https://ri.ufs.br/jspui/handle/riufs/2567 2026-04-30T14:01:53Z 2026-04-30T14:01:53Z Santos, Jennifer Maria Paixão dos https://ri.ufs.br/jspui/handle/riufs/24842 2026-03-26T10:40:36Z 2025-01-15T00:00:00Z

Título: Análise literária da literatura de massa Autor(es): Santos, Jennifer Maria Paixão dos Abstract: This study aims to analyze the main elements of commercial literature in order to guide parents and educators in selecting appropriate reading material for young audiences. To this end, discussions address entertainment literature, youth literature, and the value of offering quality reading options. Consistent with this perspective, the work examines the bestseller Dear Dork, identifying characteristics of commercial literature that provide light pleasure and entertainment, yet fail to foster the imaginative development of young readers. Ultimately, this analysis underscores why such works should not be prioritized in the lives of children and teenagers.

2025-01-15T00:00:00Z Matos, Milena Gabriela dos Santos https://ri.ufs.br/jspui/handle/riufs/24803 2026-03-23T12:39:53Z 2026-02-25T00:00:00Z

Título: Atores sociais e estratégias de argumentação : uma análise comparativa em Corpus de redação estilo ENEM Autor(es): Matos, Milena Gabriela dos Santos Abstract: This study seeks to analyze how social actors are mobilized in the intervention proposals of O Exame Nacional do Ensino médio (ENEM) and how this mobilization is connected to the argumentative process developed throughout the essay, especially in the relationship between Competencies III and V. We start from the assumption that the choice of social actors does not occur in isolation or randomly, but is constituted based on the text project and the argumentative strategies previously developed by the participant. The corpus used for this research consists of ENEM-style essays collected from public domain on the UOL Educação website, covering different years, which allowed a comparative analysis of the recurrence and coherence in the selection of social actors over time. The adopted methodological procedures are based on a qualitative and analytical approach grounded in the theoretical contributions of Fiorin (2018), Garcez and Corrêa (2017), Marcuschi (2008), as well as the guidelines presented in the ENEM Participant's Handbook (Brazil, 2019; 2024). The analysis focused on identifying the social actors present in the intervention proposals and examining their relationship with the arguments developed throughout the text, considering the processes of selection, organization, relation, and interpretation of information required by Competence III. It was concluded that, over the years, there has not been a significant diversification in the choice of social actors, initially observing their absence or lack of coordination and, later, their standardization, especially in the recurrence of the “government” as a formulaic element. Such behavior shows that, in many cases, the proposed intervention is built from memorizing structural models rather than as a logical continuation of the argument developed in the text.

2026-02-25T00:00:00Z Lima, Lara Gabrielle Carvalho https://ri.ufs.br/jspui/handle/riufs/24802 2026-03-23T12:36:06Z 2026-02-25T00:00:00Z

Título: Metodologias ativas e ferramentas digital e analógica no ensino de redação modelo ENEM : relato de experiência Autor(es): Lima, Lara Gabrielle Carvalho Abstract: The teaching of text production in High School, especially with regard to the ENEM essay, constitutes a pedagogical challenge, as it involves the development of competencies related to argumentation, organization of ideas, mastery of the standard language variety, and the elaboration of a social intervention proposal, in addition to taking place in a context marked by strong evaluative pressure. In this scenario, active methodologies have been consolidated as pedagogical strategies capable of fostering student engagement, autonomy, and meaningful learning by promoting practices centered on student protagonism (Moran, 2019; Bacich & Moran, 2018). Thus, this study analyzes the application of active methodologies, in both digital and analog approaches, in the teaching of text production, based on a case study developed as an experience report in a public state school in Sergipe. The research was conducted with two 12th-grade High School classes, in which writing workshops aimed at reviewing the content required by the ENEM were implemented, using the Kahoot application as a digital resource and an analog board game designed for pedagogical purposes. Methodologically, the study is characterized as qualitative, with descriptive support, and is based on participant observation and the analysis of students’ participation and written productions. Data analysis is grounded in Vygotsky’s (1991) sociointeractionist perspective, considering the role of teacher mediation and social interactions in the learning process. The results indicate that both methodologies promoted engagement and meaningful learning, mobilizing distinct dynamics: the digital approach stood out for its dynamism and immediate participation, while the analog approach fostered reflection, collaboration, and student autonomy. It is concluded that active methodologies yield positive results in the teaching of text production, with their effectiveness depending on teacher mediation, class profiles, pedagogical objectives, and the school context.

2026-02-25T00:00:00Z Santana, Javan Santos de https://ri.ufs.br/jspui/handle/riufs/24790 2026-03-16T14:59:23Z 2026-02-25T00:00:00Z

Título: Uma jornada analítica de aspectos da coesão no gênero debate presidencial Autor(es): Santana, Javan Santos de

2026-02-25T00:00:00Z