Trabalhos Acadêmicos e Técnicos

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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.
Atribuições e desafios vivenciados pelo professor na perspectiva na educação inclusiva
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-04-20) Silva, Monize Karoline da; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513
The purpose of this paper was to reflect on the role of the teacher based on the Educational Policies from the Perspective of Inclusive Education, checking the challenges faced by the teacher. This research aims to analyze the teacher's role in the face of educational policies so that students are the center of the classroom. Inclusion is treating those who are different in a different way, thus one can perceive real equality being applied. According to Sassaki (1997, p.3), inclusion can be conceptualized as "the process by which society adapts to be able to include people with special needs in its general social systems and, at the same time, people with special needs prepare themselves to assume their roles in society. To deal with the process of inclusive special education and the role of the teacher, we refer to Bueno (2001), Mantoan (1993, 2003), Sassaki (1997), and others. This is a qualitative bibliographic research based on the public educational policies aimed at inclusive education and how the teacher should act according to them, taking into account that the environment interferes in the propositions available to teachers. In addition to the theorists, we used as a basis, articles that deal with the same aspect, as well as documents, legislation, laws and others. School inclusion is not the sole responsibility of the educator, since he/she needs the means and conditions to put their knowledge into practice that should be made available by the government, as well as the family should participate in the inclusion process, since it is co- responsible for the training.
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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Ensino-aprendizagem de língua portuguesa para alunos surdos de uma turma do ensino médio de uma escola pública do estado de Alagoas
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-05-28) Silveira, Ruthnea Gomes da; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Pinto, Charridy Max Fontes; http://lattes.cnpq.br/4139562888411167; Silva, Cleide Calheiros da; Orcid iD ? https://orcid.org/0000-0001-7713-649X; http://lattes.cnpq.br/7445136004807968
This work is the consolidation of a research about the process of teaching and learning the Portuguese language by deaf students who use libras as a first language. Our main objective was to understand how this process occurs in classroom practice. Through observations in the period of pedagogical residency, we realized the difficulties of deaf students and the conducting teacher, which instigated interest in this theme. Choosing the qualitative approach, we used, as instruments for data collection, two types of questionnaire (open and closed) and interviews directed to the deaf, listeners, Portuguese language teacher and libras interpreter working in a regular high school in Maceió , Alagoas. The results showed great difficulties in the educational process of deaf students, both due to the lack or deficiency in literacy and literacy of these students, as well as the generic and traditional planning that lacks typical elements of the world of the deaf, making learning difficult and influencing the judgment of the deaf about the importance of learning Portuguese as a second language. Our research was guided by the theoretical framework composed mainly by the authors: Monteiro (2006), Baldo and Iacono (2008), Quadros (2008), Strobel (2008), Rojo (2009), Lopes, Abreu and Mattos (2010) and Rodrigues and Valente (2012), in addition to legislation related to the education of the deaf. We conclude that teacher training to work in inclusive education in general and, especially, to deal with deaf students is still very limited by the low workload of the libras discipline in academic curricula, underestimating the richness of sign language. The deaf in this study have great limitations in the acquisition of the Portuguese language and do not see it as an element of inclusion in the listening society, recognizing itself as part of a whole only in the deaf communities they attend. The teaching and learning process of L2 is not effective in the classroom and suffers from deficient communication between students, which has caused a collective tension between educators, deaf and hearing students.
"Eu sou neguinha?": um estudo de caso sobre uma experiência de letramento racial crítico em aulas de língua portuguesa em uma escola da rede pública de Marechal Deodoro (AL)
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-04-04) Melo, Rebeca Lins; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Meniconi, Flávia Colen; http://lattes.cnpq.br/8299342638695738; Lima, Josenice Cláudia Moura de; http://lattes.cnpq.br/6932416698842297
The present work aims to understand a work experience with Critical Racial Literacy in Portuguese language classes with students from a 9th year elementary school class at a public school in Marechal Deodoro/AL. The central questions that guided this research were: “how do racial stereotypes and prejudices interfere with students’ declaration of identification of racial belonging?” and “how can Critical Racial Literacy contribute to the development of the processes of racialization and racial consciousness of students?”. The theoretical foundations of this research are based on the studies of Applied Linguistics (MOITA LOPES, 2006), literacy(s) (ROJO, 2009), critical literacy (MONTE MOR, 2015 and JANKS, 2006) and critical racial literacy (FERREIRA, 2014; 2015). This study is located in the field of qualitative research (LUDKE; ANDRÉ, 1986) and used the case study method (LUDKE; ANDRÉ, 1986 and TELLES, 2002) for data collection. The instruments used were lesson plans, class diaries, open and open questionnaire, audio recording, field notes, workshop script and students' textual productions. The experience here demonstrates how controversial racial self-identification based on racial stereotypes is, clauses such as racial prejudices exert a substantial influence on the declaration of identification of racial belonging of students. It is possible that they will have the opportunity to reflect on racial issues in the Brazilian sociocultural context.
Uma reflexão à luz do letramento crítico sobre produções textuais desenvolvidas por alunos do 1º ano do ensino médio em uma escola pública estadual de Maceió
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-12-20) Santos, José Robson dos; Agra, Christiane Batinga; Barbosa, Flávia Karolina Lima Duarte; ttp://lattes.cnpq.br/3662242058929178 Endereço; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554
The present work is a case study with a qualitative approach that aims to understand a work experience with textual productions of high school students, in the light of critical literacy. An investigation guided by the following question: what are the difficulties and linguistic and cultural advances that permeate and guide students' productions? Four students of both sexes, aged 15 to 19 years, and 1 teacher of 57 years (sample) participated in the study. The instruments and technique used for data collection and treatment were semi-structured interviews, systematic observation and discursive textual analysis. The results show that the students were able to discuss the topics in a simple and singular way, both in the text format and in the disposition of ideas. It can be seen, therefore, that despite the existing morphosyntactic and contextual limitations, reflecting the distance between the cultured / standard language and the living language in use present in their social niches, high school students are potential linguistic and cultural beings, capable of to write in a coherent and objective way about the phenomena of reality, especially if they are driven by discursive practices that produce meaning. Therefore, it is believed that it is possible to instill, cultivate and develop the art of producing texts in young people in Portuguese language classes.
Textos e intertextualidade: a criação de uma nova história
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-03-31) Santos, Wellington Ferreira dos; Tavares, Roseanne Rocha; http://lattes.cnpq.br/4961168921977877; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513
This work deals with intertextuality, making a relationship between the series Chaves (1971) and the saga Harry Potter (1997). With the objective of analyzing these works in the perspective of identifying common aspects, despite having a 26 years distance between them. Conceptualizes the intertextuality evidencing when it is implicit or explicit. It presents the series Chaves, making an explanation about its way of life and the importance of Chiquinha and Kiko. Already in the work of Harry Potter, explaining the context that surrounds it. Analyze the two works to identify the dialogues between both. The methodology is focused on bibliographic research of a qualitative nature, whose theoretical basis is based on the consultations of books, articles and scientific works available on the internet from which selective readings and recordings were made. Results show that it is possible to have common aspects between the two even though there is no connection between their authors. It is concluded that intertextuality was established with propriety in both works studied, since the convergent pints became quite evident.

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