https://ri.ufs.br/jspui/handle/riufs/2446 Sat, 04 Apr 2026 20:58:34 GMT 2026-04-04T20:58:34Z http://ri.ufs.br:80/retrieve/ff960576-1fbf-46bc-a2d2-64b166756b4c/profletras1.png https://ri.ufs.br/jspui/handle/riufs/2446 https://ri.ufs.br/jspui/handle/riufs/23224 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. Wed, 25 Jun 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/23224 2025-06-25T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/23175 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. Tue, 10 Jun 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/23175 2025-06-10T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/23029 Título: Argumentação nos anos finais do ensino fundamental: propostas organizadas em um caderno pedagógico Autor(es): Louzada, Andrey César Silva de Castro Thu, 27 Feb 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/23029 2025-02-27T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/22885 Título: Da compreensão leitora à leitura argumentativa: proposta de caderno pedagógico para o 7º ano do ensino fundamental Autor(es): Hora, Bárbara Virgínia de Araújo Ramos Abstract: In the context of teaching reading, mastery of oral and written language has been pointed out as something essential for the complete education of the citizen. However, the low rates of reading proficiency observed in the school practice conducted in the public network of Tobias Barreto/SE have confirmed, with each year of implementation of official assessments, the need to investigate ways that enable the development of reading comprehension skills for argumentative texts, seeking ways to lead students to understand different points of view, especially through information that is not only explicit but implicit as well. Thus, this research applied to the school environment, based on the conception of reading with a focus on interaction, aims to explore differentiated texts that utilize various codes (verbal, visual, auditory, among others) in order to develop reading and argumentative comprehension. To substantiate the work, the conception of reading and reading comprehension, this teacher- researcher is based on the conceptions of Kleiman (2002), Marcuschi (2008), Antunes (2009), Bertin and Angelo (2019), Perfetti, Landi, Oakhill (2013), and Solé (1998). In this sense, in order to emphasize reading comprehension of argumentative texts, the ideas of Azevedo et al. (2023) and Almeida, Spinillo, Lima (2019) are mobilized. Regarding the understanding of argumentative reading, the works of Grácio and Mosca (2016), Azevedo, Reis and Monte (2021), and Azevedo, Batista, Hora (2024) were consulted. At all stages of constructing the theoretical foundation, the guidelines presented in the National Curriculum Parameters (1997), as well as in the National Common Curricular Base (2017), were observed. As a pedagogical resource derived from this research, a Pedagogical Notebook is proposed, composed based on the concepts of Azevedo and Freitag (2020). The methodology of this research includes the characterization of the school, a detailed description of the results in official assessments, a comparison of the results identified at the state and national levels, and the presentation of the Pedagogical Notebook, which consists of activities appropriate to the age group and the social reality of the students, aiming to enrich reading and interaction activities in the classroom. Finally, the analysis of the results obtained from the implementation of the proposed activities in the Pedagogical Notebook, among which we can mention the development of reading comprehension skills, such as greater attention to the information contained in non-verbal language, the ability to make inferences, critical thinking, and also greater engagement and participation in the questions proposed for discussion in order to understand the viewpoints present in the texts. Thu, 27 Feb 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/22885 2025-02-27T00:00:00Z