Dissertations/Thesis

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2024
Dissertations
1
  • VERINALDA MARIA DE LIMA SILVA
  • Didactic experience with multiliteracies: video literary reviews on Youtube by Elementary School students.

  • Advisor : LUIZ FERNANDO GOMES
  • COMMITTEE MEMBERS :
  • DÉBORA LIBERATO ARRUDA HISSA
  • LUIZ FERNANDO GOMES
  • SILVIO NUNES DA SILVA JUNIOR
  • Data: Mar 20, 2024


  • Show Abstract
  • To analyze how literary productions can contribute to the culturalization of reading in the three spheres of our existence: our professional life, our public life (citizenship) and our private life (world of life) from the reading of literary texts, multiliteracies and multimodal texts promoting ideological and social debate and, thus, forming critical students for citizenship practices.

2
  • MARIA DAS GRAÇAS DOS SANTOS TENÓRIO
  • LITERARY LITERACY AND MULTIMODALITY: INTERPRETATIVES TRAILS IN READER EDUCATION

     
  • Advisor : ELIANA KEFALAS OLIVEIRA
  • COMMITTEE MEMBERS :
  • ADNA DE ALMEIDA LOPES
  • ELIANA KEFALAS OLIVEIRA
  • GISELLY LIMA DE MORAES
  • Data: Mar 25, 2024


  • Show Abstract
  • The present project, entitled Literary Literacy and Multimodality: interpretative trails in
    the formation of the reader, aims to contribute to Literary Literacy in a 9th grade class
    of elementary school II, from a public school in the interior of Alagoas, in a multimodal
    approach, and in a route traced from the reading and literary interpretation of poems
    (especially haiku) and micro stories in conversation circles. In the exercise of literature,
    the practice of reading and interpreting the text can provide experiences of discoveries
    and meanings, through the intersection of meanings focused on the materiality of
    words. Considering that the work with literary reading at school lacks more focus on
    the reader's interaction with the text, which allows to know the humanizing force of
    literature, and that it is important to actually promote the literary formation of students
    in school spaces, thus, this research level II of elementary school. The work to be
    developed will be qualitative, based on action research, based on Cosson (2014),
    Ribeiro (2021), Aguiar and Bordini, (1993), Pinheiro (2007), Soares (2011), Iser
    (a2002), among other authors. The instruments that will be used are: the teacherresearcher's reflective diary, lesson plans that will be elaborated from the basic
    sequence of Cosson (2014) and the reception method, proposed by the authors Aguiar
    and Bordini, recordings in audio, videos and photographs of practices developed
    during classes, transcription of classes, reading and analysis of poems and short
    stories and production of literary texts by students and interactions in the classroom.

     
3
  • SERGIO ROGERIO OLIVEIRA DA SILVA
  • A CAMINHO DA ESCOLA: PRÁTICAS COM DIFERENTES LINGUAGENS EM TURMAS DO 6º ANO DO ENSINO FUNDAMENTAL

  • Advisor : ADNA DE ALMEIDA LOPES
  • COMMITTEE MEMBERS :
  • ADNA DE ALMEIDA LOPES
  • ALDIR SANTOS DE PAULA
  • ELIANA KEFALAS OLIVEIRA
  • YANA LISS SOARES GOMES
  • Data: Mar 26, 2024


  • Show Abstract
  • O trabalho apresentado tem como objetivo discutir a necessidade de trabalhar com a multimodalidade em sala de aula oportunizando aos estudantes realizarem práticas com diferentes linguagens. No caso em questão, esse trabalho se deu no 6º ano do ensino fundamental a partir das experiências encontradas no caminho que os estudantes fazem de casa até a escola em uma perspectiva de eles perceberem as diversas informações, linguísticas ou não, que existem durante esse caminho, como elas se apresentam e como eles as identificam. Trabalhar com várias linguagens justifica-se pela necessidade de estar em consonância com o mundo digital e semiótico da contemporaneidade na qual os estudantes estão imersos fora da escola e também por saber que eles têm letramentos extraescola que podem ser aproveitados e/ou aprimorados com trabalhos multimodais dentro da escola. Para isso, foi necessário também uma discussão sobre cultura e diversidade a fim de entender as diversidades que adentram às escolas: de culturas, de saberes, de crenças, de gostos, de aptidões. As pluralidades existentes na sociedade, como preconiza a BNCC, na tentativa de compreender o mundo e o entorno escolar, a fim de entender melhor as produções textuais dos estudantes. Apresentamos uma proposta de atividade que foi desenvolvida levando em consideração o local de moradia dos estudantes e o percurso que eles fazem até chegar à escola, tentando extrair o que eles percebem em seu meio e as informações implícitas e explícitas no caminho que possam ser transformadas em textos nas mais variadas semioses. Para isso, foram adotados como referências vários teóricos que discutem as temáticas relacionadas a multiletramento, cultura e educação, entre outros: Rojo & Moura (2012); Souza (2011); Moran & Bacich (2018); e Canclini (2008).

4
  • MARIA IDALINA DE HOLANDA ARGOLLO GÊDA
  • READING AND WRITING PRACTICES THROUGH THE CAUSE GENRE: AN INTERVENTIVE RESEARCH IN A 9th GRADE CLASS OF A STATE PUBLIC SCHOOL

  • Advisor : FABIANA PINCHO DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • FABIANA PINCHO DE OLIVEIRA
  • MARIA FRANCISCA OLIVEIRA SANTOS
  • MARIA INEZ MATOSO SILVEIRA
  • Data: Mar 26, 2024


  • Show Abstract
  • The present study has the general objective of awakening in 9th grade students an interest in reading and enjoying genres in the way of narrating, such as short stories, chronicles, fables and mainly stories, through reading and writing workshops that allow them to identify and analyze the linguistic and discursive specificities of the predominant narrative sequence in these genres, as well as thematic and stylistic issues that are relevant to understanding and producing them. The research will be carried out with students of the 9th year of an institution of the state public education network in Maceió-Alagoas, at the State School of Basic Education Manoel Simplício do Nascimento. Based on a survey questionnaire, the teacher-researcher obtained answers related to the students' reading and writing profile, which showed the need to encourage the reading of texts for pleasure and creative writing. Thus, the interest in working with genres in the field of narrating arose, especially the story genre, since it uses an informal linguistic record, with a rich vocabulary, presents traces of humor, deals with everyday themes or rescues themes from popular culture, among others. other linguistic and discursive characteristics that, due to the thematic familiarity, show great chances of bringing motivation and arousing the interest of the class. From the experience lived by the students or by rescuing the experiences of family and friends, the students will be able to produce stories that strengthen the traditions of the community. Thus, this action research will use a qualitative approach which, in this context, becomes viable because it is a method that generates data through the analysis of the object of study, the subjects involved, the situations and phenomena that will happen during the analysis.

5
  • MARIA VÂNIA SOARES DE MENDONÇA CÉSAR
  • Alfabetização e letramentos: propostas pedagógicas para os anos iniciais no contexto pós-pandemia

  • Advisor : ANDREA DA SILVA PEREIRA
  • COMMITTEE MEMBERS :
  • ADNA DE ALMEIDA LOPES
  • ANDREA DA SILVA PEREIRA
  • SILVANA PAULINA DE SOUZA
  • Data: Mar 27, 2024


  • Show Abstract
  • O presente trabalho discute questões sobre o ensino de língua portuguesa nos anos inicias do Ensino Fundamental I (EFI) no contexto da pós-pandemia da COVID 19 em uma escola do município de Maceió situada no bairro de Santa Lúcia na periferia da cidade. Acompanhando uma turma desde seu ingresso no terceiro ano em 2022 até o quarto ano  (no presente momento), o fato de a maior parte dos alunos ainda não se encontrar alfabetizada chama a minha atenção como problema de pesquisa. A partir dessa inquietação observada dentro desse tempo de um ano e meio de convivência e trabalho com a turma em sala de aula, estabeleci as seguintes perguntas de pesquisa: a) quais são as práticas de alfabetização usadas com meus alunos na fase pós-pandemia estão ajudando e/ou dificultando a concretização do processo de aquisição das primeiras letras?; b) uma mudança de abordagem pedagógica para o ensino de língua portuguesa nos anos iniciais que busque associar as práticas de alfabetização (com foco no domínio do sistema alfabético e ortográfico) das práticas de letramentos (com o foco no uso das práticas sociais em que se usa a escrita) poderia colaborar com o processo de construção da linguagem escrita da turma , em especial, dos alunos que se encontram ainda nos primeiros níveis de saberes da escrita? A partir dessas perguntas, a objetivo do presente trabalho é o de descrever e refletir sobre o desenvolvimento de uma proposta pedagógica que conceba os letramentos não dissociando o código linguístico do uso linguístico. São apresentadas no presente exame de qualificação três atividades desenvolvidas com a turma do que pretendo que constitua uma proposta pedagógica para o ensino de língua portuguesa para os anos iniciais.

6
  • MARIA ALICE DOS SANTOS

  • Decolonizing the teaching of literature at school: adoption of critical racial literacy practices based on short stories by black Brazilian authors

  • Advisor : LIGIA DOS SANTOS FERREIRA
  • COMMITTEE MEMBERS :
  • ELIANA KEFALAS OLIVEIRA
  • JORDANIA DE ARAUJO SOUZA GAUDENCIO
  • LIGIA DOS SANTOS FERREIRA
  • Data: Apr 3, 2024


  • Show Abstract
  • Problematizing education, in Freire's understanding, is revolutionary, and because we believe in this, this work presents a decolonial proposal, that is, an epistemological option that seeks to recognize, respect and value diverse knowledge, peoples and cultures and their respective literatures, against the essentialist ideas and universal standards, pillars of neoliberalism. Since literature is an instrument for constructing the social imaginary, the reading of black Brazilian authors by students at school contributes to humanizing bodies, building concrete subjectivities and promoting socio-cognitive development. This Profletras dissertation aims to reflect on the decolonization of literature teaching at school, adopting critical racial literacy practices through the narratives of black Brazilian authors. To this end, we adopted action research, of a qualitative nature, as a methodological approach in a 9th grade class at a school located on the north coast of Alagoas. As methodological procedures, we applied initial and final survey questionnaires, developed activities to encourage the practice of literary reading, such as reading circles, with emphasis on the game “Decolonize yourself!”, records were made of the reading experiences of the participating subjects, diary researcher's reflection and photographic records of classroom activities. The interventional pedagogical practice was based on a basic sequence of literary reading along the lines of Cosson (2014), using the method of critical racial literacy, by Aparecida Ferreira (2015), based on critical racial theory, by Ladson-Billings and Tate (1998), also having as theoretical basis Santos (2022), Freire (2005), Gomes (2017) among other decolonial authors. This research experience with 9th grade students resulted in reflection on the necessary inclusion of literary texts by black authors on the “school floor”, from the perspective of deconstructing stereotypes constructed by Western canons and/or Brazilian classics , in order to build imaginaries of resistance, given that black female literary reading is still not widespread in schools, but is shown to be a powerful instrument for deconstructing essentialist knowledge that feeds racism and its various dimensions. Such study by students will combat the delegitimization of Afro-Brazilian art, culture and literature.

7
  • MARIANA DA SILVA CUNHA
  • Spelling errors in the writing of students in the 9th grade of Elementary School
  • Advisor : ALDIR SANTOS DE PAULA
  • COMMITTEE MEMBERS :
  • ADNA DE ALMEIDA LOPES
  • ALDIR SANTOS DE PAULA
  • ELZA MARIA DA SILVA
  • FABIANA PINCHO DE OLIVEIRA
  • Data: May 31, 2024


  • Show Abstract
  • This work aims to describe and analyze the spelling errors of a 9th grade class of Elementary Education in a public school in the municipality of Jequiá da Praia-AL. For this work, spelling errors will be cataloged given their occurrence from highest to lowest and from this classification a justification for such occurrences will be sought, which will guide the works with the researched theme, based on authors such as Morais (2006), Zorzi (1998), and Bortoni-Ricardo (2004). Data will be collected by applying two diagnostic activities: the first will be a 'word dictation'; the second the production of an autobiography. The purpose of the work is to minimize the spelling problems presented by 9th grade students, as well as to make them aware of the importance of writing orthographically inside and outside of school. The preparation and application of this intervention proposal are justified due to the great difficulty with the use of spelling, presented by the students of that school. The proposal is, after data collection, to categorize the errors and through didactic sequences along the lines of Dolz, Noverraz and Schneuwly (2004) to promote strategies that contribute to the reflection and expansion of spelling knowledge. The methodological orientations follow the procedures adopted in an action research (Thiollent, 1985), which allows the exchange between the means of production and the classroom, making a great contribution to the advancement of studies in education, in accordance with what the BNCC - National Common Curriculum Base (BRASIL, 2018)

8
  • SAMUEL DE LIMA MACÊDO
  •  

    THE ASSESSMENT OF READING COMPETENCE AMONG FIFTH GRADE ELEMENTARY SCHOOLSTUDENTS THROUGH VERBAL READING PROTOCOLS

  • Advisor : MARIA INEZ MATOSO SILVEIRA
  • COMMITTEE MEMBERS :
  • ADNA DE ALMEIDA LOPES
  • ADRIANA CAVALCANTI DOS SANTOS
  • MARIA INEZ MATOSO SILVEIRA
  • Data: Aug 28, 2024


  • Show Abstract
  •  Faced with reading comprehension difficulties detected among some students in the fifth year of Elementary School, this work aims to investigate the reading competence of these students through verbal reading protocols. The assessment of reading competence is important in order to verify the level of development of students' textual comprehension and to identify possible difficulties with a view to remediation activities. Verbal protocols are a useful tool for collecting data on students' reading and text comprehension processes. The participants of this research will be the students of a fifth grade class of Elementary School of a rural public school in São Caetano, municipality located in the rural region of Pernambuco, whose students will be applied verbal reading protocols, in individual sessions, with the objective of check the level of reading comprehension of these students. The results will be analyzed and compared with the expected standards for students in that year/grade. The analysis of the verbal protocols will allow to identify the strategies used by the students during the reading and the possible causes of the presented difficulties.

2023
Dissertations
1
  • ANTONIO JOSÉ PEREIRA DA SILVA
  •  
    STUDY OF LINGUISTIC VARIATION IN THE CLASSROOM: AN EVALUATION THE LINGUISTIC ATTITUDES 
    OF STUDENTS IN RELATION TO TRAITS PORTUGUESE LANGUAGE GRADUATIONS

  • Advisor : ALDIR SANTOS DE PAULA
  • COMMITTEE MEMBERS :
  • ALDIR SANTOS DE PAULA
  • ALMIR ALMEIDA DE OLIVEIRA
  • FERNANDO AUGUSTO DE LIMA OLIVEIRA
  • Data: Mar 28, 2023


  • Show Abstract
  • Linguistic variation is an inherent characteristic of all languages and manifests itself in the speech of all people, regardless of their level of education or social class, in all varieties, including the so-called prestige norms. And, according to research by Bortoni (2004), this variation occurs along a continuum, manifested in the gradual traits that according to Bagno (2007) appear in the Brazilian General Vernacular such as monotongação and assimilation. This social variation, according to Faraco (2015), is "the real issue to be faced. Therefore, this paper is aimed to verify the student's perception of the variation that occurs along the urbanization continuum and what attitudes they manifest towards the phenomenon. For this purpose were chosen the linguistic forms dinhêro, diêro- as representatives of monotongação and soltano, as representative of assimilation; since they are gradual features of the language, appearing this way in the stigmatized and prestigious varieties. This research uses the assumptions of Educational Sociolinguistics found in Bortoni Ricardo (2004, 2005), in Variationist Sociolinguistics, according to Labov (2008), Bagno (2004, 2007, 2019, 2020) and in the assumptions of the Pedagogy of Variation, according to Cyranka (2007), Faraco (2008), among others. The methodological procedures consist of the application of perception and attitude tests, in order to know the students' linguistic behavior.

2
  • JACKSON SANTOS DE OLIVEIRA
  • The objective of the study is to reflect on the didactic procedures in a proposal of retextualization of an interview for memory narrative. 

  • Advisor : ADNA DE ALMEIDA LOPES
  • COMMITTEE MEMBERS :
  • ADNA DE ALMEIDA LOPES
  • ELIANA KEFALAS OLIVEIRA
  • RICARDO JORGE DE SOUSA CAVALCANTI
  • Data: Mar 30, 2023


  • Show Abstract
  • The objective of the study is to reflect on the didactic procedures in a proposal of retextualization of an interview for memory narrative. This proposal aimed to lead students from the 7th year of elementary school to rescue orality stories, through interviews with the oldest people in the community of Povoado Boca da Mata, Atalaia/AL, and transform these narratives into literary memories, through the retextualization processes. Based on these, some research questions are presented: What linguistic and discursive resources related to the structure of textual genres are mobilized by students during the transformation of oral texts into written texts and the re-writing of these texts? How do they perceive the teacher’s intervetionin this process of transformation? What aspects reveal the autonomy of the student, when they recontextualize the interview? The methodological approach of the search involves two moments of data collection: the first, the collection of audio-recorded interviews; and the second, the collection of texts rewritten by students from interviews conducted, to analyze aspects of memory narratives. For this, theoretical foundations were sought in studies on writing, rewriting and retextualization in the research of Marcuschi (2010), Koch (2009), Matencio (2002,2003), Antunes (2010), Silveira (2008), among others; and in studies related to Memory and Society in research by Boeno (2013), Halbwachs (2006), Bosi (1987) and Pollack (1989). The perspective is that it is possible to reflect on the difficulties and advances in the attempt to immerse students in different textual genres, both through reading and writing.

3
  • MARIANY PEREIRA CAVALCANTI DE FRANCA
  • Comics in the classroom: methodological strategies for reading and writing practices at school

  • Advisor : FABIANA PINCHO DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • FABIANA PINCHO DE OLIVEIRA
  • FERNANDO AUGUSTO DE LIMA OLIVEIRA
  • MARIA AUXILIADORA DA SILVA CAVALCANTE
  • Data: Mar 31, 2023


  • Show Abstract
  • Amid the contemporary scenario, marked by different languages and the multimodality of texts, comics appear as a relevant tool for working with young people in the teaching and learning processes, since, in addition to being popular in the universe of children and adolescents, they have a language of their own, a peculiar one, that mixes verbal and non[1]verbal resources, being a very rich form of communication that requires broad participation from the reader for the construction of meanings. Therefore, this research has the general objective of promoting strategies that contribute to the development of reading and writing by students in an 8th-grade class at a Public School in the State of Alagoas, in the municipality of Maceió, through a work aimed at the use of the hypergenre comics (RAMOS, 2009), in a multiliteracy perspective. The methodological orientations follow the procedures adopted in a research of qualitative nature (LUDKE and ANDRÉ, 1986), applied, and of ethnographic disposition. The use of this type of research, in everyday school practice, is characterized by direct contact of the researcher with the situation to be researched, thus reconstructing, through its techniques, the experiences that permeate the classroom practice (ANDRÉ, 2004). From the participant observation, there was an interventional work practice, carried out by the teacher-researcher, also configuring this work, in this way, as action research (TRIPP, 2005). The interventional practice was based on a didactic sequence (DS) along the molds of Dolz, Noverraz, and Schneuwly (2004), in consonance with the National Common Curricular Base (BRASIL, 2018), also having as a theoretical basis Ramos (2009; 2017; 2021), Vergueiro and Ramos (2020), Vergueiro (2018), Rama et al (2018), Barbieri (2017), Rojo and Moura (2012), Matencio (2002) and others who bring valuable contributions about comics and to the practices of reading and writing at school. From the data analysis, it was observed that the work with the hypergenre comics presented very significant results, since, collaboratively, they produced a comic contemplating the most diverse resources used by the language of the hypergenre – creatively and efficiently, according to the proposal – in addition to demonstrating enthusiasm and motivation when reading comics and when doing a comparative analysis between a comic and its film adaptation. Therefore, it can be concluded that the use of the didactic sequence model, in addition to the moments of reading in the classroom and comparative analysis, appears to be effective in the teaching and learning processes of genres, including multimodal ones. 

4
  • BIANCA DE FÁTIMA DOS SANTOS DIAS
  • RAP AS A TOOL TO HELP READING UNDERSTANDING AND DEVELOPMENT OF CRITICAL CONSCIOUSNESS   AMONG NINTH YEAR STUDENTS OF A PUBLIC SCHOOL

  • Advisor : LUIZ FERNANDO GOMES
  • COMMITTEE MEMBERS :
  • HELSON FLAVIO DA SILVA SOBRINHO
  • ISABEL CRISTINA MICHELAN DE AZEVEDO
  • LUIZ FERNANDO GOMES
  • Data: May 19, 2023


  • Show Abstract
  • Rap, a marginalized musical genre, and much appreciated by teenagers and young people, has gained space on the outskirts of large cities, as it is a discourse of resistance from the financially less wealthy classes and social minorities. Since it is a discourse of dissatisfaction and overcoming, students who come from the periphery tend to identify with the lyrics of Rap. In this way, they find meaning in these texts. This work is justified, therefore, by the need and importance of reading and textual interpretation, not only in the academic or school context, but mainly for the formation of the individual citizen capable of perceiving, understanding and criticizing the world around him. Therefore, the action research presented here intends to provide an experience of didactic intervention in Portuguese Language classes with students of the 9th Year of Elementary School in a public school in Maceió, with the objective of increasing the development of students' reading competence through lyrics of the Rap genre, also known as the manifestation of the sung word, using reading comprehension and textual interpretation activities, such as multiple choice tests, appreciation of video clips, in addition to debates and conversation circles. As for the methodological aspects, quantitative and qualitative questionnaires will also be used, making use of the participant observation process to analyze the data obtained that will prove the effectiveness of the proposed methodology. The theoretical foundation will cover the study of the genre in question, its history, evolution and repercussion in the current scenario of Brazilian musical culture, based on authors such as ANDRADE (2000), LOUREIRO (2016), SOUZA (2011), (BAUMAN, 2001); the cognitive theories of reading and textual comprehension and the practice of text analysis  (SILVEIRA, 2015; ANTUNES, 2013).

     

5
  • EDILAYNE DANTAS DA SILVA
  • “BIRUTA” AND “THE DISCIPLINE OF LOVE”, BY LYGIA FAGUNDES TELLES: A PERSPECTIVE OF THE TEXT AS A GAME AND WITH GAMES IN A 9th GRADE CLASS OF ELEMENTARY SCHOOL

  • Advisor : ELIANA KEFALAS OLIVEIRA
  • COMMITTEE MEMBERS :
  • ADNA DE ALMEIDA LOPES
  • ELIANA KEFALAS OLIVEIRA
  • MÁRCIA TAVARES SILVA
  • Data: Jul 31, 2023


  • Show Abstract
  • This research project reflects on aspects of the formation of the literary reader, based on a didactic proposal of approaching the text in the classroom, focusing on the interaction of the student reader with the text in the practice of literary analysis, aiming to establish a relationship of play with the work in the face of the multiple possibilities of constructions of meanings. For this, some digital tools will be used in learning the analysis of the short stories "The discipline of love" and "Biruta", by Lygia Fagundes Telles in the classroom of students of the 9th year of Elementary School of a public school in Maceió/AL. The research interest in literary literacy (COSSON, 2009) and reception theory (JAUSS, 1979), more specifically, the study of the act of reading the literary text as a game (ISER, 1979), and through games, emerged from experiences of reading and interpretation of texts with students of the analyzed series. The activities of working with the literary text are sometimes identified by students as "difficult", "tiring" and often "disheartening", as they are not always able to get excited about reading a text, as well as entering the multiplicities. meaning in the practice of text analysis. In view of this scenario, it is intended to investigate how the literary text will be received by the reading students from the approach of the literary reading of short stories as a game and through games, aiming at the effective contact of the readers with the text and the development of interpretive sensitivity, as well as a taste for reading and the reader's autonomy in the practice of literary analysis. The methodology that will be used is the qualitative research that will be developed through the reading of the stories and questions elaborated in Wordwall, Kahoot, Fotor and Padlet. This work will have as theoretical basis the studies of several authors, among them, ISER (1979), JAUSS (1979), GERALDI (2010), RANGEL (2005), COSSON (2009), HUIZINGA (2007), CHAMBERS (2013), PAULIUKONIS (2018), ANTUNES (2010), SILVA (1984), RESENDE (2014).

6
  • DAYANA PAULINO BARBOSA DA SILVA
  • THE MEANINGS PRODUCTION OF THE CANCEL CULTURE: A STUDY OF ARGUMENTATION IN CLASSES OF THE BASIC EDUCATION THROUGH THE PRODUCTION AND TEXT ANALYSIS OF THE PODCAST GENRE

  • Advisor : HELSON FLAVIO DA SILVA SOBRINHO
  • COMMITTEE MEMBERS :
  • HELSON FLAVIO DA SILVA SOBRINHO
  • FABIANA PINCHO DE OLIVEIRA
  • LIDIA MARIA MARINHO DA PUREZA RAMIRES
  • Data: Aug 16, 2023


  • Show Abstract
  • This study sets out to explore the process of argumentation concerning cancel culture, focusing on its implications for meaning in oral narratives, specifically through student-produced podcasts in a ninth-grade public school class in Arapiraca, Alagoas. Our starting point is a review of the central tenets of prominent official Basic Education guidelines for teaching Portuguese, such as the National Common Curricular Base (BRASIL, 2017) and the National Curriculum Parameters (BRASIL, 1998). We will also examine textbooks and theoretical resources that discuss argumentation and text creation in educational settings, with special emphasis on multimodal formats and the discursive genre of podcasting. These resources engage with the concept of digital texts and 'scriptorality’. Key authors for this discussion include Koch (2011), Koch; Elias (2020), Gallo (2015, 2016, 2017), and Piris (2021). Subsequently, we will assess the semantic effects derived from student arguments around the classroom theme of Cancel Culture, informed by the theoretical underpinnings of Discourse Analysis, as detailed in the works of Orlandi (1998, 2017, 2020a, 2020b) and Dias (2018). This research involves various teaching sequences, prompting students to reflect on societal issues, specifically cancel culture, and foster discussions via podcasts. From this action-based research, it appears that the students offered interpretative responses that challenged and deconstructed previously established readings. This helped students foster a more critical engagement with language, recognizing that argumentation is a societal practice which signifies the world. Furthermore, they learned that such signification practices represent positions that influence reality and have the potential to either uphold or change it.

7
  • BRUNA ROBERTA SANTOS

  • Magic looms in the 9th grade of elementary school: production of mini - reports and short tales based on narratives by Marina Colasanti.

  • Advisor : LIGIA DOS SANTOS FERREIRA
  • COMMITTEE MEMBERS :
  • HELSON FLAVIO DA SILVA SOBRINHO
  • JORDANIA DE ARAUJO SOUZA GAUDENCIO
  • LIGIA DOS SANTOS FERREIRA
  • Data: Aug 25, 2023


  • Show Abstract

  • This research of pedagogical intervention in Portuguese language classes, in a 9th grade class of Elementary School (ES), in a public school in the city of Taquarana-AL, aimed to promote the reflection on the practice of literary reading in the classroom and analyze interactions with literary texts based on the students' development in reading and interpretation skills; in addition to encouraging the production of mini-stories and mini-reports by students about the aesthetic effects experienced with reading, considering the perspective of literacies (FREIRE, 1981; SOARES, 1989; KLEIMAN, 1995; ROJO, 2012; STREET, 2014), in particular, literary literacy (COSSON,2006) which adopts strategies of reading, comprehension, interaction and interpretation. Still, as a basis for reflection, we stood up the conception of Literature as an inalienable human right, by developing a transforming and reflective sensitivity (CANDIDO, 1995), besides these fundamentals, we addressed the similarities and differences between short stories and chronicles (GOTLIB, 1995; CANDIDO, 2003). Therefore, in order to achieve these goals, we adopted an action research as a methodological approach (PINTO, 1989) and the procedures focused on the participation of those involved throughout the process; for that, readings, discussions and analysis of texts were promoted, which were taken to the schoolroom, along with activities and the production of the reasercher’s field diary, teacher of the classroom.

8
  • ALESSANDRA RAMOS DOS SANTOS MIRANDA
  • “NARRAR E CURAR”: REFLEXÕES SOBRE UMA EXPERIÊNCIA DE ENSINO DE LÍNGUA PORTUGUESA EM TEMPOS DE PANDEMIA

  • Advisor : ANDREA DA SILVA PEREIRA
  • COMMITTEE MEMBERS :
  • ANDREA DA SILVA PEREIRA
  • LUIZ FERNANDO GOMES
  • MÁRCIA RODRIGUES DE SOUZA MENDONÇA
  • Data: Oct 10, 2023


  • Show Abstract
  • A presente pesquisa etnográfica apresenta uma reflexão sobre uma proposta didática envolvendo os multiletramentos desenvolvida na disciplina de língua portuguesa de uma turma de 9º ano de uma escola pública da rede estadual de ensino localizada no bairro Vergel do Lago, na periferia de Maceió-AL. O contexto de pesquisa diz respeito à situação de “dupla anormalidade” social (SANTOS, 2020) estabelecida pela pandemia da COVID-19, que coloca em lugar de emergência a necessidade de ressocialização dos alunos ao ambiente escolar. As questões norteadoras deste trabalho são: quais práticas de letramento podem promover um trabalho de escuta e de ressocialização dos alunos na sala de aula no período de retorno às aulas, quer no período emergencial, quer no período presencial, no contexto atual pandêmico? Em que medida as práticas de leitura e escrita de textos contemporâneos, que envolvem os multiletramentos, podem contribuir para a manifestação verbal dos sentimentos dos alunos? Em que medida o trabalho com a leitura literária na sala de aula possibilita espaços catárticos para os alunos externalizarem as experiências vivenciadas no contexto da pandemia da COVID-19? A proposta didática teve como objetivo geral promover a escuta e o acolhimento dos estudantes por meio de atividades de leitura e escrita de diferentes práticas ideológicas de letramento nesse contexto ainda pandêmico. Os objetivos específicos foram: a) proporcionar atividades que promovam espaços catárticos na sala de aula visando ao acolhimento e à expressão dos estudantes; b) acompanhar se há mudanças de socialização à medida que o trabalho for desenvolvido na sala de aula; c) compreender como as práticas de leitura e escrita de textos contemporâneos na sala de aula a partir dos multiletramentos podem contribuir para o ensino de Língua Portuguesa; d) observar as atitudes que os alunos adotam na sala de aula durante as atividades propostas; e) refletir sobre o efeito de mais inserção de leitura literária no trabalho de letramento a partir de cada proposta realizada na sala de aula. Para tanto, além de termos como suporte a perspectiva bakhtiniana da linguagem de Bakhtin e seu Círculo, tivemos como respaldo a abordagem ideológica dos letramentos (STREET, 2014) e a Pedagogia dos Multiletramentos (GNV, 1996; ROJO, 2012).  Os resultados iniciais confirmaram a necessidade de expressão dos estudantes devido às problemáticas vivenciadas no contexto atual pandêmico e mostraram que o espaço escolar aberto para o trabalho de escuta e de acolhimento promoveu um trabalho mais criativo de escrita.

2021
Dissertations
1
  • MARIA LUIZA DE OLIVEIRA MELO
  • The use of the cell phone as a didactic resource: a proposal for the digital literacy of a class of the 8th year of elementary school
  • Advisor : ADNA DE ALMEIDA LOPES
  • COMMITTEE MEMBERS :
  • ADNA DE ALMEIDA LOPES
  • FABIANA PINCHO DE OLIVEIRA
  • FERNANDO SILVIO CAVALCANTE PIMENTEL
  • GUILMER BRITO SILVA
  • Data: Feb 24, 2021


  • Show Abstract
  • In this work, I present and analyze an intervention project (PI) whose central objective will be to contribute to improve the writing skills of eighth grade students at a municipal school, located in Poço das Trincheiras / AL, through the implementation of a Project of Digital Literacy. Before, however, presenting the objectives of this project, I consider it important to present a little of my experience at school, whose PI will be developed, and the reality of those who are part of that school community, since the question that guided this work originated of the experiences lived there. The Municipal Elementary School Professor Tobias Medeiros is located in the city of Poço das Trincheiras / AL, located in the Alagoas backlands. Offers the modalities: Elementary School I, Elementary School II and EJA, works in the morning and afternoon shifts. The students come from various parts of the municipality, since most of the population is concentrated in the countryside. We have students with many specificities, most of them, are of low income and do not understand why they are there.
2
  • CRISTINA SOARES SOUTO
  • CHALLENGES FOR THE USE OF THE WHATSAPP APPLICATION IN REMOTE PORTUGUESE LANGUAGE CLASSES FOR THE EDUCATION OF YOUNG PEOPLE AND ADULTS AT A SCHOOL IN THE MUNICIPAL NETWORK OF MACEIÓ TEACHING: RAPING THE CORONA VIRUS
  • Advisor : LUIZ FERNANDO GOMES
  • COMMITTEE MEMBERS :
  • ANDREA DA SILVA PEREIRA
  • LUIZ FERNANDO GOMES
  • ROSINEIDE DE MELO
  • Data: Feb 25, 2021


  • Show Abstract
  • This research proposed to present data and discuss the use of digital technologies, notably the WhatsApp application for teaching LP in the emergency context of the coronavirus quarantine. Emergency, because the use of digital technologies was the practically mandatory option that was proposed to us as a way to continue classes. For this reason, my research was adapted to quarantine times keeping the theme of rap, but with new questions: to what extent is it feasible to teach classes mediated by the new information and communication technologies and in what way is the technological instrumentation constituted as support (or contribution) of literacy and multi-training practices for young people and adults of EJA The students participating and involved in the research were students from three classes of Youth, Adult and Elderly Education - EJAI from Elementary School, belonging to the final grades (4th, 5th and 6th phases) Final Years of the night period of the Dr. Pompeu Sarmento Elementary School, located at Avenida Muniz Falcão, S / N, Barro Duro, Maceió - AL, with an average age of 15 to 23 years old. The research was carried out in a qualitative approach, more precisely an action research, in a way that involved the sociodemographic, cultural and cognitive aspects, with a view to a better understanding of the reality of the young students of EJA. As a theoretical contribution, the research will be based on theoretical, practical and methodological studies and research by Carrano (2007), Fragoso (2001), Gomes (2010, 2011, 2018), Moran (2005, 2009, 2015), Rojo (2012) , Silva (2017), Silva (2019), Souza (2004), Street (2014), Thiollent (2011). The inevitable use of technologies, especially that of the WhatsApp application, led to school interactions between students different from the uses already known; my difficulties were many and led me to make changes to my teaching proposals; both the teacher and the students had unprecedented experiences, in the end, we can say that there was a lot of learning on both sides; the students learned new forms of social experience and developed new study practices that, certainly, will be useful to them, since the remote classes will extend for a few more months.
3
  • MARIA JOSÉ GOMES DOS SANTOS FARIAS

  • Literature Proposals in Olho d’Água das Flores: paths for a review of teaching practice from a dialogical perspective of language

  • Advisor : ANDREA DA SILVA PEREIRA
  • COMMITTEE MEMBERS :
  • DÉBORA LIBERATO ARRUDA HISSA
  • ANDREA DA SILVA PEREIRA
  • HELSON FLAVIO DA SILVA SOBRINHO
  • LUIZ FERNANDO GOMES
  • Data: Feb 25, 2021


  • Show Abstract
  • This paper proposes a discussion on the partial results of a pedagogical proposal for reading and writing developed in a 9th grade class of a municipal public school located in Olho d ’Água das Flores, municipality of Alagoas. This research, of a qualitative nature and of an ethnographic nature, pointed to the need for the teacher-researcher to review her teaching practice, which is crystallized in a conception of work with reading and writing disconnected from the elements of time and space in which such activities are inserted, disregarding the historicity of the subject students with the context. The established objective of the exploratory phase was to reflect on the review process of the teaching practice of the teacher-researcher of the present research, from the pedagogical work with the literacies that considers the Portuguese language as a form of concrete and unique statements mobilized by participants whose interest is that of their socialization in the world, beyond the technical domain of reading and writing. And it seeks to answer the following research questions: a) taking the Bakhtinian conception of language, who are some of my main interlocutors, real and discursive, in the school context of the classroom? b) has my teaching practice enabled my students to understand living speech? What kind of speaker has my student become from his active responsiveness to my classes? c) Can working with different language practices, including digital ones, contribute to trigger the active role of my students in the world?
4
  • ELIZABETH DOS SANTOS SILVA

  • Analysis of phonological processes present in the written texts of 7th grade students. Year of Elementary School

  • Advisor : ALDIR SANTOS DE PAULA
  • COMMITTEE MEMBERS :
  • ADNA DE ALMEIDA LOPES
  • ALDIR SANTOS DE PAULA
  • ALMIR ALMEIDA DE OLIVEIRA
  • ELIANE BARBOSA DA SILVA
  • Data: Feb 26, 2021


  • Show Abstract
  • The present research work has as object of study the textual production of students of the 7th grade of elementary school in a state public school in Maceió / AL. The research interest focuses on analyzing the influence of phonological processes in the written productions of 7th grade students in Portuguese language classes. In order to redirect the look in the spelling corrections of written texts, which are more commonly treated only as "spelling errors". The work is justified, therefore, by the need for teachers to investigate what are the linguistic phenomena that are beyond grammatical "errors", and thus, seek answers to elucidate and help students to minimize episodes of deviations from current grammatical rules that establish the writing standards of the Portuguese language. The methodology that will be used is of qualitative and quantitative nature, since it will be developed through the case study and, later, by analysis of percentages. To this end, this work will be based on several authors, including Bisol (2014), Bortoni-Ricardo (2004, 2005), Cagliari (2009), Henrique (2007), Morais (2007, 20012), Roberto (2016) , Seara (2011), Cristófaro-Silva (1999).
5
  • OSVALDO EPIFANIO DOS SANTOS
  • Enseñanza de la escritura procedimental. Libro de actividades. Narrativas de experiencia personal. Aspectos de la textualidad.

  • Advisor : FABIANA PINCHO DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • ADRIANA CAVALCANTI DOS SANTOS
  • FABIANA PINCHO DE OLIVEIRA
  • MARIA INEZ MATOSO SILVEIRA
  • Maria Aparecida Silva
  • Data: Feb 26, 2021


  • Show Abstract
  • Este trabajo presenta una propuesta de acción pedagógica al profesor de lengua portuguesa de la enseñanza fundamental cuanto a la escrita procesual, al estudio de la estructura narrativa laboviana y a los aspectos de textualidad de sus alumnos. Utilizamos el Taller de Escrita en observancia a funcionalidad comunicativa del género narrativas de experiencia personal, a partir de los recursos de una secuencia didáctica que permite al profesor identificar las bases de sus acciones de enseñanza de forma consciente y ordinada en relación con los aspectos lingüístico-social-discursivos percibidos en las lecturas, en los ejercicios y en la escrita procesual de sus alumnos. Esta proposición se sitúa en el área de la lingüística Textual, específicamente en su relevancia en los Aspectos de Textualidad que, a principio, tendría en la pesquisa-acción un abordaje cualitativo. Sin embargo, debido a la ocurrencia de la Pandemia del Coronavirus (Covid-19), que asoló Brasil en 2020, esta pesquisa, inicialmente dirigida a los alumnos de la 5ª fase de la Enseñanza de jóvenes y Adultos (EJA) de una Escuela Pública Municipal de la ciudad de Maceió, sufrió un cambio con relación a su formato preliminar, siendo la recopilación de los datos sustituida por el Cuaderno de Actividades que contempla la escrita como proceso de construcción y de madurez. Así, la pesquisa tiene como objetivo principal llevar el profesor de EJA a alargar sus prácticas de enseñanza del proceso de escrita del género narrativas de experiencia personal, a través del uso crítico y flexible del Cuaderno de Actividades. Para la construcción de ese producto, fueron utilizados los siguientes procedimientos: conceptuación del Taller de Escrita, escoja  de la expresión estante en sustitución al término clásico “talleres”, definición de los objetivos de las estantes, actividades de lectura y de comprensión de textos, breve estudio de los componentes narrativos labovianos, secuencias de ejercicios lingüísticos, secciones intituladas “brújula”, “conversa con profesor” y “conversa con el alumno”, acciones detalladas   por el  profesor en  la  evaluación y reescrita de textos a ser  producidos por sus alumnos. Como fundamentación teórica, autores como Antunes (2010), Koch (2014), Koch & Elias (2018) refletaron sobre la secuenciación del texto escrito en una visión  interaccionista de interdependencia entre sus partes; en el estudio del  género textual, en la perspectiva de la construcción de los procesos enunciativos y en la formación del plan composicional, fueron seleccionados los trabajos de Bakhtin (1992, 1997, 2003, 2010, 2016), Marcuschi, (2008), Marcuschi (2010) y Koch (2006). Elegimos los fundamentos teóricos de Labov & Waletzky (1967), de Dolz, Gagnon y Decândio (2010), y una vez más Bakhtin (2016), en las relaciones dialógicas entre los sujetos en la narrativa, como también para el delineamento de los componentes estructurales de la narrativa y de la jerarquización de las informaciones en la actividad de escrita; cuanto a la lógica de la formación/organización de la escrita y los sentidos, aplicamos las concepciones de Fávero & Koch (2012), Koch & Elias (2018). Como metodología de investigación, buscamos los trabajos de Thiollent (1986) y Tripp (2005) sobre pesquisa-acción, como mencionado, para la referencia inicial del formato de pesquisa; finalmente, recorremos al Taller de Escrita de Marquesi et al (2017), como suporte metodológico en las actividades de enseñanza del profesor de EJA.

6
  • ANNE DAYSE BARBOSA SOUSA MAGALHAES

  • Discourse Analysis in the formation of readers: denaturalizing the evidence of meanings produced by fake news

  • Advisor : HELSON FLAVIO DA SILVA SOBRINHO
  • COMMITTEE MEMBERS :
  • EVANDRA GRIGOLETTO
  • HELSON FLAVIO DA SILVA SOBRINHO
  • LIDIA MARIA MARINHO DA PUREZA RAMIRES
  • LIGIA DOS SANTOS FERREIRA
  • Data: Mar 1, 2021


  • Show Abstract
  • This dissertation is the result of an action research developed at PROFLETRAS with the objective of analyzing the reading gestures of the ninth grade students in an elementary school in the municipality of Girau do Ponciano / AL on the effects of sense evidence produced by Fake News that circulated about the new coronavirus in 2020. The research aimed to create reading strategies capable of, together with students, identifying Fake News and problematizing the gestures of interpretation that lead so many people to fall easily into this network of Fake News. We start from the assumption that the school responsibility it is to form critical readers and this implies questioning, the superficial and uncritical reading present in the Digital Age. Thus, especially the Portuguese teacher, needs to produce practices that favor the formation of critical readers in the face of the spreading of Fake News. The methodology is qualitative. The collected data were analyzed using the concepts of Discourse analysis (DA). For this purpose, this paper is based on: Florencio et al. (2009), Mariani (2018), Orlandi (2007, 2009, 2012), Pêcheux (2008, 2014). Through research carried out among students, we observed that 85% are informed through social networks and only 6.8% consider themselves well informed. By the development of activities that discussed and analyzed the constitution, formulation and circulation of meanings deriving from Fake News, the students concluded that it is important to have a critical reading capable of combating the spread of Fake News.

7
  • CLAUDIA MARIA PRAXEDES LEAL
  • Drummonian sound-poetic connections: proposals for literary reading experiences for public elementary schools
  • Advisor : LIGIA DOS SANTOS FERREIRA
  • COMMITTEE MEMBERS :
  • FERNANDO AUGUSTO DE LIMA OLIVEIRA
  • JUSCINEY CARVALHO SANTANA
  • LIGIA DOS SANTOS FERREIRA
  • Data: Mar 12, 2021


  • Show Abstract
  • This research starts from the premise that stimulating art, especially literature, arouses interest in reading and, consequently, in literary writing, which raises the elaboration of a project in which the teaching and study of literature are understood as a fundamental and singular experience, not diminished or erased from the school context. Thus, the contribution of this project follows from the perspective of the participation of the students in the performance of the voice. In this sense, a proposal will be formulated to encourage literary reading through reinterpretations and performance vocalization of selected poems with the aim of promoting literary literacy and contributing to the formation of an autonomous and critical subject of 9th grade classes in public schools . It is, therefore, an approach of action research and has as its basic procedure the realization of workshops to provide the aesthetic experience from the vocalization of the chosen and produced texts, as well as promoting the formation of a critical subject capable of transforming the reality in which it is inserted. This time, the poems were selected: “Sentimental”, “José”, “Infância”, “No Meio do Caminho” and “Poema de Sete Faces” by Carlos Drummond de Andrade. Authors such as Cosson (2006), Zumthor (2018), Pinheiro (2018), Souza (2011), Candido (1988), Freire (2019), Lajolo (1999), Zilberman (1984/2009) will be adopted as theoretical basis ), Mortatti (2004) among others. Keywords: Poems. Carlos Drummond de Andrade. Voice performance. Reading workshops. Literary literacy.
8
  • ELISABETH SILVA DO NASCIMENTO
  • Meeting between the voices of the reader and the author: proposal for the use of the reading diary in literary literacy practices in public elementary schools
  • Advisor : LIGIA DOS SANTOS FERREIRA
  • COMMITTEE MEMBERS :
  • BELMIRA RITA DA COSTA MAGALHAES
  • HELSON FLAVIO DA SILVA SOBRINHO
  • LIGIA DOS SANTOS FERREIRA
  • Data: Apr 5, 2021


  • Show Abstract
  • This dissertation presents the pedagogical notebook entitled “My literary impressions
    between
    short stories and reading diaries” which consists of making available to Portuguese
    language
    teachers a book of literary activities (didactic material), containing procedures and activities
    of
    literary readings in order to enable another look at the literature teaching. Such research
    was

    driven by the problem of little interest in literary texts among students observed by the
    teacher-
    researcher during 7th grade Portuguese Language classes of an elementary public school
    on the 

    south coast of the state of Alagoas. This observation led her to some critical reflections
    about
    the historical schooling process of literature and the relationship between the reading
    subject
    and the literary text. To this end, the following questions were raised, such as: what reading
    practices can be proposed to promote literary literacy among students, How can diary
    reading
    stimulate literary literacy practices among students. From these questions research was
    developed from a historical-critical perspective with the aim of developing literary literacy
    practices from reading short stories and recording the students' aesthetic experiences
    shared in
    reading circles, based on the theoretical discussions about reading (FREIRE, 1989;
    SOARES,
    2003; 2006). The humanization of literature (CANDIDO; 1995), about reading diaries
    (MACHADO, 1998; 2005), the reading circle and literary literacy (COSSON, 2018; 2009),
    among others.

9
  • HOSANA MARIA LINS BUARQUE
  • TRAILS OF LITERARY READING: PROPOSED STRATEGIES FOR LITERARY READING OF TALES AND CHRONICLE IN FUNDAMENTAL EDUCATION

  • Advisor : LIGIA DOS SANTOS FERREIRA
  • COMMITTEE MEMBERS :
  • FERNANDO AUGUSTO DE LIMA OLIVEIRA
  • JUSCINEY CARVALHO SANTANA
  • LIGIA DOS SANTOS FERREIRA
  • Data: May 7, 2021


  • Show Abstract
  • This research was originated from a pedagogical concern: how to propose literary reading activities that relate to the social literacies, with emphasis on the dominant literacy, common to institutional spaces, which sometimes underestimate ideological literacy, of the daily practices of non-institutional spaces, in the terms of Street (2014), considering that the teaching-learning process of reading and writing results from the social relationships in which students are inserted. With the objective of studying and presenting a proposal to the launched problem, I started from the discussion about the strategies of reading practices, and produced a pedagogical notebook entitled “Trails of literary readings: proposals for reading strategies for tales and chronicle in elementary school”, for application in classes from the 6th to the 9th grade of elementary school, by Portuguese teachers, highlighting the aesthetic effects of meaning of the literary text for the construction of a critical and transforming look at reality, promoting the literary literacy. As a methodological approach, action research was adopted, which grounded the steps before and after the development of this research, based on the aforementioned problem and on my daily practice as a public elementary school teacher that demands a process of constant reflection-action. For the study and reflection about the theoretical concepts that guide this research, I highlight the concepts and the authors: reading, writing, alphabetization and literacies, we adopted Magda Soares (2009; 2011), Roxane Rojo (2009; 2012), Regina Zilberman (2003; 2009), Brian Street (2014), Paulo Freire (2019), Brian Street (2014), Rildo Cosson (2018); literature as a human and humanizing aspect, by Antonio Candido (2004), Ana Souza (2010); reading strategies by Isabel Solé (1998), Renata Souza and Cyntia Girotto (2010), Ana Menin (2010).

10
  • LIDIANA PATRÍCIA SOARES SANTOS
  • PHRASEOLOGY IN THE CLASSROOM: A TEACHING PROPOSAL WITH IDIOMATIC EXPRESSIONS WITH 8TH GRADE STUDENTS OF A PUBLIC SCHOOL
  • Advisor : MARIA INEZ MATOSO SILVEIRA
  • COMMITTEE MEMBERS :
  • ADNA DE ALMEIDA LOPES
  • MARIA AUXILIADORA DA SILVA CAVALCANTE
  • MARIA INEZ MATOSO SILVEIRA
  • Data: Aug 30, 2021


  • Show Abstract
  • This research was motivated by the difficulty commonly presented by elementary school students in understanding texts due to vocabulary restriction that compromises not only textual comprehension, but also the production of oral and written texts. It is known that the explicit teaching of vocabulary is little practiced in Portuguese language classes, unlike what happens in foreign language teaching. Therefore, also in the teaching of the mother tongue, it is convenient to think of significant didactic activities that cover not only the study of words alone, but also of “words and their companions” (Leffa, 2000) and in phrasal units, as occurs within the scope of Phraseology. Thus, the action research presented here intends to provide an experience of didactic intervention with 8th grade students of a public school in Maceió, with the aim of increasing the development of lexical competence of students through teaching-learning elements of Phraseology, specifically the idiomatic expressions, also aiming at the development of the metaphorical sensibility necessary for the inferential reading. The data for the analysis of the didactic experience will come from the results of the application exercises in activities such as tests, meaningful and even playful activities using texts, exercises, tests, games, involving sentences, blank texts, and other activities already tested and approved in teaching of foreign languages and perfectly adaptable to Portuguese language teaching. The theoretical basis of the research is based on authors in the area of Lexicology (Polguère, 2018), Phraseology (Burger (1998) and Idioms (Tagnin, 1989) and Ferrarezi Jr. (2008)
11
  • ELISA PEREIRA DA SILVA
  • Between lyrics and verses: the use of Brazilian Popular Music as an incentive for the appreciation of the poetic text in a 9th grade class
  • Advisor : MARIA INEZ MATOSO SILVEIRA
  • COMMITTEE MEMBERS :
  • ELIANA KEFALAS OLIVEIRA
  • MARIA FRANCISCA OLIVEIRA SANTOS
  • MARIA INEZ MATOSO SILVEIRA
  • Data: Aug 31, 2021


  • Show Abstract
  • This research project presents a didactic proposal whose objective is to develop the appreciation of the poetic text through listening, reading and analyzing the lyrics of Songs da MPB in the classroom of 9th grade elementary school students of a state public school in Maceió/ AL. The interest in the research theme arose from the observation that the activities of reading and interpreting poems with students from that grade were the target of lack of interest in the classroom. This attitude may result from the little practice of meaningful reading by the students and consequently leading them to not understand the figurative and polysemic language characteristic of the literary text, thus making it difficult to understand and assign meanings to the text. The work is justified, therefore, by the possibility of providing opportunities to encourage students to appreciate and enjoy literary reading and thus improve their reading skills. This is a qualitative research, more precisely an action research of an interventional nature, whose basic procedure will be holding workshops for listening to the songs, followed by reading, analyzing and appreciating the lyrics, through discussions of the content and messages , using techniques for reading and interpreting texts. The basic material will be provided by a collection of MPB Song Lyrics, previously assembled by the researcher. Questionnaires, logbooks, diary diary, text comprehension tests, among other activities will also be used. The theoretical foundation will be based on the study of the textual genre of song lyrics, especially of song, its origins and evolution (Manzoni and Rosas, 2010). From the point of view of the Brazilian popular music songbook, subsidies will be sought from some researchers in the area, such as Tinhorão (2017), Aguiar (1993) and Tatit (2016). The data to be analyzed will be collected from the results of the questionnaires, tests and activities carried out, in addition to the logbook and diary logs.

     

2020
Dissertations
1
  • LÍVIA DE OLIVEIRA SILVA
  • CHALLENGES OF THE PORTUGUESE LANGUAGE TEACHER IN TEACHING IMAGE-TEXT RELATIONS WITH 7th grade students YEAR
  • Advisor : LUIZ FERNANDO GOMES
  • COMMITTEE MEMBERS :
  • LUIZ FERNANDO GOMES
  • ANDREA DA SILVA PEREIRA
  • FLAVIA KAROLINA LIMA DUARTE BARBOSA
  • Data: Feb 14, 2020


  • Show Abstract
  • This work deals with the importance of verbal-visual reading and the challenges of teaching verbal-visual relationships to 7th grade students. We live in a world full of images, and teaching materials, in generally, bring many images without discussing the expressive potential of this resource, as if reading images were something natural, inherent to every reader. The objective of this research was to look for ways to promote the visual literacy, which according to Stokes apud Silvino (2012), is the ability to read, interpret and understand the information presented in images in the different types of texts and their relationships with verbal texts, which do not was said by the author, but that they are part of that literacy. The goals specific are two: (a) identify teaching activities that help the student to understand the fundamentals of visual language and (b) develop the ability to read verbal-visual texts. Questions guidelines are: (a) what activities to develop, with 7th grade students, to lead them to understand the relationships between text and image in different texts? (b) what is the importance of verbal-visual reading for the understanding of the various textual types used in the classroom? O Theoretical basis came from: Gomes (2019); Linden (2018); Odylon Moraes, Rona Hanning and Maurício Paraguassu (2012); Nikolajeva and Scott (2011) and Ramos (2013). It is a qualitative research (BORTONI-RICARDO, 2008). To generate the data, the following instruments were used: sequence didactics, teacher's logbook, photos and videos, activities and students' productions. Initially, a proposal was developed exploration didactics, and then a didactic sequence was applied composed of nine stages, in a total of nineteen lessons. First, the activities provided the diagnosis that students little they took advantage of the images contained in verbal-visual texts and needed pay more attention to the details of these images regarding relationships between image and text; from the activities applied in the sequence didactic, 273 activities were analyzed, and I noticed that the students passed to recognize the verbal-visual relationships in the texts and to identify the use of other expressive resources in verbal-visual texts were also able to identify the functions that the image has with the text and vice- verse and confirmed the importance of the Portuguese language discipline inserting the visual-verb reading in your program. At the end, I present a series of 10 activities that aim to contribute to the teaching of text- image and that can be used in the training of students in education fundamental.
2
  • ELIANE MARIA CAVALCANTE MAGALHÃES
  • THE REPRESENTATIONS OF MY SCHOOL AS AN ENTRANCE TO THE WORLD OF NEW LITERACIES
  • Advisor : ANDREA DA SILVA PEREIRA
  • COMMITTEE MEMBERS :
  • ANDREA DA SILVA PEREIRA
  • LUIZ FERNANDO GOMES
  • FLAVIA KAROLINA LIMA DUARTE BARBOSA
  • Data: Feb 14, 2020


  • Show Abstract
  • This dissertation discusses the implementation of a literacy proposal in a school municipal school in Girau do Ponciano, for 8th/9th grade students Elementary II. A This investigation sought to answer two questions: 1) What are the transformations in literacy of students in the face of engagement in a pedagogical approach that aims at work the language from its historicity? 2) The production of texts multimodal, using digital technology in the classroom, does it contribute to this transformation?
3
  • LUIZ GUSTAVO DA SILVA
  • INTERTEXTUALITY IN TEXT WRITING ARGUMENTATIVES: AN INTERVENTIVE RESEARCH IN A TEACHING CLASS FUNDAMENTAL
  • Advisor : FABIANA PINCHO DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • FABIANA PINCHO DE OLIVEIRA
  • ALDIR SANTOS DE PAULA
  • MARIA FRANCISCA OLIVEIRA SANTOS
  • Data: Feb 19, 2020


  • Show Abstract
  • Argumentation is a discursive activity that is present in our daily lives and is characterized by the intention to convince and persuade the interlocutor through the use of different arguments, both orally and in writing. We can build on the basis of argumentation solutions to our problems, agreeing or disagreeing from our point of view. Our experience has shown that students are failing formulate argumentative texts in which they demonstrate their point of view, by virtue of three factors: the first refers to the lack of knowledge on the topic; the second to the lack of knowledge of the argumentative structure itself; the latter, a predilection for copying and pasting someone else's texts. The result of this combination is often an argumentative text that has more plagiarism than authorship. Thinking about reversing this situation, our objective is to teach students to incorporate the different voices in their argumentative writing, without the perspective erasure as a subject and without the need to plagiarize, through a methodology of interventional character that allowed students to learn to position themselves critically, responsible and constructive. The theoretical foundation of this work is based on two concepts: intertextuality and argumentation. For questions related to argumentation, we initially used Adam (2011); Cabral (2017); Ferreira (2017); Fiorin (2015); Garcia (2010); Koch (2011, 2016); Marquesi (2017), Sacrini (2016), Walton (2012), Weston (2009); for questions related to intertextuality, the postulates of Bakhtin and Textual Linguistics, namely: Antunes (2010, 2017); Cavalcante (2017, 2018); Fiorin (2015); Koch (2012); Marcuschi (2008). The applied methodology was the action research, according to which A sequence of activities was developed based on intertextuality and argumentation. The data collected in this work show that intertextuality contributes in a meaningful for the (re) construction of the meaning of an argumentative text, not only as a argument of authority, but also as a constitutive principle. The end result was the possibility of formulating an argumentative text without the need to plagiarize arguments from another people.
4
  • POLYANNA PAZ DE MEDEIROS COSTA
  • THE CONSTRUCTION OF ARGUMENTS IN READING DIARIES PRODUCED BY STUDENTS OF THE 6th YEAR OF FUNDAMENTAL EDUCATION
  • Advisor : ADNA DE ALMEIDA LOPES
  • COMMITTEE MEMBERS :
  • ADNA DE ALMEIDA LOPES
  • FABIANA PINCHO DE OLIVEIRA
  • ANA CLARA MAGALHAES DE MEDEIROS
  • Data: Mar 5, 2020


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  • The practices developed, in the school environment, from a perspective of literacy, aim at a teaching-learning process that establishes interfaces with cultural issues and varied socio-communicative situations, taking the knowledge brought by the students (prior knowledge) and the new knowledge systematized by the school. In this perspective, this research has with the aim of analyzing the construction of arguments in the “Reading Diaries” written by students from two classes in the 6th year of elementary school II, from a school of the State Public Network of Maceió - AL. To develop the investigation, we chose qualitative research in the action research modality, seeking to observe, in a longitudinal way, for an academic semester, the advances in the students' reflections, based on classroom discussions about the themes addressed in the texts read. We analyzed 21 texts according to categories defined from some singularities. In addition, we present five writing processes, composed of four texts per student, in order to observe the presence of marks / indexes of argument through the use of modifiers and discursive operators. We take as a theoretical contribution to the development of the study, the reflections on: language and language (BAKHTIN, 2014); reading and text (KOCH E ELIAS, 2015; ANTUNES, 2009); the concept of textual / discursive genres and their approach at school (BAKHTIN, 2014; MARCUSCHI 2008; DOLZ AND SCHNEUWLY 2004; PCNs, 2001; and BNCC, 2017); the importance of the daily reading genre (MACHADO, 1998); textual production practices at school (GERALDI, 1997; FERRAREZZI E CARVALHO, 2015; KOCH E ELIAS, 2015; DOLZ, GAGNON E DECÂNDIO, 2010) and argumentation (ASCOMBRE AND DUCROT, 1988). The results of this research point out that the work with the reading of different genres and the systematic discussion, in the classroom, contributed to the expansion of the students' critical sense at each stage of the textual production proposals. In addition, the linguistic marks present in the texts showed the argumentative strength of the words and the orientation of the utterances.
5
  • JEANE CRISTINA RODRIGUES DO NASCIMENTO
  • LITERARY LITERACY: EDUCATION OF EJA STUDENTS AS READING MEDIATORS
  • Advisor : ADNA DE ALMEIDA LOPES
  • COMMITTEE MEMBERS :
  • ADNA DE ALMEIDA LOPES
  • ELIANA KEFALAS OLIVEIRA
  • ADRIANA CAVALCANTI DOS SANTOS
  • Data: Mar 6, 2020


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  • The work aims to reflect on the promotion of reading activities out loud by students of Youth and Adult Education (EJA) from a public school municipality of São Miguel dos Campos-AL, promoting the literary literacy made possible by the environment school through experiences with the text. In the research methodology, adopted the qualitative approach in the action research modality (THIOLLENT, 1986) in order to corroborate with an intervention proposal aimed at the active participation of the students in workshop and reading mediation session in the reception and transmission process vocal of the text; in literary experience both inside the school and outside it, specifically in day care, shelter, hospital and halfway house. The procedures methodological and instruments used for data collection were the following: sequences didactics, field diaries, recordings, audios and oral and written reports, which also undertook further analysis. To understand reality observed and to base the research reflections, the following main theoretical contributions were taken: The cognitive approach to reading in Silveira (2015); listening to texts and practicing of mediation reading in Bajard (2014 a,b); the concepts, procedures and strategies of reading on school in Antunes (2003), Solé (1998) and Manguel (2004); training and performance of reader in Kefalás (2012); approaches to social literacy practices in Soares (2004), Street (2003) and Kleiman (1995); Literary Literacy in Cosson (2018/2019); in addition of the specificities of EJA in Freire (2011), Arroyo (2017) and Brazil (2002). THE investigation evidenced, mainly, the distance of the students with the literature. Still, you results showed that systematized reading activities were favorable to insertion of literary literacy when it started from life experiences, assuming a relevant role in the reader formation process. It was possible to verify, through the mediation between the students, significant impressions focused on reception, through voice reading practices high of the text written, either by fluency or even by fruition, brought more by the experience of the that, many times for reading proficiency.
6
  • MERCIA MONTEIRO MARINHO
  • Aqualtune and the stories of Africa: a literary literacy proposal crossed by the reading of stories
  • Advisor : FABIANA PINCHO DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • FABIANA PINCHO DE OLIVEIRA
  • ADNA DE ALMEIDA LOPES
  • ARI DENISSON DA SILVA
  • Data: Mar 9, 2020


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  • It is known that mastery of reading is a fundamental condition for full citizen participation. However, research warns that the reading level of Brazilian students is insufficient. Thus, it is necessary to review the teaching practices learning to read in classes, mainly in Language Portuguese to ensure effective learning, in which students students make effective and meaningful use of reading. In this context, an important tool to help teachers during this process is the literary text. Therefore, this research interventional nature, its main objective is to contribute to the formation of the literary reader from the development of activities of the basic sequence of literary literacy and the use of role sheets, strategies proposed by Cosson (2019).
7
  • GERCIMARA DO NASCIMENTO SANTOS

  • ARGUMENTATION IN THE ORAL TEXTUAL PRODUCTION OF STUDENTS OF THE 8TH YEAR OF ELEMENTARY EDUCATION OF A PUBLIC SCHOOL OF ALAGOAS

  • Advisor : FABIANA PINCHO DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • FABIANA PINCHO DE OLIVEIRA
  • ELIANA KEFALAS OLIVEIRA
  • CRISTIANO LESSA DE OLIVEIRA
  • Data: Mar 10, 2020


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  • For understanding the language in its interactional and discursive dimensions and its domain as a condition for the effective social participation of individuals, this research defends the approach of orality in the teaching of the Portuguese language, especially the production of oral texts of an argumentative typological nature. It is also discussed the need that, in their teaching, be adopted practices that articulate both the oral and the written modality, since, in the context of social and cultural practices, they are interactive activities and complementary. It is based on the studies of Marcuschi (2001; 2007; 2010), on orality and the relationship between speech and writing; Antunes (2003), Crescitelli and Reis (2013), Bentes (2013), with regard to space and work with orality in the classroom; Fávero, Andrade and Aquino (2000 and 2013), Aquino (2015), regarding the teaching of argumentation, Ribeiro (2009) with the discussions about the argumentation in the oral text, among others. This research defends the need to work in school oral practices that enable the development of an awareness of the importance of taking the floor in public, asking questions, asking for explanations and making comments. For this, the work presents the following questions of research: How the teaching of the oral modality of the language is treated in official documents and in Portuguese language textbooks? What are the constituent aspects, construction strategies and conditions of production of the spoken text? What interactional and argumentative strategies are used by students in practical oral text production activities? Its general objective is to analyze the procedures or strategies arguments used by elementary school students in the exhibition oral or in defending the point of view. The intervention proposal was developed with 8th grade elementary school students in a public school of Alagoas and had as data collection instruments recordings and transcripts of oral texts produced by student-collaborators. From of the activities carried out, it was found that a considerable part of the class presented difficulties in exposing points of view, in establishing counterpoints and arguments in the moments of discussion of texts in class, especially in those of an argumentative nature, interfering in the development of classes in which the spoken text was predominant.
8
  • MARIA JOSÉ BATISTA DE ANDRADE
  • Reading comprehension among 9th grade students at a public school in the Arapiraca rural area: systematic work emphasizing descriptors SAEB reading
  • Advisor : MARIA INEZ MATOSO SILVEIRA
  • COMMITTEE MEMBERS :
  • MARIA INEZ MATOSO SILVEIRA
  • FABIANA PINCHO DE OLIVEIRA
  • ELZA MARIA DA SILVA
  • Data: Mar 11, 2020


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  • The central theme of this work is related to the school practice of reading and the initial motivation of the research was the verification of the low reading comprehension level of 9th grade students Elementary school of a municipal public school in the rural area of Arapiraca, Alagoas. Indeed, as a teacher of Portuguese language for over twenty years, both in schools both private and public schools, he was realizing that in these, the reading proficiency levels of students have been, at the over the years, more and more worrying. In view of this problem, we present a proposal pedagogical intervention that aimed to develop the skills necessary to increase reading comprehension among those students.
9
  • MARTHA ANDRÉA DOS SANTOS LIMA
  • It's because everyone surrenders to [literary] reading!”: analysis of the importance of the practice of literary reading in the formation of students and students of an elementary school class II
  • Advisor : LIGIA DOS SANTOS FERREIRA
  • COMMITTEE MEMBERS :
  • LIGIA DOS SANTOS FERREIRA
  • HELSON FLAVIO DA SILVA SOBRINHO
  • BELMIRA RITA DA COSTA MAGALHAES
  • Data: Mar 13, 2020


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  • This dissertation presents the results of the research developed with literary texts in Portuguese language classes, from the 7th year of Elementary School (EF), of a Public School in the State of Alagoas, for the master's degree from Profletras, from the Federal University of Alagoas, in the period 2018-2020, whose general objective was to promote critical training through the practice of literary reading of the students through activities developed by the researcher. As methodological procedures, ten texts were selected narratives and poetics of different authors for reading, recognition of the elements, moments of the narrative, aspects of poetry, analysis and, finally, the production of re-readings and criticism. Based on Freire's conception (1989, p. 14), which argues that “the reading of the word is not only preceded by reading the world, but by a certain form of 'write it' or 'rewrite it' lo’”, that is, to transform it through our practice consciously, we start from the assumption that reading is a resource essential to recognize ourselves as active subjects in the society in which we are inserted and it is through it that we are able to dialogue with the world and think critically. Per Therefore, the work was carried out based on the practices, skills and literary reading strategies that we develop in the act of reading, based on Freire's own conceptions (1999), Solé (1998), Valarini [n.d.], Cosson (2014) and Santos (2019), who reiterate the importance of reading literary texts to from prior knowledge or approach to familiarization theme, connections with objective and interdisciplinary reality, inferences, visualization, text queries, summarizations and syntheses; as well as in the theory of Candido (1995), which says that the Literature develops a sensitivity transformative and reflective in human beings to propose a aesthetic experience. In addition, consideration was given to conceptions about literacy proposed by Kleiman (1995) and Soares (1998). The research adopted the action research approach, based on theories of Thiollent (1985) and Pinto (1989); because he developed the experiences, experiences and knowledge of the students about their own reality in the Portuguese language classes. Thus, the research contributed so much to the reader autonomy of these students from the aforementioned school, as well as for their critical training about the reality in which they are inserted.
10
  • IVANILSON JOSÉ SANTANA DA SILVA
  • EXPANDING THE LEXICAL COMPETENCE OF 9TH GRADE STUDENTS FROM A PUBLIC SCHOOL IN MACEIÓ
  • Advisor : MARIA INEZ MATOSO SILVEIRA
  • COMMITTEE MEMBERS :
  • MARIA INEZ MATOSO SILVEIRA
  • ALDIR SANTOS DE PAULA
  • ADRIANA CAVALCANTI DOS SANTOS
  • NIEDJA BALBINO DO EGITO
  • Data: Mar 27, 2020


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  • In our educational reality, students in the last years of Fundamental have a marked lack of knowledge of vocabulary that appear in the texts used in the practice of reading in the classroom. That is worrying, because it is known that reading comprehension depends on the reader's ability to recognize words and their meanings, as well as their ability to make lexical inferences from the activation of the previous knowledge. Furthermore, as teachers of English, we realized that the explicit teaching of vocabulary is much present in the teaching of foreign languages, but it is very scarce, and even same neglected in mother tongue teaching. Action research here presented carried out an experience of didactic intervention with students of the 9th Year of the Elementary School with the objective of increasing the lexical competence of the participating students through the explicit teaching of elements of morphology (word structure and formation; Greek and Latin roots), conversion mechanisms (family of words) into sentences and textualizations (nominalization), elements of lexical semantics (synonymy, antonymy, hyperonymy, hyponymy, paronymy and homonymy), in addition to of the notion of polysemy.
11
  • JOSÉ WALFREDO OLIVEIRA DE ARAUJO
  • Letramento literário: uma proposta de leitura com alunos do 7o. ano do Ensino Fundamental
  • Advisor : ALDIR SANTOS DE PAULA
  • COMMITTEE MEMBERS :
  • ALDIR SANTOS DE PAULA
  • ADNA DE ALMEIDA LOPES
  • RITA DE CASSIA SOUTO MAIOR SIQUEIRA LIMA
  • Data: Aug 31, 2020


  • Show Abstract
  • The present work seeks to reflect on the reading level of a group of students from the 7th grade of elementary school in a municipal school in Maceió / AL. The theoretical basis of this research starts with what the BNCC recommends on page 67, with regard to reading for elementary school: “The Reading Axis comprehends the language practices that result from the active interaction of the reader / listener / viewer with the texts written, oral and multisemiotics and their interpretation, examples being the readings for aesthetic enjoyment of texts and literary works ...), it is reinforced with the reading of the works "Reading of the literary text" and "From literary reading to the production of texts", both by the author Ernani Terra and expands with the readings of CAGLIARI (2001), PERISSÉ (2005), COSSON (2019) and some other authors who will be cited during the work. Based on an observation of the reading level at which the selected students of the series are found, in the didactic and paradidical aspects, as well as a survey of the resources that the school has to offer (textbook, library, educational collection, adequate space reading, computer room with adequate equipment and accessibility for students and other means that allow reading at school and outside), the goal is to promote literary literacy that provides a broader view of students in relation to the main literary genres of the most diverse authors of Brazilian and foreign literatures. Understanding that the reading practices, according to the BNCC (p.68), must be focused on the reconstruction and reflection on the reception of texts of the most different genres, this work proposes a theoretical support to the use of reading as a mechanism of improvement in the acquisition of knowledge in the most different areas of learning.
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