https://repositorio.ufpb.br/jspui/handle/123456789/20133 Thu, 12 Mar 2026 11:56:38 GMT 2026-03-12T11:56:38Z https://repositorio.ufpb.br/jspui/handle/123456789/36775 Título: Imagens que contam histórias : a representação gráfica em Da minha janela e De passinho em passinho, de Otávio Júnior Autor(es): Barbosa, Larissa Maria Pereira Orientador: Oliveira, Maria Aparecida Cruz de Abstract: This study analyzes the works Da minha janela (2019) and De passinho em passinho (2021), by Otávio Júnior, focusing on graphic representation and the role of illustration as a narrative, aesthetic, and political language. Based on the premise that the image is not accessory but actively participates in the construction of meaning, this qualitative and bibliographic research draws on authors such as Van Der Linden (2011), Gomes (2005, 2017), Bourdieu (1989), Barthes (1984), and bell hooks (2019). The first chapter presents the theoretical framework, discussing children’s literature as a field of symbolic dispute and the picturebook as a multimodal device. The second chapter develops a critical analysis of the works in five dimensions: paratexts and materiality, visual composition and color, text-image relations, spaces of silence/absence, and ethno-racial representation. The study concludes that the visual and narrative choices in Da minha janela and De passinho em passinho reframe the favela as a territory of affection, creativity, and cultural power, breaking away from stigmatized views. Thus, these books highlight the potential of the picturebook as an aesthetic and political instrument capable of expanding cultural repertoires, fostering critical perspectives, and contributing to more inclusive reading practices. Editor: Universidade Federal da Paraíba Tipo: TCC Tue, 16 Sep 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/36775 2025-09-16T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/34319 Título: O conde de Monte Cristo: uma releitura do clássico a partir do letramento literário Autor(es): Policarpo, Marcus Vinícius Ferreira Orientador: Silva, Henrique Miguel de Lima Abstract: This work aims to propose a reinterpretation of the French classic The Count of Monte Cristo, by Alexandre Dumas (2012) and Chianca (2008), from the perspective of literary. To this end, a reading practice suggested for 9th grade classes of Elementary School II – Final Years is proposed, following the stages of the basic sequence (Cosson, 2020). This research has a qualitative approach and its methodological path is a bibliographic review, whose theoretical contribution is based on studies on the classics in Calvino (2001), Candido (2011); and on literary literacy in Cosson (2020), Zilberman (2012), Silva (2023) among others. Furthermore, the selected analytical categories, principles, values and learning represented in the work analyzed here demonstrate the relevance of aesthetic and literary value, whether in the classroom or beyond, contributing both to the formation of readers and to the integral formation of the subject, being a path of self-improvement of skills and competencies that, based on literary literacy, prepares the formation of students to become new readers and citizens who are more prepared in a moral and ethical way, given that, through literature, readers find a way to learn to overcome challenges and obstacles in their social experience. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 06 Dec 2024 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/34319 2024-12-06T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/34315 Título: Vivências de leitura literária: as fábulas e a formação de leitores no ensino fundamental II Autor(es): Borges, Lucele de Sousa Orientador: Rodrigues, Hermano de França Abstract: Literary texts are one of the resources that can stimulate the development of reading skills in students who are still in the process of internalizing reading. In this process, the teacher plays a fundamental role, acting as a motivator in the reader's encounter with literature. Among literary genres, fables stand out as an attractive option: they are short texts with interesting themes, providing a pleasurable contact with reading and significant results, as long as the proposed activities are planned with the objective of expanding reading skills, forming proficient readers. In this context, this study aims to develop students' critical and interpretative reading skills through the literary analysis of fables, using playful and interactive activities that stimulate the understanding of narrative, symbolic and moral elements, in addition to promoting the pleasure of reading and reflection on universal themes and ethical values present in this genre. The methodological path adopted was an exploratory research, with a qualitative approach. Data were collected in contact with the pedagogical team and teachers of E.E.E.F.M. Antenor Navarro – Guarabira, PB, during the Supervised Internship. The results indicated that the short and moralistic narratives of fables are effective in attracting students' attention, as they constitute a literary genre that is easy to read and understand, in addition to addressing emotional issues, creating an environment conducive to the development of empathy and mutual respect. It was concluded that fables serve as a bridge to bring students closer to the world of literature, allowing them to reflect on their own actions and experiences. It is essential to continually create strategies that connect the knowledge acquired in life and at school with creativity and fantasy, through the magic of reading fables, promoting the development of students' critical thinking. Editor: Universidade Federal da Paraíba Tipo: TCC Tue, 03 Dec 2024 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/34315 2024-12-03T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/34314 Título: A literatura infantojuvenil e suas implicações na formação de leitores Autor(es): Oliveira, Francisca Almeida de Orientador: Silva, Henrique Miguel de Lima Abstract: Children's and young adult literature is an essential tool for developing the cognitive, social, and critical skills of young readers, contributing to the formation of more reflective and empathetic citizens. By allowing children and adolescents to explore different worlds and realities, reading awakens the imagination and promotes critical thinking. Furthermore, in a context where digital technologies often compete with books, it is increasingly important to develop literary mediation practices that encourage the habit of reading. Educational programs and practices to encourage reading, when applied comprehensively in school and family contexts, have the potential to stimulate the development of critical readers. In view of this, this study consists of a bibliographic review on literature and possible mediation strategies that effectively awaken interest in reading and promote the engagement of children and adolescents in the act of reading. To this end, a review of works published in the last six years is used, aiming to analyze how contact with children's and young adult literature contributes to the development of young people's cognitive skills. Furthermore, it examines pedagogical practices to encourage reading that have proven to be effective in developing reflective and independent readers, promoting a literary education that values critical thinking and the expansion of cultural repertoire in various educational and social contexts. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 06 Dec 2024 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/34314 2024-12-06T00:00:00Z