https://repositorio.uema.br/jspui/handle/123456789/4567 2026-04-12T12:26:15Z https://repositorio.uema.br/jspui/handle/123456789/4819 Título: O Letramento literário nos anos finais do ensino fundamental: uma análise da formação do leitor a partir da prática docente e das orientações curriculares Abstact: This work investigating how literary literacy is presented based on teaching practice in contrast to curricular guidelines. Therefore, it seeks to understand how the school carries out the practice of Literary Literacy and whether there is a unity between curricular guidelines and development practice. In this context, the research aims, in general, to analyze how Literary Literacy is taught by Portuguese language teachers in the upper elementary school of the Unidade Mais Integral Zeca Branco school, part of the municipal network of Pedreiras-MA. This work is justified by its relevance in showing the importance of literary literacy in a school dynamic in which a large part of today's students have stopped practicing literary reading. As a basis for these studies on the problem, the specific objectives were outlined, which consist of discussing the teaching of literary literacy and its importance in Elementary School II based on the guidelines of the curricular documents and other studies; presenting how the learning of literary literacy is perceived by teachers, identifying the conception of reading/reader held by them, based on the analysis of questionnaires; investigate how the reader is formed. To achieve the proposed objectives, the methodological procedures used are bibliographical research, carried out to gather the necessary theoretical support for discussions on the topic, and also qualitative field research, which made it possible to collect data for analysis, so that a parallel could be drawn between theory and practice. To this end, the base authors who contributed to the theoretical framework of this research are Cosson (2006), Gallian (2023), Candido (2004), and Soares (1998), among others. From this, the results obtained show that the curricular guidelines for teaching Literary Literacy sometimes differ from what is done in practice, since there are no favorable conditions for the school to promote full access to Literature to students, since literary content does not have a space specifically designated for them, as there is no Literature curricular component in the school where the research was carried out, which makes it difficult to promote literary literacy for students in the final years of elementary school, sometimes generating a disconnect between theory and practice in the teaching of Literature 2024-08-14T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4818 Título: A importância da literatura infantojuvenil na formação de novos leitores Abstact: Encouraging the habit of reading from childhood is fundamental in the contemporary educational context, especially due to competition with digital stimuli. The present study aims to examine the contribution of children's literature in the formation of new readers, seeking to understand the lasting benefits of this practice in children's lives. This study will use some important authors to better understand the topic. Veridiana Almeida (2011), for example, is an essential choice because she explores the importance of children's literature and how it has evolved over time. The methodological approach used in conducting this research is based on a bibliographic survey, which includes consultation of various sources, such as books, articles and texts, with exploratory purposes and a qualitative approach. The research concludes that children's literature plays a crucial role in the cognitive, emotional and social development of children, establishing a solid foundation for a reading habit that can last a lifetime 2024-08-14T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4817 Título: O gênero diário pessoal em práticas de (re)escrita: uma proposta com os alunos do 7° ano da Unidade de Ensino Zeca Branco de Pedreiras-Ma Abstact: This research presents a didactic proposal with (re)writing practices, through the personal diary genre, with students from the Zeca Branco Teaching Unit in the city of Pedreiras-MA, in the 7th year who are part of the Brazil at School Program of the federal government. The question that led this research was: how will our proposal for teaching the personal diary genre contribute to students' writing? And we aimed to analyze the students' writing and rewriting process based on the analysis of the language capabilities of the personal diary genre in their textual productions. To do this, we are based mainly on the sociodiscursive interactionism (ISD) of Bronckart (1999/2006) and the studies of Machado (2005), on the perspective of organizing the didactic sequence presented by Dolz, Noverraz and Schneuwly (2011) and in relation to the personal diary genre, in the studies presented by Lejeune (2008). As a type of research, we adopted action research based on the studies of Thiollent (2011). We analyzed the initial and final version of the textual productions of the students participating in the research, and the corpus of this research was constituted with 8 (eight) productions analyzed. As a result, we noticed that the initial version lacked a certain mastery in relation to some elements and characteristics of the personal diary genre. And in the latest version, it was possible to notice a certain evolution in mastering the elements and characteristics of the genre and in language capabilities. In this way, our proposal contributed to the acquisition of new knowledge in relation to the proposed genre, such as the practice of more intimate and reflective writing and rewriting, in addition to enabling students to notice that the writing process is interconnected with the process of rewriting, thus allowing the development and improvement of their writings 2024-08-13T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4815 Título: Linguagem e poder: uma análise discursiva da obra 1984 de George Orwell Abstact: George Orwell’s 1984 portrays a dystopian society, in which the State imposes itself in a totalitarian way, both through situations related to language and power relations, and by controlling the actions of the population, influencing the lives of the subjects. To this end, the work has the following objectives: to analyze situations of power and manipulation by language described in the work 1984; to investigate the occurrences of the power relations presented in the novel; to examine how the language of the book is used to maintain the power exercised by the subjects; to identify how the subjects of the discourse are molded through the utterances presented in the narrative. For the development of this analysis, the present work consists of a qualitative interpretative bibliographic research on the literature review. The research was based on the analysis of the French line of discourse, which was possible through authors such as Dominique Maingueneau in his book Discourse and Discourse Analysis (2015), seeking to analyze the epistemological, theoretical and methodological issues of Discourse Analysis; Michel Foucault, in his two works Archaeology of Knowledge (2012) and the Order of Discourse (2014), in which the elements of power and ideology present in the works were observed; Michel Pêcheux and his ideological and discursive formation through O Discurso (2002) and Eni Orlandi through the book Análise de Discurso (2015) 2024-01-01T00:00:00Z