http://bdtd.uftm.edu.br/handle/tede/403 Sat, 11 Jul 2026 12:50:54 GMT 2026-07-11T12:50:54Z http://bdtd.uftm.edu.br/handle/123456789/2084 Título: Reações subjetivas e atitudes sociolinguísticas de alunos do ensino fundamental anos finais e propostas didáticas Abstract: The teaching of the Portuguese language has encountered significant challenges over the years. Students’ lack of interest, difficulty in expressing themselves both in writing and orally in various communicative contexts, and poor performance in national assessments such as SIMAVE, CAED, ANA, Prova Brasil, and ENEM are clear indicators of the educational reality in the field of the mother tongue in our country. Among the obstacles in this area of teaching, working with linguistic variation and respecting different forms of expression stand out as aspects that require greater attention in Basic Education classrooms. This action research aims to identify and analyze the linguistic features of Brazilian Portuguese (BP) most negatively evaluated by 8th-grade students at a public school in Uberaba. Additionally, it seeks to understand the students’ subjective reactions and sociolinguistic evaluations regarding linguistic variations and the speech/writing continuum. To achieve this, a diagnostic questionnaire was designed and applied in the classroom to assess students’ perceptions of the Portuguese language and its variants. Based on the data obtained from this diagnosis, we developed an Activity Book for teachers, offering specific guidelines on how to approach different perspectives and strategies in the classroom to promote awareness of linguistic respect (SCHERRE, 2020) and the recognition of the heterogeneity of Portuguese. The proposed activities were applied to 8th-grade students at a public school in Uberaba, MG. Our analysis revealed that the linguistic features most frequently identified by students as "unacceptable errors in Portuguese" are at the morphosyntactic level (such as agreement errors), the phonological level (representation of phonetic and phonological processes in writing), and the use of certain lexical items. These errors identified by the students stem from misconceptions about the plural norms of Portuguese. This underscores the importance of continuing the fight against linguistic prejudice and promoting awareness and appreciation of the diverse varieties of Brazilian Portuguese (BP). Tipo: Dissertação Fri, 28 Feb 2025 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2084 2025-02-28T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2082 Título: O texto literário e os multiletramentos: contribuições para a subjetividade leitora Abstract: The dissertation conducts a study on literary texts from the perspective of Multiliteracies (KALANTZIS; COPE; PINHEIRO, 2020; ROJO, 2012; 2013), aiming at the development of students' reading subjectivity. During remote classes, I observed that students demonstrated the need to talk about themselves and all the feelings they were experiencing in this complex context of a global pandemic. Literacies art can stimulate them to express themselves. Thus, starting from a youth narrative, "The Intimate Life of Laura," by Clarice Lispector, the goal is to create possibilities and spaces that encourage students to share their experiences. In addition to literary works, we worked with multimodal texts with the purpose of bringing the activity of literary reading closer to students' experiences. This research work generated a set of activities (a notebook of didactic activities) that was applied in the second semester of 2022 with a 5th-grade class in a public school in the Federal District. For theoretical foundation, we engaged in discussions on subjectivity (ROUXEL, LANGLADE, AND REZENDE, 2013); the theory of Multiliteracies (KALANTZIS; COPE; PINHEIRO, 2020; ROJO, 2012; 2013); and studies focused on Literacy (COSSON AND SOUZA, 2011; ZAPPONI, 2008). The working methodology is action research, meaning that the teacher-researcher is directly involved with the research field and participants. Action research seeks the transformation of the space where the research is being developed. In this perspective, in data generation, the researcher and participants are active agents, acting collaboratively and focusing efforts on the construction and transformation of knowledge. For data analysis, the approach was qualitatively interpretative, based on analytical criteria theoretically grounded in studies of Literary Literacy, Multiliteracies, and Subjectivity. Tipo: Dissertação Mon, 31 Jul 2023 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2082 2023-07-31T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2070 Título: A adaptação do auto da compadecida e o gênero drama no ensino de literatura nas aulas de língua portuguesa Abstract: This dissertation shows a research that approaches the relevance of reading literary texts, as well as the use of audiovisual adaptations, for the formation of the reader and development of the reading habit. Moreover, it proposes reflections on the need to provide, in Basic Education, access to literary text and reading practices that can awaken aesthetic enjoyment and the proposition of meaning for the texts read, therefore, the main objective of the research is to think about skills that permeate students' contact with literary constructions. Therefore, it is based on the idea that the practice of reading involves interaction with the other, as well as the formation of the individual and his/her worldviews. In view of the influence of literature in the audiovisual arts, we directed our research to the use of television adaptation as a possibility of reading and approaching the specificities of literary language with television, thus contributing to the formation of new readers. We selected for the corpus the work Auto da Compadecida by Ariano Suassuna and its adaptation in a micro series divided into four chapters. For the development of the research, our theoretical foundation is based on some scholars in the field of literary reading such as Candido (2000), Perrone-Moisés (1998) and Zilberman (1998), of reading and mediation like Petit (2010) and from literary adaptation like Xavier (2003), Guimarães (1995) and Nagamini (2004), as well as official documents, mainly the National Common Curricular Base (BNCC) and the National Curriculum Parameters (PCN). The intervention plan proposes a notebook of activities aimed at reading the television adaptation and the literary text, thus ensuring literature and audiovisual art as a right for all and as an essentials objects for the formation of the reader. However, due to the Covid-19 pandemic, few students were available for online activities, so it was not possible to apply the activities from the plan, so we prepared the activity book for teachers to adapt to their elementary school classes. We hope that, with the activities, students will develop a new look at the literary book and will finally be able to choose other works and read alone, as well as, when watching an adaptation whether televised or cinematic, recognizing the qualities and specificities of its language. Tipo: Dissertação Thu, 24 Jun 2021 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2070 2021-06-24T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2049 Título: A contemporaneidade e a leitura dos textos literários no Ensino Fundamental II Abstract: Aligned with a new reality, in which the digital world, more than ever, has become the main tool of social interaction, it is essential to recognize that literary literacy practices need to be rethought so that they can better dialogue with generations digital natives. Although the most recent research signals an increased interest in reading, in a preliminary analysis, we realize that students, when selecting freely, opt for shallow texts, bestsellers with ready-made formulas, quick and easy in which the formulation of hypotheses is not necessary. Thus, it is increasingly necessary to develop strategies to provoke the reader through the notion of strangeness, taking him out of the mental lethargy in which he finds himself, through the enriched vision of reality provided by this incredible universe. In view of this scenario, the proposal of our study is, through action research, analyzed from a qualitative bias, to present an intervention project developed in order to follow the process of literary literacy in classes of the final years of elementary school of a public school of Uberaba-MG, better understanding the relationship/process of students with reading today, aiming at the development/improvement of some basic skills, recognized as valuable instruments in the acquisition of knowledge. It is expected to arouse interest in classical literary reading by relating literary texts and contemporary cultural entertainment products, such as films, games, and social networks, thus seeking the integration of technology and the process of literary literacy to expand the student's cultural repertoire. Our study is based on the theories of aesthetic effect and reception proposed by Iser and Jauss, as well as on the official documents (National Curriculum Base - BNCC), which guide Basic Education in our country. In addition, we seek support from several researchers about the literary theory applied to reception, such as Chartier, Calvino, Cosson, Zilberman, Lajolo, Resina, Reimão, Zappone, among others, no less important. We hope that the path trodden will be an inspiration for the improvement of our pedagogical practices with a view to expanding the reading skills of our students, providing the formation of a reading community capable of delight in all the pain and joy that only literature can provide. Tipo: Dissertação Thu, 06 May 2021 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2049 2021-05-06T00:00:00Z