https://repositorio.ufpb.br/jspui/handle/tede/4326 MPLE 2026-11-03T01:01:24Z https://repositorio.ufpb.br/jspui/handle/123456789/39463 Título: A competência escrita em língua espanhola no Ensino Médio: implicações e desafios da política linguística Autor(es): Luz, José Flaviano Nascimento da Orientador: Escarpinete, Mariana Lins Abstract: No abstract.; RESUMEN. Esta disertación se inscribe en el contexto de las recientes reformas educativas brasileñas, con destaque para la Ensiñanza secundária, y analiza sus repercusiones en la enseñanza de la Lengua Española en la Educación Secundaria, especialmente en lo que respecta al desarrollo de la competencia escrita. Considerando la relevancia del libro de texto en este proceso formativo, el estudio problematiza los impactos derivados de la exclusión de los libros didácticos de Español del Programa Nacional do Livro Didático (PNLD), medida que afectó directamente las prácticas pedagógicas y las condiciones de aprendizaje de los estudiantes de la red pública. En este escenario, el objetivo es investigar de qué manera la enseñanza de la escritura en Español, fundamentada en el trabajo con géneros textuales y en prácticas de reflexión gramatical contextualizada, puede contribuir a la formación de la competencia lingüística de los estudiantes y, en consecuencia, a un mejor desempeño en las cuestiones de Lengua Española del Exame Nacional do Ensino Médio (ENEM). La investigación, de naturaleza cualitativa, se sustenta en estudios sobre políticas lingüísticas y educativas de Rodrigues (2010), Guimarães (2011/2018) y Ponte (2013/2016), así como en aportes teóricos sobre escritura, géneros discursivos y lenguaje, con base en Koch y Elias (2012), Bakhtin (2003/2006), Marcuschi (2003/2008), Foucault (1970) y Freitas y Albuquerque (2019). El corpus está compuesto por cuestiones de Lengua Española de cinco ediciones del ENEM, entre 2014 y 2025, y por actividades de producción escrita extraídas de las colecciones Enlaces, Sentidos y Síntesis, utilizadas en la ECIT Ministro José Américo de Almeida. El análisis, realizado mediante triangulación entre las demandas discursivas y lingüísticas presentes en las cuestiones del examen y las propuestas de escritura de los libros didácticos archivados en la institución, evidenció que las actividades analizadas presentan elementos lingüísticos y discursivos relevantes para la formación de un estudiante lingüísticamente competente, insertándolo en contextos formales de uso de la lengua, en los cuales los aspectos gramaticales se movilizan de manera inferencial, procedimiento también recurrente en las cuestiones de español del ENEM. Asimismo, se constató que la ausencia de estos materiales en la Educación Secundaria, agravada por la exclusión del componente en la política nacional de distribución de libros didácticos, ha provocado una laguna en la enseñanza de la competencia escrita en Lengua Española, lo que evidencia la necesidad de ampliar el acceso a materiales didácticos específicos orientados al desarrollo de la escritura en la lengua. Ante ello, se propone una intervención pedagógica basada en la elaboración de un Cuaderno de Actividades destinado a la ampliación de la enseñanza de la competencia escrita en Lengua Española y al fortalecimiento de las competencias lingüística y lectora de los estudiantes de Educación Secundaria. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2026-01-29T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39382 Título: TDIC no processo de ensino-aprendizagem para alunos com TEA: desenvolvimento de uma proposta inclusiva na formação de professores de inglês Autor(es): Amorim, Simone Conceição de Lima Orientador: Farias, Jailine Mayara Sousa de Abstract: This study investigated the influence of Digital Information and Communication Technologies (DICT) in promoting inclusive educational practices for students with Autism Spectrum Disorder (ASD), with an emphasis on the training of English language teachers. The research was grounded in three main theoretical frameworks: i) ASD from neuropsychological, diagnostic, and educational perspectives (APA, 2013; Barbosa, 2012; Fernandes, 2023; Castro, 2023) and the legal principles of inclusive education, based on the Salamanca Statement (1994), the Brazilian Inclusion Law (LBI – Law No. 13,146/2015), and the Berenice Piana Law (Law No. 12,764/2012); ii) contemporary challenges in teacher education for inclusion, drawing on Medrado and Celani (2017), Araújo (2024), among others; and iii) the role of Digital Information and Communication Technologies (DICT) as mediators in the educational process, as discussed by Moran (2013) and Kenski (2012), considering their potential for fostering inclusive practices. Based on a qualitative action-research, the objective was to develop an inclusive proposal for the training of English teachers in schools in Paraíba through a pedagogical intervention, equipping them with the necessary knowledge and resources to effectively use DICT in teaching English to students with ASD. The results demonstrated that continuous professional development focused on integrating DICT is a significant factor in promoting educational accessibility, thereby reinforcing the initial hypothesis. The investigation provided relevant contributions for advancing pedagogical adaptation strategies. However, the research also highlighted the persistence of structural and curricular challenges within the educational system. Based on the data obtained, this dissertation aimed to outline pathways for professional development and technological innovation, indicating how these can strengthen current inclusion policies. Additionally, it is hoped that this study fosters future research centered on the analysis and development of inclusive pedagogical practices mediated by digital technologies within the scope of inclusive education. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-11-18T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38889 Título: A semântica e os jogos linguísticos como caminhos para o letramento na educação infantil: experiências com crianças de 3 a 4 anos em Fortaleza-CE Autor(es): Sousa, Nidiane Marjorie Silveira de Orientador: Ferraz, Mônica Mano Trindade Abstract: Literacy in the early years of life represents a challenge for teachers, as it requires the promotion of playful experiences from early childhood, respecting the stages of child development and valuing play and interaction. In light of these arguments, it should be noted that this research sought to contribute to the process of building and expanding the vocabulary of children aged 3 to 4 years old, enrolled in a regular early childhood education classroom, through the development of intervention proposals using word games. The ability of young children to understand semantic fields was analyzed, verifying their ability to categorize words according to their characteristics or functions, even without having mastered reading skills. In this sense, the reflections of Soares (2020) were particularly relevant to our work, arguing that it is essential to understand the relationship between the terms literacy and literacy as overlapping processes, forming a whole, even though they are interdependent and coexist contemporaneously. Hachimoto (2024) also supported our research by considering the processes of literacy and literacy, especially in early childhood education, as the basis for the development of linguistic and cognitive skills, essential throughout school life, making it necessary to explore these concepts from the early years. The results of our work were obtained through the observation of children aged 3 to 4 years old in the school context. Data collection was carried out using observation tools, which consisted of word games presented to children in a playful context. Based on the research findings, it can be concluded that the use of word games is an effective strategy for promoting lexical development and literacy in early childhood education. The interventions showed that children aged 3 to 4 years can construct meanings, expand their vocabulary, and use language as a form of interaction and expression in playful and mediating contexts, reaffirming the importance of play as the axis of pedagogical practices focused on language. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-12-15T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38844 Título: A consciência fonológica na consolidação da alfabetização de aluno no 5º ano do Ensino Fundamental Autor(es): Silva, Iane Mirele Mendes da Orientador: Pedrosa, Juliene Lopes Ribeiro Abstract: This research aimed to develop and apply a pedagogical practice focused on phonological awareness activities for a 5th-grade elementary school student. Despite having completed the literacy phase, the student still struggled with discriminating and correctly using consonants with biunivocal correspondence, particularly in cases like the interchange between /p/ and /b/ sounds (and their corresponding letters, P and B), both in reading and writing. To understand the causes of these difficulties, potential factors contributing to delayed literacy consolidation were investigated, including analysis of recurrent writing errors such as letter substitutions and omissions. The theoretical framework drew upon authors such as Cosenza and Guerra (2011) on language acquisition, and studies in Phonetics, Phonology, and Phonological Awareness (Soares, 2020; Seara, 2015; Adams et al., 2006; Alves, 2012; Cagliari, 2005), emphasizing voice voicing opposition in minimal pairs of consonants. The research adopted a qualitative, interventionist, and case study approach (Bortoni-Ricardo, 2008; Gerhardt and Silveira, 2009), conducted with a child from Nossa Senhora Aparecida Municipal School in Pirpirituba-PB. Following an initial diagnostic assessment, intervention activities based on Alves (2012); Soares (2020) were planned and implemented to strengthen phonological awareness and overcome difficulties with phoneme-grapheme correspondence. Intervention results showed significant progress in the child's ability to audibly discriminate and graphically represent consonant pairs, with a reduction in /p/ and /b/ interchanges evidenced in pre- and post-intervention data comparison. This analysis was grounded in authors such as Zorzi (2008), Simões (2006), Valente (1997); Freitag (2020). It is concluded that phonological awareness-focused practices effectively promoted advancements in mastering the alphabetical system and in the development of reading and writing skills. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2024-01-31T00:00:00Z