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 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 Literatura de Cordel como Instrumento Linguístico no Contexto Escolar
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-06-21) Silva, Amanda Maria da; Silva, Ana Quitéria Menezes de Oliveira; http://lattes.cnpq.br/6438536384857226; Santos, Vanusia Amorim Pereira dos; http://lattes.cnpq.br/0841641614487512; Araújo Neto, Zoroastro Pereira de; https://orcid.org/0000-0002-5647-928X; http://lattes.cnpq.br/6333230791654121
This Course Completion Paper aims to analyze the use of cordel literature as a linguistic and pedagogical instrument in the teaching of the Portuguese language in the school context. Based on bibliographic research and didactic reflections, it seeks to demonstrate how cordel, through its accessible, rhythmic and culturally marked language, can contribute to the development of reading, writing, orality and critical sense of students. Cordel literature, as a manifestation of northeastern popular culture, proves to be an effective tool to bring school content closer to the social reality of students, promoting the appreciation of local knowledge. The work also emphasizes the importance of textual diversity in the educational environment and proposes methodological strategies that favor literary literacy, especially from the work of Leandro Gomes de Barros. It is concluded that the cordel is a powerful didactic resource, capable of integrating culture and teaching, expanding the possibilities of meaningful learning in public schools.
A literatura infantil no desenvolvimento cognitivo e social de crianças e adolescentes
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-07-30) Lima, Claudia Silva de; Santos, Herbert Nunes de Almeida; http://lattes.cnpq.br/4602159770025420; Santos, Herbert Nunes de Almeida; Dias, Marcos Antonio de Araújo; http://lattes.cnpq.br; Alves, Suzane Bezerra
Children's and young adult literature plays an important role in the cognitive and social development of children and adolescents, contributing to their well-rounded development. This article analyzes how literary texts aimed at young audiences stimulate cognitive skills such as language, imagination, and critical thinking, while also fostering, when mediated, children's emotional and social development. Through engaging narratives, children's and young adult literature helps build empathy, recognize ethical values, and understand the complexities of human relationships. Furthermore, it proves to be a pedagogical tool, capable of engaging with the experiences and challenges inherent in childhood and adolescence, fostering reflection on identity and cultural issues. Based on theorists such as Cosson (2012) and Orlandi (2005), as well as the National Common Curricular Base (2018), the study emphasizes the importance of educational policies and pedagogical practices that value this literary genre as a central element in the development of critical readers and conscientious citizens.
A tradução intersemiótica para os processos de ilustração pelo paradigma de leitura fácil
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2023-11-24) Lima Neto, Pedro Pereira; Lima, Alisson Hudson Veras; Lima, Álisson Hudson Veras; https://orcid.org/0000-0001-6597-6547; http://lattes.cnpq.br/8806187550295871; Reis, Divanir Maria de Lima; https://orcid.org/0000-0003-0989-9641; http://lattes.cnpq.br/9955165966530603; Silva, Dário Luiz Nicácio; http://lattes.cnpq.br/1506941694331741
This work proposes to use intersemiotic translation for the processes of adapting easy-to-read texts for illustrations, using the concepts of Peirce's semiotics (2005) and Jakobson's translation (2003) combined with the propositions of Muñoz (2012) and International Federation of Library Association and Institutions IFLA (2010) about the production of images using the easy reading paradigm. This paradigm refers to textual types that aim to facilitate the reading comprehension of people with reading difficulties, promoting inclusion and social participation. Intersemiotic translation is the process of adapting signs from one linguistic system to another, such as from verbal to visual language. With this in mind, the objective of this work is to produce supporting illustrations for a text already adapted for easy reading (O Irmão Negro, by Walcyr Carrasco), being done in a way that preserves the meaning and purpose of the text original, recoding the message according to the system of arrival signs (illustrations). To this end, a bibliographical research was carried out, with the purpose of studying the propositions of easy reading, as well as the assumptions of intersemiotic translation, to be applied in the illustrations produced. The present study presents itself as a methodological proposal for the production of accessible and inclusive illustrations.
A utilização de material de apoio didático como auxílio as aulas do gênero dissertativo-argumentativo
(2022) Pinheiro, Fabiano Silva; Dias, Marcos Antônio de Araújo; Dias, Marcos Antônio de Araújo; Marques, Tânia Maria Ferreira; Montes, Nadija Santos
In 2019, the extension project “Accompanying the production of essays at school” was developed, whose objective was to help students who were completing high school. In order to facilitate the mediation of learning about the knowledge of writing texts, essays and seeking to alleviate the difficulties encountered by students in this modality, didactic alternatives were proposed aimed at encouraging the reading and writing of texts of the dissertation-argumentative genre, promoting the ability to to execute problem-situations with regard to the various events that involve humanity. A survey by means of a questionnaire was applied in order to obtain previous data from those involved and to outline didactic goals and proposals that were relevant to the teaching-learning process.
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.
Ação docente e letramento literário
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-01) Santos, Matheus Ferreira dos; Souza, Adriana Nunes de; http://lattes.cnpq.br/9445221981244067; Lima, Rosangela Nunes de; http://lattes.cnpq.br/2454422033896336; Leite, Wilma Albuquerque da Silva
Literary Literacy practices in teaching Portuguese language occur, with a greater scope, in High School; however, these practices require preparation from the student prior to this contact, a preparation that, in most cases, is neglected. Thus, we aim to understand the relationships between school Literary Literacy practices in Elementary School and the increase or decrease of this practice in everyday life; To achieve this, it was necessary to make clear what Literary Literacy is, observe student interactions with literary texts, in addition to contrasting the initial and final data of the research to understand this phenomenon. Thus, the work proposes an analysis of the phenomenon of Literary Literacy in the municipal education network of Arapiraca, Alagoas. The main problem addressed is to understand to what extent the teaching action towards Literary Literacy in the classroom encourages the student to develop literate practice in Literature, through interviews, questionnaires and observations of student interactions in classes. In this way, the aforementioned research proposed a qualitative and quantitative analysis of the data collected through action research in a 7th year elementary school classroom through reading and conversation circles about works of Literature relevant to the development of the culture of literacy from the students. The research is based on Cosson (2006, 2021), Zilberman (2010), Kleiman (2005) and Soares (2020).
A alquimia poética Lenineana: traços de uma poesia devoradora
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-03-14) Silva, Erick Robert Ferreira da; Santos, Fábio José dos; http://lattes.cnpq.br/7569516305566259; Malta, Carla Carolina da Silva; http://lattes.cnpq.br/7728611783048332; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050
The literary studies that analyze pieces from a cultural point of view have been frequent in contemporary times, which has contributed to thinking about the scope of literary art inserting it in its context of production, considering it in its relation with the exteriority and fostering discussions surrounding relevant topics to think the contemporaneity. This essay is inserted in the scope of the Literature Theory (literature and culture) and focuses on the poetic text of Lenine's song. Based on the reading/listening of twelve songs from his work (which compose the research Corpus Carminum), issues such as the encounter with the aesthetic object are discussed; swallowing and anthropo/autophagy in Lenine's songbook; and how these notions are articulated from a poetic alchemy of the composer. The reading/listening to Lenine's song, object of this research, revealed a lyrical universe that emerges from his poetic text and that is forged from the anthropo and autophagy movements, as a synthesis of creative operations from which results a modern, brazilian, local and global poetry, with multiple, mixed, mestizo colorations. The discussion points towards a poetry of devouring, in which elements of autophagy and anthropophagy, as categories of production and creation, focus directly on Lenine's songbook inside the corpus that has been analyzed. As for the theoretical foundation, I resorted to the contributions of authors such as Andrade, Bosi, Paz, Pinheiro, Figueiredo and Mello. Thus, from the analysis of the songs, I hope to contribute to the expansion of the poet's critical fortune.
Análise linguístico-literária do gênero memórias de leitura elaborado por licenciandos do curso de letras
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-05-02) Silva, Josuel de Souza; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Silva, Ari Denisson da; http://lattes.cnpq.br/0863504643409677; Silva, Josimere Maria da; http://lattes.cnpq.br/6284482799682797
In the present research, the reading experiences of students entering the in Language Course during their schooling in Basic Education will be addressed, with a view to the way these subjects self-evaluate as readers in the context of Higher Education. The general objective of this work is to understand the literary literacy processes of students entering the Licentiate in Letters Course; and the specific objectives are i) to investigate how the literacy process of students occurred prior to entering the Course in question; ii) identify the main difficulties of students in relation to literary reading; iii) reflect on the importance of literary literacy in Basic Education. The methodology used is the bibliographic review with a qualitative approach, supported by analysis of the productions of reading memories written by students of the Course on screen. In order to emphasize the social and historical process of these teachers in initial training in relation to literary literacy, as well as to base our research, we take as a basis Cosson (2018), which deals with literary literacy, as well as with regard to the theoretical- practical relationship in activities with literary texts in Basic Education, from the treatment of literature by teachers and students. Other theoretical references used for the construction of reflections on the subject are from Kleiman (2004), Minayo (1995) and Street (2014). The results of the analyzes carried out point to the importance of literature being worked from elementary school so that students become critical- reflective subjects in their socially diversified language practices.
As novas tecnologias no ensino de língua portuguesa
(2024-12-02) Silva, Marcelo da; Guimarães, Joaquim Francisco Soares; http://lattes.cnpq.br/7943839537338202; Pereira Junior, Reinaldo Rafael de Albuquerque; http://lattes.cnpq.br/2743116222565035; Silva, Waldinei Santos; http://lattes.cnpq.br/5753237099475260
This article addresses the impact of digital technologies on teaching, focusing on how these tools can be effectively integrated into the educational process, aiming to improve student learning and engagement. The central theme is the use of digital technologies as a means to enhance teaching and learning, especially in basic education. In this sense, the text discusses the lack of preparation of teachers to effectively use these technologies in the classroom, in addition to the cultural and institutional resistance that prevents their full integration into the educational process. The guiding question of the study is: “How can digital technologies be integrated into teaching to improve student learning in basic education?”. The main objective is to analyze and demonstrate the possibilities of integrating digital technologies into the teaching-learning process, identifying strategies that can be adopted by educators to improve pedagogical practice. The methodology used was a bibliographic review based on studies published in academic articles and research conducted on specialized websites. As a result, the study points out that the planned and conscious use of digital technologies can increase student engagement and provide more meaningful learning, as long as there is adequate teacher training and institutional support.
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
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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.
A construção da argumentação na sala de aula: uma análise dos recursos argumentativos nas redações escolares do ensino médio intregrado
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-12-23) Silva, Maria Jussara da; Souza, Adriana Nunes de; http://lattes.cnpq.br/9445221981244067; Souza, Adriana Nunes de; https://orcid.org/0000-0002-9344-2558; http://lattes.cnpq.br/9445221981244067; Cavalcante, Sandra Araujo Silva; http://lattes.cnpq.br/1201376467996441; Leite, Wilma Albuquerque da Silva; 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 contribuição das histórias em quadrinhos na formação de leitores
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-12-17) Silva, Ana Paula da; Silva, Ana Quitéria Menezes de Oliveira; http://lattes.cnpq.br/6438536384857226; Santos, Vanusia Amorim Pereira dos; http://lattes.cnpq.br/0841641614487512; Santos, Sandra Sebastiana dos
This work intends to discuss the importance and contribution of the Comic book’s genre in the instruction of readers and in encouraging the practice of reading in Portuguese language classes, in the final grades of elementary school. The research was realized in a municipal public school, located in the Rocha Cavalcante district, União dos Palmares-AL, in which results were collected through questionnaires and observation in the classrooms of the 6th grade “B”, 7th grade “A", 8th grade "A" and 9th grade "A". After all the information collected, there was analysis and discussion of the results,it was possible to see that the comic book really is in a great tool that can qualitatively contribute to the teaching and learning process and to the development of reading practice, through the fact of being a very rich textual genre, involving text and image, capable of awakening in the subject the pleasure of the act of reading, making the student a competent reader. Therefore, for there to be motivation in classes and participation of students, it is necessary that teachers involve activities in their methodologies that lead them to relate the class to their reality, because when working with elements that are part of their daily lives, learning becomes meaningful. Thus, it is possible to affirm that the comic books must be present in the educational environment, contributing to the formation of readers.

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