DSpace Communidade:https://repositorio.uema.br/jspui/handle/123456789/45482026-04-10T19:38:49Z2026-04-10T19:38:49ZO 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-MAhttps://repositorio.uema.br/jspui/handle/123456789/55532025-11-14T16:02:10Z2025-03-14T00:00:00ZTítulo: 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.2025-03-14T00:00:00ZA relação trauma-aprendizagem em Ciranda de Pedra: um romance de formaçãohttps://repositorio.uema.br/jspui/handle/123456789/55512025-11-04T13:43:07Z2025-03-27T00:00:00ZTítulo: 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 experiences2025-03-27T00:00:00ZA influência da oralidade nas variações linguísticas estudadas na produção textual dos alunos do 1º ano do ensino médio no Centro de Ensino Frei Godofredo Bauerdickhttps://repositorio.uema.br/jspui/handle/123456789/55382025-10-30T18:47:08Z2025-03-24T00:00:00ZTítulo: 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 8.2025-03-24T00:00:00ZJuventude e criminalidade: uma proposta pedagógica de intervenção educacional em Lago da Pedra-MA inspirada na obra Capitães da Areia de Jorge Amadohttps://repositorio.uema.br/jspui/handle/123456789/55332025-10-30T18:49:18Z2025-03-24T00:00:00ZTítulo: Juventude e criminalidade: uma proposta pedagógica de intervenção educacional em Lago da Pedra-MA inspirada na obra Capitães da Areia de Jorge Amado
Abstact: This work aims to analyze the relationship between youth and crime in the municipality of Lago
da Pedra, Maranhão, and compare it to other contemporary realities, based on a reflection
inspired by the work "Capitães da Areia" (Captains of the Sands), by Jorge Amado. Based on a
theoretical approach based on Foucault (1987), Hirschi (1969), Rutter (2000), Assis (2009),
Cândido (1989), Dolz, Noverraz and Schneuwly (2014), and Durkheim (2019), among others,
we seek to understand how social exclusion, poverty, and lack of access to education contribute
to the increase in juvenile crime. We propose an educational intervention that, through
literature, stimulates critical reflection and the construction of social alternatives for young
people in vulnerable situations. The proposal aims to promote inclusion, belonging, and the
construction of new perspectives on life, using literature as a tool for critical reflection and
social transformation. This initiative, by combining the study of juvenile crime with a
pedagogical intervention based on literature, represents a concrete action to address the social
inequalities that affect vulnerable youth. Through a critical analysis of the book "Capitães da
Areia," it will be possible to understand that social exclusion, poverty, and the lack of effective
educational policies are directly related to the increase in youth crime. In this context, literature
presents itself as a tool for awakening critical reflection, capable of stimulating a sense of
belonging in young people, expanding their social awareness, and fostering the development of
new perspectives on life. The proposal, therefore, reaffirms the importance of education as a
transformative practice, highlighting the role of schools and culture in breaking cycles of
marginalization and promoting citizenship and social inclusion.
Keywords: Captains of the Sands. Criminality. Pedagogical Proposal. Intervention. Literature.2025-03-24T00:00:00Z