http://repositorio.ufc.br/handle/riufc/21727 2026-05-31T05:23:23Z http://repositorio.ufc.br/handle/riufc/86283 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 http://repositorio.ufc.br/handle/riufc/84090 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 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/83971 Título: Fábulas como proposta de letramento literário para o 1°ano do Ensino Fundamental sob a perspectiva das tradições discursivas Autor(es): Silva, Ana Paula da Tipo: Dissertação 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/82866 Título: Ensino e aprendizagem da argumentação por meio do gênero de texto comentário online da rede social instagram com alunos do 2° ano do ensino médio Autor(es): Oliveira, Juliane Martins de Abstract: Writing development remains a challenge in the context of basic education. To face this challenge, research conducted within the Profletras program plays an important role in attempting to overcome it. For this study, we have chosen the online comment as a genre that can contribute to language learning and the development of stances in interactions within the digital context. This work aims to reflect on linguistic-discursive resources, especially argumentative connectors and modality markers, as important elements in the teaching and learning of argumentation. To this end, we analyze comments on the Instagram social network, considering them as a mega-instrument (Schneuwly and Dolz, 2004) in the teaching and learning of the Portuguese language. Our study is supported by a theoretical-methodological approach of Socio-discursive Interactionism (SDI) in relation to the concept of text genres, the textualization and enunciative mechanisms of Bronckart (1999), and Adam (2011) concerning argumentative connectors, as well as Paveau (2017/2021) regarding forms of techno - discourse. Regarding argumentation and point of view, we base our analysis on Plantin (2008), Amossy (2017, 2018, 2020), Cavalcante (2016), and Rabatel (2013, 2015, 2016), respectively. This is qualitative research employing the Action Research method (Thiollet, 1986). As a teaching device, we applied a Didactic Sequence (Schneuwly and Dolz, 2004) to teach argumentation, focusing especially on modality markers and argumentative connectors. Through the development of the Didactic Sequence, it is possible to observe an improvement in the students' argumentation, as well as better development of conscious thinking about topics requiring positioning, which contributed to the elaboration of points of view and arguments. Thus, we highlight the importance of a systematic teaching and learning approach aimed ataddressing current demands related to writing. Tipo: Dissertação 2025-01-01T00:00:00Z