DSpace Communidade:https://repositorio.uema.br/jspui/handle/123456789/20602026-04-11T20:48:04Z2026-04-11T20:48:04ZUma análise sobre empoderamento e identidade em uma campanha publicitária à luz da análise do discursohttps://repositorio.uema.br/jspui/handle/123456789/57772026-01-22T11:49:27Z2025-04-11T00:00:00ZTítulo: Uma análise sobre empoderamento e identidade em uma campanha publicitária à luz da análise do discurso
Abstact: This study analyzes how advertising texts for beauty product brands influence the construction of female identity, focusing on the discourse of empowerment present in these campaigns and its relationship with the principles of contemporary feminism. In this sense, we have the following question as a guiding point: how does advertising discourse impact female behavior and the values associated with the ideology of beauty? Among the specific objectives, the following stand out: to analyze the interaction between different discourses and the intentions of the subjects in the construction of meanings, to explain how advertising uses persuasive strategies to influence the target audience, and to explore the complexity of female identity from a feminist perspective. Thus, the methodology used is based on the Discourse Analysis of the French Line, based on Maingueneau's (2008) studies on language, meaning, and discursive practice, and on Hall's (2006) theories on culture and postmodernism. It explores fundamental concepts such as subject, interdiscourse and identity, present in these authors, and also includes contributions from Berth (2019), Hooks (2018), Butler (2018), Beauvoir (1967), among others. To carry out this work, we used two images from Avon's “#DonadessaBeleza” advertising campaign, broadcast in November 2016. This campaign was selected because it was part of a context of resistance to patriarchy, using advertising as a platform to convey a feminist discourse. Based on the analysis, we can identify the discourses that manifest themselves about the female figure in the advertising texts, evidencing, through verbal-visual language, reformulated conceptions of the female subject. The language and images used construct narratives that dialogue with the evolution of the role of women in society, challenging traditional stereotypes and proposing new identities. In conclusion, the research demonstrates that Avon challenges traditional beauty standards in its advertising texts, promoting identity expression and freedom of choice.2025-04-11T00:00:00ZEntre a legislação e a realidade: 20 anos da Lei de Libras e os desafios da inclusão escolarhttps://repositorio.uema.br/jspui/handle/123456789/57702026-01-21T13:41:32Z2025-07-28T00:00:00ZTítulo: Entre a legislação e a realidade: 20 anos da Lei de Libras e os desafios da inclusão escolar
Abstact: This monograph analyzes the challenges and advances in the implementation of school inclusion for deaf students in Brazil, with an emphasis on the effectiveness of Law No. 10.436/2002 (Libras Law), Decree No. 5.626/2005, and the Brazilian Inclusion Law (Law No. 13.146/2015). The research adopts a qualitative and bibliographic approach, based on reference works and official documents, aiming to identify the main gaps between legislation and actual practice in regular schools. The findings show that, although these legal frameworks represent significant achievements in educational rights, a gap still exists between normative theory and pedagogical practice. The main barriers include insufficient teacher training in Libras, the lack of qualified interpreters, inadequate curricular adaptation, poor school infrastructure, and cultural resistance to linguistic diversity. The study also highlights the importance of articulation between school and family, as well as the need for intersectoral public policies and continuous investments in training and educational resources. It concludes that the full inclusion of deaf students requires institutional commitment, cultural change, and the effective implementation of existing public policies, ensuring the right to equitable and accessible education.2025-07-28T00:00:00ZAs tensões discursivas sobre o ensino de Língua Portuguesa a partir do texto e/ou da gramática no campo educacionalhttps://repositorio.uema.br/jspui/handle/123456789/56152025-11-19T19:58:38Z2025-07-01T00:00:00ZTítulo: As tensões discursivas sobre o ensino de Língua Portuguesa a partir do texto e/ou da gramática no campo educacional
Abstact: This study aims to understand the discursive tensions that permeate the teaching of Portuguese
Language, especially regarding the dispute between the traditional grammar-based approach
and the perspective that emphasizes teaching through language use, within the context of
teacher education at the State University of Maranhão – Bacabal Campus. The research is based
on the understanding that language is a social practice and that discourses on language teaching
are argumentative positions constructed within a field of ideological disputes, where school
memories, institutional values, and educational policies intertwine. The study is grounded in
the theory of socio-discursive interactionism, the concept of interdiscourse (Maingueneau),
Bakhtin’s dialogism, the notion of argumentation in discourse (Fiorin), and the Applied
Linguistics (Moita Lopes). The adopted methodology is qualitative, descriptive, and
interpretative in nature, with interviews conducted with two groups of participants:
undergraduate students in the early semesters of the Language and Literature program,
representing beginners, and those in the final semesters, representing prospective graduates.
The interviews were analyzed based on the Analysis of Verbal Interaction, considering markers
of positioning, dialogic relations, and the effects of meaning present in the utterances. The
results reveal that beginner students tend to reproduce the traditional discourse of normative
grammar, while graduating students show greater openness to text-based approaches, although
grammar remains a reference point. The study highlights the strength of grammatical discourse
in the teaching imaginary, the resistance to changes proposed by curricular guidelines, and the
contradictions that permeate the educational field. By analyzing the tensions between these
perspectives, the study emphasizes the argumentative nature of discourses, contributing to the
understanding of the challenges faced in teacher education and to reflections on more dialogic
and meaningful pedagogical practices in language studies and the teaching of Portuguese
Language.2025-07-01T00:00:00ZProposta de desenvolvimento da competência argumentativa: os operadores argumentativoshttps://repositorio.uema.br/jspui/handle/123456789/56102025-11-19T14:23:09Z2025-07-29T00:00:00ZTítulo: Proposta de desenvolvimento da competência argumentativa: os operadores argumentativos
Abstact: This study aims to analyze how the teaching of argumentative operators can
contribute to the development of discursive competence among students in the final
years of elementary school in the municipal network of Bacabal, Maranhão. The
motivation for the research arose from the unsatisfactory results achieved by the
municipality in the 2021 and 2023 editions of the Basic Education Development Index
(IDEB), which remained below the targets established by the state. It is based on the
assumption that argumentation is an essential skill for both citizenship formation and
success in external assessments, with argumentative operators playing a
fundamental role in building textual cohesion, clarity, and logical organization. The
research adopts a qualitative approach and is grounded in theorists such as Irandé
Antunes, Ingedore Koch, Luiz Antônio Marcuschi, and Mônica Cavalcante, who
discuss language as a social practice and emphasize the importance of
argumentative literacy. As a pedagogical intervention, the study presents a didactic
sequence focused on argumentative operators, structured through epilinguistic and
metalinguistic practices. The proposed activities include the reading and analysis of
opinion texts, exercises to complete logical connections with appropriate discourse
markers, and the production of an opinion letter. The sequence is aligned with the
guidelines of the Base Nacional Comum Curricular (BNCC) and the Documento
Curricular do Território Maranhense (DCTMA), with an emphasis on descriptor D15
of the Basic Education Assessment System (SAEB), which assesses students' ability
to establish logical-discursive relationships. Although it has not yet been empirically
applied, the sequence shows potential to address learning challenges in the local
educational context by strengthening students’ linguistic skills, critical thinking, and
argumentative autonomy.2025-07-29T00:00:00Z