https://repositorio.ufpb.br/jspui/handle/tede/4326 MPLE 2026-08-12T10:52:14Z https://repositorio.ufpb.br/jspui/handle/123456789/38540 Título: Consciência fonológica e ensino: uma proposta de material didático para o 1º ano do ensino fundamental Autor(es): Lucena, Edenilza Silva Orientador: Pedrosa, Juliene Lopes Ribeiro Abstract: This research aims primarily to develop a proposal for didactic material focused on the development of phonological awareness in first-grade elementary school children. Grounded in language acquisition theories, with emphasis on the studies of Piaget (1999), Vygotsky (1994), Ferreiro and Teberosky (1986), the research argues that mastery of oral language is essential for the appropriation of the alphabetic writing system. The author begins with the observation that, although orality is a key component in the literacy process, it is still frequently neglected in pedagogical practices, which tend to prioritize writing. In this context, the study proposes a didactic approach that values orality and employs oral genres such as tongue twisters, nursery rhymes, and folk songs to stimulate phonological awareness at its various levels — lexical, syllabic, rhyming and phonemic. The research adopts a qualitative and applied approach, based on a literature review and the development of a sequence of pedagogical activities. As a practical contribution, it offers methodological support for literacy teachers, highlighting that phonological awareness, when addressed in a planned, playful, and contextualized manner, significantly enhances the learning of reading and writing. The proposal, therefore, assumes a formative and integrative role, contributing to teaching practices and to the promotion of a more effective and inclusive literacy process. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-12-16T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38053 Título: Racismo linguístico no ensino de Língua Portuguesa do 4º ano: análise do fenômeno e estratégias de superação Autor(es): Siqueira, Amanda Travassos Orientador: Escarpinete, Mariana Lins Abstract: This research addresses the phenomenon of linguistic racism in Portuguese language teaching in the 4th grade of elementary school, focusing on the municipal public school system of Fortaleza, Ceará. The study is based on the observation, based on teaching practice, that teaching materials and pedagogical practices often fail to engage with the experiences and linguistic expressions of Black and Northeastern students, reinforcing cultural distances and the invisibility of regional identities. The research also links the author's personal and professional experiences with a theoretical foundation, understanding linguistic racism as a manifestation of structural racism that materializes in language and teaching practices. The overall objective is to analyze the reproduction of linguistic racism in the textbook "A Conquista" through the invisibility of Afro-Indigenous linguistic varieties and the hierarchization of standard norms. Methodologically, the research adopts a qualitative approach, with documentary analysis of the textbook "A Conquista" (4th grade), seeking to identify representations, absence, or distortion of students' linguistic and cultural varieties. Based on authors such as Pêcheux (2009), Orlandi (2003), Althusser (1992), and Bourdieu (1997), the research discusses language as an instrument of power and a field of ideological dispute, historically situating the imposition of Eurocentric formal norms and the marginalization of Afro-Indigenous varieties. As an intervention, the proposed project is to develop a mini anti-racist dictionary that identifies and replaces racist expressions still present in the Portuguese language, fostering critical reflections on language use. This tool aims to equip teachers and students to recognize and combat linguistic racism, promoting more inclusive and representative school environments. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-12-22T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38039 Título: O experimento do whatsapp como ferramenta de ensino-aprendizagem de língua portuguesa para o 5º ano Autor(es): Amorim, Maria Rosilene de Oliveira Orientador: Maciel, João Wandemberg Gonçalves Abstract: RESUMEN En el panorama educativo contemporáneo, la creciente presencia de las tecnologías digitales exige que los actores escolares se formen en diferentes alfabetizaciones, con énfasis en la alfabetización digital, fundamental para la interacción entre estudiantes y docentes. Este estudio tuvo como objetivo demostrar el uso de la aplicación WhatsApp como una posibilidad para promover la alfabetización digital, la interacción y la impartición de contenidos en portugués en clases de 5.o grado de Educación Primaria, con énfasis en los géneros discursivos/textuales. Los objetivos específicos incluyeron: comprender el proceso histórico de las Tecnologías de la Información y la Comunicación (TIC) en la educación brasileña; destacar la importancia de la formación docente continua como mediadores de prácticas interactivas mediadas por recursos tecnológicos; e identificar directrices y estrategias para optimizar WhatsApp como herramienta para promover la alfabetización digital entre los estudiantes de 5.o grado y la enseñanza de la lengua portuguesa. Además, se elaboró un manual, en formato analógico y/o digital, que orientara el uso pedagógico de la aplicación en Educación Primaria. La investigación se basó teóricamente en autores como Freire (2002, 2014, 2019), Prensky (2012), Soares (2002, 2017, 2020, 2022), Teberosky y Colomer (2003), Maciel et al. (2010, 2023), entre otros. En cuanto a los procedimientos metodológicos, se caracterizó como una investigación aplicada (Barros; Lehfeld, 2007), de naturaleza exploratoria (Gil, 2008), con diseños etnográficos (Bortoni-Ricardo, 2008) y de investigación-acción (Gil, 2008). Los resultados mostraron una mejora en el rendimiento estudiantil en lengua portuguesa, así como la promoción de prácticas pedagógicas más interactivas, favoreciendo la comunicación, el intercambio de conocimientos y la colaboración entre los individuos involucrados. Se concluye que el estudio resultó relevante al contribuir no solo a la mejora del aprendizaje estudiantil, sino también al fortalecimiento de una cultura de colaboración e de intercambio de experiencias entre educadores y estudiantes, impactando positivamente a la comunidad escolar. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-12-29T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38038 Título: Multimodalidade e prática docente de Língua Inglesa: promovendo a leitura multimodal crítica a partir de gêneros textuais do humor Autor(es): Lopes, Francisco Edson de Freitas Orientador: Escarpinete, Mariana Lins Abstract: The advancement of digital technologies in our daily lives has triggered the need to use a diversity of modes and representational signs that interfere in the reading and production of information in our society. Multimodal resources have been widely used in our interactions and this reality has contributed to the spread of new discussions on reading and multiple literacies concepts, since this multimodal aspect ends up being neglected in the classroom while working with textbooks and textual genres. Authentic and multisemiotic texts arranged, such as humor genres, are sometimes treated as figurative and secondary (Oliveira, 2006), making unfeasible an approach beyond the textbook as a pedagogical resource, a transdisciplinary and critical perspective. Thus, this research aims to investigate, based on humor textual genres, the approach to multimodality through the lens of the textbook from the collection English vibes for Brazilian learners (Franco; Tavares, 2020), adopted by high school English teachers in the state public network of Paraíba, in order to propose, based on the results, a pedagogical intervetion with questions that guide a critical multimodal approach in the reading of these texts in English language classes. The theoretical foundation is found in the field of Applied Linguistics, affiliated with the theory of social semiotics and the concepts proposed by the multimodality approach (Kress and van Leeuwen, 2006); with the Pedagogy of Multiliteracies represented by the New London Group (1996, 2000) and the Show me framework proposed by Callow (2008), whose discussions are centered on the development of critical multimodal literacy through the analytical reading of texts that have different semiotic modes. Moreover, the discussions by Marcuschi (2008), Bazerman (2020), and Carmelino (2014, 2022) regarding textual genres, texts in the sphere of humor and critical reading respectively are fundamental. The methodology follows a qualitative approach with descriptive and interpretative procedures for analysis. The research corpus comprises humorous texts (specifically cartoons) arranged in the reading/textual comprehension sections (Getting Started and Reading Comprehension), in the units where they appear as well as the pedagogical approach of pre-reading and reading carried out through questions. The data collection and analysis instruments are diagnostic questionnaires applied to the participating teachers; multimodal checklist/analysis of texts chosen as excerpts; multimodal checklist/analysis of the approach of activities based on the texts. The results of the analysis reveals a narrow approach of multimodality from the cartoons and the activities based on them in the textbook, that could be a glance of factors such as: a) lack of teacher training; b) difficulties in adopting and using the textbook; c) difficulties in approaching textual genres of humor, and others. Therefore, we proposed a pedagogical intervention product, from the discussions of these results, setting up a workbook as a possibility for broadening a multimodal approaching of reading the texts at english classes. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-07-30T00:00:00Z