Navegando por Autor "Silva , Alani Albuquerque da"

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    Contribuições das Metodologias Ativas para o Ensino de Língua Portuguesa no Ensino Fundamental II
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-06-06) Silva , Alani Albuquerque da; Silva , Everton Marques da; http://lattes.cnpq.br/2707771801805476; Silva , Poliana Pimentel; http://lattes.cnpq.br/0148660696988076; Leite, Kathia Maria Barros; http://lattes.cnpq.br/6411722188707901
    This study aims to analyze the contributions of active methodologies to the teaching of Portuguese Language in lower secondary education, focusing on the development of reading, writing, and oral communication skills, in accordance with the Brazilian National Common Curricular Base (BNCC). The study is based on a critique of the traditional teaching model, centered on content transmission, which is considered insufficient in the face of contemporary educational demands. This research is situated within the field of Applied Linguistics (Moita Lopes, 2006) and is characterized as qualitative and bibliographic in nature, grounded in authors such as Freire (1996), Moran (2015; 2018), Berbel (2011), Bacich and Moran (2018), Antunes (2003; 2009), Bakhtin (2003), Marcuschi (2008), and Rojo (2012), as well as official documents such as the National Curriculum Parameters (Brazil, 1998) and the BNCC (Brazil, 2017). Academic studies and experience reports related to the application of active methodologies, such as Project-Based Learning, Problem-Based Learning, Flipped Classroom, Gamification, and Collaborative Learning, were analyzed. The results indicate that these methodologies encourage student protagonism, promote greater engagement, and contribute to more meaningful learning. It is observed that such approaches articulate theory and practice by working with real situations of language use, developing linguistic and cognitive skills in an integrated manner. In addition, they stimulate autonomy, critical thinking, and collaboration among students. It is concluded that active methodologies represent relevant strategies for Portuguese Language teaching, as they are aligned with the competencies proposed by the BNCC and with contemporary educational demands. However, its effectiveness depends on teacher planning, as well as other factors intrinsic to school dynamics.