students, promoting meaningful and contextualized learning. The literature review reveals that EJA faces unique challenges, such as the heterogeneity of the audience, the prior experiences of learners, and their social and economic conditions. Thus, pedagogical planning must be flexible and adapted to the needs of students, integrating methodologies that encourage active participation and student empowerment. Furthermore, the work emphasizes the need for continuous training for educators working in EJA, enabling them to develop skills to create inclusive and effective learning environments. The reflections presented in this study aim to contribute to a more conscious pedagogical practice committed to social transformation. Finally, the TCC proposes guidelines for developing a pedagogical planning that values students' trajectories in EJA, promoting their autonomy and empowerment.

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