https://repositorio.ufpb.br/jspui/handle/tede/4326 MPLE Thu, 03 Sep 2026 09:53:00 GMT 2026-09-03T09:53:00Z 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 Wed, 31 Jan 2024 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38844 2024-01-31T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38735 Título: A construção argumentativa no gênero artigo de opinião: uma proposta de escrita para o nono ano do ensino fundamental Autor(es): Silva, Clarice Mesquita Orientador: Ferraz, Mônica Trindade Abstract: No abstract. Editor: Universidade Federal da Paraíba Tipo: Dissertação Tue, 09 Dec 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38735 2025-12-09T00:00:00Z 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 Tue, 16 Dec 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38540 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 Mon, 22 Dec 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38053 2025-12-22T00:00:00Z