https://repositorio.ufpb.br/jspui/handle/123456789/20133 2026-09-03T13:16:10Z 2026-09-03T13:16:10Z Viana, Hugo Kenned de Almeida https://repositorio.ufpb.br/jspui/handle/123456789/38855 2026-09-03T06:13:05Z 2026-06-25T00:00:00Z

Título: Abordagens do preconceito linguístico : uma análise comparativa de três videoaulas de Língua Portuguesa voltadas ao ensino fundamental, ao ensino médio e ao ENEM Autor(es): Viana, Hugo Kenned de Almeida Orientador: Mello, Fernanda Rosário de Abstract: This research comparatively analyzes three Portuguese Language video lessons aimed at Elementary Education, High School, and preparation for the National High School Exam (ENEM), with the objective of understanding how these materials address linguistic prejudice and articulate concepts related to linguistic variation, standard language, cultured norm, and linguistic adequacy. Grounded in the assumptions of Sociolinguistics, especially in the studies of Labov (2008), Bagno (2007), Bortoni-Ricardo (2004), and Faraco (2008), as well as in Bourdieu’s (1996) contributions regarding linguistic capital, linguistic market, and symbolic power, this research is characterized as qualitative, documentary, and comparative. The corpus consists of three video lessons publicly available on the YouTube platform, analyzed according to guiding axes related to the conception of language, the treatment of linguistic variation, the definition of linguistic prejudice, the notion of error and adequacy, the relationships between standard language and cultured norm, and the multimodal resources used in the materials. The results indicate that the three video lessons recognize the legitimacy of linguistic variation and oppose linguistic prejudice, but they do so predominantly through a logic of tolerance, without consistently problematizing the power relations that sustain the institutional centrality of standard language. The analysis also revealed that the absence or imprecision of the distinction between cultured norm and standard language produces relevant conceptual effects, contributing to the maintenance of linguistic hierarchies that the materials themselves seek to question. It is concluded that the video lessons incorporate important contributions from Sociolinguistics to the teaching of Portuguese Language, but they do so only partially, revealing tensions between the appreciation of linguistic diversity and the persistence of normative conceptions associated with the social prestige of standard language. Editor: Universidade Federal da Paraíba Tipo: TCC

2026-06-25T00:00:00Z Silva, Luiza Mariany Lucena da https://repositorio.ufpb.br/jspui/handle/123456789/38669 2026-08-18T06:10:21Z 2025-11-25T00:00:00Z

Título: As metodologias ativas e o uso da tecnologia em prol do ensino-aprendizagem da língua portuguesa Autor(es): Silva, Luiza Mariany Lucena da Orientador: Escarpinete, Mariana Lins Abstract: No Abstract Editor: Universidade Federal da Paraíba Tipo: TCC

2025-11-25T00:00:00Z Soares, Elton Carlos de França https://repositorio.ufpb.br/jspui/handle/123456789/38668 2026-08-18T06:10:00Z 2026-06-30T00:00:00Z

Título: O impacto das redes sociais na escrita de estudantes brasileiros: uma análise da linguagem digital sob a perspectiva das teorias linguísticas e do ensino em contextos diversos Autor(es): Soares, Elton Carlos de França Orientador: Silva, Henrique Miguel de Lima Abstract: This study aims to analyze the impact of social media on the writing of Brazilian students in Elementary School II, considering the influence of digital language on formal written production. With the advancement of technology and the popularization of social media, new forms of communication have emerged, characterized by the use of abbreviations, emojis, and informal linguistic structures. In this context, the study seeks to understand whether these practices negatively affect formal school writing or represent a legitimate form of linguistic variation. The theoretical framework is based on Linguistics studies, with emphasis on Sociolinguistics and the concepts of digital literacy, drawing on the works of Bagno (2001), Marcuschi (2008), and Xavier (2010), as well as recent studies on multiliteracies and digital culture by Nunes, Alves and Alves (2023) and Fofonca, Garcia and Pereira (2023). The methodology adopted is qualitative, consisting of a bibliographic study based on the analysis of books, scientific articles, and official documents related to digital language, Sociolinguistics, digital literacy, and Portuguese language teaching. The results indicate that, although digital language may occasionally influence formal writing, such influences do not necessarily compromise students' textual competence, especially when supported by appropriate pedagogical mediation. It is concluded that schools should recognize8 and integrate digital practices into language teaching, promoting a more inclusive and contextualized educational approach. Editor: Universidade Federal da Paraíba Tipo: TCC

2026-06-30T00:00:00Z Sousa, Eduardo Silva de https://repositorio.ufpb.br/jspui/handle/123456789/38667 2026-08-14T06:11:55Z 2026-07-02T00:00:00Z

Título: Vozes em conflito: a refração do cristianismo na esfera acadêmica à luz do círculo de Bakhtin Autor(es): Sousa, Eduardo Silva de Orientador: Francelino, Pedro Farias Abstract: This study investigates the refraction of the Christian worldview within the Brazilian academic environment, analyzing how university discourse, in its pursuit of neutrality and plurality, may construct Christianity as either the “villain” or the “victim” of religious intolerance. Based on a historical contextualization that traces the relationship between faith and knowledge from Late Antiquity and the Middle Ages through the processes of secularization and the Enlightenment, the research explores the discursive role reversal that positions Christianity both as a target of criticism and as a victim of manifestations of religious intolerance. The central research problem examines how the academic environment, despite advocating religious plurality, constructs Christianity as either the “villain” or the “victim” of intolerance, and how this ideological refraction can be interpreted through the perspective of Dialogic Discourse Analysis (DDA). The general objective is to analyze how academic discourse refracts Christianity from this perspective, in light of the concept of ideological refraction developed by the Bakhtin Circle, identifying the effects of this representation on the perception of the Christian faith. The specific objectives are to present key concepts of Dialogic Discourse Analysis, contextualize the secularization processes that influence the representation of Christianity in academia, and identify discourses that contribute to this construction, examining their impacts on students and educators. The study adopts a qualitative and interpretative approach, grounded in Bakhtin’s dialogic theory of language and supported by contributions from Sobral (2016), Fiorin (2016), Faraco (2009), Ciarallo (2023), and Brait (2005). The corpus consists of comments posted on a TikTok video by Sávio de Melo, in which users report experiences related to the expression of Christian faith in the university context. The results indicate that processes of ideological refraction may foster simplified representations of Christianity, contributing to its stigmatization in certain contexts. It is concluded that such representation constitutes a complex discursive phenomenon, produced through the interaction of different social voices and evaluative positions. Editor: Universidade Federal da Paraíba Tipo: TCC

2026-07-02T00:00:00Z