https://repositorio.uema.br/jspui/handle/123456789/4549 2026-07-08T23:06:56Z https://repositorio.uema.br/jspui/handle/123456789/6218 Título: A intertextualidade bíblica na obra Cartas de Um Diabo a seu Aprendiz de C. S. Lewis Abstact: This work investigates how biblical intertextuality is used to enrich the message and the literary experience. Through bibliographical research, studies on linguistics and textual production were gathered, based on authors such as Marcuschi (2008) and Koch (2015), among other scholars who contributed to the theoretical basis. The work will investigate how this intertextuality happens in the work Letters from a Devil to His Apprentice by C.S. Lewis (1941), carrying out a thorough analysis of the work, identifying the passages which make reference to the New Testament, mainly Matthew, Luke, John, Romans, Galatians, Ephesians, 2 Corinthians, 1 Timothy, Hebrews, James, 1 John, Revelation. 2024-08-09T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5553 Título: O ensino das classes gramaticais a partir do gênero notícia: uma proposta pedagógica aplicada no 9º ano do ensino fundamental na Escola Unidade Integrada Professora Josefa Agostinho Pereira em Lago da Pedra-MA Abstact: This project proposes the use of the "news" textual genre as a teaching tool for contextualized grammar teaching, promoting more meaningful learning aligned with students' realities. Based on the dialogic perspective of language, according to Bakhtin (2016), and the studies of Antunes (2014), Marcuschi (2008), and Bezerra (2007), the teaching sequence proposed by Zabala (1998) is adopted as a methodological framework. This qualitative research uses bibliographic and field methods, aiming at the comprehensive development of students and the development of a critical, reflective, and socially committed pedagogical practice. We also seek to demonstrate the possibilities for developing grammar teaching through this written genre, in which we obtained positive results. The adopted methodological approach, based on collaborative activities and writing, research, linguistic analysis, and textual review, promoted a more contextualized learning of grammar as a tool for producing meaning. This approach was based on a pedagogical approach aimed at 9th-grade students at a public school in the municipality of Lago da Pedra, Maranhão. The results obtained throughout the research process were qualitatively analyzed. The data reveal that grammar teaching, when combined with written textual genres, is an effective method, as it involves different cognitive and linguistic processes. Therefore, the aim is to answer the following question: How can we contextualize the teaching of grammatical classes: noun, verb, adverb, and pronoun, based on the production of the textual genre "news"? Thus, the use of the "news" genre, in line with the students' social context, provides the possibility of more meaningful teaching and learning, potentially fostering real changes through the use of language. 2025-03-14T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5551 Título: A relação trauma-aprendizagem em Ciranda de Pedra: um romance de formação Abstact: This study is structured around the work Ciranda de Pedra by Lygia Fagundes Telles, focusing on the character Virgínia, a young woman who undergoes various traumatic experiences throughout her journey. The analysis addresses social themes and issues, particularly concerning family structure, family breakdown, patriarchal and controlling systems, adultery, self-exclusion, identity crises, grief, and overcoming adversity. The research adopts a qualitative and bibliographic approach. Initially, it was essential to examine the novel's context in relation to the author's historical background, considering Brazil's intense political climate marked by authoritarianism and censorship. The objective was to demonstrate how Virgínia acquires knowledge through traumatic experiences, linking her trajectory to the representation of a Bildungsroman. The primary focus for achieving this goal relies on psychoanalytic theory, particularly Freud’s (1923) concepts of the ego, id, and superego. This study contributes to a deeper understanding of Telles’ work by examining the struggles of a bourgeois family in the 1940s as it collapses due to adultery, all from the perspective of Virgínia—a product of this "sin." The findings highlight the challenges faced by Virgínia and the lessons she gains from these traumatic experiences 2025-03-27T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5538 Título: A influência da oralidade nas variações linguísticas estudadas na produção textual dos alunos do 1º ano do ensino médio no Centro de Ensino Frei Godofredo Bauerdick Abstact: This study investigates the influence of orality on the linguistic variations present in the textual production of 30 first-year students from class “A” of the morning shift at Centro de Ensino Frei Godofredo Bauerdick, located in Lago da Pedra, Maranhão, Brazil. The research focuses on the approximation between speech and writing, aiming to understand how regional linguistic phenomena—such as the deletion of the final /r/, diphthongization, and monophthongization—manifest in students’ school writing. Accordingly, the central research question guiding this work is: How can linguistic variations influence the writing of first-year high school students at C. E. Frei Godofredo Bauerdick? To address this question, cognitive and psychological factors that affect the transition from orality to writing were discussed, highlighting the need to develop metalinguistic awareness and reading habits for the enhancement of writing competence. A quantitative and qualitative analysis of the linguistic variations found in students’ textual productions in the chronicle genre was conducted, with emphasis on the deletion of the final /r/, followed by diphthongization and monophthongization. These variations were understood as reflections of regional linguistic practices, rather than as deviations from the standard norm. It was found that orality can both interfere with writing and enrich students' linguistic repertoire when approached critically and in context. The study reinforces the importance of pedagogical practices that value linguistic diversity in the teaching of Portuguese. The main authors referenced include: Bagno (2007), Marcuschi (2001) in chapter 2; Fiorin (2003), Bagno (2007), Bezerra & Rocha (2006) in chapter 3; Travaglia (2002) in chapter 4; William Labov (2008 [1972]) in chapter 5.1; Lima (2015), Soares (2017) in chapter 5.2; Bagno (2007), Marcuschi (2001) in chapter 5.4; Marconi & Lakatos (2003) in chapter 6; Bogdan & Biklen (1994) in chapters 6 and 7; Bezerra & Rocha (2006), Marroquim (1996), Travaglia (2002) in chapters 7, 7.1, and 7.2; and the Base Nacional Comum Curricular – BNCC (2018) in chapter 8. 2025-03-24T00:00:00Z