https://ri.ufs.br/jspui/handle/riufs/2500 2026-05-23T14:47:33Z 2026-05-23T14:47:33Z 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 Santos, Liziane Bomfim dos https://ri.ufs.br/jspui/handle/riufs/23175 2025-09-22T11:06:25Z 2025-06-10T00:00:00Z

Título: Releitura ilustrada de poemas de Lau Siqueira Autor(es): Santos, Liziane Bomfim dos Abstract: This work presents an interdisciplinary approach to poems by Lau Siqueira, aimed at improving literary reading of poems in the classroom. In this sense, it proposes the re-reading, through illustration activities, of poems by contemporary writer Lau Siqueira, with a focus on poems that address social issues, since they allow important reflections to develop the student's critical sense. Based on Pinheiro’s (2000, 2018) perspective of teaching the poem in the classroom and Cosson’s (2009) stages of reading, this work is also based on Rouxel’s (2012) subjectivity and perspective of the empirical subject, as well as dialog with the Plastic Arts. The product is a pedagogical notebook which, on the one hand, presents considerations and guidelines for teachers on working with the lyric genre in the classroom, and, on the other, details the methodology used for the proposed rereading. It is hoped that this production will help to train competent and engaged readers, promoting the visibility of poetry in the pedagogical context.

2025-06-10T00:00:00Z Louzada, Andrey César Silva de Castro https://ri.ufs.br/jspui/handle/riufs/23029 2025-08-29T12:42:02Z 2025-02-27T00:00:00Z

Título: Argumentação nos anos finais do ensino fundamental: propostas organizadas em um caderno pedagógico Autor(es): Louzada, Andrey César Silva de Castro

2025-02-27T00:00:00Z