https://repositorio.uema.br/jspui/handle/123456789/1965 2026-04-05T08:28:42Z 2026-04-05T08:28:42Z https://repositorio.uema.br/jspui/handle/123456789/5785 2026-01-22T16:45:40Z 2024-01-01T00:00:00Z

Título: FANFIC: uma ferramenta de leitura e escrita dos alunos no Ensino Fundamental II Abstact: Given the current difficulties in reading and writing, technological advancements, and considering that fanfiction is an attractive and easily accessible genre for students, this work, entitled "Fanfiction: a tool for reading and writing for students in middle school," sought to highlight the importance and necessity of teachers using this tool as an instrument to enhance students' reading and writing skills. Understanding fanfiction as any writing in which fans use media narratives or cultural icons as inspiration to create their own texts, this study sought to investigate whether, in this process of creation and recreation, fanfiction can assist teachers in students' reading and writing procedures. To this end, we conducted bibliographical and qualitative research, using the assumptions of Indursky and Zinn (1985), Marcuschi (2010), Pietro (2016), Vargas (2005), Doneda (2016), Lopes-Rossi (2011), and Alves (2018). The data obtained through books, articles, theses, and other academic and scientific productions allowed us to conclude that fanfiction contributes significantly to the reading and writing process of students, awakening their creativity, interaction, and ability to relate texts to their experiences, producing meaningful knowledge.

2024-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5784 2026-01-22T16:32:34Z 2024-01-01T00:00:00Z

Título: Análise intertextual dos contos A escrava, de Maria Firmina, e Negrinha, de Monteiro Lobato: temática, estrutura e contexto sócio-histórico Abstact: This monograph aims to investigate the intertextuality of the short stories "A escrava" (1887), by Maria Firmina, and "Negrinha" (1920), by Monteiro Lobato, considering aspects related to theme, structure, authorship, and how the socio-historical context manifests itself in the narrative of the stories. Initially, the context in which each author lived and the context of production of the stories are addressed, as well as the relationship between context and literature, and its nuances. Finally, analyses of the stories are presented, highlighting their distinct and similar aspects in narrative and theme, and the contextual intertextuality between them is also evidenced. This research is basic in nature, with a qualitative approach, based on theoretical studies by Candido (2011), Fiorin (2006), Bakhtin (2013), Culler (1999), Pesavento (2006), Bosi (2021), Moisés (2016), Lajolo (2019), Diogo (2022), Costa (2018), Martins (2005), Montello (2018), Duarte (2018), Borges (2010), among others.

2024-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5783 2026-01-22T14:16:52Z 2024-01-01T00:00:00Z

Título: Recursos Digitais Como Ferramentas de Ensino de Língua Portuguesa Abstact: This work aims to investigate the use of technologies in the teaching of Portuguese. This study was conducted through bibliographic and field research, organized with the application of a questionnaire for data collection, carried out online via Google Forms with the participation of 4 teachers. Furthermore, it demonstrates the importance of using new technologies in the teaching of Portuguese; technology should be used as an addition to the teaching-learning process, thus making it necessary to encourage teachers to incorporate these tools in the classroom. The study seeks to address the aforementioned objectives through theorists such as Dias and Ferreira (2017), Silva (2023), Souza (2011), Barbosa (2018), among others. In addition, it addresses the importance of continuous teacher training to ensure the efficient use of these tools and a balance between traditional methods and technology. The results indicate that technology is present in the classrooms of those interviewed, and teachers are seeking ways to combine their methodologies with the use of technology to promote more motivating teaching for students, making clear the importance of using these tools as long as there is adequate planning and balanced use.

2024-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5782 2026-01-22T14:04:52Z 2024-02-01T00:00:00Z

Título: Libras: um estudo de caso sobre o papel do intérprete e o ensino de língua portuguesa para surdos em uma escola do ensino médio em Itapecuru-Mirim/MA Abstact: This research encompasses reflections on a case study about the role of the interpreter in teaching Libras (Brazilian Sign Language) and Portuguese to deaf students in a high school in Itapecuru-Mirim/MA. The study aimed to analyze the methodologies and strategies used by the interpreter to facilitate the teaching of these students. Teaching aims at developing the student's various capacities, including cognitive, ethical, affective, aesthetic, and physical abilities. Therefore, the school environment needs to be prepared to reflect on the teaching-learning process so that the student develops satisfactorily, and the interpreter must seek teaching methods and approaches that facilitate the student's access to the content being taught, thus adopting teaching strategies. It is fundamental to have qualified and committed teachers dedicated to the education of deaf students. As methodological support, basic qualitative methods were used, classified as descriptive, and included in the field of qualitative approaches to scientific research, containing the research technique of Extensive Direct Observation and discursive analytical procedures for the development of the research. The results were based on the responses to the interview applied to the interpreter who works at the school and a deaf student. The results indicate that the teacher who works as an interpreter at the school has sought to promote teaching strategies for deaf students; however, the reality of inclusion in the visited environment still needs to be implemented more assertively, considering that the school does not provide support and guidance for the education of deaf students.

2024-02-01T00:00:00Z