https://ri.ufs.br/jspui/handle/riufs/2500 2026-09-06T22:27:07Z 2026-09-06T22:27:07Z Santana, Railda de Jesus https://ri.ufs.br/jspui/handle/riufs/25879 2026-08-25T13:05:11Z 2026-07-24T00:00:00Z

Título: A compreensão ativa e a ressignificação valorada na leitura de A Metamorfose, de Franz Kafka : uma proposta dialógica para o ensino de literatura no ensino médio Autor(es): Santana, Railda de Jesus Abstract: This dissertation investigates the potential of dialogic reading through valuative resignification in the teaching of literature in secondary education, taking Franz Kafka’s The Metamorphosis as its object of study. The research is driven by the need to overcome reading practices predominantly centered on textual decoding and the transmission of information about literary works, proposing instead an approach that fosters active understanding, responsiveness, and the ethical positioning of students in relation to the text. In this sense, the general objective of the research is to analyze the contributions of dialogic reading of The Metamorphosis, grounded in active understanding and valuative resignification, to the critical formation of secondary school students. Grounded in the theoretical framework of the Bakhtin Circle—particularly the concepts of dialogism, polyphony, bivocality, and axiology—as well as in studies on Reading through valuative resignification (Carvalho, 2024a) and the Neo-Fantastic (Roas, 2014), this investigation understands the Kafkaesque uncanny as an aesthetic strategy capable of eliciting social, ideological, and evaluative tensions in readers. Methodologically, this qualitative case study was developed through a reading workshop conducted over twelve sessions with first- year secondary school students from a public school in the state of Sergipe, Brazil. Data were generated from audio recordings of oral interactions, participants’ written productions, and records produced during the pedagogical intervention. These materials were analyzed in light of the discursive, aesthetic, and ethical dimensions proposed by Carvalho (2024a). The findings suggest that the articulation of dialogic theory, Kafka’s poetics of the absurd, and multimodal progression fostered the shared construction of meaning, the recognition of otherness, and the development of students’ critical positioning. As a contribution to literature teaching in basic education and to the PROFLETRAS program, this research presents the pedagogical guide Voices that Resignify: Dialogic Reading and Valuation in The Metamorphosis, developed as an educational product aimed at supporting literary mediation practices grounded in active understanding and valuative resignification.

2026-07-24T00:00:00Z 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