https://repositorio.ufpb.br/jspui/handle/123456789/38279 2026-11-01T17:40:24Z 2026-11-01T17:40:24Z Cunha, Luana Maria Bezerra da https://repositorio.ufpb.br/jspui/handle/123456789/39176 2026-09-18T06:12:22Z 2026-04-13T00:00:00Z

Título: Uso de tecnologias da informação no ensino de Língua Portuguesa : uma revisão sistemática da literatura no período de 2020 a 2025 Autor(es): Cunha, Luana Maria Bezerra da Orientador: Souza, Olavo Barreto Abstract: This study aims to analyze the challenges and possibilities of the use of Information Technologies in Portuguese Language teaching, focusing on enhancing the learning of students in basic education. It is based on the theoretical framework of authors such as Paulo Freire (1996), who emphasizes interaction and student protagonism in the educational process, as well as on the contributions of Magda Soares (2002), regarding literacy and the social practices of language, Roxane Rojo (2012), who discusses multiliteracies in the digital context, and José Moran (2015), who addresses the pedagogical use of digital technologies. The research conducts a bibliographic review with the objective of identifying the main challenges faced by teachers in integrating Information Technologies into Portuguese Language teaching, as well as evaluating the impact of the use of these technologies on students’ learning. Editor: Universidade Federal da Paraíba Tipo: TCC

2026-04-13T00:00:00Z Alves, Isadora Claudio https://repositorio.ufpb.br/jspui/handle/123456789/39175 2026-09-18T06:12:16Z 2026-04-17T00:00:00Z

Título: Inteligência artificial no ensino de língua portuguesa : práticas de leitura e escrita na construção de poemas com a utilização da IA generalizada ChatGPT em turmas de 6° ano do ensino fundamental Autor(es): Alves, Isadora Claudio Orientador: Dantas, Fábio de Sousa Abstract: This article aims to analyze the contributions of Artificial Intelligence (AI) to the development of digital literacy in the teaching of Portuguese Language, focusing on new practices of reading and writing in digital contexts. Based on a theoretical and reflective approach supported by authors such as Rojo (2012), Soares (2004), Marcuschi (2008), Lévy (1999), and Moran (2021), the study discusses how digital technologies and AI tools have transformed communication and textual production within the school environment. It is understood that digital literacy goes beyond technical mastery of technology, encompassing critical, ethical, and social competences essential for individuals to engage meaningfully in digital spaces. The study suggests that the pedagogical use of AI can enhance reading and writing instruction by fostering students’ autonomy and agency, provided it is guided by a mediating and reflective teaching practice. It is concluded that integrating Artificial Intelligence into Portuguese Language teaching contributes to forming critical, creative, and conscious readers and writers, aware of the role of language in contemporary digital interactions. Editor: Universidade Federal da Paraíba Tipo: TCC

2026-04-17T00:00:00Z Silva, Ester Estevão da https://repositorio.ufpb.br/jspui/handle/123456789/39134 2026-09-16T06:11:52Z 2026-04-13T00:00:00Z

Título: Tecnologias assistivas na educação de surdos: práticas pedagógicas e políticas de inclusão para o ensino da leitura e da escrita Autor(es): Silva, Ester Estevão da Orientador: Soilo, Andressa Nunes Abstract: This article examines the role of Assistive Technologies (ATs) in teaching reading and writing to deaf students in Brazilian basic education, based on the bilingual perspective that recognizes Libras as the first language (L1) and written Portuguese as the second language (L2). The study is grounded in theoretical contributions on bilingualism, inclusion, and educational technology, with emphasis on visuospatial learning, linguistic recognition policies, and structural inequalities affecting public education. Methodologically, this is a qualitative study of a bibliographic and exploratory-analytical nature, based on a systematized review of articles, theses, dissertations, and legal documents published between 2020 and 2025, collected from databases such as SciELO and Google Scholar. The analysis focused on identifying trends, patterns, and gaps in recent literature. The findings indicate that ATs such as Hand Talk, VLibras, Live Transcribe, ProDeaf, and AVA expand linguistic access, support literacy development, and enhance communicative autonomy among deaf students. However, their effectiveness is constrained by structural factors, including limited infrastructure, insufficient teacher training, and socioeconomic inequalities. The discussion highlights that the pedagogically intentional use of these technologies, aligned with the bilingual approach, plays a key role in fostering more inclusive practices, particularly in mediating between Libras and written Portuguese. It is concluded that Assistive Technologies function as instruments of linguistic and digital equity, whose transformative potential depends on the articulation between technology, pedagogy, and public policy. Editor: Universidade Federal da Paraíba Tipo: TCC

2026-04-13T00:00:00Z Cavalcante, Lucas Antonio Torres https://repositorio.ufpb.br/jspui/handle/123456789/38882 2026-09-04T06:12:26Z 2026-04-16T00:00:00Z

Título: Multi(letramentos) e a prática docente nas aprendizagens mediadas e ambientadas na informatização Autor(es): Cavalcante, Lucas Antonio Torres Orientador: Sousa, Alexsandra Carvalho de Abstract: Digital Information and Communication Technologies (DICTs) have promoted significant transformations in teaching and learning processes, reshaping pedagogical practices as well as the modes of production, circulation, and construction of knowledge in contemporary society. In this context, this study aims to highlight the relevance of multimodal texts within teaching practices and to analyze their contributions to the development of students’ digital literacy. The research is characterized as a qualitative study grounded in the need to understand the role of multimodal texts in the education of individuals inserted in a society marked by constant social, cultural, and technological changes. As a methodological procedure, multimodal analysis is employed, through which theoretical contributions concerning textual genres, multimodality theory, and their implications for understanding pedagogical practices mediated by multiple languages are discussed. Furthermore, the study problematizes the use of DICTs in challenging educational contexts, emphasizing the role of teachers as mediators of knowledge, promoters of critical digital literacy, and agents of pedagogical innovation. The results of the analysis of materials consulted in the Dialnet and SciELO journals indicate the need to rethink teaching practices in light of contemporary educational demands, demonstrating that the conscious and critical integration of multimodal texts into the school environment significantly contributes to the formation of more autonomous, critical, and participatory individuals in the use of digital technologies. Editor: Universidade Federal da Paraíba Tipo: TCC

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