https://repositorio.ufpb.br/jspui/handle/123456789/20133 Tue, 01 Sep 2026 09:52:33 GMT 2026-09-01T09:52:33Z https://repositorio.ufpb.br/jspui/handle/123456789/38669 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 Tue, 25 Nov 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38669 2025-11-25T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38668 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 Tue, 30 Jun 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38668 2026-06-30T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38667 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 Thu, 02 Jul 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38667 2026-07-02T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38666 Título: Análise do eixo da produção textual na coletânea de livros didáticos de língua portuguesa Teláris Essencial (6º ao 9º ano do ensino fundamental) Autor(es): Santos, Jainy Bezerra Leite dos Orientador: Cavalcante, Marianne Carvalho Bezerra Abstract: This Final Course Project aims to analyze the text production proposals present in the textbooks of the Teláris Essencial – Língua Portuguesa collection, intended for the final years of Elementary School, verifying their conformity with the guidelines of the National Common Curricular Base (BNCC) and with the criteria of the National Textbook and Didactic Material Program (PNLD). It is a documentary research, with a qualitative approach, based on the content analysis of the text production activities in the volumes corresponding to the 6th, 7th, 8th, and 9th grades, considering the dimensions of language conception, type of proposal, writing process, progression, teacher support, and alignment with the BNCC/PNLD. The results indicate a predominance of a communicative and interactionist conception of language, with proposals that value the text as a social practice and writing as a process involving planning, revision, and rewriting. They also show a progression in the complexity of tasks, evolving from predominantly narrative and expressive genres to argumentative and informative genres, although traditional structural traits are still observed in some exercises from the early years of Elementary School II. In general, it is concluded that the Teláris Essencial collection contributes to the development of writing competence and linguistic and social literacy of students, while also proposing reflection on the critical writer profile it aims to form, the conception of language that guides the material, and the cultural values transmitted within it, highlighting the formative role of the textbook in the construction of student authorship and citizenship. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 21 Nov 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38666 2025-11-21T00:00:00Z