https://ri.ufs.br/jspui/handle/riufs/2500 2026-07-07T22:02:22Z 2026-07-07T22:02:22Z Dantas, Rosely Magalhães https://ri.ufs.br/jspui/handle/riufs/25312 2026-07-07T14:18:49Z 2026-02-25T00:00:00Z

Título: Leitura e escrita por meio da poesia social: uma proposta para o ensino de língua portuguesa no 9º ano Autor(es): Dantas, Rosely Magalhães Abstract: This research project, developed within the scope of the Professional Master’s PrograminLetters (ProfLetras/UFS), aims to investigate how social poetry can contributetothedevelopment of reading and writing skills among 9th-grade students in ElementarySchool,promoting reading enjoyment and authorial protagonism. The proposal emergedfromtheobservation of students’ resistance to reading longer texts and fromthe needfor moremeaningful pedagogical practices that articulate language, sensibility, and social criticism. Tothis end, the adopted methodology was action research, with a qualitative approach, carriedoutat Colégio Estadual Cônego Filadelfo Oliveira, located in the city of Laranjeiras, Sergipe,Brazil. The study was organized into three stages — diagnosis, intervention, and evaluation—and involved the implementation of an original didactic sequence, comprising approximately16 lessons, grounded in the principles proposed by Rildo Cosson (2011). The researchalsoengages with the works of authors such as Magda Soares (2006), Angela Kleiman(2008),Michel Thiollent (2008), Antônio Candido (2012), Tzvetan Todorov (2009), AlfredoBosi(2010), and Roland Barthes (2013), among others. The poems selected for reading andanalysiswere written by authors such as Carlos Drummond de Andrade, Manuel Bandeira, RenataPallottini, as well as João Sapateiro, a local poet, chosen for addressing, in an aestheticandcritical manner, themes such as inequality, exclusion, resistance, and belonging. Inadditiontostudents’ production of original poems, the project included the creation of threeliterarysocialization devices: the Literary Ballot Box, the Literary Box, and the Poetry Board, whichcirculated among different classes in the school. At the end of the process, a PedagogicalWorkbook was produced as the educational product of the master’s program, compilingtheworkshops carried out, the texts used, and methodological guidelines. This studyaimstocontribute to the appreciation of poetry in Portuguese language teaching and tofostertheformation of critical readers and writers who are sensitive to the world around them.

2026-02-25T00:00:00Z Reis, Cleidiene Tavares Souza https://ri.ufs.br/jspui/handle/riufs/25305 2026-07-07T14:08:48Z 2026-02-26T00:00:00Z

Título: Jornal eletrônico: notícias em foco como estímulo à leitura e à escrita para alunos do 6º ano do Ensino Fundamental Autor(es): Reis, Cleidiene Tavares Souza Abstract: This research, linked to the Professional Master’s Program in Letters (ProfLetras/UFS), proposes a pedagogical intervention focused on teaching Portuguese, emphasizing the development of reading comprehension and writing skills. It uses the electronic newspaper and the news genre as teaching resources, integrating information and communication technologies into the school environment, with the aim of promoting greater interactivity and autonomy among students in the comprehension and production of texts, seeking to identify and overcome the most common difficulties presented by the students who were the subjects of the research. The target audience consists of 6th-grade students at the Amintas Leopoldino Ramos Municipal Elementary School, in Tobias Barreto, Sergipe. Its theoretical framework includes Solé (1998), who discusses reading methods; Santos (2006), who addresses textual diversity in the school context; Rojo (2012), who elucidates multimodal texts and multiliteracies; Freire (2003), who highlights the connection between reading the world and reading the word, and the importance of reading for pleasure; Romão (2020), who emphasizes the interweaving of reading and education; and the ideas in the BNCC, which contribute to comprehension, text production, and revision as learning processes. This qualitative-applied research is ethnographic and uses observation techniques and online interviews. From this perspective, a Pedagogical Workbook was developed for news production and interpretation, with collective and individual activities to promote improvement in these areas. Furthermore, the study aligns with the electronic newspaper as a privileged technology and will be made available on the school’s digital platforms. The results show that the strategy proved to be innovative, especially by making effective use of technological resources that are part of the students’ routine, in addition to fostering knowledge acquisition and suggesting a new approach for working on text interpretation and production related to students’ daily lives. This practice also strengthens the link between teaching and the social practice of language use, promoting literacy and involving students, teachers, and, to a certain extent, families in the educational process, who were selected for the research.

2026-02-26T00:00:00Z Santana, Lucila Teles de https://ri.ufs.br/jspui/handle/riufs/24993 2026-05-08T11:34:18Z 2025-08-28T00:00:00Z

Título: Letramento ambiental e caatinga : experiência em escola da zona rural no município de Cícero Dantas/BA Autor(es): Santana, Lucila Teles de Abstract: This study aims to investigate and promote environmental literacy at the Marinho Gomes de Oliveira Municipal School, located in the São João da Fortaleza District, in the municipality of Cícero Dantas, Bahia, aiming to strengthen environmental education among students, educators, and the community. To this end, a mixed methodological approach is adopted, combining qualitative and quantitative methods. Educational activities will be developed, such as workshops, field trips, mapping of caatinga flora species, discussion groups, lectures, and other activities focused on raising awareness and environmental education. The theoretical framework encompasses core concepts of environmental literacy, environmental education, sustainable development, and innovative pedagogical practices, drawing on the contributions of Freire (1996), Morin (2001), and Araújo (2012), among others. The research is grounded in approaches that promote meaningful learning, critical reflection, and transformative action in the face of environmental issues. The study's relevance lies in the growing urgency of environmental education in the face of global challenges such as the climate crisis, biodiversity loss, and ecosystem degradation. In this context, schools play an essential role in developing critical and conscientious citizens capable of acting responsibly and sustainably. The research is expected to contribute to strengthening environmental literacy among students, teachers, management, and the school community, encouraging sustainable practices and fostering a culture of participation, engagement, and socio-environmental responsibility.

2025-08-28T00:00:00Z Santana, Bruno Maciel https://ri.ufs.br/jspui/handle/riufs/23224 2025-09-24T10:19:28Z 2025-06-25T00:00:00Z

Título: Desmistificando a sintaxe do verbo : estratégias pedagógicas para o ensino da transitividade verbal no ensino fundamental Autor(es): Santana, Bruno Maciel Abstract: This study aimed to investigate the effectiveness of an Educational Product designed to teach verbal transitivity to 8th-grade students at a public school in the countryside of Sergipe, Brazil. Verbal transitivity, a core element of Portuguese syntactic analysis, plays a crucial role in constructing meaning within utterances and, consequently, in developing reading and writing skills. Empirical observation of teaching practices revealed that students frequently struggled to identify different types of verbs and their complements, which hindered their learning process. Additionally, the prevalence of rule-based, memorization-focused approaches proved insufficient to foster a meaningful understanding of the grammatical phenomenon in question. The research was therefore justified by the need to bridge theory and practice in grammar teaching, proposing a playful, functionalist methodological strategy. After administering na initial diagnostic assessment, it was found that over 80% of students lacked even basic knowledge about verbal transitivity and the fundamental concepts necessary to understand the topic. Based on this scenario, an Educational Product was developed, consisting of teaching activities that culminated in the creation of the pedagogical game “Transitiva em trânsito” ("Transitive in Transit"), conceived as a mediating tool to reframe the study of grammar. The playful approach is supported by theoretical contributions on the use of games in education, particularly Crepaldi (2010) and Azevedo et al. (2022). The broader theoretical framework is grounded in Possenti (2000), who offers a sociolinguistic perspective on language teaching; Bechara (2009), regarding the teaching of Brazilian Portuguese grammar; and Neves (2001, 2006, 2019, 2023), whose functionalist approach underpins the operational concepts mobilized in this research. The results of the final assessment showed a significant improvement in student performance compared to the initial diagnosis: all students reached or exceeded the minimum passing score of 50%, as required by the school. This outcome suggests that grammar teaching can be substantially enhanced when teachers diversify their strategies and adopt dynamic, interactive, and theoretically grounded practices, rather than relying solely on traditional, prescriptive methods. It is therefore concluded that adopting a functionalist perspective combined with the use of pedagogical games provides a fruitful path for addressing verbal transitivity in schools, promoting meaningful learning and expanding students’ analytical autonomy.

2025-06-25T00:00:00Z