https://repositorio.uema.br/jspui/handle/123456789/2017 Mon, 25 May 2026 01:48:35 GMT 2026-05-25T01:48:35Z https://repositorio.uema.br/jspui/handle/123456789/6147 Título: Letramento literário nos anos finais do ensino fundamental: a importância da leitura para o desenvolvimento do pensamento crítico Abstact: Literary literacy has gained prominence as an essential practice in the final years of Elementary Education, especially considering contemporary demands that require readers capable of understanding, interpreting, and critically positioning themselves in relation to diverse social and cultural manifestations. Within this context, it is observed that many students demonstrate lack of motivation and difficulty in attributing meaning to reading, revealing a distance between schoolbased literature and their life experiences. Based on this situation, the presente study analyzed how literary literacy can contribute to the development of critical thinking among students at this stage of schooling. The research, qualitative in nature and bibliographic in character, was grounded in authors such as Soares (2005), Kleiman (2005), Street (2014), Cosson (2006), Freire (1989), and Zilberman (1988), articulating theoretical perspectives with pedagogical practice. For analytical exemplification, the work A Terra dos Meninos Pelados, by Graciliano Ramos, was used as a possibility for promoting critical reading in the classroom. The results indicated that literary literacy, when understood as a social practice and intentionally mediated, enables the development of Reading autonomy, broadens interpretative abilities, and encourages students’ critical positioning. The study also highlighted challenges such as the use of literature solely for evaluative purposes and the absence of dialogic spaces, as well as possibilities for overcoming these issues through meaningful pedagogical practices and teacher mediation. It is concluded that literary literacy constitutes a relevant path for strengthening students’ critical formation and promoting Reading experiences that dialogue with their lived realities, contributing to integral and participatory development within the school context. Mon, 15 Dec 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6147 2025-12-15T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/2668 Título: A variação da concordância nominal de número no sintagma nominal da comunidade caxiense Abstact: The present study aims to analyze the use of the variable nominal number agreement in the language spoken in the Caxias community, describe the linguistic and extralinguistic factors that contribute to number agreement in the Nominal Phrase and observe whether nominal number agreement is characterized as a variation. stable or changing number in progress, the SN, by providing variants with explicit plural marks [-s] and variant [Ф] in Brazilian Portuguese, contributes to the number agreement in Brazilian Portuguese presenting itself as a variable rule conditioned by factors linguistic and extralinguistic. This research, of a quantitative and descriptive nature, is based on the theoretical-methodological assumptions of Variationist Sociolinguistics, guided by William Labov (1972), Mollica (2003), Miranda (2014), among others. The research will be carried out in the sample of the ALFMA project, (MIRANDA, 2016), with the aim of identifying which groups of linguistic and extralinguistic factors condition or not the application of the nominal agreement rule. The results showed that the linguistic independent variant that significantly contributes to the use of the study variant is, therefore, the adjective in the grammatical class and the paroxytone as the stressed syllable and the third position in the nucleus. Therefore, the independent social variant that most uses nominal number agreement, in terms of sex, is men, education - higher education - and the age group is 18 to 30 years old. Wed, 06 Mar 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/2668 2024-03-06T00:00:00Z