http://repositorio.ufc.br/handle/riufc/21727 2026-07-15T20:24:00Z 2026-07-15T20:24:00Z Damasceno, Jarbas Michael Freitas http://repositorio.ufc.br/handle/riufc/87010 2026-07-06T12:11:38Z 2026-01-01T00:00:00Z

Título: Gêneros orais na educação básica: o seminário escolar como objeto de ensino e aprendizagem Autor(es): Damasceno, Jarbas Michael Freitas Abstract: The number of studies related to the teaching and learning of oral genres has increased in recent decades, influenced by researchers such as Joaquim Dolz, Bernard Schneuwly, Luis Antônio Marcuschi, Luzia Bueno, among others, and also by the normative prescriptions of the National Common Curricular Base - BNCC (2018), although it is still a smaller number compared to the number of studies focused on the teaching of reading and writing. Considering this scenario and the need to improve work with the orality of our students, this research aims to analyze the development of the language capabilities (Dolz; Pasquier; Bronckart, 2017) focusing on the action capacity, discursive capacity, and multisemiotic capacity necessary for the production of the School Seminar text genre. This research, predominantly qualitative in nature, was conducted in an 8th-grade class at a primary school in the municipality of Itaitinga – CE, and its methodology employed action research procedures (Thiollent, 2011), understood as a type of research that seeks to relate empirical bases to practical actions, aiming at the resolution of collective problems. The theoretical framework was based on studies of Sociodiscursive Interactionism (Bronckart, 2023), with an emphasis on the Context of Production and Language Capabilities, and adopted the didactic sequence as a teaching tool (Dolz, Noverraz and Schneuwly, 2004). At the end of the investigation, based on data analysis, it was concluded that systematic work with the oral genre of the School Seminar significantly contributed to the development of the language abilities of the students participating in the research. As a result of this study, a teaching guide was created with the activities developed in the modules of the teaching sequence and made available as a suggestion for other elementary school teachers. Tipo: Dissertação

2026-01-01T00:00:00Z Feijó, Lídia Silveira http://repositorio.ufc.br/handle/riufc/86556 2026-06-01T17:06:16Z 2026-01-01T00:00:00Z

Título: A formação do leitor literário no ensino médio: uma proposta de ensino a partir da leitura de O Alienista, de Machado de Assis Autor(es): Feijó, Lídia Silveira Abstract: Traditionally, within the high school curriculum, literature has been taught primarily through a historiographical perspective, focusing on the presentation of characteristics of literary periods. Under this approach, students’ contact with literary texts is limited to fragments, which prevents them from developing into critical literary readers. Drawing on the conceptions of Antonio Candido (2023), Tzvetan Todorov (2009), Roland Barthes (2017), Leyla Perrone-Moisés (2016), and Rildo Cosson (2014) regarding literature, we argue that it is the school’s responsibility to promote the reading of canonical Brazilian literary works, aimed at fostering students' literary literacy. Thus, considering the guidelines prescribed by the Brazilian National Common Curricular Base (BNCC, 2018) and the reading capabilities for citizenship proposed by Roxane Rojo (2004), this action research aims to analyze the reading and comprehension process of Machado de Assis’s The Alienist (O alienista), conducted through reading circles in a third-year high school class at a full-time state school. The workshops were structured based on Rildo Cosson’s (2014) basic sequence, which comprises the following stages: motivation (preparing the student to access the text), introduction (presenting the author and the work), reading, and interpretation. Data were generated through pre- and post-workshop questionnaires, textual interpretation activities, and the production of texts for a fanzine. Results indicate that, through this systematic study, students were able to engage with the literary work in greater depth. By mobilizing their comprehension, appreciation, and critical response capabilities, they were also able to engage in a critical dialogue with the work through their own original textual productions. As an outcome of this research, we have developed a pedagogical workbook containing proposed activities, to be shared with other high school teachers so that these practices may be incorporated into literature instruction. Tipo: Dissertação

2026-01-01T00:00:00Z Magalhães, Raynnara Uchoa http://repositorio.ufc.br/handle/riufc/86283 2026-05-14T16:02:51Z 2026-01-01T00:00:00Z

Título: Letramento literário no ensino médio: uma proposta de leitura de Os Bruzundangas de Lima Barreto Autor(es): Magalhães, Raynnara Uchoa Abstract: This research investigates how guided reading of Lima Barreto's (2006) work, Os Bruzundangas, can foster literary literacy and critical reading among high school students. The study was conducted in a full-time public high school in the interior of the state of Ceará and is pedagogically grounded in the concept of literary literacy proposed by Rildo Cosson (2011), articulated with the skills of the Brazilian National Common Curriculum Base (BNCC) and categories of Bloom's Taxonomy, and, as an interpretative instrument for students, in discursive semiotics (Barros, 2001; Fiorin 2003). Methodologically, it is an action research with a qualitative approach, developed through a didactic sequence structured in different stages of reading and interpretation of the work. The corpus of analysis consisted of questionnaires applied before and after the intervention, observation records of the teacherresearcher, student responses to the proposed activities, and a partial production elaborated during the final stage of the intervention. The data analysis sought to identify evidence of the mobilization of interpretive strategies, recognition of the critical dimension of literature, and students' engagement with literary works. The results indicate that, although heterogeneous among participants, the pedagogical mediation of literary reading favored initial movements of interpretive appropriation, especially when students established connections between the social criticism present in the work and contemporary situations in Brazilian reality. It is concluded that mediated literary reading can contribute to expanding students' interpretive repertoire and stimulating initial processes of critical reflection, reinforcing the role of the school as a fundamental space for access to literature. Tipo: Dissertação

2026-01-01T00:00:00Z Saraiva, Eliane de Souza http://repositorio.ufc.br/handle/riufc/84090 2026-01-06T14:19:25Z 2025-01-01T00:00:00Z

Título: O espaço na obra literária Tumbu: proposta de letramento literário em uma turma de 8.º ano Autor(es): Saraiva, Eliane de Souza Abstract: The formation of literary readers is a primary goal of basic education; however, reading practices that foster empathy and cooperation are frequently relegated to a secondary role. In this sense, this research is justified by the importance of enhancing literary literacy and consolidating a community of autonomous readers, such that literary reading practices are established as a continuous movement within the school environment (Cosson, 2022). The general objective of this study was to promote literary literacy in reading clubs formed by 8th-grade students, through the reading of the novel Tumbu (2007), by Marconi Leal. This study adopted the action-research methodology, which is characterized by the collaboration between researchers and participants in the search for solutions to a collective challenge or problem (Thiollent, 1996). The pedagogical intervention, with its qualitative approach, was structured by the Expanded Sequence (Cosson, 2022), aligned with the dynamics of reading circles (Cosson, 2021). The research articulated Literature and Geography, using topoanalysis as the primary tool to analyze the construction of space in the narrative. The work was grounded on three theoretical pillars: literary literacy (Cosson, 2022), reading clubs (Schmitz- Boccia, 2012), and topoanalysis, based on the framework of Borges Filho (2007). Thus, the study investigated how shared reading practices can foster linguistic and socio-emotional skills and how spatial analysis can enrich the textual interpretation of a literary work. By exploring the category of space in literature education, this research offers a significant contribution to the expansion of literary studies applied to basic education. The proposal proved to be challenging yet essential, offering a new perspective on the formation of critical and participatory readers. Tipo: Dissertação

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