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Item Preconceito linguístico e ensino: uma reflexão na prática docente(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-21) Miranda, Marcelle Fabiane Alves da Costa; Leite, Kathia Maria Barros; http://lattes.cnpq.br/6411722188707901; Santos, Kayllene Leite da Rocha; http://lattes.cnpq.br/9831921760596914; Silva, Adriana Cristina Leite; http://lattes.cnpq.br/8755732812212119This article examines linguistic prejudice within schools, investigating its origins, expressions, and potential methods for addressing it. The research, which is bibliographical and exploratory in nature, included questionnaires administered to educators to understand their perceptions and actions regarding linguistic diversity. The findings show that, although there is recognition of the need to value the different forms of Portuguese, the standard norm still dominates, which can lead to exclusion and undermine students' self- esteem. Based on authors such as Bagno (2007), Mollica (2009), and Faraco (2008), the article argues that language is a dynamic and culturally diverse element. Some positive educational practices, such as critical literacy initiatives and interdisciplinary methodologies, have been observed, but they remain limited. The research concludes that overcoming linguistic prejudice requires ongoing professional development for educators, inclusive approaches, and educational policies that recognize linguistic diversity as part of cultural heritage.Item Contribuições das Metodologias Ativas para o Ensino de Língua Portuguesa no Ensino Fundamental II(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-06-06) Silva , Alani Albuquerque da; Silva , Everton Marques da; http://lattes.cnpq.br/2707771801805476; Silva , Poliana Pimentel; http://lattes.cnpq.br/0148660696988076; Leite, Kathia Maria Barros; http://lattes.cnpq.br/6411722188707901This study aims to analyze the contributions of active methodologies to the teaching of Portuguese Language in lower secondary education, focusing on the development of reading, writing, and oral communication skills, in accordance with the Brazilian National Common Curricular Base (BNCC). The study is based on a critique of the traditional teaching model, centered on content transmission, which is considered insufficient in the face of contemporary educational demands. This research is situated within the field of Applied Linguistics (Moita Lopes, 2006) and is characterized as qualitative and bibliographic in nature, grounded in authors such as Freire (1996), Moran (2015; 2018), Berbel (2011), Bacich and Moran (2018), Antunes (2003; 2009), Bakhtin (2003), Marcuschi (2008), and Rojo (2012), as well as official documents such as the National Curriculum Parameters (Brazil, 1998) and the BNCC (Brazil, 2017). Academic studies and experience reports related to the application of active methodologies, such as Project-Based Learning, Problem-Based Learning, Flipped Classroom, Gamification, and Collaborative Learning, were analyzed. The results indicate that these methodologies encourage student protagonism, promote greater engagement, and contribute to more meaningful learning. It is observed that such approaches articulate theory and practice by working with real situations of language use, developing linguistic and cognitive skills in an integrated manner. In addition, they stimulate autonomy, critical thinking, and collaboration among students. It is concluded that active methodologies represent relevant strategies for Portuguese Language teaching, as they are aligned with the competencies proposed by the BNCC and with contemporary educational demands. However, its effectiveness depends on teacher planning, as well as other factors intrinsic to school dynamics.Item O papel da literatura contemporânea na formação de leitores da 1ª série do Ensino Médio(2025) Santos, Beatriz Luz dos; Montes, Valéria Alves; Montes, Valéria Alves; Lima, Rosângela Nunes de; Santos , WellinghtonThis article aims to outline a profile of high school students regarding their experiences as readers and the importance of reading for the development of citizenship. The study analyzes the process of contemporary literature in the formation of first-year high school readers. To this end, we start from the following question: what are the reading practices of high school students and their discursive representations of their formation as readers? From this, we will analyze didactic strategies used in high school for reading literary works focused on contemporaneity, which portray the reality of the social environment. We reference our work based on the contributions of the author Rubem Fonseca, who brought literature closer to real life by writing about problems and situations that are part of the daily life of large cities, such as violence, social inequality, corruption, and moral conflicts. For this work, the explanatory research method was used, which aims to build familiarity with the problem addressed. Based on the theme, this research was developed in two stages: bibliographic research and field research, of a strictly qualitative nature. Therefore, it is necessary to portray that there is a consensus that students show resistance to reading literary works and do not value this practice as something important for their human development. In this sense, contemporary literature plays a fundamental role, enabling the reader to better understand their condition of being in the world, reflecting on their own experiences, and awakening a critical sense of reality. However, the school plays an essential role in the formation of readers; therefore, it is up to the school to provide ideal conditions for the development of reading, in addition to the teacher's role in this process. Thus, the formation of readers guarantees freedom of expression, in which students can express their feelings, discover and better understand their emotions, opening up avenues of knowledge, making them readers aware of their needs and obligations, in the pursuit of a more just society.Item Textos multimodais: desafios no ensino da variação linguística(2025-05-26) Santos, Antônio Monteiro dos; Correia, Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377; Lima, Antonio Carlos Santos de; https://orcid.org/0000-0003-2219-7441; http://lattes.cnpq.br/8646424835026554; Silva, Cleide Calheiros da; https://orcid.org/0000-0001-7713-649X; http://lattes.cnpq.br/7445136004807968NenhumItem Pedagogia da sociolinguística, poder e filosofia da educação na EJA(2025-10-14) Melo Sobrinho, Luan Severino de; Ferreira , Danielle da Silva; http://lattes.cnpq.br/7027017204663432; Maia , Willianice Soares; http://lattes.cnpq.br/0338504323994119; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050; Canuto, Hudson Kléber Palmeira; http://lattes.cnpq.br/4371625213976633Language can be demonstrated in a positive way, but also in a way that is harmful to the education of young people and adults, as if we think of language in a static and elitist way, we will disregard manifestations that go beyond normative grammar, hierarchizing and separating cultured dialect and marginalized language. In the education of young people and adults, perhaps this status has been strengthened, reducing learning and strengthening evasion. Through the qualitative and bibliographic research method, we aim to demonstrate the importance of understanding the different manifestations of the language in a non-elite and exclusionary way, but which can facilitate the education of young people and adults, through variationist and interactionist sociolinguistics with their perspectives on the pedagogical training of these students. Among the selected authors we have: Paulo Freire, Foucault, Lukesi, Fabrício and others.Item ALMEIDA, João Paulo Fonseca de. O ensino de direitos humanos mediado pela obra de Graciliano Ramos “Vidas secas”: uma proposta de sequência didática(2025-06-27) Almeida, João Paulo Fonseca de; Santos, Vanusia Amorim Pereira dos; http://lattes.cnpq.br/0841641614487512; Silva, Ana Quitéria Menzes de Oliveira e; http://lattes.cnpq.br/6438536384857226; Araújo Neto, Zoroastro Pereira de; http://lattes.cnpq.br/6333230791654121This work proposes the use of the literary work Vidas Secas, by Graciliano Ramos, as a pedagogical tool for teaching Human Rights in Basic Education. Based on the Brazilian National Common Curricular Base (BNCC), the study develops a didactic sequence composed of five thematic lessons, using selected chapters from the novel to promote a critical reading of Brazilian social reality. The methodology is grounded in the didactic sequence model proposed by Schneuwly, Dolz, and De Araújo, combining literary analysis with reflections on the violation of fundamental rights. The choice of the novel is justified by its character of social denunciation and its portrayal of the marginalization of the sertanejo (inhabitant of Brazil’s arid backlands), allowing connections with contemporary issues such as human dignity, social inequality, child exclusion, and justice. The work aims to foster critical thinking, broaden students’ sociocultural repertoire, and encourage their civic engagement. The proposal is flexible for implementation in different educational contexts, especially in Basic Education.Item A leitura no ciberespaço: uma investigação sobre o uso das fanfics(2023-11-21) Gomes , Emilly Fernanda da Silva; Palmeira , Húdson Kleber Canuto; http://lattes.cnpq.br/4371625213976633; Silva , Ari Denisson da; http://lattes.cnpq.br/0863504643409677; Barbosa , Cleusa Salvina Ramos Maurício; http://lattes.cnpq.br/7243836316721979This paper analyzes the formation of students as readers and authors in the formal teaching environment through the genre of fanfiction. We will begin by reflecting on the issues that are prioritized in Portuguese language classes during the initial years of high school. To this end, a field study was carried out with the aim of analyzing the formation of readers within the school environment, and how the dialogue between the literacies that students are exposed to can add to their social and academic development. Issues related to generation Z and alpha as readers, and the challenges encountered in the formal teaching environment for the insertion of students in literature and how the fanfiction genre becomes close and dialogic in this process.Item Linguagem, poder e educação: discussões da sociolinguística sobre o ensino de língua portuguesa na EJA em Alagoas(2025-10-21) Santos , Vanderson Guilherme de Lima; Maia, Willianice Soares; https://lattes.cnpq.br/0338504323994119; Silva, Eronilma Barbosa da; https://lattes.cnpq.br/1899340692310050; Araújo, Claudionor da Silva; https://lattes.cnpq.br/6155010171957004; Palmeira, Hudson Kleber; https://lattes.cnpq.br/4371625213976633This study analyses the factors that intensify the difficulties faced by students in Youth and Adult Education (EJA) in acquiring the Portuguese language within their social practices, also considering the power dynamics that permeate these interactions. A qualitative approach was adopted, as this type of investigation offers the flexibility required to explore the complexity of the themes addressed and allows for adaptations to variations that may occur throughout the research process. Such a methodology aligns with a sociolinguistic perspective, enabling a deeper understanding of the power relations that shape language use within the educational context under analysis.This article aims to discuss the relationship between language and power in the context of Youth and Adult Education (EJA), in light of sociolinguistic studies that recognise and value the linguistic plurality of speakers. It seeks to demonstrate how these manifestations impact the socio-educational experiences of learners. Initially, a reflection is presented on the relationship between language and power in the context of EJA in Brazil and in the state of Alagoas, exploring its historical and social relevance based on the theoretical framework proposed by Rummert and Ventura (2007), Da Silva (2022), UNESCO (2008), Brazil (1996), and Freire (2022).Subsequently, drawing on the discussions of Bourdieu (2005), Foucault (2018), Libâneo (2013), Bortoni-Ricardo (2005), Falabella (2020), and Antunes (2007), an approach is presented that values the linguistic plurality of EJA students, recognising their diverse histories and social contexts as central elements in the construction of a critical and emancipatory education.Item Poronga: uma luz em meio a resistência na floresta amazônica(2026-02-26) Galvão, Laura Melissa de Oliveira Santos; Maia, Willianice Soares; https://lattes.cnpq.br/0338504323994119; Santos , José Carlos Lima dos; https://lattes.cnpq.br/5328411913838068; Ávila, Fábio Geraldo de; https://lattes.cnpq.br/5555689965117482This study analyzes the Poronga Project as a significant experience of popular education in the Brazilian Amazon, conceived by Chico Mendes during the socio-environmental struggles of rubber tappers in the 1970s and 1980s. Developed in a context marked by land conflicts, the expansion of large estates, and accelerated deforestation, the project integrated youth and adult literacy, political awareness, and territorial defense. The research is grounded in critical pedagogy, particularly Paulo Freire’s theoretical framework, as well as in literacy studies as a social practice and sociolinguistic perspectives that value orality and linguistic identity. Furthermore, the study proposes an analytical reading of the Poronga Project through the lens of the analytical literacy method, emphasizing the centrality of socially meaningful words and learners’ lived experiences in the learning process. It concludes that the Poronga Project represents both a pedagogical and political legacy, demonstrating that education rooted in territory and committed to socio-environmental justice can function as an instrument of emancipation, resistance, and social transformation.Item A infância silenciada na obra Grande baú, A infância, de Arriete Vilela: repressão simbólica, afetiva e social nas relações familiares(2026-02-11) Rodrigues, Vanderson Alves; Maia, Willianice Soares; https://lattes.cnpq.br/0338504323994119; Silva, Emanuel Marcelo Salgueiro da; https://lattes.cnpq.br/7204178290053143; Santos, José Carlos Lima dos; https://lattes.cnpq.br/5328411913838068La infancia es una fase fundamental para la formación del sujeto. Llena de libertad, subjetividad y lo lúdico, tiende a traer felicidad a los niños. Sin embargo, no todo puede ser lo que parece. La infancia también puede estar cargada de silenciamiento y opresión. La obra Grande baú, a Infância de Arriete Vilela, repleta de regionalismo, conlleva una fuerte realidad de la vida infantil, por lo que buscamos en este trabajo analizar los impactos que este tipo de estructura familiar, patriarcal, provoca. Se utilizó en este trabajo un enfoque de análisis crítico de materiales bibliográficos con tenor cualitativo. Para ello, dialogaremos con teóricos importantes como Freire (2022) que habla sobre la opresión, la cual está presente en nuestra historia; Caldeira (2010), Cademartori (2010), que traen en sus textos la perspectiva de la infancia en los tiempos de hoy; Sarmento (2003) que trae una visión sobre el imaginario infantil; Qvortrup (2010) que trabaja la estructura familiar; entre otros que abordan temas como la memoria y la desigualdad de género, los cuales también son fundamentales para entender el poder que la sociedad machista-opresora tiene todavía para moldear las mentes, principalmente de las niñas. Al trabajar con este texto podemos ver cómo la infancia sigue siendo subyugada por la sociedad que busca dominarla, moldearla y podar los deseos infantiles desde temprano, para que, al traer estas cuestiones, podamos hacer reflexiones y discusiones sobre si estamos buscando y creando una sociedad igualitaria para todos. Sería imprescindible que los temas aquí presentes, y también en la infancia en general, reciban una mayor atención de los agentes de la sociedad, pues es en esta fase que el sujeto comienza a entender cómo funcionan las cosas y busca moldear su propia identidad.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.