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Item A retomada anafórica em produções textuais de alunos do ensino médio(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-03-24) Silva, Rayra Gabrielle Barbosa da; 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; Cavalcante, Sandra Araujo Lima; https://orcid.org/0000-0002-5438-3591; http://lattes.cnpq.br/1201376467996441; Santos, Erinaldo da Silva; http://lattes.cnpq.br/7428490483642315This study aims to analyze the use of anaphoric resumption in textual productions of first-year high school students at the Instituto Federal de Alagoas – Campus Arapiraca. The objective of the study was to analyze how first-year high school students retake referents during the construction of a referential chain (Koch, 2013), having as potential anaphoric forms repeated nouns, categorized nouns, fullpronouns, and null pronouns (Lima, 2020). We start from the hypothesis that first-year high school students know how to use the four anaphoric forms proposed by Lima (2020), pointing to a variation of cohesive elements. In order to fulfill our objective, we developed a corpus research (Sardinha, 2004), using texts collected anonymously as classroom activities, in order to obtain data that were analyzed quantitatively, in order to investigate the anaphoric resumptions made by the students. After the quantitative analysis, we noticed a low variance in the use of anaphoric forms, with resumptions preferentially made by the repeated noun, whichcan cause problems in the scope of textual cohesion and coherence, in addition to pointing to the impoverishment of students' vocabulary due to the low use of recategorized nouns. The anaphoric forms of the full pronoun and the null pronoun hardly appear in the texts, which could indicate the practice of this type of preferential anaphoric resumption for animate entities.Item De objeto de desejo à mulher empoderada: uma análise enunciativo-discursiva das representações femininas em anúncios da Avon(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-08-21) Melo, Iohanne Mayara Severo de; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Agra, Christiane Batinga; https://orcid.org/0000-0002-4739-5658; http://lattes.cnpq.br/0715128190591513; Santos, Erinaldo da Silva; http://lattes.cnpq.br/7428490483642315Based on contributions from Indisciplinary Applied Linguistics (Moita Lopes, 2009), this work aims to analyze the representations of the female figure exposed in the advertising sphere, specifically those present in advertisements (2012 - 2024) of the beauty products magazine Avon, with the purpose of identifying which views propagated by the media sphere about what it means to be a woman in contemporary society and which influence the concept that the community has in relation to the female identity in the referred historical period.Then, we developed a bibliographical (Paiva, 2019; Gil, 2021) and documentary (Cellard, 2008; Gil, 2021) research, with an interpretivist bias (Bortoni-Ricardo, 2013; Córdova, 2009; Paiva, 2021), with discussions guided by Mikhail M. Bakhtin (2011, 2016, 2022) regarding the conception of language, Dialogism, Discursive Genres, Polyphony and Plurivocity; Valentin N. Volóchinov (2021), regarding the intrinsic relationship between language and ideologies; in addition to Brait (2007), Bezerra (2007), Faraco (2009), Sobral (2009), Rodrigues (2004), among other theorists from the Dialogical Discourse Analysis ADD) line who, in some way, develop the debates and reflections provided by this work. The corpus of this research consists of eight advertisements, available online, which underwent critical and systematic analysis, supported by the reflections of the theorists presented. Due to the conception that it is a multimodal genre, the imagery representations were also investigated using the Grammar of Visual Design, developed by Kress and Van Leeuwen (2006). Broadly speaking, we observed that such representations in the advertising sphere influence the formation of the individual consciousness of discursive subjects and contribute to the naturalization of gender stereotypes based on colonial and patriarchal conceptions of women. They also promote the erasure of stories of women's struggle for space in society, since these representations, despite undergoing significant changes in their composition, still fail to portray multiple female identities.Item A adaptação de material de leitura para pessoas no Transtorno do Espectro Autista (TEA)(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-03-28) Nascimento , Pedro Henrique Andrade do; Lima, Alisson Hudson Veras; http://lattes.cnpq.br/8806187550295871; Silva, Vitor Emmanuell Pinheiro da; http://lattes.cnpq.br/5708863338829527; Reis, Divanir Maria de Lima; http://lattes.cnpq.br/9955165966530603Reading is an act of individual capacity (Leffa, 1996) that involves complex cognitive processes (Fregonezi, 2002). In order to achieve comprehensive reading (Smith, 1988; Morais, 1996), issues such as prior knowledge (Koch, 2013) and information stored in each individual's memory (Baddeley, 2017; Izquierdo, 2018) come into play. In a text/reader interaction process (Siqueira and Zimmer, 2006), the reader needs to develop contextual (Koch, 2013), discursive (Fiorin, 2015) and linguistic (Chomsky, 1980; Perini, 2017) skills in order to understand the information read. People with Autism Spectrum Disorder (ASD) have difficulties in communication and language (Cohen and Volkmer, 1997; Aarons and Gittens, 2002; Volkmer et al., 2014), with some level of limitations in linguistic capacity (Muñoz, 2012). Because of this, it is necessary that reading materials for people with ASD be adapted, not in order to facilitate the understanding of the text, but to facilitate the way in which the information is passed on. We therefore use the Easy Reading method (Muñoz, 2012), through guidelines that deal with the spelling and grammar of the text to present an adapted version of the book Irmão Negro, by Walcyr Carrasco (2018). We have noticed that the Easy Reading method guides the work of adapting reading material, so that, depending on the text to be adapted, not only the main information can be contained in the text, but also information about secondary characters, settings and any other information that helps the reader develop their reading ability. It is by thinking about processes of adapting reading material for people with ASD, based on methods that indicate how to do this task, that we can have a more inclusive school and society (Neto et al., 2018) and that we can ensure the rights that all citizens have by law (Brazil, 1988).Item Quando homens falam sobre feminicídio: ordens de indexalidade em interações on line sobre a "legítima defesa da honra"(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-03-27) Silva , Livia Mayara da; Silva, Danillo da Conceição Pereira; https://orcid.org/0000-0002-5879-5999; DOI: 10.1590/01031813v64120258676778; DOI: 10.35499/tl.v19i1.23872; DOI: 10.1007/s00107-024-02109-8; DOI: 10.15210/rle.v27i1.26710; DOI: 10.22297/2316-17952024v13e02415; DOI: 10.5007/1984-8412.2021.e73488; DOI: 10.25189/rabralin.v19i2.1482; DOI: 10.1590/010318138654118458092; DOI: 10.5007/1984-8412.2019v16n2p3627; DOI: 10.12957/matraga.2019.38340; DOI: 10.15210/rle.v22i1.16126; http://lattes.cnpq.br/6370328770730957; DOI: 10.12957/matraga.2019.38340; DOI: 10.15210/rle.v22i1.16126; Silva, Danillo da Conceição Pereira; https://orcid.org/0000-0002-5879-5999; http://lattes.cnpq.br/6370328770730957; Santos, Erinaldo Silva dos; http://lattes.cnpq.br/7428490483642315; Santos, Letícia RochaThis paper aims to construct a critical interpretation of the indexicality orders mobilized in digital interactive events in which men talk about feminicide. Specifically, the study analyzes comments on the social network YouTube posted on videos from five Brazilian TV stations that report the approval, by the Federal Supreme Court (STF), of the Action for Noncompliance with Fundamental Precept 779 (ADPF 779). This action declared the thesis of legitimate defense of honor unconstitutional, especially applied in crimes of feminicide, due to its dissonance with the constitutional principles of human dignity, protection of life and gender equality. From a theoretical point of view, this work is based on a feminist view of language studies (Pinto; Vallada, 2021) and the ethical agenda of Indisciplinary Applied Linguistics (Moita Lopes, 2006), which mobilize notions about gender performativity, its normative regulations and violence; the performative dimension of language; indexicality and orders of indexicality as principles of the production of meanings in discourse. In methodological terms, this work is qualitative and interpretative (Flke, 2009) and the data analyzed were generated from digital ethnography practices (Ciborga, 2022), in order to understand how pragmatically situated linguistic elements act in favor of the production of translocal meanings. Through data analysis, three main orders of indexicality were identified that appear when men talk about feminicide: the order of religious moral authority; the order of victimization of the aggressor and, finally, the order of trivialization of feminicide. In general terms, what is perceived is the way in which situated interactions are articulated with culturally rooted social norms, such as gender norms, with a view to legitimizing the practice of feminicide based on discourse, thus constituting a significant cultural dimension for confronting gender violence and feminicide.Item Gramática contextualizada: o ensino de gramática normativa e a variação linguística(2025-10-27) Oliveira, Maria de Fátima Marcos; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Araújo, Claudionor Ferreira; http://lattes.cnpq.br/6155010171957004; Canuto, Hudson Kleber Palmeira; http://lattes.cnpq.br/4371625213976633This is a bibliographical research on contextualized grammar. After a great debate in the last century on the issue of teaching grammar, most researchers now agree that grammar instruction can improve students' writing if grammar is taught "in context". The general objective of this research is to analyze pedagogical strategies that articulate the teaching of normative grammar with the appreciation of linguistic variation in the school context. The specific objectives are the following: to investigate the conceptions of language present in teaching practices of Portuguese in elementary school; to identify methodologies that integrate the teaching of the standard norm with the recognition of linguistic varieties; to propose didactic activities that stimulate critical reflection on language and respect for linguistic diversity. As a result, we saw that the school fulfills its role when it enables the growth of the individual as a subject of his reality and empowered to seek his citizenship as a whole. Teaching must transcend the normative grammatical approach to help build the student's critical sense, mastering linguistic resources as well as their variations applied to the context in which they are used.Item A contribuição dos povos bantos para a formação do português brasileiro(2025-10-06) Silva , Katarina Kleciane da; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Araújo, Claudionor Ferreira; http://lattes.cnpq.br/6155010171957004; Ávila, Fábio Geraldo; http://lattes.cnpq.br/5555689965117482The choice of Portuguese as the official language in Brazil functioned as a colonial strategy of domination, silencing or marginalizing indigenous and African languages. However, the contact among different peoples shaped Brazilian Portuguese as a distinct variety from European Portuguese. This study aims to reflect on the influences of Bantu languages in the formation of Brazilian Portuguese, analyzing vocabulary and expressions incorporated into everyday use and discussing the historical invisibility of these contributions. The research adopts a bibliographic methodology, drawing on authors such as Assis (2001), Mendonça (2012), Bagno (1999), and Bakhtin (2006), as well as glossaries that record Bantu-derived terms. The results indicate that words such as dengo, quitanda, caçula, and gingar reveal the central role of African languages in shaping Brazilian Portuguese. It is concluded that the undervaluation of these influences stems from a historical process of colonization and linguistic prejudice, reinforcing the need for a decolonial approach in mother tongue teaching and in the appreciation of national linguistic identity.Item Minha vida de professora: um jeito de olhar a educação(2025-10-30) Santos, Emanuelle Augusta da Silva; Santos, Reinaldo Batista dos; http://lattes.cnpq.br/8664524414563817; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Malta, Carla Carolina da Silva; http://lattes.cnpq.br/7728611783048332; Canuto, Hudson Kleber Palmeira; http://lattes.cnpq.br/4371625213976633This work presents a narrative reflection on my formative and professional trajectory as a Portuguese Language teacher, revisiting both my initial training and my lived experiences in the classroom. The narrative seeks to understand the challenges and learnings of teaching from a human, critical, and hopeful perspective, inspired by the ideas of Paulo Freire, Jorge Larrosa, Mikhail Bakhtin, Boaventura de Sousa Santos, and Maurice Tardif. Adopting a qualitative approach grounded in self-writing, I articulate my personal experiences with a documentary analysis of the Pedagogical Project of the Portuguese Language Program at IFAL (2014) and with a bibliographic review on teacher education and educational practice. The study highlights that being a teacher goes beyond exercising a profession; it is a way of existing marked by dialogue, affection, and resistance. My experiences at the Federal Institute of Alagoas (IFAL) and in everyday teaching practice reveal the many challenges faced—ranging from professional devaluation and fatigue to structural barriers—but they also illuminate the classroom’s potential as a space of encounter, care, and transformation. The research underscores the importance of dialogue, active listening, and pedagogical planning as essential tools for building meaningful and liberating learning processes. In the final considerations, I conclude that teaching is a continuous journey of self- knowledge and reinvention, sustained by ethical commitment and hope. Teaching, in this sense, is a political act that enables both teacher and students to grow together, transforming the world through words and lived experience. Thus, “being a teacher” means resisting, hoping, and reaffirming every day a profound faith in the transformative power of education.Item Trama e urdume na comunidade EJA como formação do sujeito do discurso(2024-12-23) Santos , Igor Eduardo Lima dos; Maia , Willianice Soares; http://lattes.cnpq.br/0338504323994119; Correia, Aurineide Porfírio Barros; http://lattes.cnpq.br/2373237758198377; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569The project focuses on analyzing classroom discursive interactions from the perspective of interactional sociolinguistics in the student-teacher relationship, specifically how students receive this content. We will use a didactic video to explore methodological strategies to address certain discourses that are not understood by some EJA students and, thus, seek to understand what hinders this learning from a linguistic competence perspective.Item Atravessando os caminhos áridos do ensino de língua portuguesa: um olhar reflexivo sobre as propostas de ensino de gramática em livros didáticos do 6.º ano(2025-10-22) Lino , Lara Cavalcante Lima; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050; Canuto, Hudson Kleber Palmeira; http://lattes.cnpq.br/4371625213976633; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119Grammar is understood as a system that guides the proper use of language, enabling clear and effective communication. The term “grammar” originates from the Greek grámma , meaning “letter,” which highlights its initial association with writing. In its inception, grammar was primarily linked to regulating reading and writing, but today it is understood from different perspectives. According to Bechara (2009), normative grammar aims to establish rules for the correct use of language, serving as a guide for proper expression. Travaglia (2009), in turn, broadens this notion by considering grammar as a set of knowledge internalized by speakers, even if they do not fully master the standard language. In this sense, it is possible to distinguish different types of grammar—normative, descriptive, historical, and comparative—which focus on various aspects of language, traditionally organized into phonology, morphology, syntax, and, in some cases, semantics.Thus, this study critically analyzes the challenges encountered in the teaching and learning process of Portuguese in a public state school in Maceió, Alagoas, with emphasis on normative and descriptive grammar, based on the analysis of two textbooks used in the 6th grade of Elementary School II. The journey through grammar teaching can be compared to the arid paths in Vidas Secas by Graciliano Ramos: the soil is harsh, the journey requires effort, but from it may arise the most genuine strength of expression, reshaping diverse forms of human interaction. Based on the National Common Curricular Base (BNCC, 2017) and authors such as Antunes (2003; 2014), Possenti (1996), Perini (1997), Travaglia (2009), and Soares (2002), the study problematizes current methodologies and proposes more contextualized practices, making learning meaningful. The qualitative research and literature review reveal that, when disconnected from the real use of language, grammar teaching tends to seem dry and distant. Hence, a teaching practice is advocated that values the communicative and social context of students, allowing grammatical knowledge to become an instrument of expression, understanding, and engagement with the world.Item 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/1506941694331741This 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.Item Estilo e subjetividade em textos dissertativos-argumentativos: a busca por traços de autoria em redações do exame nacional do ensino médio(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-09-25) Silva, Isaac Oliveira do Nascimento; 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 da Silva; http://lattes.cnpq.br/7428490483642315The present course completion work aims to analyze the discursive genre 'essay' in order to identify authorship traits in essays from the National High School Exam (ENEM) for the years 2023 and 2024. The focus of the research is on examining the existence of authorial and stylistic traits in these texts, even in the face of the use of 'generic essays' structured models previously created by students or artificial intelligences to adapt to different proposed themes. The research is qualitative in nature, of a documentary approach, following the principles of interpretative Applied Linguistics, and adopts a dialogical theoretical basis from the Bakhtin Circle, understanding language as a historical, social, ideological, and international phenomenon. It also utilizes the views and thoughts of authors such as Silva (2015), Sobral (2009), and Possenti (2009) for a better theoretical foundation. Furthermore, during the investigation process, lexical, compositional, and intentional aspects were considered, allowing for the identification of how students contextualize social and normative discourses to assert their authorship in a regulated context. The results obtained, despite the format required by the exam that 'invites' participants to use conventional structures, reveal a multiplicity of voices and positions that express the active presence of the authorial subject. Furthermore, the uniqueness and linguistic transformation were noted, corroborating the Bakhtinian perspective of language as a space for dispute and negotiation of meanings. Finally, it was found that the essays of the ENEM, when analyzed from different angles and perspectives, transcend their evaluative role, constituting symbolic spaces where young people express their worldviews, values, and opinions, thus resisting standardization through creativity and reinterpretation of the models offered by the media and others, reaffirming the importance of considering school texts as dynamic fields of human expression.Item 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/9019670882435484This 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.Item 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/7428490483642315This 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.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.