TCC Letras-Português

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A abordagem do tema variação linguística no ensino de língua portuguesa numa turma de curso médio da modalidade EJA
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-30) Santos, Elaine da Silva; Cavalte, Sandra Araújo Lima; http://lattes.cnpq.br/1201376467996441; Reis, Divanir Maria de Lima; http://lattes.cnpq.br/9955165966530603; Lima, Alisson Hudson Veras; http://lattes.cnpq.br/8806187550295871
This research focuses on analyzing the approach to linguistic variation in Youth and Adult Education (EJA) classes in a school in the municipality of Junqueiro, Alagoas. The objective is to understand how this variation is treated in the classroom and how it affects the acquisition of knowledge by students. To carry out this investigation, qualitative methods were used, such as classroom observations and questionnaires applied to teachers and students. These methods allowed for a more in-depth understanding of the phenomenon of linguistic variation, as well as students' perceptions regarding it and the teacher's knowledge on the subject. The results revealed that the teacher in question demonstrated a gap in theoretical knowledge regarding the topic of linguistic variation, in addition to not having identified the didactic transposition of this knowledge in her educational practice. These findings highlight the importance of a pedagogical approach that recognizes and values the linguistic diversity present in the classroom, promoting inclusion and respect. Furthermore, they highlight the need to overcome linguistic prejudice and create an educational environment that is affective for all students. The research was based on studies carried out in the area of sociolinguistics by Bortoni-Ricardo (2004, 2005), Bagno (1999), on the pedagogy focused on Young Adult Education defended by Freire (1987, 1996), among others. Thus, we aim to understand how the issue of linguistic variation can be addressed appropriately and effectively in the classroom context.
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.
A compreensão de textos com presença de ironia e humor
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-06-28) Santos, Carlos Miguel Ferreira; Lima, Álisson Hudson Veras; http://lattes.cnpq.br/8806187550295871; Silva, Danillo da Conceição Pereira; http://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 (des)construção da utopia no conto "O ex-mágico da taberna minhota", de Murilo Rubião
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-06-04) Santos, Josefina Maria dos; Santos, Fábio José dos; http://lattes.cnpq.br/7569516305566259; Silva, Maria Lucilene da; http://lattes.cnpq.br/7394115973676550; Malta, Carla Carolina da Silva; http://lattes.cnpq.br/7728611783048332
Older than the term utopia itself, inaugurated by Thomas More in his Utopia (1516), the idealization of alternative spaces has always been present in cultures, as a way of projecting into the plane of the dream what is lacking in the world. Thus, imagination emerges as a powerful weapon against the shadows of the present – and nothing is more conducive to the creation of utopian images than the terrain of literature. In "The Former Magician of the Minho Tavern" (1947), a short story by Murilo Rubião, the imaginative capacity appears as a negative aspect, which makes the protagonist desire both death and his own insertion in a bureaucratic environment, such as incarceration, a process capable of depriving him of magical abilities. While the people around the character see magic as something funny and positive, the character herself is completely dissatisfied and unhappy. Her utopian desire is, therefore, the destruction of that magical world, permeated by the supernatural. However, when the character manages to get rid of the magical abilities, she is even more dissatisfied with her condition and begins to fantasize about the abilities she possessed, as an escape from her reality. The narratives of the fantastic genre, by offering a palpable everyday world that is only slightly transgressed by the supernatural, as theorized by David Roas (2014), question the absurdity of the human condition. Murilo Rubião's short story seems to deconstruct all the possibilities of hope and utopia within a world encompassed by uncertainties, in order to finally question the way in which the absence of utopian projects leads us to hopelessness and fatigue. Thus, with the present work, we intend to demonstrate that, by staging this dissatisfaction with the world, be it magical or bureaucratic, Rubião's narrative reaffirms the need for a utopian project.
Educação e tecnologia: um estudo sobre os desafios da utilização das TICs nas aulas de Língua Portuguesa no ensino fundamental
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-28) Silva, Fábio Rodrigues da; Dias, Marcos Antônio de Araújo; http://lattes.cnpq.br/5582189967033444; Ferreira, Aline Suely Dias de Souza; http://lattes.cnpq.br/4622379932169180; Rocha, Woshimgton Ribeiro; http://lattes.cnpq.br/8585981346940095
Technology and its advances are fundamental to the education of children and adolescents, especially during the Covid-19 pandemic, which caused educational content to be passed on to students even if they did not present gifts in a classroom. classroom. The insertion of technology combined with education was analyzed, as this resource can make Portuguese language classes more interesting, attracting the attention of the uninterested public. Study the ways in which teachers have difficulty using technology in the classroom; evaluated teachers regarding the use of technology in their Portuguese language classes and presented possible solutions regarding the interfaces used by teachers to satisfy students in the classroom. Currently, the old cardboards have been preserved by modern and luxurious slides, made in PowerPoint, Prezi or Canva, something that could never be imagined before. In fact, even the student who only held the poster also evolved into the slide passer. And that is why it is possible to notice the evolution. The methodology addressed was qualitative, with an emphasis on the case study with the application of an online questionnaire, through Google Forms, sent to 17 Portuguese language teachers in elementary school, from different cities in Alagoas, from public and private schools. so that they could answer 14 questions about the use of technological applications in their classrooms in municipal, state and private schools, from young teachers to veterans, ranging from undergraduate to doctorate, serving some cities in Alagoas. The results obtained indicate that there are great challenges in the use of technological resources for many teachers, which requires them to recognize difficulties and seek qualifications to use technology in their classes.
"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.
Formação docente e prática pedagógica em contexto de sala de aula: percepções sobre os itinerários formativos na rede estadual de ensino de Alagoas
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-12-15) Oliveira, Bruna Caroliny dos Santos; 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
This research aimed to report the development of fieldwork in a state school in the public education network in Alagoas. This is an experience report emphasizing the challenges and perspectives on the training itineraries of the new secondary education. This research is based on the understanding of the curriculum as a crucial tool in the construction of educational processes. To analyze the school curriculum, the theories of Sacristán (2019), Silva (2007) and Pimenta (2002) are explored, offering insights to understand the role of the curriculum in structuring teaching. The specific focus of the study is on New Secondary Education (NEM) and training itineraries, contextualizing them in light of the National Common Curricular Base (BNCC) (2017), as a normative document that provides an important reference for investigating contemporary educational dynamics. Furthermore, the research is also based on the perspective of teacher training, using the guidelines of BNC Professores (2019) and the contributions of Saviani (2021) with the aim of relating theory and practice in this new teaching model aimed at secondary education. The methodology used is qualitative in nature, following the guidelines of Gil (2002), the research seeks to relate the experiences, perceptions and challenges faced by education professionals in the implementation of training itineraries exploring narratives and classroom experiences in the context of the state network education. Finally, this study seeks to contribute to the reflection and improvement of pedagogical practices used in contemporary times, identifying challenges and outlining perspectives that can guide educational management, teacher training and curricular development in the state education network.
Leitura e escrita em sala de aula nas séries iniciais do Ensino Fundamental: desafios no processo de ensino e aprendizagem
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-06-15) Duarte, Leni Cavalcante; Silva, Manoel Santos da; http://lattes.cnpq.br/4935593146997631; Lima, Antônio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Batista, Sidiane Ferreira; http://lattes.cnpq.br/3838250050793346
The study addresses the importance of reading and writing in human life, highlighting that they allow the acquisition of knowledge and personal evolution. The problem of illiteracy in Brazil is highlighted, with IBGE data showing that millions of Brazilians do not know how to read or write, and many are considered functionally illiterate, unable to understand what they read or write correctly. The author explores research on reading and writing difficulties in the early grades of elementary school, questioning whether schools offer projects to encourage reading and whether students have support at home to develop these skills. The emergence of writing is discussed, with the mention that it was an important evolution for humanity, allowing the organization of information and the administration of issues such as taxes and trade. Writing was initially limited and used for administrative purposes, but over time it became more comprehensive, culminating in the creation of complete writing systems such as cuneiform and hieroglyphic. The study also addresses the role of scribes in history, who were professionals responsible for writing laws, copying information and exercising administrative functions. Gutenberg's invention of the printing press revolutionized book production, making them more accessible. The fight for gender equality in education is mentioned, highlighting that, historically, women had less access to reading and writing. The conclusion emphasizes the importance of encouraging reading, both in schools and at home, given the current context in which people are reading less despite internet connectivity and social networks.
Letramento visual e gêneros discursivos: refletindo sobre o ensino da língua portuguesa sob a perspectiva da multimodalidade
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-22) Santos, Vitória da Silva; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Santos, Erinaldo da Silva; http://lattes.cnpq.br/7428490483642315; 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.
O livro didático de português: um estudo sobre a relação texto-imagem
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2020-02-17) Farias, Ana Cristina Souza de; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178; Gaia, Rossana Viana; http://lattes.cnpq.br/4018992389689693; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569
Although images are part of the socio-historical-cultural context and are in our daily life, schools tend to give more importance to the written elements rather than the visual ones. Having in mind that in the process of choosing Didact Books there is a specific criterion about images, this paper had the goal of investigating how Brazilian ethnic diversity and social and cultural plurality are shown in the Portuguese Language didactic book Contexto, Interlocução e Sentido, used by IFAL-Campus Maceió. The Theoretical Reference is represented on the documents that rule the Didactic Book National Program and by studies in the field of multimodality. This is a research of qualitative nature and the kind of investigation used was the documental reseach method. The process of collecting and generating data took place in the following phases: (i) checking if the images with ethnic diversity themes, Brazilian social and cultural plurality are presented in the High School Didactic Português: contexto, interlocução e sentido; and (ii) multimodal analysis of the images that address the theme in this research. The results show that the collection analyzed did not accomplish the criteria related to images which is shown in the PNLD. This confirms the necessity of a reflexion regarding the importance of observing the text-image relation during the choosing of the didactic book, since we live in a more and more multimodal society.
Oralidade em sala de aula?: entre a teoria e a prática em atividades de Língua Portuguesa com alunos de uma 3º série do Ensino Médio numa escola pública estadual de Maceió - Alagoas
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2018-06-16) França, João Luiz da Paz; Santos, Damião Augusto de Farias; http://lattes.cnpq.br/0778906113024831; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968; Omena, Edvânia Medeiros de
Based on Applied Linguistics (LA) and following a qualitative ethnographic perspective (Lüdke & André, 2012), this research aims to show how orality is worked by teachers in the classroom, specifically in the 3rd Grade Secondary School of a state public school in Alagoas, in the municipality of Maceió, because we understand that it is in this series that the processes of passage to the various higher education courses begin, in which the students receive a greater charge on the part of the teachers, at the time of present a school work. As a theoretical basis, authors such as Marcuschi (2007a e 2007), who advocated the need for a work with orality in the classroom, were used in order to stimulate interactions between students and teachers; the NCPs (1999), which put the various modes of language action as reflecting the subjects' experiences, emotions, desires, needs, worldviews, values and points of view, as well as discussing (1998), Antunes (2003), Koch & Elias (2012 e 2014), Marcuschi (2007a e 2007b), as well as other authors who do not agree with the principles of Clarity, Fluency, Audiobility, Lightness, Inteligibility, Coherence and Coherence. less important. From a methodological point of view, this research is qualitative, based on Lüdke & André (2012), since it is located in a classroom as a social and real context of systematization of knowledge, verifying the impressions of the subjects on the what is happening in this school space. The results of the analysis indicate that many students arrive at this series without a deeper knowledge of the need of a work with orality in the classroom, in order to develop their linguistic, communicative and discursive skills. This happened also with the teacher accompanied. In this way, providing greater spaces for the oral language can make the classes more dynamic, attractive and meaningful for the students, who can be constituted, from this, as subjects of their actions, language and social contexts in which they live.
"Ou você vai ser mais um negro que passou a vida em branco?": faces do racismo na produção multissemiótica do rapper Djonga
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-12-12) Conceição, Ernande Edson da; Silva, Danillo da Conceição Pereira; http://lattes.cnpq.br/6370328770730957; Oliveira, Jaiane Karoline Guilherme de; http://lattes.cnpq.br/4349574245813519; Fonseca, Lucas Menezes; http://lattes.cnpq.br/2626265166189983
Situated within the field of Interdisciplinary Applied Linguistics (MOITA LOPES, 2006), this work aims to produce a situated interpretation of the multisemiotic meanings attributed to racism and racial violence in the works of Brazilian rapper Djonga. This interpretation is based on the multimedia productions related to the compositions "Conversa Com Uma Menina Branca'' and "Hat-Trick." To achieve this, performative language concepts (AUSTIN, 1991; PINTO, 2009; SILVA, 2019) were employed, extending them to contemporary multisemiotic productions (GONZÁLEZ, 2020), along with contemporary studies on racialization processes and the operation of racism in the Brazilian context (FANON, 2008; BENTO, 2002; MUNANGA, 1986; KILOMBA, 2020; ALMEIDA, 2019; AKOTIRENE, 2019). Using a qualitative and interpretative approach (MOITA LOPES, 1998), both the rapper's compositions and the music videos that constitute his production were analyzed as a multimedia artist in the contemporary Brazilian rap scene. The analyses conducted pointed to the denunciation of whiteness as a power system that produces racial alienation of black individuals and the erasure of their culture, ancestry, and spirituality. It underscores identity assimilation as a survival condition in a racist society. The work also highlights the structural and everyday dimensions of racism, which create a multilayered network of violence ranging from social inequality to police violence. Finally, it emphasizes the intersectional nature of racism, with the overlapping of different axes of oppression such as gender and class. In general, this work allows us to argue about the various ways in which language is appropriated, in its multiple semiotic forms, by the national rap movement as a political platform denouncing the conditions of violence experienced by peripheral black communities. It serves as a space for amplifying historically silenced voices, which are essential aspects of the anti-racist struggle in the last country to abolish commercial slavery in the Americas.
Práticas de multiletramentos no Ensino Fundamental II: processo de ensino-aprendizagem através do gênero entrevista
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-06-06) Gama, Alesandra Santana da Silva; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178; Agra, Cristiane Batinga; Santos, Damião Augusto de Farias; http://lattes.cnpq.br/0778906113024831
The practice of reading and writing is important so that the students can live in society and be able to exercise their citizenship. The school as a teaching practice has the responsibility to train students and to extend the competence of knowing how to read and write to respond the questions of contemporary and computerized society that is increasingly focused on the development and socialization of information. Teaching with texts can favor the process of teaching and learning, especially if it is associated with multiliteracies , since the students show great interest in activities that involve the use of technological tools. The present work have had as objective the practices of multiliteracies, from a gender interview, as a textual genre that allows a reflection on the relations between speech and writing. (i) genre textual (ANTUNES, 2005; MARCUSCHI, 2008), (iii) genre interview (HOFFNAGEL, 2010) and (iii) information and communication technologies and multiliteracies (BRAGA, 2015; ROJO; MOURA, 2012; ROJO; BARBOSA; 2015). The methodological procedures for collecting and generating data used were: the profile of the school, the teacher and the subjects of the research, which are formed by a group of students who study at the 8th grade in elementary school on the age between 15 and 19 years old. To the data collection and generation, the researchers performed the transcripts of interviews collected through surveys and semi-structured interviews to analyze the students' perception. The results obtained with the work of analysis can be considered as results of great biases, since they contribute to the students and that the participants can reflect on the theme and context in which they live.
Uma reflexão sobre o gênero Charge em contexto de ensino-aprendizagem de língua portuguesa em uma turma do 7º ano da rede municipal de Maceió: um relato de experiência no Programa Institucional de Bolsas de Iniciação à Docência - PIBID
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-03-30) Rocha, Cynthia Bonfim da; Oliveira, Cristiano Lessa de; http://lattes.cnpq.br/1436093029977246; Dias, Marcos Antônio de Araújo; http://lattes.cnpq.br/5582189967033444; Lins, Neilton Farias; http://lattes.cnpq.br/5723548658661253
Este trabajo es un relato de experiencia – aplicación de una secuencia didáctica – de licenciadas en Letras portugués, becarias del Programa Institucional de Becas de Iniciación a la Docencia-PIBID, que actuaron en una escuela de la red Municipal, en la región periférica de Maceió. La idea de aplicar la secuencia didáctica surgió a través del cuestionamiento sobre qué reflexiones y conexiones el género caricaturas sería capaz de brindar a los estudiantes, considerando que este género nace de otros diálogos, por lo tanto, podría llevarlos a pensar sobre el contexto social, económico y cultural en el que se insertan. Teniendo en cuenta lo anterior, la aplicación de la secuencia didáctica, basada en el género caricatura, tuvo como objetivo promover reflexiones sobre su vida cotidiana. Teóricamente, nos basamos en las contribuciones de estudios sobre: (i) lengua y estudios del lenguaje (Lopes, 1994; Bakhtin, 2006; Fiorin, 2006; Cazzarin, 1995), (ii) alfabetización (Soares, 1998, 2001; Silva, 2011 ; Kleiman, 1995; Souza, Corti e Mendonça, 2012) (iii) alfabetización crítica (Janks, 2010; Duboc, 2016; Takaki, 2012); (iii) el género discursivo caricatura (Miani, 2000; Duarte, 2017; Ramos, 2009; Romualdo, 2000; Agostinho, 1993; Silva, 2004; Oliveira, 2004). El proceso de recolección y construcción de datos ocurrió durante la aplicación de la secuencia didáctica, compuesta por diez clases divididas en cinco encuentros en una clase de 7 año de educación básica, compuesta por 18 estudiantes. Durante el proceso, los estudiantes pudieron expresar sus opiniones respecto del contexto en el que se insertan, así como argumentar y cuestionar temas que les generaban inquietudes. El análisis de estos datos demostró que las caricaturas producidas por los estudiantes presentaron un alto nivel de criticidad sobre temas de actualidad que están causando diversas preocupaciones en la sociedad, tales como: jubilación, salud pública, seguridad y educación pública. Cabe mencionar que no interferimos en las producciones, ni sugerimos temas. En las consideraciones finales, resaltamos que los estudios de lengua portuguesa asociados al género caricatura brindaron protagonismo a los estudiantes, ya que tuvieron la oportunidad de construir significados con lo aprendido en la escuela y con los temas que los afectan diariamente, dando así sentido a estos conocimientos y valorando sus experiencias en este proceso de construcción.
Tensões em torno do texto literário no ENEM: uma análise das provas de 2013 a 2021
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-27) Silva, Jéssica Ribeiro Bezerra da; Santos, Fábio José dos; http://lattes.cnpq.br/7569516305566259; Silva, Ari Denisson da; http://lattes.cnpq.br/0863504643409677; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119
The National High School Examination (ENEM) has consolidated over the years as an important assessment tool for organizing basic education, particularly concerning high school. This study aims to investigate the approach to literary texts in ENEM exams, providing a brief retrospective on the evolution and challenges of educational policies related to literature teaching, and conducting a qualitative and quantitative analysis of literature questions in exams administered between 2013 and 2021.Through a linguistic-semantic analysis of these editions' exams, it will be possible to identify the different types of questions present in the ENEM and evaluate the frequency of each. There is a predominance of questions that use literary texts as a pretext, suggesting a potential weakness in literature teaching.
O trabalho com a gramática no ensino fundamental: cadê o texto?
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2018-05-04) Arruda, Cristiane Bittencourt de; Silva, Maria Aparecida; http://lattes.cnpq.br/0356311498214210; Silveira, Nádia Mara da; http://lattes.cnpq.br/9879649520086467; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178
Several studies, over time, have focused on the grammar teaching and its functionality. Throughout history, there has been a frequent concern to work with students on the cultured norm, the normative grammar, forgetting to consider all the socio-cultural background and the real needs of the students. Nowadays, it is possible to affirm that, even with solid theoretical bases, classroom practice is lacking something. The majority of students, facing so many grammatical rules and a robotic teaching, leave schools with difficult in learning the Portuguese language. It is possible to understand that teachers often feel pressure to teach purely normative grammar, as schools and society itself demand. As object of study we have a elementary school class, and considering the importance of having an interaction between the educated norm and the textual production, the objective of this work aims to identify how the text / grammar relation is worked inside the classroom. Authors like Antunes (2007), Marcuschi (2008) and Geraldi (2001) defend a dynamic and contextualized teaching, where grammar and text can be completed, since it should not be detached from the teaching of the Portuguese Language, with the idea of transforming theory Grammar in a practice that will yield satisfactory results by observing the student's reality. In some observed classes, we have noticed, on several occasions, a decontextualized teaching, in which the grammar separates itself from the text, through the use of loose words and sentences, detracting from its use and function. Nouns, adjectives, numerals, etc. are often used separately from the texts, making the teaching become purely grammatical, creating misunderstanding for the students. We have noticed with the research that such practice has become routine in the classroom and leads the student to not understand grammar as a reflexive process, and the use of text in the classroom is only a excuse for the grammar teaching. In this peperspective, the purpose of this work is to investigate the contribuitions of pedagogical actions to tha grammar teaching, coming from the problematization: How does the teaching of grammar through text, in Elementary School, contributes to the development of students’ discursive competences?

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