DSpace Communidade:https://repositorio.uema.br/jspui/handle/123456789/19672026-05-21T00:54:13Z2026-05-21T00:54:13ZO ensino de língua portuguesa para alunos com transtorno do espectro autista: uma revisão bibliográfica sobre as práticas de leitura adaptadas para alunos dos anos finais do ensino fundamentalhttps://repositorio.uema.br/jspui/handle/123456789/61262026-05-13T12:03:54Z2025-12-18T00:00:00ZTítulo: O ensino de língua portuguesa para alunos com transtorno do espectro autista: uma revisão bibliográfica sobre as práticas de leitura adaptadas para alunos dos anos finais do ensino fundamental
Abstact: Based on the principles of neuroeducation, interactionist linguistics, cognitive linguistics, and
inclusive special education practices, this research analyzes the teaching of Portuguese to
students with autism spectrum disorder in the final years of elementary school, with special
attention to adapted reading practices. This work is anchored in a qualitative and exploratory
literature review, which gathered 58 studies including books, articles, theses, dissertations,
statistical databases, and legal documents. The study investigates how the cognitive, sensory,
and linguistic characteristics of autism influence the reading comprehension process. It also
identifies that student with autism face challenges related to inferences, pragmatics, cognitive
flexibility, and sensory overload, aspects that hinder textual interpretation in the traditional
school context. The investigation demonstrates that disjointed reading methods do not meet the
needs of this population, reinforcing the importance of adapted strategies. Among the practices
reinforced in the literature and considered effective, the use of visual aids, structured routines,
explicit instruction, adapted texts, guided reading, and dialogic mediation stand out. These
approaches, aligned with the theoretical perspectives of Bakhtin (2003), Vygotsky (1994),
Antunes (2009), and Kleiman (2013), along with neuroeducation studies, favor the construction
of meaning, expand reading autonomy, and strengthen the social participation of students with
ASD. The study concludes that adapted reading is an essential tool for promoting inclusion,
equity, and meaningful linguistic development. By systematizing accessible methodologies, the
research contributes to the teaching work with autistic students, offering theoretical and
practical bases for pedagogical planning2025-12-18T00:00:00ZO impacto das gírias na comunicação escolar: entre a linguagem jovem e a norma padrão da línguahttps://repositorio.uema.br/jspui/handle/123456789/61252026-05-13T11:51:54Z2025-12-18T00:00:00ZTítulo: O impacto das gírias na comunicação escolar: entre a linguagem jovem e a norma padrão da língua
Abstact: Language, as a constitutive element of identity and culture, manifests itself in a dynamic and
multifaceted way, reflecting social transformations and the communicative contexts in which it
is inserted. In the school environment, this linguistic diversity plays a central role in knowledge
construction and interpersonal relationships. This study aims to analyze the impact of slang in
school communication and its implications for the teaching of the standard variety of
Portuguese, considering sociolinguistic and educational perspectives. The qualitative and
descriptive research was carried out with 9th-grade students from a public school in Trizidela
do Vale (MA), through observations, questionnaires, and textual analyses. The results show that
slang, rather than representing a deviation from the standard language, functions as an
instrument of identity, belonging, and socialization among students. However, when repressed
or stigmatized, it can create communicative and emotional barriers in the teaching-learning
process. It is therefore argued that schools should recognize and value linguistic plurality as a
means of inclusion and critical formation, connecting youth language to the standard norm in a
reflective and contextualized way2025-12-18T00:00:00ZA representação da dor e da solidão da mulher negra em Olhos D'Água de Conceição Evaristo: uma análise da subjetividade femininahttps://repositorio.uema.br/jspui/handle/123456789/61162026-05-12T18:28:22Z2025-12-19T00:00:00ZTítulo: A representação da dor e da solidão da mulher negra em Olhos D'Água de Conceição Evaristo: uma análise da subjetividade feminina
Abstact: The history of Black men and women in Brazil is marked by the existence of social, economic, educational, political, and cultural disparities. For a long period, Black people were victims of marginalization, oppression, violence, and racism, and their voices were silenced – especially the voices of women. Through artistic expressions, such as Black literature, Black women found a space to be heard and to portray their experiences, pain, and resistance. The Black female subjectivity present in literary works represents other voices, voices that were silenced, voices that did not have the opportunity to be represented. Given this problem, it was deemed necessary to analyze the pain and loneliness of Black women through the analysis of the short stories “Maria,” “How many children did Natalina have?” and “Zaíta forgot to put away the toys” from the book Olhos d’água, by Conceição Evaristo. The study was developed through bibliographic research based on books, articles, and magazines written in Portuguese, using for analysis and interpretation of the work the writings of renowned authors such as Jean-Paul Sartre (2015), Del Priori (2020), Novelino (1998), Santana (2020), among others. The results obtained revealed the importance and impact of contemporary Black writing, which denounces injustices of the past and present, promotes representativeness, and highlights the need for visibility.2025-12-19T00:00:00ZO negro em Castro Alves e Solano Trindadehttps://repositorio.uema.br/jspui/handle/123456789/61152026-05-12T16:42:23Z2025-11-22T00:00:00ZTítulo: O negro em Castro Alves e Solano Trindade
Abstact: This study examines the representation of Black people in the poetry of Castro Alves and
Solano Trindade, highlighting the differences and similarities in the poetic strategies used to
address slavery, racism, and the social condition of Black individuals in distinct periods of
Brazilian history. The research aimed to analyze how both authrs denounce the condition of
Black people through their poetry, under the lens of Afro-Brazilian literature. The study is
qualitative and bibliographic, employing an analytic-comparative approach supported by
literary critics such as Antonio Candido (2006), Eduardo de Assis Duarte (2022), Rafael
Balseiro Zin (2019), and Zilá Bernd (1988), among others. The poems “Navio Negreiro,”
“Vozes d’África,” and “A canção do africano” by Castro Alves, and “Navio Negreiro,” “Sou
negro,” and “Tem gente com fome” by Solano Trindade were analyzed considering their
historical context, stylistic features, and underlying ideologies. The findings indicate that, in
Castro Alves, the Black figure is often depicted as an object of compassion and denunciation,
portrayed through the perspective of a white poet, whereas in Solano Trindade, the Black
subject emerges as an active voice, affirming identity, resistance, and social protagonism. The
study also reveals the continuity of social engagement in both authors, despite significant
differences in representational methods and historical frameworks. It concludes that the poetry
of both writers fulfills an important social function by denouncing injustices and prompting
reflection on the Black experience in Brazil. The research reinforces the relevance of Afro-
Brazilian literature as a tool of resistance, memory, and identity affirmation2025-11-22T00:00:00Z