PROFLETRAS - CN - Mestrado Profissional em Letras

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Projeto de letramento e saneamento básico: práticas de leitura e escrita para a agência humana
(Universidade Federal do Rio Grande do Norte, 2025-10-17) Oliveira, Rosalba Xavier Crispim de; Paz, Ana Maria de Oliveira; https://orcid.org/0000-0001-5621-4938; https://orcid.org/0009-0009-3185-7940; Santos, Alana Driziê Gonzatti dos; https://orcid.org/0000-0002-9308-6303; Araújo, Claudia Gean Carneiro; https://orcid.org/0000-0003-3978-1177
This research focuses on the Literacy Project (LP) teaching tool, which, starting from student interest in social issues, proposes the development of situated reading and writing practices. Based on the principle that the school is the primary agency of literacy (Kleiman, 1995), it becomes essential to direct pedagogical action towards meaningful learning in which reading and writing are linked to concrete contexts of interpersonal relationships. In light of environmental issues, students were interested in participating in an LP aimed at minimizing the lack/insufficiency of adequate basic sanitation services in their municipality. In this sense, this research aims to investigate the impacts of LPs on the development of reading and writing in the formation of critical individuals with an active role in society. As methodological procedures, we adopted the precepts of action research as guided by Thiollent (1986) and the qualitative data investigation approach postulated by Bogdan and Biklen (1994). Theoretically, we rely on Literacy Studies, more specifically, regarding PL (Physical Literacy), drawing on the contributions of Kleiman (1995, 2005, 2007, 2016), Oliveira; Tinoco; Santos (2014), Oliveira (2016), Santos (2012), Santos (2020, 2024) and, Santos Marques (2016). Regarding Multiple Literacies, we base our work on the foundations of Rojo (2009, 2012) and Oliveira (2010). Concerning discursive genres, we rely on the postulates of Bakhtin (2003). The investigation was developed in an 8th-grade class of the Santa Terezinha State School, located on the outskirts of the municipality of São João do Sabugi-RN. The corpus of analysis consisted of material generated during discussion groups, interviews, observations and, field notes, texts produced by students, and image records. The discussions highlight the relevance of the intervention actions carried out through the Literacy Project (LP), which enabled the re-signification of teaching practice and the connection of school knowledge to the socially constructed knowledge of the students. These students, in turn, were able to experience concrete situations of language use, as well as demonstrate progress in reading and writing skills, in addition to greater autonomy and engagement in the use of language in the process of understanding social issues focused on possible changes.
Variação linguística nas aulas de Língua Portuguesa no Ensino Fundamental II: uma proposta de intervenção a partir do gênero textual charge
(Universidade Federal do Rio Grande do Norte, 2025-10-22) Lima, Fabiano da Silva; Medeiros, Mário Lourenço de; Aquino, Jaciara Limeira de; Lima, Rafahel Jean Parintins
Linguistic variation is a phenomenon inherent to languages, so there is no society whose language is homogeneous and stable. However, the more dynamic and multifaceted a society, the more heterogeneous, diverse, and changeable its language will be. Addressing linguistic variation in Portuguese language classes helps combat linguistic prejudice and value different forms of expression. In this context, our research object concerns the work with linguistic variation in Portuguese Language classes in Elementary School II. The overall objective of this work is to develop strategies that enable students to understand and recognize linguistic variation as an inherent aspect of language, thereby combating linguistic prejudice. Specifically, we propose to: understand students' level of knowledge of the concept of linguistic variation; promote the appreciation of students' everyday language, as well as their oral expression; encourage students to produce cartoons that highlight linguistic variety; and finally, discuss issues related to the appreciation of linguistic diversity as a way to combat linguistic prejudice.The setting for this research was a state school in the city of Fortaleza, where the participants were 9th-grade elementary school students. Regarding the methodology of our proposal, it is an action research based on the theoretical assumptions of Thiollent (2011), Bogdan, Biklen, (1994), and Moreira and Caleffe (2006), with a qualitative-interpretivist approach in data generation. An intervention proposal was developed through a didactic sequence according to Dolz, Noverraz, and Schneuwly (2004). Our theoretical framework is structured on the sociolinguistic studies of Bagno (1999; 2002; 2007; 2011; 2015), Bortoni-Ricardo (2004; 2005; 2023), Antunes (2007), Mollica (2003), Coelho (2007), Coelho et al. (2012) and Labov (2008) who discuss linguistic heterogeneity, variation and change, and linguistic prejudice. Regarding the study of text and genre, the research developed by Antunes (2009; 2010), Marcuschi (2008), Dolz and Schneuwly (2004), Koch (2003), Valle (2013), and Romualdo (2000), among others, served as a theoretical framework. The results demonstrate that the proposed didactic intervention was successful in achieving its objectives, as students demonstrated an understanding of linguistic variations as natural phenomena. This understanding was identified through classroom discussions, which contributed to improving students' understanding of the linguistic diversity of the Portuguese language. Thus, students recognized the need to build a more inclusive and respectful school environment, aware of the need to combat linguistic prejudice.
A leitura de contos no 5º ano: uma experiência com a formação de sujeitos leitores
(Universidade Federal do Rio Grande do Norte, 2025-09-30) Santos, Evanilda José dos; Paz, Ana Maria de Oliveira; http://lattes.cnpq.br/3154455138181144; https://orcid.org/0009-0003-5652-8656; http://lattes.cnpq.br/9635247218458145; Araújo, Cláudia Gean Carneiro; http://lattes.cnpq.br/6854915075929482; Rabelo, Sebastião Augusto; https://orcid.org/0000-0002-5332-8750; http://lattes.cnpq.br/9053383753430184
The literary work stands out as a powerful tool in the development of readers, driven by its remarkable aesthetic quality and distinctive use of language. The expressive richness and diversity present in the work play a fundamental role in enhancing critical reading skills and fostering the pleasure of reading. The mission of forming readers, often associated with the school environment, should be accomplished through immersion in these texts. Given the relevance of literary works, the present study aims, in general terms, to investigate how the Basic Sequence (BS) proposed by Cosson (2009), with a focus on the short story genre, can contribute to the development of reading competence in 5th-grade students. The specific objectives include: identifying characteristics of the motivation promoted by the application of the BS; highlighting the phase of presenting the stories to the students and its positive implications for reading; describing the reading phase of the stories, emphasizing relevant aspects demonstrated by the students in terms of text receptivity; specifying the interpretations constructed by students regarding the stories read, observing their coherence; and focusing on aspects of the BS, particularly in relation to the short stories that drive the development of reading competence. Methodologically, this is an action-research study with a qualitative approach, following the framework of the BS. The research was conducted in a municipal public school in the city of Lajes Pintadas/RN, involving a 5th-grade class of elementary school. The study is theoretically grounded in research on reading (Colomer, 2007; Solé, 1998; Antunes, 2003), the short story genre (Gotilib, 2006), and literature (Candido, 2005), as well as guidelines from the National Common Curricular Base (Brasil, 2018) and other theoretical references. The results indicate that the implementation of the BS substantially contributed to students’ engagement in reading practices, improving their performance in reading short stories and fostering the formation of future critical citizens.
Letramento literário: a literatura como elo mediador da realidade social no ensino de língua portuguesa
(Universidade Federal do Rio Grande do Norte, 2025-05-13) Araújo, Márcia Maria de; Paz, Ana Maria de Oliveira; http://lattes.cnpq.br/3154455138181144; http://lattes.cnpq.br/2595483483666906; Santos, Alana Driziê Gonzatti dos; https://orcid.org/0000-0002-9308-6303; http://lattes.cnpq.br/2631544473226058; Monteiro, Maria da Conceição Silva Dantas; http://lattes.cnpq.br/3182104341699405
Teaching in Adult Basic Education (ABE) has always been a topic of discussion and reflection among teachers and researchers in this modality, especially when the subject is reading and writing, and even more so when it comes to reading from the perspective of literary literacy. In this sense, literature presents itself as an effective tool for teaching reading and writing, because, through the texts read, they can identify themselves and, thus, find in literature a connector for real-life situations. In view of this, through action research, we seek, by working with Cosson's basic sequence (2021), to analyze reading and culture circles as literary literacy practices and events, considering the reality of the student and the work addressed. To this end, we resort to the assumptions of Bakhtin's dialogic discourse analysis (1992); the proposal for literary literacy and the Reading Circles (Cosson, 2014) of the Basic Sequence (Cosson, 2021). Regarding the literacy and literacy processes, we took as a basis the assumptions of Kleiman (1995), Soares (2016) and the conceptions about the importance of reading for the construction of a more just society and the Culture Circles of Paulo Freire (2021). At the end of this research, it was concluded that the proposal achieved its objective, since the students improved significantly in relation to reading, writing and oral exposition and, in the same way, the need to really make literature an essential part of the teaching-learning process became evident.
O letramento visual: desenvolvendo a leitura crítica a partir de anúncios publicitários no Instagram
(Universidade Federal do Rio Grande do Norte, 2025-04-10) Barreiro, Emmanuel Jonas Pessoa; Gomes, Gianka Salustiano Bezerril de Bastos; https://orcid.org/0000-0003-0415-0818; http://lattes.cnpq.br/1654659618556304; Santos, Alana Driziê Gonzatti dos; https://orcid.org/0000-0002-9308-6303; http://lattes.cnpq.br/2631544473226058; Sales, Laurenia Souto; http://lattes.cnpq.br/7144884304424302
The presence of technological resources in the dynamics of interpersonal relationships is unquestionable. It has been observed, that over the years, schools have been incorporating technological resources with the aim of collaborating in the development of reading and writing skills of the students. In view of the above, the aim of this research is to develop strategies that promote visual literacy among students in a ninth year Elementary School class regarding the reading of multimodal texts from the advertising field used on the social network Instagram. For this purpose, an intervention proposal was drawn up to help them analyse advertising texts on this social network. In terms of methodology, the work is based on a qualitative approach, the guiding principle of which is organised as action research. This research is justified on the grounds that there is a need to work on visual literacy in the classroom in a targeted manner in order to improve the performance of advert reading. With regard to theoretical assumptions, we turn to Dionísio (2014) and Vieira and Silvestre (2015) with regard to understanding multimodality; with respect to the understanding of visual literacy, the research is based on Carvalho and Aragão (2015), Oliveira (2006) and Kress and van Leeuwen (2006); in relation to cyberculture, it is guided by Lévy (1999), Santaella (2010), Fofonca (2019) as well as Charles and Lipovetsky (2004); In order to understand the discursive genre of advertising and advertising communication, Carvalho (2007), Gomes (2016), Kotler and Keller (2018), among other authors, are consulted. This research will hopefully contribute not only to Portuguese language classes, but also to classes in other curricular components. As a result, it is anticipated that working with visual literacy will contribute to a better reading performance of the research participants with regard to multimedia texts, enabling students to comprehend these texts in contemporary times. The results of the research indicate that the activities of reading adverts developed in the classroom with 9th graders represent excellent practice for the development of the reading abilities of the students. This work can therefore be useful in helping schools to recognise how important it is to use multimodal texts as a methodological resource for enhancing reading skills.
A coesão referencial na escrita do gênero notícia por alunos do 8º ano do Ensino Fundamental
(Universidade Federal do Rio Grande do Norte, 2025-06-04) Santos, Nilson Barbosa dos; Lima, Rafahel Jean Parintins; https://orcid.org/0000-0003-0128-3068; http://lattes.cnpq.br/7676055251109350; https://orcid.org/0009-0004-7635-649X; http://lattes.cnpq.br/6844984047216939; Gomes, Alexandro Teixeira; https://orcid.org/0000-0002-4612-0361; http://lattes.cnpq.br/0484766599685049; Bezerra, Lidiane de Morais Diógenes; https://orcid.org/0000-0002-9569-5567; http://lattes.cnpq.br/4674844318235214
In the context of textual linguistics, referencing is configured as a dynamic process of construction and reconstruction of discourse objects in the text, anchored in the interaction between subjects and their sociocognitive activities. From this perspective, referential cohesive processes, which operate through the introduction, resumption and (re)categorization of referents, constitute relations of meaning in the text, avoiding repetitions and ensuring discursive progression through the addition of new information and the expression of argumentative orientations by the enunciator. In this sense, this research has the general objective of analyzing the use of anaphoric referential cohesive strategies in texts produced by 8th grade students of Elementary School, through pedagogical intervention with the textual genre news, thus aiming to contribute to the reflection on the teaching of referential cohesion. The research was theoretically based on the works of Alves Filho (2011), Faria (2004) and Cunha (2010) for the study of the composition of the news genre, its linguistic aspects and production context; in Cavalcante (2003; 2011; 2012; 2014; 2022), Koch (2005, 2008; 2011; 2013), Marcuschi (2003) and Antunes (2005), among others, for the approach of referential processes; in the theoretical contributions of Bortoni-Ricardo (2008), Thiollent (2011), Moreira and Caleffe (2006), Bogdan and Biklen (1994) for a qualitative approach and the action research methodology. In the planning of didactic-pedagogical actions, the Didactic Sequence was used, as proposed by Dolz et al. (2004). The corpus brings together 26 texts produced during the application of a Didactic Sequence at the João de Fontes Rangel Municipal Elementary School, located in the city of Tenório-PB, which included activities to recognize the composition of the genre and learning the referential processes, which were carried out in two moments, which constituted the initial production and the final production. The analysis focused on 7 initial productions and 6 final productions, in which we examined the use of direct, indirect and encapsulating anaphoras, adopted as categories of analysis of the research. Regarding the investigation, we observed that the initial productions indicated that the students had possibilities of expanding these strategies. However, we found inadequacies that resided in the predominance of repetition of referents and the disarticulation of information that compromised the meanings of the text. After interventions, the final productions demonstrated a more diversified use of these strategies, which were mobilized in the construction of more coherent referential chains. The results show that the adopted teaching approach contributed to expanding the repertoire of students' referential processes, helping them to establish textual continuity and to achieve their communicative purpose in written news. Thus, it is concluded that the systematic teaching of referential cohesion, in the context experienced, proved to be fundamental for the development of students' writing skills, reinforcing the importance of integrating it into the teaching-learning process of writing in Portuguese language classes.
O papel dos temas na produção de artigos de opinião por alunos do 9º ano
(Universidade Federal do Rio Grande do Norte, 2025-06-11) Alves, Luana Jaquileide dos Santos; Lima, Rafahel Jean Parintins; https://orcid.org/0000-0003-0128-3068; http://lattes.cnpq.br/7676055251109350; http://lattes.cnpq.br/1182177837559572; Medeiros, Mario Lourenço de; http://lattes.cnpq.br/5849717780585240; Aquino, Jaciara Limeira de; https://orcid.org/0000-0001-7533-7132; http://lattes.cnpq.br/2979594244880443
The theme is one of the main mechanisms that guide the production of an opinion article, which must be explored in a critical and reflective manner. This means that we not only present the subject, but also express our point of view on it, supporting our opinion with clear, consistent and well-organized arguments. Based on this aspect, our dissertation object of study was the production of opinion articles by basic education students, focusing on the relationship between the choice of proposed themes and the development of textual coherence between the thesis and the arguments presented. In this way, the objective of this dissertation is to investigate whether specific topics in opinion articles can help stimulate the interest of 9th-grade students in producing coherent texts of this genre, ensuring alignment between thesis and arguments. Regarding the specific objectives, the first was to intervene through a didactic sequence so that students could produce opinion articles with coherence between thesis and arguments. The second was to analyze the influence of the themes on the argumentative textual construction of the opinion article genre. The third was to perceive the progress of students regarding the argumentative textual construction of the opinion article genre. The theoretical framework of this research includes the concept of the classroom as a space for fostering critical thinking, as discussed by Antunes (2003); the concept of text, based on Koch (2003) and Marcuschi (2008); the notion of theme, following Rojo and Barbosa (2015); argumentation construction, according to Fiorin (2015); the discursive genre with an emphasis on opinion articles, based on Bakhtin (2003), Castellani and Barros (2018); and the didactic sequences (DS) as a tool for data generation and pedagogical intervention, as proposed by Dolz, Noverraz, and Schneuwly (2004). The corpus of this study consists of 20 initial and 15 final opinion article texts produced by 9th-grade students at Escola Estadual Manoel Luís de Maria from Lagoa Nova/RN, Brazil. Regarding the research methodology, this is a qualitative research study. This approach was employed to compare the interest in producing opinion articles between students who chose their topics and those who did not, examining whether a) they completed their written productions and b) these productions demonstrated high-quality argumentation. Our initial hypotheses were that: a) the proportion of students who produced the requested opinion articles would be higher among those who chose their topics compared to those who did not; and b) the written productions of students who selected their topics would exhibit greater coherence between thesis and arguments than those of students who did not. either in relation to the number of productions or the argumentative quality of the initial and final productions in the proposed SD. Therefore, the hypotheses initially formulated were not confirmed. Data analysis considered possible positive and negative interfering factors, such as: a) the didactic intervention proposal does not have an evaluative character; b) generally low engagement in school activities; c) the motivating attitude of the teacher-researcher; and d) the activity’s connection to a practical reality for the participating students (the selection process for admission into technical courses at IFRN – Federal Institute of Education, Science and Technology of Rio Grande do Norte). As an outcome of this research, we developed an instructional booklet containing didactic sequences to support the pedagogical practices of other teachers.
O gênero propaganda como ferramenta de compreensão na sala de aula: uma proposta de intervenção
(Universidade Federal do Rio Grande do Norte, 2025-03-24) Cavalcante, Patrícia Cristina; Lima, Rafahel Jean Parintins; https://orcid.org/0000-0003-0128-3068; http://lattes.cnpq.br/7676055251109350; http://lattes.cnpq.br/8123237022499369; Medeiros, Mário Lourenço de; Melo, Nadia Maria Silveira Costa de
Text-based teaching enables the development of linguistic competencies, allowing students to master different discourse genres in society through reading comprehension and interpretation activities. In order to develop a learning proposal focused on the reading of advertisements in a lower secondary education class, this study aims to identify how the advertisement genre is understood by seventh-grade students, contributing to the study and teaching approach of this genre. Based on the concept of discourse genre proposed by Bronckart (2006)—that is, social practices with distinct linguistic and communicative features shaped by social interaction, communicative conventions, and the communicative purposes of a community—a didactic sequence was created and implemented through the action-research method (Dolz; Noverraz; Schnewly, 2004) to guide the teaching of the advertisement genre to students in the final years of elementary school, focusing on reading comprehension and interpretation practices. The research results showed that, through a well-planned pedagogical approach, it is possible to bring students closer to the world of multimodal texts. While students learned to recognize the importance of combining images, words, and sounds to create persuasive messages, they also realized the need to refine this integration in their own productions. Furthermore, the activities carried out not only contributed to the development of a critical perspective on advertisements—enabling students to question and analyze the techniques used in persuasive messages—but also led to the creation of a guidance booklet for teachers. This material compiles the strategies and reflections developed throughout the research, offering suggestions for teaching this genre in the classroom. In summary, the dissertation highlights significant progress for both students and educators, demonstrating that the integration of theory and practice can transform how language and communication are taught and learned.
Linguagem formal e informal: uma proposta para o desenvolvimento da competência interacional no Ensino Fundamental
(Universidade Federal do Rio Grande do Norte, 2025-02-10) Medeiros, Mayara Rodrigues Felix de; Galvão, Marise Adriana Mamede; http://lattes.cnpq.br/1829337364208280; http://lattes.cnpq.br/4404113795451381; Paz, Ana Maria de Oliveira; Melo, Nadia Maria Silveira Costa de
This proposal is based on the principle that it is of the utmost importance for students to acquire knowledge that enables them to experience linguistic situations in oral and/or written modalities, in which they can demonstrate competence in interacting with others. In this respect, we observed some difficulties in the 9th grade classroom in terms of students realizing that the different social contexts in which they take part give rise to an understanding that there are different forms of interaction, both formal and informal, which implies in the use of appropriate registers. Based on these difficulties, this study presents the theme ‘Formal and informal language: a proposal for developing the interactional competence of Elementary School students’, with the general aim of proposing a set of intervention activities, capable of providing students with knowledge of the use of language in its formal and informal registers, according to the social situations in which they interact. From a specific point of view, the proposed objectives are geared towards activities that focus on formal and informal language and recognition of these registers in the proposed genres. For this purpose, the study was based on sociolinguistic theories and the textual-interactional perspective, as well as the studies of Dolz, Noverraz and Schnewly (2004), since this is a proposal for a didactic sequence. The activities include textual genres such as invitations, interviews, polls, debates and conversations, emphasising the development of interactional competence, considering the situations of use. Specifically, the theoretical framework of the proposal is based on the studies of Bagno (2007a; 2007b), Teixeira (2020) and Monteiro (2020), among other authors. We also drew on the knowledge of Koch (2002), Antunes (2009) and Kerbat-Orecchioni (2006), from a textualinteractive perspective. Regarding the notions of textual genre, we based our studies on Marcuschi (2010). With regard to formal language and informal language, we considered the writings of Bagno (2012), Teixeira (2020), Uchôa (2019), Silva (2012), among others. The methodology adopts a qualitative approach and is based on action research, according to Thiolent (2011). With regard to the approach of the research, we drew on Gerhardt and Silveira (2009), as well as Prodanov and Freitas (2013). As a result of the application of the proposal, students are expected to be able to identify and describe the characteristics of (in)formal language.
O gênero tira e o tema transversal cidadania: uma proposta de intervenção para o desenvolvimento da leitura crítica
(Universidade Federal do Rio Grande do Norte, 2024-10-18) Andrade, Marta Dantas de; Gomes, Gianka Salustiano Bezerril de Bastos; https://orcid.org/0000-0003-0415-0818; http://lattes.cnpq.br/1654659618556304; http://lattes.cnpq.br/7889026466173582; Aquino, Jaciara Limeira de; Dias, Valdenides Cabral de Araújo
Esta investigación surgió de las dificultades de lectura de los géneros que envuelven multissemioses, como las historietas, especialmente en relación a la construcción de sentido, así como de la necesidad de planificar diferentes estrategias de enseñanza para mejorar la competencia lectora y mitigar el impacto que el período de enseñanza remota tuvo en la formación de nuestros alumnos. De carácter interventivo, tal investigación fue orientada por la siguiente pregunta de investigación: como recurso didáctico, ¿cómo el género historieta puede contribuir para el desarrollo de la lectura crítica, reflexiva y cívica de una clase de 13 alumnos del 9º grado de la Enseñanza Primaria?, con el objetivo de presentar contribuciones para una educación lectora crítica, reflexiva y cívica de 13 alumnos de 9º año de la enseñanza primaria de una institución pública de la red estadual. Para este propósito, utilizamos como base las contribuciones teóricas de Bakhtin (1992), sobre cuestiones relacionadas con los géneros discursivos, el enunciado y la naturaleza dialógica del lenguaje; Kleiman (1999), Rojo y Almeida (2012) y Rojo y Moura (2019), sobre los asuntos relacionados con la literacidad contemporánea y los multiletramentos. Para el apoyo a la enseñanza de la Lengua Portuguesa, utilizamos Antunes (2003, 2009) y Geraldi (1997); además, utilizamos las directrices presentadas por la Base Curricular Común Nacional (2017), con respecto a las normas para la enseñanza y el aprendizaje de la lengua materna. Para la fundamentación teórica del texto multimodal y del género historieta, utilizamos investigaciones de Dionísio (2011) y de Ramos (2017). Con relación a los aspectos metodológicos, nuestra investigación tiene un enfoque cualitativo basado en los estudios de Flick (2009) y de Bortoni-Ricardo (2008); exploratorio, basado en los escritos de Marconi y Lakatos (2010) y de Andrade (2010); y descriptivo, con Gray (2012). Es también un proyecto de investigación-acción, basado en las contribuciones de Thiollent (1986, 2007) y de Tripp (2005). Para el desarrollo de nuestra propuesta didáctica, optamos por la Secuencia Didáctica de Schneuwly, Dolz y Noverraz (2004). Por lo tanto, creemos que esta investigación ha sido relevante para el trabajo con la lectura desde una perspectiva crítica en las clases de lengua portuguesa por medio del género discursivo historieta, puesto que proporcionó a los estudiantes participantes un contacto directo con estrategias de comprensión textual y temas sociales, los cuales, a través del papel democratizador de la lectura, fomentaron la reflexión sobre la Ciudadanía y contribuyeron para una educación ciudadana emancipadora.
Retextualização e multimodalidade nas crônicas de Carol Bensimon: gênero vídeo-minuto
(Universidade Federal do Rio Grande do Norte, 2024-06-19) Nóbrega, Juliana Dantas de Macêdo; Gomes, Gianka Salustiano Bezerril de Bastos; https://orcid.org/0000-0003-0415-0818; http://lattes.cnpq.br/1654659618556304; http://lattes.cnpq.br/1590149809453015; Dias, Valdenides Cabral de Araújo; Aquino, Jaciara Limeira de
The main objective of the present work, based on the reading of Carol Bensimon's A Stranger in the City, is to develop a practical and reflective intervention aimed at training literary readers through a didactic sequence (DS) as a methodological and interdisciplinary approach, aiming its retextualization into a one-minute video. Understanding the importance of literary texts in the knowledge that is spread through reading and time, multimodality brought the flexibility to advance this work because it is thought as a mix of different forms of language that, altogether, act in order to bring meaning to different discursive genres, by covering different communication modalities such as literary chronicles, group work, text production and the recording of the oneminute video. The design of this work focused on the daily classroom practice of the reading process and reflection on the text. In this sense, the research was conducted from an interdisciplinary perspective, with the aim of promoting an approximation between readers and texts that allows for an enriching and enchanting literary reading experience, in a Brazilian 9th grade class of middle school. For the execution of this study, we adopted a qualitative methodological approach, more specifically from the perspective of action research, based on Thiollent (2011). The work with the genre of the literary chronicle followed the didactic sequence suggested by Dolz (2010), the methodology came from practical classes where text production was possible and registered in the students' collective diary, which was essential for the one-minute video script. For literary literacies, we used the contributions of Cosson (2011). For speech genres, we reflect on the research of Bakhtin (2003), for digital genres and multiliteracies, Rojo (2012) and Ribeiro (2016). All these theorists have contributed to the success of this research. The results show that the skills that these students have to consciously choose and use the video as a teaching resource are not very significant, even though we experienced several moments of analysis throughout the project, we felt that there were gaps in the involvement of the class in the recording of the one-minute video. However, through the resources of Paulo Gustavo Law, the students and the teacher-researcher had the opportunity to re-edit the videos, mitigating the difficulties faced during the process. Although, in terms of reflective practice, we achieved the desired result, all of which materialized in the development of the reading skills, reflection and production of the diary itself.
Literatura potiguar na sala de aula: da leitura do poema à produção do fotopoema
(Universidade Federal do Rio Grande do Norte, 2024-08-30) Medeiros, Paula Cristina da Silva; Dias, Valdenides Cabral de Araújo; http://lattes.cnpq.br/9467435917159475; Rabelo, Sebastião Augusto; Temóteo, Antonia Sueli da Silva Gomes
Students in the final years of elementary school show a lack of interest in reading, especially literary reading, and have a deficit in understanding texts and writing. It is true that many discussions, meetings and seminars on promoting reading have been promoted and published, given the need to educate readers for better social and cultural inclusion. This study aims to analyze whether the use of photographs can help improve the reading of poetic texts, awakening greater interest in reading these texts among students. This work seeks to analyze the discussions surrounding the teaching of literature in elementary school, considering the National Common Curricular Base, in view of the guidelines of the regulatory documents for basic education at its various levels, regarding the teaching of literature. The authors used as a source for the theoretical basis of this research were: Candido (2013), Bakhtin (2022), Petit (2021), Koch (2022), Gurgel (2001), Onofre Jr (2000), Cosson (2012), Thiollent (1986), Lüdke, André (2013. The intervention was applied to the ninth grade class of Elementary School, with the objective of working with the poetry of local poets, such as Celestino Alves, José Bezerra Gomes and Iara Carvalho, for the production of photopoems. To this end, a workshop on photographic techniques was promoted in which the students actively participated, contemplating the definitions of multimodality, the relationships between words and images, poetry and photography, focusing on didactic and facilitating tools for the practice of reading and literacy in Portuguese language classes. As a result, we have the expansion of linguistic knowledge, the cultural and historical appreciation of the space that are inserted, thus making them protagonists and authors of their image and textual productions, thus expanding the capacities to perceive, interpret and criticize autonomously and consciously. Thus, the research contributed to show that pedagogical strategies involving poetry and technology allow the expansion of interest as well as a better understanding of verbal and non-verbal texts.
Projeto de Letramento: contribuições para a escrita com foco em questões de saúde de estudantes adolescentes
(Universidade Federal do Rio Grande do Norte, 2024-07-30) Souza, Maria José da Silva; Paz, Ana Maria de Oliveira; http://lattes.cnpq.br/3154455138181144; http://lattes.cnpq.br/2062849045286888; Santos, Alana Driziê Gonzatti dos; Costa, Klébia Ribeiro da
The adolescent phase is often decisive for the formation of a critical individual capable of making conscious choices and seeking answers to their health issues. For this reason, the present research arose from the need to address themes related to the health of eighth-grade adolescent students in elementary education (final years), through reading and writing practices based on the use of health notebooks in the development of a Literacy Project. The general objective is to investigate the contributions of this project to improving the health literacy of the participants and their writing practices of discursive genres. Specifically, we seek to (i) identify how the literacy practices developed through the Literacy Project assist students in appropriating information relevant to the domain of health; (ii) analyze students' performance through the retextualization and reconstruction of genres produced during the project, by comparing different versions of the same text; (iii) highlight how students manage the health information necessary for their self-care. Theoretically, the research draws on the studies of literacy as a social practice by Kleiman (1995), Oliveira (2008), and Street (2014), within the perspective of Critical Literacy by Motta (2008), Freire (2001), and health literacy by Adams et al. (2009), Rotman et al. (2002), as well as the use of Literacy Projects (Oliveira; Tinoco; Santos 2011), alongside insights from Bakhtin's (1997) Theory of Discursive Genres. Methodologically, the investigation is action research and follows the frameworks established by Thiollent (1986). Its implementation is based on a qualitative approach to data (Bogdan; Biklen 1994), as it is interested in the meanings attributed by participants regarding the actions experienced throughout the project. The analysis corpus consists of material generated during the research, including questionnaires, interviews, discussion groups, lectures, and texts written by students, among other activities. The results of the investigation indicate the relevance of using a Literacy Project, as through its actions, participants were able to experience concrete situations of language use and, consequently, establish connections between school knowledge and socially constructed understandings of health, which directly impacts their ability to care for themselves better, as well as adopt protective measures and assistance for their well-being.
Poesia digital na sala de aula: o ciberpoema e a formação do leitor literário
(Universidade Federal do Rio Grande do Norte, 2024-09-02) Fernandes, Maria Jarlene Anselmo da Silva; Dias, Valdenides Cabral de Araújo; http://lattes.cnpq.br/9467435917159475; http://lattes.cnpq.br/7533909133748075; Gomes, Gianka Salustiano Bezerril de Bastos; Aquino, Jaciara Limeira de
The role of literary texts in contemporary society remains crucial, adapting to technological and cultural changes. However, their presence in Adult Education classrooms is not always prioritized, often because these texts are seen as too complex for this audience or in favor of more informative texts, which are considered more accessible. This approach, besides being prejudiced, can generate aversion and distance from poetic texts, making their incorporation into the school environment difficult. Faced with this challenge and recognizing the d to bring modern poetry into the classroom, this study emerges, highlighting the use of the cyberpoem genre as a tool to promote the development of literary literacy among students in this educational modality. With this aim in mind, we intend to analyze in what way(s) working with digital poetry influences the development of students' literary competence, exploring their skills in comprehension, interpretation, and appreciation of literature, aided by the resources offered by the internet. In light of this, our objectives are: to understand the literary aspects inherent in the construction of digital poetics; to adopt interactive teaching approaches, leveraging the potential of the virtual environment; to produce cyberpoems to be shared with the school community ; and to describe and analyze the potential contributions associated with working with the digital genre in the classroom. Theoretically, our dissertation was developed based on the reflections of Macedo (2001), Andrade (2004), Candido (2000/2013), Rojo (2009), Zilberman and Silva (2008), Lévy (1999), Santaella (2004), among others who were necessary throughout the research. Regarding the methodological approach, we opted for a qualitative action research application through a pedagogical intervention procedure involving a set of activities focused on the use of Cyber Poems in workshops structured in Cosson's (2018) model: dialogical, interpretative, and creative. The results obtained demonstrate that the practice of captivating readings within the EJA universe enhances students' reading comprehension and also broadens their literary and digital literacy.
Stop-motion: um modo de ler o gênero conto nas aulas de língua portuguesa no ensino fundamental
(Universidade Federal do Rio Grande do Norte, 2024-08-16) Araújo, Luzia Pessoa de; Dias, Valdenides Cabral de Araújo; http://lattes.cnpq.br/9467435917159475; http://lattes.cnpq.br/3480550900928629; Paz, Ana Maria de Oliveira; Silva, Marcelo Medeiros da
This research focused on the production of stop-motion animation, based on the literary genre of short stories in Portuguese language classes at the elementary level. The main objective was to analyze how short stories contribute to the development of independent, proficient readers who can use literature in their social context, manipulating technological elements and cultural instruments to construct meaning for themselves and the world they live in, while also being motivated by reading. Theoretically, the proposed investigation was based on the assumptions of multiliteracies by Rojo (2012); on the possibilities of understanding literature by Candido (2011), Machado; Pageaux (1988), Holanda (2019), and Lajolo (2018). Regarding language and technologies, we engaged with Ribeiro (2021). Concerning the virtual universe, we relied on Lévy (1996) and his reflections on the virtual field, where the real emerges as a space for creation and innovation; we also explored the typologies and concepts of reading by Jouve (2002), as well as studies on literary literacy by Cosson (2017). Methodologically, we chose action research with René Barbier (2007) and Michel Thiollent (2011) and the existentialist qualitative approach through Bortoni-Ricardo (2008), as we believe they provide an existential perspective, one of the facets of the literary genre, along with a social viewpoint, while also advocating for research as an action that allows studies to address issues involving places of dialogue, such as schools. The analysis corpus consists of material generated throughout the proposed sequence, specifically during the application of techniques such as readings, discussion circles, models, images, and videos. We believe the results obtained addressed our research question regarding whether students can produce stop-motion animations based on their own short stories. Thus, we consider that literature leads to mastery of language through itself and that it is possible to treat reading practices and text comprehension differently in Portuguese language classes, potentially demonstrating significant student interests when experiences are emphasized with the collaboration of literature.
Resgatando os fios da memória: produção do gênero memórias literárias
(Universidade Federal do Rio Grande do Norte, 2023-11-13) Gurgel, Rita Gomes de Macedo; Gomes, Gianka Salustiano Bezerril de Bastos; https://orcid.org/0000-0003-0415-0818; http://lattes.cnpq.br/1654659618556304; Paz, Ana Maria de Oliveira; http://lattes.cnpq.br/3154455138181144; Sales, Laurenia Souto
Given the diversity of today's society, we recognize the primordial need to rethink Portuguese language teaching considering constructing knowledge that consolidates expressive work with the mother tongue. Within this perspective, this research has emerged with the overarching aim of developing students' oral and written competencies and skills for producing the discursive genre of literary memoirs, as a means of promoting and/or strengthening bonds of belonging to their place of origin and facilitating intergenerational contact. The specific objectives established include: proposing a Didactic Sequence that addresses the development of students' oral and written skills and competencies; contributing to the enhancement of students' writing through textual productions of the literary memoirs genre; employing linguistic resources and mechanisms necessary for the process of retextualization in constructing the literary memoirs genre; collaborating with students to create a book of literary memoirs and develop a pedagogical notebook. To construct this discursive genre, interviews will be conducted with family members and/or other members of the community in which the student resides (individuals with more life experience and older individuals) as a means of promoting and/or strengthening bonds of belonging to their place of origin and facilitating intergenerational contact. To support this work, we utilize the didactic sequence model presented by Dolz, Noverraz, and Schneuwly (2011), researchers in the field of mother tongue teaching for knowledge construction and the use of genres in social interaction. Throughout this process, we draw upon the studies of Marcuschi (2010) and Bakhtin (1999, 2011) regarding genres and retextualization; Candau (2021), Hall (2003), Le Goff (1990), Bauman (2005), Pollak (1992), Aragão (1992), and Oliveira (2015), scholars who address the construction of identity and memory; Canuto (2010), who emphasizes the importance of genres in acquiring reading and textual comprehension skills; Ferronato (2007), who highlights the significance of interaction between the author, the text, and the reader, among various other authors who have contributed to shaping these ideas, providing a theoretical framework for this work. Methodologically, this work, in its implementation, will take the form of action research from Thiollent's perspective (1986) and present a qualitative approach to the data grounded in the studies of Lüdke and André (2013). Our didactic proposal was developed with potential application in the 7th-grade class of Elementary School in a municipal school located in the municipality of Campo Redondo/RN. To conduct the activities, we utilized some texts written by students from the second stage of Elementary School in public schools in Brazil for the Teacher's Notebook (final publications) as the main evaluative instrument of the Public Policy Program known as the Portuguese Language Olympics - Writing the Future, which aims to work with the literary memoirs genre. Thus, we understand that teaching Portuguese language through discursive genres, specifically literary memoirs, can contribute to the improvement of textual production, as it will be possible to expand the student's knowledge regarding the structural, linguistic, and socio-discursive characteristics of this genre, while simultaneously motivating them towards reading and writing practices. Additionally, it will enable the student to enhance their discourse, allowing them to effectively engage in communication situations across various social spheres they partake in.
Retextualização em sala de aula: do Cordel para Quadrinho, uma proposta para uma escrita reflexiva
(Universidade Federal do Rio Grande do Norte, 2024-03-22) Souza, Reinaldo Araújo; Santiago, Márcio Sales; https://orcid.org/0000-0001-9348-7273; http://lattes.cnpq.br/2418222799578952; http://lattes.cnpq.br/7431484464166833; Paz, Ana Maria de Oliveira; http://lattes.cnpq.br/3154455138181144; Pontes, Antonio Luciano
This research has the general objective of understand how the production of retextualization of cordel literature for comic books contributes to the teaching and learning of students in Portuguese language classes in the writing process. Therefore, Currently, the insertion of students into new educational practices in Portuguese language classes is relevant to teachinglearning and their intellectual development in their mother tongue, thus contributing to and improving their skills in writing. Theoretically, we are based on works by Abreu (1999), Bakhtin (2016), Barbosa, (2014), Calazans (2004), Candido (1970, 2011), Cosson (2020, 2021), Dell’Isola (2007), Marcuschi, (2007, 2008, 2010,) Vergueiro (2009, 2017). To this end, this proposal is based on qualitative action research, developed through a didactic sequence based on the proposal by Dolz, Schneuwly and Noverraz (2004), designed for a 6th grade class at a public school located in city of Florânia-RN. Therefore, knowing the entire writing process of students during the retextualization proposal is leading students to be participatory and creative in their textual productions, helping them to overcome their difficulties throughout the entire process. The research and production work resulted in the process in which students understood the importance of retextualization, becoming protagonists and authors of their textual productions in a conscious, critical, and autonomous way, thus contributing to their formation as citizens of the world and transformers of their lived space.
Gramática e ensino: abordagens iniciais da análise sintática em turmas de 6º ano
(Universidade Federal do Rio Grande do Norte, 2023-10-06) Figueirêdo, Samara Kelly Dantas de; Medeiros, Mario Lourenço de; http://lattes.cnpq.br/5849717780585240; http://lattes.cnpq.br/5836222604883595; Paz, Ana Maria de Oliveira; http://lattes.cnpq.br/3154455138181144; Melo, Nadia Maria Silveira Costa de
A nossa prática docente tem revelado que dificuldade em entender noções básicas de análise sintática é um fator que dificulta o desenvolvimento da boa produção escrita pelos alunos. A problemática desta dissertação é oensino da análise sintática a partir da compreensão da funcionalidade dos termos como forma de melhorar a produção textual dos estudantes, em turmas de 6º ano. A gramática reflexiva e contextualizada é a rota de construção deste trabalho. Assim, o objetivo geral é apresentar uma intervenção, por meio de sequência didática, para atenuar a falta de compreensão das noções básicas da funcionalidade dos termos propostos pela análise sintática. Os objetivos específicos são: descrever os tipos de gramática; identificar por quais meios ocorrem as abordagens iniciais da análise sintática no 6º ano; contextualizar tais abordagens valendo-se dos gêneros textuais história em quadrinhos e comentário de leitor; contribuir para com o docente de Língua Portuguesa em suas práticas de sala de aula, em especial, no que se refere ao ensino das noções iniciais da análise sintática. Os referenciais teóricos escolhidos nos fornecem embasamento para compreender a relação entre língua e gramática. Nesse sentido, lançamos mão dos pressupostos de Travaglia (2021) e Possenti (1996) no tocante à tipologia gramatical; os aportes de Antunes (2014), Faraco (2008) e Barbosa (2014) contextualizam a gramática; Neves (2011) e Bortoni-Ricardo (2005) elucidam sobre o papel da escola no ensino de gramática. Já Ormundo e Siniscalchi (2018) mostram formas didáticas de abordar os conceitos iniciais da análise sintática. Marcuschi (2020) e Antunes (2005) abordam ainda os gêneros textuais como formas de promover o letramento dentro e fora da escola. A metodologia segue a proposta de uma pesquisa-ação. A concretização se dá com duas sequências didáticas para serem aplicadas em aulas de Língua Portuguesa em turmas de 6º ano, no formato presencial ou remoto, com os gêneros textuais histórias em quadrinho e comentário de leitor, com foco nas abordagens iniciais da análise sintática. As sequências são estruturadas com base em Dolz, Noverraz e Schneuwly (2004). Nesta pesquisa as sequências didáticas foram aplicadas no formato presencial e, ao final, foi possível perceber que, mediante a metodologia proposta, ao trabalharmos com os discentes os conteúdos gramaticais de modo dinâmico e contextualizado, aqueles apresentaram uma melhor compreensão em relação às noções iniciais da análise sintática fato que se refletiu em uma produção textual mais qualificada.
Projeto de letramento e empreendedorismo: implicações para a formação cidadã
(Universidade Federal do Rio Grande do Norte, 2023-12-13) Silva, Marcossuel Soares Batista da; Paz, Ana Maria de Oliveira; http://lattes.cnpq.br/3154455138181144; http://lattes.cnpq.br/9004876325761587; Gomes, Gianka Salustiano Bezerril de Bastos; https://orcid.org/0000-0003-0415-0818; http://lattes.cnpq.br/1654659618556304; Santos, Márcia Regina Mendes
Reading and writing practices focused on entrepreneurship are not frequently developed in schools in general, especially in educational units offering Youth and Adult Education (EJA). When the topic is addressed, it is often done in isolation from Portuguese language classes. Considering this, the proposed study brings the opportunity for EJA students to learn through the methodology of Literacy Projects, which presupposes the deterritorialization of learning. This approach suggests activities in reading and writing geared towards daily social practices that go beyond the scope of school tasks. In this sense, the present work aims to analyze the implications of the project and literacy events with a focus on entrepreneurship for the improvement of reading and writing practices among elementary school students, specifically those in the Youth and Adult Education (EJA) modality. This will be achieved by comparing the initial skills that students possessed with those they developed after the completion of the study. To achieve this, we adopted the concepts of Discursive Genres according to Bakhtin (1981; 1997; 2016) and Literacies as social practices (Kleiman, 1991; 1995; 2001; Soares, 2009; Barton, 1998; Oliveira, 2010). Additionally, we drew on references related to Literacy Projects (Oliveira, Santos and Tinoco, 2014; Kleiman, 2000; 2006; 2012; Oliveira, 2008) as well as literacies for citizen practices (Rojo, 2004; Suassuna, 2017) and studies on entrepreneurship (Dolabela, 2006; Rosa, 2007). Methodologically, it is action research (Thiollent, 2011; Tripp, 2005) with a qualitative data approach (Bogdan; Biklen, 1994). The research was conducted in a public school within the state network, located in Currais Novos/RN, exclusively dedicated to EJA. The participants in the study were the Portuguese language teacher and students from the "B" block of elementary education of EJA modality. Data generation tools included field notes, questionnaires with open and closed-ended questions, interviews, reading/writing activities produced by students, and photographic records. The development of this research was collaboratively designed by its participants, recognizing that literacy project work should be based on the needs and interests of those involved. At the end of the research, together with the students, we analyzed the methodology of literacy projects and their impacts on their education, particularly on the evolution of their writing process. This analysis involved comparing the initial productions with the texts produced at the end of the project, considering the perceptions and opinions of each participant. In conclusion, we found that the methodology of literacy projects had a significant effect on students' learning regarding entrepreneurship practices, especially in terms of individual business plan development. Moreover, it provided support for both the improvement of students' writing and the understanding of genre use, in terms of specificities related to the nature of interaction situations and the spheres of activity in which they circulate daily.
A escrita do artigo de opinião: trabalhando a coesão textual no ensino fundamental
(Universidade Federal do Rio Grande do Norte, 2023-10-23) Silva Neta, Elisa Francisca da; Medeiros, Mário Lourenço de; http://lattes.cnpq.br/5849717780585240; http://lattes.cnpq.br/4626044294823822; Paz, Ana Maria de Oliveira; http://lattes.cnpq.br/3154455138181144; Matos, Denilson Pereira de
The development of linguistic competence on the part of students presents itself, at the same time, as an aspiration, a goal to be sought, as well as a challenge for Portuguese language teachers. This research was carried out in 2022 with 14 students aged between 13 and 15 years old, with the aim of expanding these students' linguistic competence to produce cohesive and coherent texts. The general objective of this work is to mediate the process of constructing opinion articles about a social problem faced by students in the 8th year of Elementary School at a state school, in a city in the interior of Rio Grande do Norte. In specific ways, we seek to enable students to become capable of identifying the need for textual cohesion in the opinion article genre, as well as realizing the importance of textual cohesion in written production; execute a didactic sequence (SD) capable of helping students with writing and also in recognizing the levels of formality of texts and presenting the results of an intervention proposal related to textual cohesion using the opinion article genre. Methodologically, this is action research, in the terms proposed by Tripp (2005). The intervention was configured through the application of a Didactic Sequence, along the lines established by Dolz, Noverraz and Schneuwly (2004). To construct the opinion article, the texts Geração do Celular, Silva (2017) were used; and Controversy about the cart in the city of São João do Sabugi - RN, by Wanderlyn W. A. Fernandes. The results obtained in Phase I demonstrated that the majority of students (79%) did not initially understand the texts presented, as they understood that verbs (57%), prepositions (29%) and connectives (14%) were missing. In the production of the opinion article (Phase II), there was the participation of 10 students who delivered the final product and expressed their opinions about their productions. It was possible to observe the evolution and progress of students after the explanatory classes, development of the didactic sequence organized into 4 modules (Phase I), presentation, initial, receipt of texts, comparison with worked texts and textual production; In Phase II, production of the opinion article, modules similar to Phase I were used. We can attest that the present intervention obtained very significant results, demonstrating that these students are capable of constructing coherent and cohesive texts materialized in the production of opinion articles.

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