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Item 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/6333230791654121This 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.Item 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/5753237099475260This 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.Item 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/6411722188707901This 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.Item Textos multimodais: desafios no ensino da variação linguística(2025-05-26) Santos, Antônio Monteiro dos; Correia, Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377; Lima, Antonio Carlos Santos de; https://orcid.org/0000-0003-2219-7441; http://lattes.cnpq.br/8646424835026554; Silva, Cleide Calheiros da; https://orcid.org/0000-0001-7713-649X; http://lattes.cnpq.br/7445136004807968Nenhum