https://repositorio.uema.br/jspui/handle/123456789/3183 Mon, 06 Apr 2026 06:31:54 GMT 2026-04-06T06:31:54Z https://repositorio.uema.br/jspui/handle/123456789/5897 Título: Língua Portuguesa: o uso das metodologias ativas no processo de ensino-aprendizagem dos alunos do Ensino Fundamental II Abstact: This study discusses the use of active methodologies in the teaching of Portuguese Language in lower secondary education (Ensino Fundamental II), considering the historical and contemporary challenges that characterize Brazilian education. The research is guided by the following question: how can active methodologies contribute to the teaching-learning process of Portuguese Language in lower secondary education? Accordingly, the general objective is to investigate the effectiveness of active methodologies in this educational context. The theoretical framework is based on authors such as Liberali (2018), Rojo (2012), Valente (2018), Bagno (2016), and Moran (2018), who advocate for interactive, student-centered teaching approaches, as well as on Piaget (1975) and Vygotsky (1997), who understand active learning as a social process. The study adopted a systematic literature review, selecting books, academic articles, and official documents (PCNs and BNCC) in order to map theoretical and practical contributions. The analysis involved critical reading and comparative examination of the selected studies. The results indicate that active methodologies such as problem-based learning (PBL), flipped classroom, gamification, and the use of digital technologies foster the development of competencies established by the BNCC, including reading, writing, orality, critical thinking, and collaboration. These strategies make teaching more meaningful, connect curricular content to students’ real-life contexts, and promote greater learner autonomy. It is concluded that active methodologies represent effective alternatives for transforming Portuguese Language teaching, helping to overcome traditional practices and promoting more reflective, contextualized, and inclusive learning Tue, 16 Dec 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5897 2025-12-16T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5689 Título: A Melancolia na escrita de Carolina Maria de Jesus, em quarto de despejo Abstact: This study analyzes the work Quarto de Despejo, by Carolina Maria de Jesus Maria de Jesus, based on the articulation between melancholy and writing. The author transforms the pain of social exclusion into poetic and political language, revealing writing as a space of subjectivation and resistance. The relevance of this research lies in expanding the debate on literary forms produced by historically marginalized subjects and the ways in which these productions challenge the canons of traditional literature. Hunger, poverty, and loneliness emerge as recurring images of melancholy, re-signified by Carolina Maria de Jesus as social critique. Methodologically, this study adopts a qualitative approach, based on bibliographic research, using theoretical works that discuss melancholy from psychoanalytic, aesthetic, and philosophical perspectives, as well as literary analyses of the author's work. The research is grounded in authors such as Ginzburg (2012), Kristeva (2012), Benjamin (1985), Bosi (2002), Kehl (2009), and Freud (1976). Therefore, the central objective of this study is to investigate how melancholy is constructed in the writing of Quarto de Despejo, demonstrating that the word, in the work, transcends denunciation and becomes an instrument for the symbolic elaboration of subjectivity. Wed, 09 Jul 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5689 2025-07-09T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5684 Título: Práticas pedagógicas para o ensino de alunos com dislexia: da língua portuguesa ao ensino distintivo de AEE Abstact: Dyslexia is a learning disorder that mainly affects reading. It is characterized by persistent difficulties in acquiring and using fundamental academic skills, significantly affecting the development of reading, writing and, in some cases, mathematics, directly interfering in the literacy process. This article aims to understand the characteristics of dyslexia and which pedagogical practices teachers should use to benefit the learning process of students in the school environment. Methodologically, this is an exploratory study, using an open questionnaire addressed to four teachers from Multifunctional Resource Rooms (SEM), Specialized Educational Services (AEE), Federal, State and Municipal Network of different schools in the city of São João dos Patos/MA. Authors such as Dìaz (2011), Góes (2015), Gonçalves and Peixoto (2020) and others, develop theoretically with this research, reinforcing the pedagogical practices used to teach students with dyslexia. As for the results, it was observed with the analysis, there is a need for in-depth knowledge about dyslexia, as highlighted by the teachers, in addition to continuing education, as well as inclusive pedagogical strategies, adapted materials and assistive technologies for more egalitarian and fair teaching, being necessary to have knowledge about dyslexia and its impact on learning Wed, 02 Jul 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5684 2025-07-02T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5573 Título: Variações linguísticas nos memes do Suricate Seboso Abstact: This article aims to analyze the textual genre meme on the Instagram page Suricate Seboso and its contribution to the dissemination of linguistic variation. Memes, as typical manifestations of digital culture, serve as privileged spaces for observing contemporary linguistic practices, which reflect different ways of speaking associated with diverse social and regional contexts. This qualitative research, grounded in an interpretative approach, is based on the theoretical framework of Variationist Sociolinguistics (Labov, 1972) and on the contributions of scholars such as Bagno (2007) and Bortoni-Ricardo (2004), among others. Four memes from the aforementioned page were selected and analyzed, focusing on linguistic elements that reveal features of orality, popular Portuguese, and regional varieties. The analysis revealed the frequent use of slang, colloquial expressions, and constructions that reflect both the Portuguese spoken in the Northeast of Brazil and the social identity markers of its speakers. The study concludes that memes, beyond entertainment, constitute significant discursive practices in the construction and affirmation of linguistic identities, contributing to the promotion of linguistic diversity and the fight against linguistic prejudice Fri, 04 Jul 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5573 2025-07-04T00:00:00Z