TCC Letras-Português

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A caneta que balança o berço: o entrecho e a construção de mães na formação docente
(2024-08-09) Carvalho, Cleonice Maria Ferreira de; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Araujo, Claudionor Ferreira; http://lattes.cnpq.br/6155010171957004; Silva, Willian Cassiano da; http://lattes.cnpq.br/1949383398907647
This research is about my experience as a woman, mother and student in teacher training. The objective is to analyze how mothers' experiences and identities are developed and understood in the academic context. To this end, the following specific objectives were defined: to present the evolution of the mother's role in society over time; investigate how the social construction of gender influences social perceptions and expectations regarding the roles of men and women in society and understand how mothers' reality and identity are formed and shaped during the training process. The theoretical basis of this research is based on authors such as Freire (1997), who addresses the view of the teacher as an aunt; Bourdieu (2012), which deals with domination; Prado and Soligo (2005) and Passeggi (2008), which discuss formative memories; and Badinter (1985), which explores the myth of maternal love, as well as other authors who contribute significantly to the discussion. The study consists of descriptive research, with results treated in a qualitative manner, based on the collection of information from secondary sources, including a bibliographic review. As research sources, in order to collect the theoretical framework, books, articles and websites related to the topic were used. By collecting information throughout the research and analyzing this information, it was possible to conclude that, although student mothers demonstrate great resilience and determination, the lack of adequate institutional support significantly hinders their academic journey. The research highlights the importance of more inclusive policies and specific support for these women, in order to promote greater equity in the educational environment.
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 docência em tempos de pós-pandemia: um estudo do ensino de língua portuguesa e seus Re-desenhos
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-03-27) Oliveira, Kaylla Hingridy Pinheiro de; Reis, Divanir Maria de Lima; http://lattes.cnpq.br/9955165966530603; Reis, Divanir Maria de Lima; http://lattes.cnpq.br/9955165966530603; Santos, Erinaldo da Silva; http://lattes.cnpq.br/7428490483642315; Cavalcante, Sandra Araújo Lima; http://lattes.cnpq.br/1201376467996441
The work consists of a study on the practices of Portuguese Language (PL) teachers, from the municipal and state networks of the city of Arapiraca and the city of Lagoa da Canoa. It aimed to understand how PL teaching has been shaped in teachers' practices in the post-pandemic context. From a methodological point of view, it is based on the assumptions of quantitative-qualitative research, of a basic nature, belonging to the inductive method, configured as exploratory, bibliographic and field research. It is theoretically based on authors such as Teyssier (1982), Oliveira (2010), Silva (2022), Franco (2003), Bardin (1977), among others. Data collection was carried out through the application of a questionnaire and semi-structured interviews, while the analysis is based on the Content Analysis (CA) technique. The results show that the practices of LP teachers have been [re]designed, after the pandemic, in the present time, which can be seen because most teachers have sought to improve their practice and have reinvented themselves using materials and tools from the pandemic period.
A emancipação feminina sob a perspectiva da personagem Ruth, no romance A falência
(2022-08-10) Bernardes, Geraldine de Menezes Ribeiro; Barbosa, Cleusa Salvina Ramos Mauricio; http://lattes.cnpq.br/7243836316721979; Malta, Carla Carolina da Silva; http://lattes.cnpq.br/7728611783048332; Santos , Fábio José dos; http://lattes.cnpq.br/7569516305566259
Júlia Lopes de Almeida was a 19th century Brazilian writer who produced novels, short stories, chronicles and plays, but she is still not mentioned in the history of Brazilian literature, like some of her contemporaries. This study aims to analyze, from the feminist critique, the character Ruth, daughter of the protagonist couple in the novel A falência, the main work of the carioca writer which was first published in 1901. In the first chapter, I address aspects of the lives of women writers of the twentieth century, in particular, Júlia Lopes de Almeida, the oblivion and rescue of the author’s life and work. In the second chapter, I propose a study of the work from the questions of memory and the analysis of the character Ruth from the perspective of feminist criticism. As a result, it can be observed that the character underwent a considerable transformation after her father’s death, ceasing to be a fanciful and an absent-minded girl to become one of the providers of the new family structure. It is also through the character Ruth that Julia Lopes de Almeida voices her ideas on the relevance of formal education for the women of her time. As a theoretical contribution, I used the studies of Muzart (2014), Duarte (2019), Faedrich (2018), Moises (2012), Candido (2013), Zilberman (2020), Le Goff (2019), among others.
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 importância da leitura infantojuvenil para a formação do leitor crítico
(2024-07-19) Barbosa, Arthur William Cavalcante; Barbosa, Cleusa Salvina Ramos Maurício; http://lattes.cnpq.br/7243836316721979; Santos , Elaine Cristina Rapôso dos; http://lattes.cnpq.br/0758592442310125; Cavalcanti , Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955
This study delved into investigating the importance of children's and young adult literature in shaping critical readers. By addressing the need to understand how literature aimed at young audiences contributes to cognitive and emotional development, this research situates itself within the educational context, aiming to explore how children's and young adult literature can effectively promote critical reading among youth. Methodologically, a qualitative approach was adopted. The findings underscored the crucial role of children's and young adult literature as a mediator in identity construction and in fostering critical reflection among young readers. The study emphasizes the urgent need for more effective integration of literary works into educational environments, recognizing their transformative potential in contemporary society. Furthermore, it highlights the importance of fostering critical reading from childhood, acknowledging literature as an essential ally in shaping reflective and conscientious individuals. ––With theoretical contributions from Rildo Cosson, Bernard Charlot, Lígia Cademartori, Regina Zilberman, and Marisa Lajolo, this understanding reinforces the significance of valuing and integrating children and young adult’s literature into pedagogical practices, thereby contributing to the holistic development of emerging readers.
A importância da leitura na infância para a formação do leitor
(2024-08-03) Cardoso, Vanessa Sampaio; Silva, Manoel Santos da; http://lattes.cnpq.br/4935593146997631; Lima, Antônio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Silva, Ana Quitéria Menezes de Oliveira; http://lattes.cnpq.br/6438536384857226
This study highlights the importance of reading from early childhood. It explores the fascination of reading and the need to incorporate it as a daily activity, allowing students to discover a new universe, full of information, wisdom and new opportunities. This strategy empowers students to chart their own path with autonomy and confidence, supported by solid training that prepares them for a lifetime. In this context, the role of the educator in the literacy process and the importance of the habit of reading are central themes discussed in this work. The main objective is to highlight the magic and importance of reading in childhood and the discoveries it provides, also aiming to form critical and reflective students, the discussion about awakening interest in reading and the importance of the teacher and the family in this context. The work addresses the difficulties encountered in the process, especially during the pandemic period, highlighting that it is essential that students acquire the habit of reading from an early age, which opens doors to this world of knowledge and opportunities, allowing them to develop the skills needed to chart your own path and be the author of your own destiny. The methodological path occurred through qualitative research, using bibliography TRENTINI, M.; PAIM L. (1999) MARTINS, G. (2001), MARCONI, M.; LAKATOS, E. (2007), DEMO, P. (2000) that recognize the importance of theoretical references already published as a guide for other studies. To support this study, we resorted to theorists Solé (1998), who outlines different strategies for reading in the classroom, Simões (2022) shows us how the reading process occurred in the middle ages, Nunes et. al., (2012), Roque and Canedo (2021) who emphasize the importance of encouraging reading, Lajolo (1996 and 2004) who deals with training the reader to read the world, Coelho (2015) and Cassiano (2009) also contribute with the discussion of this study. The study demonstrated that the ability to think independently and innovatively is essential for the formation of citizens capable of questioning the world around them, through reading. Furthermore, the search for books and the pleasure found in reading are, perhaps, the most rewarding results of this research. Finally, the positive results observed from the beginning to the end of the research reinforce the need for programs that promote reading among all ages, especially from early childhood.
A importância dos contos infanto-juvenis no processo de formação de leitores fluentes
(2024) Santos, Jozicleia da Silva; Guimarães, Joaquim Francisco Soares; Guimarães, Joaquim Francisco Soares; Pereira Júnior, Reinaldo Rafael de Albuquerque; Silva, Waldinei Santos
The article in question, “The Importance of Children’s and Young Adult Stories in the Process of Developing Fluent Readers,” presents a reflection on the relevance of children’s and young adult stories as a way of highlighting the importance of reading through storytelling, reflecting on the methodologies that are effective in the process of developing fluent readers. To this end, we anchored these articles in the following objectives: general objective: to investigate whether children’s and young adult literature and storytelling are crucial points in the development of fluent readers. The specific objectives were thus guided: to identify the methodologies that theorists present for working with children’s and young adult literature stories; to reflect on the training and skills of readers in Elementary School. The relevance of this research is attributed to the crucial role that literary stories play for children and adolescents in developing their reading skills. There are still several problems to be solved in relation to children’s and young adult stories, some of which are resistance to traditional reading, quality and accessibility of material, cultural diversity, and representativeness. Thus, the question is: why is it that this practice, in the classroom of Elementary School II, is not as strong when compared to Early Childhood Education and Elementary School I? The methodology of this research was anchored in a bibliographical research that was based on studies of some theorists, who address the theme, and on the use of paradidactic books such as: “The importance of the act of reading: articles that complement each other”, “Children's and Young Adult Literature”; “The pedagogy of affection in the classroom”; “The uncertain frontiers of young adult literature?”; “The importance of listening to fairy tales”, among others. These works served as subsidies and portray the different conceptions and meanings of the importance of the act of reading that are present in the social environment.
A influência da família no processo de aprendizagem da leitura e da escrita
(2022-12-09) Silva, Herbeth Douglas Gomes; Campelo, Siquele Roseane de Carvalho; http://lattes.cnpq.br/1730383946648149; Cleusa Salvina Ramos Maurício Barbosa; http://lattes.cnpq.br/7243836316721979; Varela, Simone; ttp://lattes.cnpq.br/82498794138660593
This Undergraduate Thesis (UT) has as its main object the influence of the family in the reading and writing learning process of students in the final years of Elementary School. Faced with this problem, we outline the following question: What is the importance of the family's influence on the children's reading and writing learning process in the school environment? Based on this research problem, we outlined the general objective of analyzing the family-school-student interaction in the teaching-learning process of reading and writing in the ninth year of Elementary School. As a result of this objective, we developed the following specific objectives: Identify whether families develop strategies to follow the routine of studies related to learning to read and write; and to analyze whether the school develops mechanisms to favor the family's involvement in the teaching and learning of reading and writing comprehension. Therefore, methodologically, qualitative research procedures were adopted based on a case study. As data collection instruments, semi-structured interviews were carried out with a family member and a Portuguese language teacher in the ninth year of elementary school at a public school in Alagoas. Among the main results, it was found that the concern for students to leave the ninth with a good knowledge in the axes of reading and writing exists on both sides. Thus, family and school have developed strategies that, although incipient, can be the starting point for expanding social reading and writing practices from a literacy perspective.
A intrusa: a mulher na sociedade do século XIX
(2024-12-19) Silva, Crislaine Vitória da; Santos, Elaine Cristina Rapôso dos; http://lattes.cnpq.br/0758592442310125; Silva , Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968; Maia , Willianice Soares; http://lattes.cnpq.br/0338504323994119
The purpose of this final paper is to analyze the work A intrusa, written by Julia Lopes de Almeida in 1908 - a Brazilian writer, chronicler, playwright, abolitionist and one of the first members of the group of writers who planned the creation of the Brazilian Academy of Letters (ABL). The analysis of the book A Intrusa aims to identify the relationship between the work and the representation of women in 19th century literature, and its historical-literary importance for female protagonism. To this end, some of the steps taken in the analysis were the use of bibliographical research through studies to understand the historical context in which women of the 19th century were inserted, permeating matrimonial, professional and educational aspects. It is worth remembering the women writers, who in this historical period had limited access to the act of reading and writing, and who in turn were silenced by the literary canon. At the same time, a brief biography of Julia Lopes de Almeida is presented, which highlights aspects of her professional, cultural and personal life, focusing on her importance for female protagonist in literature. Finally, in The Intruder we will highlight the analysis of the female characters, identifying the characteristics present that signal how women were seen in 19th century society.
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 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 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.
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.
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.

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