https://repositorio.ufpb.br/jspui/handle/123456789/20133 Mon, 21 Sep 2026 22:12:38 GMT 2026-09-21T22:12:38Z https://repositorio.ufpb.br/jspui/handle/123456789/39133 Título: O conto como estratégia pedagógica para o desenvolvimento da competência leitora de alunos do 8º ano do ensino fundamental Autor(es): Santos, Mirian Jeronimo dos Orientador: Pereira, Hérica Paiva Abstract: Reading is an essential social practice for students' critical development and for fostering reading competence in Portuguese Language classes. However, many students in the final years of Elementary Education still experience difficulties in text comprehension and interpretation, highlighting the need for more meaningful pedagogical practices. In this context, the present study addresses the use of the short story genre as an important pedagogical strategy for the development of reading competence among 8th-grade students in Elementary Education. Thus, this study aims to propose a didactic sequence based on the short story genre to contribute to the development of reading competence in 8th-grade students. Specifically, it seeks to discuss the importance of the short story as a pedagogical resource, reflect on reading from a socio-interactionist perspective, highlight the contributions of this genre to text comprehension, and present a proposal for activities focused on reading practices. The study is grounded in the contributions of Vygotsky (2007), Bakhtin (1992), Kleiman (2004), Freire (1989), Cosson (2014), Soares (2003), Rojo (2017), the Brazilian National Common Curricular Base (BNCC) (Brazil, 2018), among others. Methodologically, it is characterized as a proposal-oriented action research with a qualitative approach supported by bibliographical research. The study was based on observations conducted during ten 40-minute classes as part of the Supervised Teaching Internship in an 8th-grade class at a public school in the state of Paraíba, Brazil. As a result, a didactic sequence centered on the short story The Weaving Girl (A Moça Tecelã), by Marina Colasanti, is presented. It was designed to promote more reflective, critical, and interactive reading practices, thus contributing to the development of students' comprehension, interpretation, and meaning-making processes. It is expected that this proposal will contribute to strengthening reading competence and to the education of more autonomous, critical, and participatory readers. Editor: Universidade Federal da Paraíba Tipo: TCC Tue, 30 Jun 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39133 2026-06-30T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39132 Título: Gêneros textuais e práticas de linguagem : contribuições para o ensino de língua portuguesa Autor(es): Souza, Janaina Campos de Orientador: Silva, Henrique Miguel de Lima Abstract: This article analyzes the contributions of genres and language practices to Portuguese language teaching, in light of the guidelines of the BNCC (2018), Bakhtin (2003), Marcuschi (2002; 2008), Dolz and Schneuwly (2004; 2010), among others. The objective is to highlight the contributions of genres regarding reading, writing, and speaking in their real use. To this end, we detail the didactic sequence developed by Dolz and Schneuwly, which stands out as a significant and contextualized pedagogical practice, as it enables the systematic organization of reading, text production, and oral activities, favoring the progressive development of students' discursive capacities. This work is qualitative and documental in nature, relying on bibliographical research of previously published renowned theorists and analysis of the BNCC guidelines that govern the work with textual genres and language practices in Portuguese classes. The results demonstrate that textual genres favor the acquisition of reading and writing because they are dynamic, part of our daily lives, and offer countless teaching possibilities. It is concluded that the insertion of textual genres in teaching is essential, as it collaborates in the development of language practices, acting as a contextualized and meaningful working tool in mother tongue teaching. Editor: Universidade Federal da Paraíba Tipo: TCC Tue, 30 Jun 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39132 2026-06-30T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39128 Título: Variação linguística regional o ensino da língua portuguesa : análise do livro didático à luz da base nacional comum curricular (BNCC) Autor(es): Lopes, Thais dos Santos Orientador: Silva, Henrique Miguel de Lima Abstract: Regional linguistic variation constitutes an important element of Brazilian cultural identity; however, its approach in Portuguese Language teaching still faces challenges related to the predominance of the standard norm and the occurrence of linguistic prejudice in the school environment. Therefore, this study aimed to analyze how regional linguistic variation is presented in Portuguese language textbooks, in light of the guidelines established by the Base Nacional Comum Curricular, verifying its contribution to the appreciation of linguistic and cultural diversity. The methodology used is characterized as bibliographic and documentary research with a qualitative approach, based on the analysis of textbooks and educational documents related to Portuguese language teaching. The results showed that, although teaching materials include discussions about linguistic diversity, there are still limitations regarding the effective appreciation of regional variants, with practices predominantly focused on the standard norm. It is concluded that the critical and contextualized inclusion of regional linguistic variation in teaching promotes inclusion, respect for cultural differences, and the development of students’ communicative competence. Editor: Universidade Federal da Paraíba Tipo: TCC Tue, 30 Jun 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39128 2026-06-30T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38887 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 recognize and integrate digital practices into language teaching, promoting a more inclusive and contextualized educational approach. Keywords: digital language; social media; formal writing; Portuguese language teaching; Sociolinguistics. Editor: Universidade Federal da Paraíba Tipo: TCC Tue, 30 Jun 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38887 2026-06-30T00:00:00Z