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Item Literatura em sala de aula: reflexões sobre a formação de leitores literários(2025-09-26) Monte, Amanda de Mendonça; Malta, Carla Carolina da Silva; http://lattes.cnpq.br/7728611783048332; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Canuto, Hudson Kleber Palmeira; http://lattes.cnpq.br/4371625213976633The purpose of this paper is to reflect on the challenges and possibilities of teaching literature at school, with a focus on formation literary readers. More specifically, it aims to address the formation of the literary reader promoted by the school, considering the role of the teacher as mediator, the importance of the appropriate selection of literary works and the need for pedagogical practices that arouse interest and pleasure in reading. It also sets out to reflect on the challenges faced in the process of introducing literature into everyday school life and to suggest possible paths for a critical, sensitive and meaningful reading education, in line with curriculum guidelines and contemporary social demands. For this study, the theoretical framework consists of authors such as Cosson (2022) and Zilberman (1990), as well as documents that govern teaching, such as the Common National Curriculum Base (BNCC, 2018). Other authors mentioned include Roxane Rojo (2009), who addresses multilearning, and William Roberto Cereja (2004), who proposes a dialogical approach to literature.Item Homoerotismo em banheiros masculinos: uma análise linguístico enunciativa queer/cu ir de grafitos em contexto escolar(2025-05-19) Farias, Caio Vinicius Calheiros; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Santos, Elaine Cristina Rapôso dos; http://lattes.cnpq.br/0758592442310125; Patriota, Elizabete Bezerra; http://lattes.cnpq.br/3259465965856041; Silva, Danillo da Conceição Pereira; http://lattes.cnpq.br/6370328770730957In educational spaces, there are diverse possibilities for the development of identities, especially if we consider the school as one of the agencies that promote access to gender performances. However, given that debates on sexuality and gender are often silenced, making invisible and marginalizing those who do not “fit” the cisheteronormative ideal, so privileged in the educational field, language assumes a fundamental role. When they do not see themselves represented, these dissident bodies construct and (re)affirm their identities through subversive discursive practices, such as bathroom graffiti, challenging institutional norms. This research, through a Systematic Literature Review (SLR) and image capture, analyzed, from the perspective of Queer Applied Linguistics, graffiti that performs homoeroticism on one of the campuses of an educational institution in Alagoas. We recognize the bathroom as a space for statements and discursive productivity, where graffiti of homoerotically inclined subjects are present.Item Metodologias ativas: a gincana para a prova SAEB, aplicada na prática do PIBID em turmas de 9º ano(2025-08-15) Lima, Lucas da Silva; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Hudson Kleber Palmeira Canuto; http://lattes.cnpq.br/4371625213976633Within the context of the teacher training internship, this article aims to provide a summary of the collective activities carried out at the Doutor Fernandes Lima State School, in the São Jorge neighborhood of Maceió, Alagoas, from June 13, 2023, to April 30, 2024, as part of the Institutional Teaching Initiation Grant Program (Pibid). These practices will be described and documented for analysis and record keeping. This work aims to present the implementation of active methodologies, applied in a pedagogical dynamic, specifically in the context of the 9th grade of elementary school. The research has a qualitative bias, focusing on the teaching-learning process in the development of didactic-pedagogical actions aimed at preparing for the Basic Education Assessment System (SAEB) Exam. This article analyzes the implementation of the scavenger hunt, developed based on 9th-grade content and structured according to SAEB guidelines. The results, analyzed critically and evaluatively, point to an increase in student interest and motivation, demonstrating the effectiveness of the active methodology. The research also addresses educators' perspectives and students' expectations, offering clarity on the observed effects not only on academic performance but also on students' socio-emotional growth. The article presents the target audience for the initiative, as well as a description of the school environment and the need to implement active methodologies that motivate students, such as the scavenger hunt, in addition to discussing expectations and challenges faced. We conclude by reflecting that healthy competition encouraged participation among basic education students and is an effective pedagogical tool for teaching Portuguese.Item Diversidade linguística e regionalismo na educação básica: um estudo dos livros didáticos PHASES no Colégio Saint Germain(2025-04-03) Cardoso, Ana Carolina Albuquerque; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Santos, Elaine Cristine Rapôso dos; http://lattes.cnpq.br/0758592442310125; Silva, Poliana Pimentel; http://lattes.cnpq.br/0148660696988076The Portuguese language, due to its broad dissemination and cultural diversity, presents regional variations that reflect identities and social dynamics. In this context, this study analyzes how linguistic diversity and regionalism are addressed in the PHASES textbook collection, used in Elementary School I at Colégio Saint Germain during the 2023 academic year. The research focuses on the 2nd and 5th grade volumes of the Portuguese language subject, adopting a methodological approach that emphasizes didactic progression and in-depth analysis across different stages of schooling. Based on Bakhtin's concept of dialogism, the study investigates how regionalism and linguistic diversity are represented in these materials and the potential impact of this approach on the development of critical readers. The selection of volumes aims to identify patterns in how linguistic plurality is addressed, providing a comprehensive understanding of the collection’s pedagogical proposal. The methodology includes a literature review of technical and scientific studies, seeking to systematize knowledge and reflect on the implications of this theme in Portuguese language teaching. The results highlight the importance of didactic materials that recognize and integrate linguistic diversity, promoting more inclusive education aligned with students’ sociocultural realities.Item O processo de produção escrita no ensino fundamental I e as marcas de autoria do sujeito-autor(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-07-27) Gonçalves, Milena Pereira; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Cavalcante, Sandra Araújo Lima; https://orcid.org/0000-0002-5438-3591; http://lattes.cnpq.br/1201376467996441; Santos, Erinaldo Silva; http://lattes.cnpq.br/7428490483642315ABSTRACT The aim of this final paper is to study the process of acquiring written language in the context of children's literacy, in order to understand how this process takes place, and also to understand how social factors can influence the development of writing in these children who are in the schooling phase, while also observing the marks of authorship and style present in these productions. The research is anchored in the precepts of Applied Linguistics and is based on theoretical references such as Bakhtin and Vygotsky, among others who follow the same line of socio-interactionist research or who, in some way, agree with this thinking, that is, who approach the construction of linguistic knowledge based on social interactions and the child's concrete experience with language. A qualitative approach was used within the precepts of documentary research by analyzing the written productions of 3rd grade elementary school students from a public school, seeking to highlight the marks of authorship and style present in these productions. The results indicate that the acquisition of writing does not occur in a linear fashion, but rather in progressive stages that reflect the child's understanding of how the language system works within different language practices.Item Ensino de literatura no ensino médio: intersecções entre a arte plástica e literária(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-10-15) Ferreira , Milena dos Santos; Lima, Álisson Hudson Veras; 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; Reis, Divanir Maria de Lima; https://orcid.org/0000-0003-0989-9641; http://lattes.cnpq.br/9955165966530603; Silva, Vitor Emmanuel Pinheiro da; http://lattes.cnpq.br/5708863338829527Literature teaching in Brazil is proposed in different ways depending on the level of education: in Elementary School I, literature is taught with more freedom, a variety of works and methodologies; in Elementary School II, it is reduced to a few works repeated every year, out of context; and in High School, it is taught from the perspective of third parties, with an emphasis on grammatical issues. Currently, literary teaching has become increasingly shallow, due to the prioritization of grammar and the lack of contact between students and the works taught. In this context, this paper aims to discuss the non-linearity of literature teaching in Brazilian schools, pointing out the distance from inter-art connections (Cluven, 1997) in the subject as one of the main factors for its empty nature. The superfluous way in which works are approached and discussed in the classroom requires the need to work on inter-art relationships in order to achieve the crucial role of art in true literary production. To build a proposal that followed this bias, theorists such as Barthes (2022), Baudelaire (2020), Candido (2002), Cosson (2006, 2014, 2020) and Todorov (2009) were used as the main contributions. The research undertaken in our work is characterized as inductive, observational and applied (Gil, 2008), since, from the Supervised Internship I, it was possible to understand that the teaching of Literature is seen in a more in-depth way in the initial school years. From this, we reflected on a proposal for literary teaching that aims to encourage the student to acquire an appreciation for reading, through the mediation of the teacher, in addition to rescuing the interarts relationships lost in Elementary School I. The stages were formulated according to the need to understand the work from the reader's perspective, in sequence: (1) contact with works different from those worked on every year; (2) allowing the student to have their own experience with the work; (3) to show that there is something between the work and the student that goes beyond interpretation, and; (4) to develop the art of processes and to materialize them into results, aiming to expand the original meaning given to the work. The methodological proposal seeks to bring the context-reader to Portuguese language classes, transforming the student into an active being in his/her learning process and allowing him/her to be part of the text as a whole, by expanding the meaning given to the work in its plastic application. However, it is necessary to consider the difficulty of applying this teaching proposal, due to the lack of preparation of the teacher and the construction of the current Brazilian school curriculum.Item Letramento visual e gêneros discursivos: refletindo sobre o ensino da língua portuguesa sob a perspectiva da multimodalidade(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2023-11-21) Santos, Vitória da Silva; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; ; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Santos, Erinaldo da Silva; http://lattes.cnpq.br/8563536936986533; Cavalcante, Sandra Araújo Lima; http://lattes.cnpq.br/1201376467996441This 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.Item 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 daBased 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.Item 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/6807925284266201Situated 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 representativenessItem Entre o horror e a realidade [recurso eletrônico] : estereótipos raciais e representações performáticas no filme “corra!”(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-09) Gomes, Analiel Pedro Pereira; 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; Ramalho, Vagner GomesStarting from a qualitative and interpretivist perspective in Applied Linguistics (Moita Lopes, 1991), this work mobilizes notions of “language as performance” (Austin, 1991; Butler, 1991), “indexicality” (Silverstein, 2003) and “image performativity” (Moita Lopes; Gonzalez, 2020), together with studies of “cinematic discourse” (Xavier, 2005) and “racist stereotypes” (Shohat; Stam, 2006). Through qualitative research, the analysis of the discursive imagery performance, present in frames taken from the film “Get Out”, investigates how racist stereotypes appear in discourses that circulate in society, not only in the United States, but on a more macro scale. And how they are the result of an established historical construction, arising from racist colonial discourses, in a way that excludes and forces a limitation on the subjective imagination, produced by this systemic racism, also acting to collaborate with the lack of imagery references and possible futures for this population, in addition to the already crystallized images of subalternity, precariousness and exploitation. We conclude that there is a relationship between colonialism and anti-black racism, which is present in the production of racialized subjectivities in contemporary cinema.Item 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/7445136004807968This 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.Item 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/4146119273576569The 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.Item Desafios e aprendizados: uma jornada na residência pedagógica(2024-11-21) Maciel Júnior, Cláudio Pereira; Canuto, Húdson Kléber Palmeira; http://lattes.cnpq.br/4371625213976633; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968This paper presents an analysis of the experience of participants in a study on teacher training in the Undergraduate Program in Portuguese Language and Literature at the Federal Institute of Alagoas (Ifal), who took part in a CAPES Pedagogical Residency Program over eighteen months. The objective was to provide an immersion in the school environment, specifically in 8th and 9th-grade classes at Escola Estadual Fernandes Lima, where the residents faced challenges related to teaching. The methodology included supervised activities, organization of seminars, and participation in student councils, promoting the integration between theory and practice. The results highlight the challenges encountered, the individual growth of the residents, and the importance of knowledge exchange with peers and supervising teachers, which enhanced their teaching skills and interaction with students. The discussion points to the positive impact that the residents had on the students' education, encouraging them to seek a solid knowledge base. In conclusion, the experience in the pedagogical residency program enriched the academic training of the participants and allowed significant contributions to the students' education, emphasizing the importance of a strong foundation for future teachers.Item 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/82498794138660593This 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.Item Uma proposta de ensino de literatura a partir da obra do escritor alagoano Ari Denisson(2025-02-26) Silva, Viviane Nascimento da; Silva, Ari Denisson da; http://lattes.cnpq.br/0863504643409677; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050This research is based on a qualitative investigation, of the action research type, which suggests that literature classes should study the life and work of the author Ari Denisson, a poet and short story writer from Maceió, with the aim of valuing talents from Alagoas and encouraging a taste for reading and literary production. The actions of this project took place in a public school in a first-year high school class in 2024 and focused on the poetic work “baroque.doc” and the narrative work “Contos Periféricos”. A six-hour teaching sequence culminated in the author's visit to the school and a round of questions from the students. The interview was preceded by analyses of the selected texts and a presentation of the author's biography. The expected result is a way of rescuing the culture of Alagoas and Maceió and a greater appreciation of literature in Portuguese language classes. The authors who are references for this research range from Cosson, Boal, Freire, Rojo, to Antunes, among others.Item Práticas de multiletramentos no ensino fundamental: o uso do aplicativo fotos narradas para refletir sobre problemas sociais(2025-05-27) Santos, Wanderclebson Teixeira dos; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Ávila, Fábio Geraldo; http://lattes.cnpq.br/5555689965117482; Claudionor Ferreira Araújo; http://lattes.cnpq.br/6155010171957004This work emerges from an experience lived in the context of the Institutional Program for Teaching Initiation (PIBID), between 2018 and 2019, subproject Letras-Português, at the Federal Institute of Education, Science and Technology of Alagoas (Ifal), Campus Maceió. The action, which assumes a qualitative approach, proposes to investigate the narrative paths accessed by students of the Final Years of Elementary School, of the Municipal Public Education Network of Santa Luzia do Norte/AL, for the production of narrated photos. Supported by the contributions of Rojo and Moura (2012) on multiliteracies, the text, which reveals itself as a case study, assumes as its main objective the analysis of the teaching experience in the field school, taking as reference aspects focused on the orality and criticality of students regarding the use of technologies in their teaching-learning process. The results achieved highlight the need to invest in actions that adopt multimodalities of meaning production in the classroom, in order to enhance students' education.Item Os gêneros discursivos publicitários e os efeitos de apelação: um olhar para o movimento polifônico e seus efeitos de sentido(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-06-15) Santos, Graciele Oliveira dos; w; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; 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/7428490483642315Adopting a Dialogical Discourse Analysis (DDA) perspective, this study aims to analyze the polyphonic suggestions present in several verbal-visual statements in some discursive genres of the advertising sphere, such as pamphlets, advertisements and advertisements. Discursive genres are characterized as concrete statements, equipped with several ideological discourses that are part of society, through various means of communication present in the most diverse communicative spheres. One of these spheres is the advertising sphere, which for some people is simply a means by which the advertiser seeks to sell/advertise his product/service. It is from some concepts developed by the so-called Bakhtin Circle that these texts begin to be treated as discourses; an artifact that undergoes meanings and resignifications taking into account the context and the ideologies present there. We followed the qualitative and documentary research method, and in addition, we used theorists related to studies developed within linguistics, mainly within ADD and multimodal/multisemiotic discursive genres, such as Bakhtin (2002, 2011), Silva (2015), Kress and Van Leeuwen (2006) and Volóchinov (2018). We deal with some concepts such as ideological sign, concrete statement, ideology, polyphony and discourse. In addition, we also present a brief study in reference to the discursive genres that will be analyzed, bringing historical and critical discussions, posed by Marcondes (2002) and Sandmann (1993) about the beginnings of propaganda and announcement. From the analyses carried out, it was possible to note that advertisers seek to use various verbal-visual resources to suggest ideological points of view that in turn present a direct dialogue with their interlocutors, thus bringing polyphonic voices and different effects of meaning.Item Rosa, Rosinha: meninas e poesia(2025-04-11) Silva, Maria Telma Celestino da; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Saraiva, Luciano Mendes; http://lattes.cnpq.br/7696156504382828; Silva, Ari Denisson da; http://lattes.cnpq.br/0863504643409677This article aims to discuss the work developed in a socio-educational environment for underage female youth. The project, titled "About Girls, Poetry, and Springs: Reading and Creative Writing Workshops in a Female Socio-educational Unit," was an extension activity linked to the curricularization of extension in the Bachelor’s Degree in Letters course at the Federal Institute of Alagoas, Maceió Campus. The project’s purpose was to promote reading and writing activities across various genres to support the socio-educational process of the young women, as well as to provide moments of aesthetic sensitivity and imaginative involvement through their own textual creations. Throughout this process, the project sought to encourage reflection on oneself and others, recognizing oneself as a social subject and developing empathy based on personal and others’ stories. Using a qualitative action-research methodology, the article outlines the socio-educational system, presenting a historical overview of the juvenile penal code and relevant legislation such as the 1988 Federal Constitution, the Child and Adolescent Statute, CONANDA Resolution 119 (2006), and Law 12,594 (2012) establishing SINASE – the National System of Socio-educational Assistance. Next, the project’s activities with the youth are summarized. The discussion draws on authors addressing socio-education, such as Souza (2014), and others focusing on literature and education, like Soares (2009) and Cosson (2015). A brief description of the practices with the girls is provided. Finally, it is concluded that the project was significant both for the undergraduate students of the Letters course, who learned alongside the socio-educandas, and for the young participants, resulting in mutual exchange and diverse learning experiences.Item 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 BezerraChildren'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.Item 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, LorenaThis 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.