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.
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.
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.
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
Nenhum
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.
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.
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.
A formação de jovens leitores: relato de uma experiência com contação de histórias
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-07-08) Santos, Carlos Augusto da Silva; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Bastos, Alexandre Fleming Vasquez
The current work is a study about storytelling and its importance in the formation process of new readers and writers, emphasizing the use of fables and the reading strategies used by the readers to reflect and assimilate the message brought by the text they read. Telling stories is a great way to increase children's knowledge about the world, it's also very important at the development of the future readers because of all the benefits that the reading habit brings us, and as well as it entertains, it stimulates the imagination. Acknowledging that, this work analyzes a case study, using a qualitative research methodology, through observations of several moments of storytelling, interviews, creations and analysis of fables produced by kids. The study was based on a project to encourage reading among children called “Senta Que Lá Vem A Historia”, developed at the community of Alto da Boa Vista, in Chã da Jaqueira, a neighborhood in Maceió, Brazil. The project had approximately 30 children from 05 to 12 years old. In the analysis’ results, it’s noticeable the influence storytelling has on helping kids to grow to competent textual readers and writers, since the evidence indicates that there was an evolution of the students throughout their participation on the project. By the end of it, they became active readers who can fully understand what they read and produce coherent texts.
A gamificação como alternativa para utilização dos smartphones no processo de ensino-aprendizagem da língua portuguesa
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-12-29) Marques Neto, Francisco Assis; Alves, Carlos Henrique Almeida; http://lattes.cnpq.br/4002100121572984; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513
This work presents an alternative to the use of smartphones in the teaching-learning process of the Portuguese Language in High School. It discusses the main aspects of Gamification regarding the interest of greater student engagement in the curriculum component. It reflects on the information on the supply of technological resources in basic education published by the Ministry of Education in Brazil. It estimates the budgetary impact of the implementation of the smartphone as an educational technological resource in basic public education (Elementary and High School) in Alagoas. It highlights the information available in international organizations concerning high quality education with the use of digital technology. It exposes the estimated average number of students per computer, from a local perspective, in primary and secondary education in the public education network in the State of Alagoas. The investigation included experimental research applied to 79 (seventy-nine) students of the 3rd year of high school at Colégio Tiradentes of the Military Police of the State of Alagoas. Corroborated by a qualitative and quantitative approach, the research analyzed, through a computational program and printed activity, the specificities of performance and behavior of students in gamified digital teaching-learning contexts, as well as in traditional teaching-learning situations. The study indicates parameters about a high quality education, with accessible technology and reduced costs.
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.
A multimodalidade nos livros didáticos de língua portuguesa do ensino médio: um olhar sobre a dimensão linguístico-discursiva do gêneros discursivos multimodais
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-09-20) Silva, Juciele Afonso da; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Cavalcante, Sandra Araujo Lima; http://lattes.cnpq.br/1201376467996441
Nowadays, with technological advances, the social demands of reading and writing have demanded from subjects increasingly advanced capacities for understanding the different textual/discursive genres socially produced. Recent research has pointed to the need to pay attention to the different languages present in texts, whether printed or digital. As a direct consequence of this phenomenon, there was a significant change in the configuration of teaching materials and, consequently, with the proposals that are presented by textbooks for teaching the mother tongue in the school environment. With this, the main objective of this research is to analyze the treatment given to multimodal discursive genres in 03 Portuguese language collections belonging to the 2021 PNLD of Secondary Education, which have their proposals anchored in the official documents that structured the New Secondary Education in the country. To carry out this work, a qualitative-quantitative approach was used, with documental analysis, since it allows the interpretation of social phenomena inserted in a given social context. For this, we follow the interpretivist postulate based on the socio-interactionist theory discussed by Applied Linguistics (Moita Lopes, 1994, 2002). The theoretical framework sought to articulate discussions about discursive genres (Bakhtin, 2009, 2016) and multimodal texts (Van Leeuwen 2020; Dionísio 2006/2007, Oliveira 2006, 2007; Rojo, 2012, 2013), among others. Thus, we sought to understand the way in which multimodal discursive genres are addressed in Portuguese language textbooks so that the proposed reflections can contribute to the improvement of the teacher's work and, consequently, to the linguistic training of high school students. With regard to the discursive genres worked on in the material, the book makes use of several genres, however, most of them are used only for the identification and understanding of the content in question, addressing only the theme and dispensing with composition and style as elements of its architecture.
Performatividade e ironia no discurso da Youtuber Rita Von Hunty
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-07-06) Valença, Susan Maria Silva; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178
Nenhum
A realidade educacional frente à pandemia do Covid-19 e os impactos causados ao ensino: uma reflexão a partir de experiências de estágio supervisionado
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-07-04) Ferreira, Josefa de Souza; Santos, Andre Cordeiro dos; http://lattes.cnpq.br/3400971654618286; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Oliveira, Cristiano Lessa de; http://lattes.cnpq.br/1436093029977246
In this paper, we reflect on the challenges and perspectives of emergency remote teaching, carried out in the context of suspension of classroom classes due to COVID-19, considering internship experiences conducted in an emergency remote way in two schools in Alagoas, one public and one private. For the comparative analysis of the internship experiences, we make a theoretical discussion about the context of the pandemic and the impositions for education and, furthermore, about the importance of the supervised internship. We take self-reflection and the qualitative data approach as our methodological path. From the analysis of experiences, we could observe that remote teaching in private schools is characterized differently from public schools, and that in public schools there are many problems not experienced in the private school. In addition, as teachers in training, the internship conducted remotely showed us ways and possibilities of acting in this moment of pandemic.
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.
A representação da mulher em textos cordelistas : algumas reflexões linguísticos-semânticas
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-09-22) Goes, Fabricio de Lima; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Oliveira, Cristiano Lessa de; http://lattes.cnpq.br/1436093029977246
Este trabajo aborda un tema muy sensible y muy necesario, pero que sigue siendo, a pesar de tantos derechos adquiridos, silenciados y desatendidos, en diferentes contextos sociales, además de ser considerado un tabú por muchos: el retrato femenino frente a la imposición patriarcal. El objetivo de esta investigación es verificar el discurso, desde el punto de vista de la semántica cultural, presentado en tres textos de pliegos de cordel producidos en las décadas del 40, 70 y 80 que retratan una imagen negativa de la mujer. Es necesario comprender la relación entre literatura, cultura e ideología de pliegos de cordel; identificar la relación entre la literatura de pliegos de cordel y la exclusión social femenina y; reflexionar sobre los discursos prejuiciosos en la literatura de cordel. En ese sentido, este estudio se caracteriza por ser cualitativo, bibliográfico, descriptivo, además de histórico. Como aporte teórico nos basamos en Ferrarezi Jr. (2008; 2013; 2019), Fiorin (2000; 2010), Rodrigues e Silva (2018), Volóchinov (2018), Pêcheux (1997) entre otros. Los resultados obtenidos mostraron que los textos de pliegos de cordel presentan fuertes evidencias que colocan los autores en una situación desfavorable a cualquier avance a los derechos de las mujeres con la presencia de marcas ideológicas que traspasan al nivel religioso como resultado de una posible cultura local.
As tecnologias digitais da informação e comunicação nas aulas de língua portuguesa: ensino remoto emergencial no programa residência pedagógica
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-12-26) Teixeira, Isabella Sotero Medeiros; Oliveira, Cristiano Lessa de; http://lattes.cnpq.br/1436093029977246; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050
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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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