https://repositorio.uema.br/jspui/handle/123456789/2418 Tue, 18 Aug 2026 20:18:17 GMT 2026-08-18T20:18:17Z https://repositorio.uema.br/jspui/handle/123456789/6426 Título: Uma análise descritiva da classificação toponímica em municípios da mesorregião norte maranhense-microrregião dos Lençóis Maranhenses Abstact: Abstract: Toponymy is a field of study that seeks to understand the processes involved in naming places, highlighting the relationships among language, culture, history, and geographical space. Within this context, the present study focuses on the toponymic classification of the municipalities located in the Northern Maranhão Mesoregion, with emphasis on the Lençóis Maranhenses Microregion. The objective is to carry out a comparative analysis of the municipalities' toponyms, identifying the predominant taxonomic categories and the semantic motivations underlying their denominations. The research is grounded in the studies of Maria Vicentina de Paula do Amaral Dick, particularly her taxonomic proposal for the classification of Brazilian toponyms, as well as in the contributions of scholars who approach Toponymy as an interdisciplinary field concerned with the relationships among language, memory, identity, and territory. Methodologically, this is a qualitative, descriptive, comparative, and documentary study based on bibliographic research and on the analysis of the official names of the municipalities belonging to the Lençóis Maranhenses Microregion. The toponyms were classified according to Dick's taxonomic categories, allowing the identification of the predominant motivations for their formation. The results indicate that the naming of these municipalities is strongly influenced by natural elements, especially hydrographic, botanical, zoological, and geomorphological features, as well as by historical and cultural factors. It is concluded that the analyzed toponyms preserve aspects of collective memory and regional identity, constituting important linguistic and cultural records that reveal the close relationship between communities and the geographical space they inhabit. Wed, 15 Jul 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6426 2026-07-15T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6419 Título: A contribuição do gênero conto na proficiência leitora do 7º ano- em uma escola pública de Barra do Corda- MA Abstact: This research aims to investigate how the short story genre contributes to the development of reading proficiency among 7th-grade students at the Professor Galeno Edgar Brandes Integrated Unit in Barra do Corda, Maranhão, Brazil, analyzing its influence on stimulating reading, comprehension, and textual interpretation. The research was conducted using a qualitative approach, configured as a case study, developed through pedagogical intervention, observation of classroom activities, and analysis of students' written productions. The analysis encompasses theoretical discussions on reading, reader development, pedagogical practices, and the role of the short story genre in the school context. The study analyzes how the use of short stories, associated with reading circles, favors student participation, especially in the face of difficulties such as disinterest, shyness, and lack of reading habits. The results demonstrate significant advances in student engagement, recognition of narrative elements, and written production, in addition to pointing to the importance of pedagogical strategies that promote interaction and dialogue in the classroom. Thus, the relevance of using the short story genre as an effective tool in teaching Portuguese stands out, contributing to the formation of critical and participatory readers Fri, 26 Jun 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6419 2026-06-26T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6188 Título: A formação do leitor crítico no Ensino Fundamental II: uma intervenção pedagógica com a obra O Pequeno Príncipe Abstact: This study investigates how literary reading can contribute to the formation of critical readers in the final years of Elementary School, based on a pedagogical intervention carried out with the work The Little Prince, by Antoine de Saint-Exupéry, in a public school. The research is grounded on the observation that many students face reading difficulties, low motivation, and limited comprehension of literary texts. The study is characterized as a qualitative research of the pedagogical intervention type, developed with a 9th-grade class, involving classroom observation, application of a diagnostic questionnaire, shared reading of selected chapters of the work, and the production of reflective texts in the letter genre. Data analysis revealed that, despite initial weaknesses related to reading habits, students showed progress in participation, symbolic interpretation of the literary text, and the expression of critical and personal reflections. It is concluded that literature, when mediated in a dialogical and meaningful way, constitutes a fundamental instrument for the development of reading competence and for the human formation of students. Mon, 15 Dec 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6188 2025-12-15T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5932 Título: Ensino de língua portuguesa à luz da teoria das operações predicativas e enunciativas: descrição e reflexão Abstact: This article aims to analyze the contributions of the Theory of Predicative and Enunciative Operations - TOPE, developed by Antoine Culioli (1990, 1999a, 1999b, 2018), to the teaching of grammar and Portuguese language. The study is grounded in the conception of language as an activity of construction and regulation of values, in which meanings result from cognitive and linguistic operations performed by subjects in situation. From a methodological perspective, this is a qualitative study of a bibliographical and analytical-interpretative nature, whose corpus consists of four scientific articles selected according to criteria of theoretical and methodological relevance. Each article is examined in a specific section, allowing for the description of the operations mobilized in different teaching proposals and for the establishment of relations among distinct analytical frameworks. The results indicate the possibility of moving away from normative and dichotomous approaches toward practices that take into account the functioning of language in use, particularly with regard to the articulation between reading activities, interpretation, and grammatical reflection. It is concluded that TOPE provides consistent theoretical foundations for the development of teaching proposals that consider grammar as an analytical tool for examining enunciative operations and the construction of values in language activity Mon, 12 Jan 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5932 2026-01-12T00:00:00Z