https://ri.ufs.br/jspui/handle/riufs/2567 2026-08-07T13:10:09Z https://ri.ufs.br/jspui/handle/riufs/25708 Título: Bookredes e experiências literárias no instagram @kayleituras Autor(es): Gois, Kaylaine Vasconcelos Abstract: In this research, I seek to understand how booknetworks and reading clubs contribute to the formation of readers, based on my experience as the creator of the literary profile @kayleituras on Instagram and as a mediator of the Reading Club of the Pedro Paes Mendonça Foundation. The work has a qualitative approach, of a bibliographic, reflective and personal nature, articulating experiences with discussions about literature, the culture of participation in networks, literacy and reading mediation. Throughout the research, I present my trajectory as a reader and content producer, reflecting on the construction of booknetworks, the relationships established between readers and the influence of algorithms and digital platforms, in dialogue with Henry Jenkins, Sam Ford and Joshua Green (2015), Paula Sibilia (2016), Carlos D’Andréa (2020), Angela Kleiman (2008) and Byung-Chul Han (2015). From these discussions, it became clear that the @kayleituras profile and the Pedro Paes Mendonça Foundation's Reading Club constitute spaces for sharing literary experiences, fostering a sense of belonging, and collectively constructing meaning, thus promoting reader development and expanding access to literature. 2026-06-18T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25629 Título: A educação de jovens e adultos e a conjuntura do ensino de língua portuguesa no Colégio Estadual Dr. Airton Teles em Itabaiana (Sergipe) Autor(es): Monteiro, Carla Vitória Alves Abstract: Youth and Adult Education (EJA) is a modality of education intended for those who did not have access to or continuity of studies in elementary and high school at the appropriate age. This monograph seeks to analyze the schooling process, referring to the development of Portuguese language teaching skills in the high school stage of Youth and Adult Education, carried out in one week in September 2025 in the evening shift at the Dr. Airton Teles State College, in Itabaiana, in the state of Sergipe. The theoretical framework used consists of Anísio Teixeira, Paulo Freire, UNESCO pillars and BNCC (National Common Core Curriculum). The central objective of this monograph is to present the functioning of EJA and the challenges associated with the teaching of Portuguese in this modality, specifically in the context of the high school stage of youth and adult education at the Dr. Airton Teles State College. The specific objectives aim to analyze Youth and Adult Education (EJA) from various perspectives, addressing the importance of the constitutional guarantee, ensuring the integral formation of the individual and the teaching of Portuguese. This research seeks to understand the impact of these practices on the lives of students, highlighting Paulo Freire's literacy proposal and the social role of Adult Education (EJA) through field research. Furthermore, Adult Education plays a crucial role in social inclusion and the promotion of citizenship, offering students the chance to improve their living conditions through education. Based on the analyses carried out, it was found that Adult Education has adequate infrastructure, and the challenge of teaching Portuguese requires exploring pedagogical practices for this population. 2026-03-31T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25628 Título: Compreendendo a crítica literária de Northrop Frye : uma síntese de classicismo, psicologia e mitologia Autor(es): Teixeira, Marcus Paulo de Medeiros Abstract: The following paper presents a study of the canadian critic Northrop Frye’s literary criticism, specifically the concept of Literary System. Starting from the partial vision exposed by literature theory manuals published in portuguese, the following paper tracks back Frye’s criticism foundings, from literary and philosophical classicism, jungian psychology and compared myhtology. From classic literary tradition, Frye inherits the aristotelian observation that the poetics, which in turn is extended to literature, consists in mimesis, besides being higher than history. Moreover, the critic inherits from Eliot’s neoclassicism the notion itself from classic and literary tradition as a system. From classic philosophy, Frye inherits a mythological appreciation done by Vico and the notion of a priori structures of experience proposed by Kant, which the critic identifies the human capacity of metaphor use. From jungian psychology, the critic incorporates the notion of archetype and collective unconscious to substantiate the repetition and the sharing of literary images. From compared mythology, specifically the works of James Frazer, Robert Graves and W.B. Yeats, the critic inherits a series of imagery myths and patterns observed in literary system. The paper still demonstrate the conceptual crystallization done by the canadian critic about the analyzed material, starting from metaphor and identity uses on literature, to the concepts of primary and secondary mythology, in addition to concern’s and freedom’s myths (open and closed) and the author’s personal imagery. Given this explanation, considering that Frye believed that the literary criticism should interpenetrate itself with others matters and given the influence of these matters and the literary sistem in his own criticism, the following paper concludes that Frye’s criticism synthesize classicism, psychology and comparative myhtology. 2026-05-27T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25017 Título: Para além da catástrofe : um abalo épico na obra Esta pobrecita tierra Autor(es): Souza, Allana Santana Abstract: This research aims to analyze one of the works of contemporary author Juany Rojas: Esta Pobrecita Tierra, which presents the vision of a witness to the earthquake followed by tsunamis that occurred in Chile in February 2010. To carry out this study, the contributions of Goyet (2019), Ramalho (2017, 2020, 2022), Santos (2021) and Silva (2022) in order to analyze Rojas' work from an epic perspective, while for the geographical and historical contextualization, the works of Contreras were considered ; Winkcler, (2013), Aravena; Catalan; Guerra (2010), Leiva; Quintana (2010), Villagrán; Reyes; Páez (2014), Barrientos (2010), Leyton; Ruiz; Sepúlveda (2010), González (2012) and Pereira (2024). The hypothesis that guides the approach is that, in Esta Pobrecita Tierra, Rojas uses epic resources to build the epic trajectory of the Chilean nation in the face of what happened on February 27, 2010. In this sense, the main objectives of this work are: to investigate the elements of epic genre present in the work and understand how they contribute to the construction of the narrative. The method used was inductive and the research approach is both qualitative, considering that the epic elements present in the work were surveyed and studied, namely: epic matter, epic heroism, double instance of enunciation, epic proposition and division into corners, as well as quantitative, as it observes the repetition of these elements in the work. 2024-11-08T00:00:00Z