http://repositorio.ufc.br/handle/riufc/2309 Thu, 18 Jun 2026 12:47:13 GMT 2026-06-18T12:47:13Z http://repositorio.ufc.br/handle/riufc/86768 Título: O ensino da oralidade no ciclo de alfabetização: uma pesquisa colaborativa na rede pública do município de Caucaia Autor(es): Mesquita, Giselle Bezerra Abstract: This research aimed to analyze the teaching of orality by teachers in the literacy cycle at a public school in the municipality of Caucaia (CE). The theoretical framework was based on the epistemologies of Marchuschi (2010) and Dolz, Noverraz and Schneuwly (2004), which focus on the relevance of oral genres in school, and on other authors in Linguistics who relate to them, such as Bagno (2015) and Possenti (2009). We also drew on studies regarding teacher knowledge (Freire, 2014), General Didactics (Luckesi, 2011), the teaching of Portuguese (Antunes, 2009), and the concepts of literacy (Soares, 2014). Regarding the research approach, we adopted a qualitative, collaborative research approach (Ibiapina, 2016), in which four teachers participated: two from the 1st year of elementary school and two from the 2nd year, in a full-time public school in the municipality of Caucaia, where they teach Portuguese Language. Data collection was carried out through semi-structured interviews, study sessions with readings and guided discussions, and reflective cycles. In addition to data collection techniques, we used a virtual questionnaire and a visitation itinerary for school selection, and a field diary to record collaborative meetings. Data analysis was conducted using Bardin's (2011) principles, known as Content Analysis. The entire analytical process was developed based on four specific objectives: the teachers' conceptions regarding the teaching of orality; the strategies they report developing in the classroom related to this linguistic modality; the assessments they claim to carry out regarding children's oral learning; and the teacher shifts resulting from the collaborative research. The results showed that, regarding oral conceptions, the educators presented differentiated concepts which we named: Cognitive-relational, Spontaneous, Sociocultural, and Creative-enunciative conceptions. They also demonstrated similar conceptions: Empirical and Dependent. Regarding oral teaching strategies, the teachers reported using similar practices which we categorized as follows: the Family as listener and interlocutor; visual reading as a promoter of speaking; oral genres as a resource for textualization and playfulness; and speech mediating artifacts as multimodal resources. Regarding the evaluation process that the participants stated they used, the emphasis was on the advancement from shyness to protagonism. As for the shifts in teaching perspectives provided by the collaborative research, we can highlight: the conceptual re-signification of orality; innovation in pedagogical practices; and the challenges of educational transition and institutional pressures. The final considerations we can highlight are that the teachers started from difficulties regarding the understanding of the space of orality in Portuguese Language classes and, thus, reported not problematizing the subject, which fell short of reading and writing instruction. However, when they integrated this collaborative investigation, through formative and reflective meetings, they began to question their own performance towards a speech education that avoids the institutional abyss and that is systematized and humanized for children in the literacy process. Tipo: Tese Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86768 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86712 Título: Conflitos de narrativas na comunidade do gesso: buscando o ponto de vista das culturas juvenis Autor(es): Amorim, Marta Regina da Silva Abstract: This thesis investigates conflicting narratives in the Gesso Community, located in the municipality of Crato, in the Cariri region of Ceará, a territory historically marked by symbolic disputes associated with prostitution, poverty, and social exclusion. Based on the understanding that narratives constitute central elements in the production of meaning about places, this research has the general objective of identifying and discussing narrative conflicts in the Gesso Community, in the Cariri region of Ceará, seeking the perspective of youth cultures. Thus, youth cultures are the central focus of this study, due to their role in the cultural practices that emerge in the region, particularly through the work carried out by the Coletivo Camaradas. As specific objectives, we seek to investigate the conflictual nature of narratives in the Gesso Community, in the Cariri region of Ceará, through the voices of local women; analyze childhood and youth experiences as a formative basis for the construction of new narratives about this place; understand the elements that constitute narrative conflicts, based on an analysis of the Coletivo Camaradas’ activities; to analyze the contributions of the narratives produced by the Coletivo Camaradas, through the Poste Poesia initiative, to the construction of new narratives about the community. From a methodological standpoint, the research employs a qualitative approach, grounded in oral history and narrative analysis, articulating memory, experience, and cultural practices developed in the community. The theoretical framework draws on studies of popular education (Freire; Brandão), the understanding of language as a social practice (Bakhtin; Voloshinov), and reflections on hybrid cultures (Canclini), as well as authors who discuss memory, education, cultural practices, and art. As our main theoretical framework, we draw on the contributions of Néstor Garcia Canclini (1997) and Stuart Hall (1997, 2003) to discuss cultural hybridity and narrative conflicts; Paulo Freire (1987, 1992) and Carlos Rodrigues Brandão (2006, 2007) to understand the process of emancipatory praxis and limit situations. The research findings demonstrated that the cultural practices developed by youth cultures in the Gesso Community, particularly through the actions of the Coletivo Camaradas and the Poste Poesia intervention, contribute to transforming narrative conflicts regarding the territory, reframing the meanings attributed to the community and repositioning its residents as agents who produce new narratives. The study conceptualizes the “Sculpted Action of the Word”, a concept developed in this research, understood as a political-aesthetic gesture materialized in Poste Poesia, as a transformative force capable of inaugurating other ways of inhabiting and reframing the place. Tipo: Tese Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86712 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86684 Título: Integração de Recursos Educacionais Digitais (RED) de língua portuguesa em sala de aula: reflexão sobre as práticas pedagógicas Autor(es): Hitzschky, Rayssa Araújo Abstract: Digital Educational Resources (DER) are understood as any digital resource designed for educational purposes. In the Portuguese Language curriculum component, the Brazilian National Common Curricular Base (BNCC) guides the integration of Digital Information and Communication Technologies (DICT), including DER, through the incorporation of contemporary language practices associated with digital culture. In this context, it is relevant to investigate the ways teachers integrate DER, the strategies adopted, the challenges faced, and how these resources enhance teaching practices. Therefore, the general objective of this dissertation is to analyze the integration of Portuguese Language Digital Educational Resources (DER), grounded in the Brazilian National Common Curricular Base (BNCC), into the pedagogical practices of teachers in the early years of Elementary Education. The specific objectives are: 1) To categorize the forms of integration of Portuguese Language DER developed by teachers in their pedagogical practices during the early years of Elementary Education; 2) To conceptualize the pedagogical strategies developed by teachers during the integration of DER in the classroom; 3) To identify the challenges faced by teachers in integrating DER into classroom activities. The theoretical framework included studies on DER and pedagogical practices, curriculum and digital technologies, Portuguese Language teaching, and contemporary discussions on DICT in education. The research, based on a qualitative approach, is characterized as action research with an interpretative and descriptive focus. Data collection instruments included field diary records, online questionnaires, semi-structured interviews, photographs, and videos. Thus, the research was carried out through three main actions: 1) Teacher training, seeking teachers’ appropriation of DER use and the integration of resources into pedagogical practices; 2) Understanding the forms of integration, pedagogical strategies, and challenges related to the use of DER; 3) Reflection on the use of DER in pedagogical activities. Data analysis was conducted through Content Analysis (CA), from which the following Categories and Subcategories emerged: 1) Forms of DER Integration, comprising: a) Learning Protagonism; b) Group-Based Learning; c) Reading and Writing with gamification elements; and 2) Pedagogical strategies in the use of DER, including: a) Students’ technological appropriation; b) Reuse of DER; and c) Didactic sequences through the phases of DER. The results made it possible to understand how teachers integrated DER into Portuguese Language practices, highlighting contributions to protagonism in learning, the strengthening of reading and writing, and the appropriation of different discursive genres through the use of these resources, especially in collaborative and gamified ways. Students’ technological appropriation also proved to be an integrating factor, in addition to the possibilities offered by the reuse of DER and their phases with grounded pedagogical intentionalities. Therefore, this research provides support for studies on the integration of DER into school activities and contributes to the understanding of the relationships between pedagogical practices, DICT, and Portuguese Language learning. Tipo: Tese Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86684 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86641 Título: Jogos musicais e expansão da musicalidade na educação infantil: um caminho formativo para professores não especialistas em música Autor(es): Santos, Wanderley de Freitas dos Abstract: In the present work, we analyze the use of musical games as pedagogical tools for the expansion of children's musicality, based on their use by early childhood education teachers, not specialists in music, in the regular classroom. The main objective of the research was to analyze how musical games were used by these teachers, as a pedagogical tool in the expansion of the musicality of children in early childhood education. As specific objectives, we observed how the assimilation of the proposed musical content through the use of games occurred by the teachers. We also analyzed the suggestions of didactic strategies made by the teachers for the operationalization of the musical concepts worked with the children of early childhood education. Our research is based on Vygotsky's historical-cultural theory, based on his works, compared to the works of scholars of his theory, applied in music education. In this study, we used the methodology of collaborative action-research, based on Thiollent (1986) and Bortoni (2011), with two Early Childhood Education Centers (CEI) as its locus, in Fortaleza during the period from the beginning of the 2nd semester of 2023 to the end of the 1st semester of 2024. Two teachers from Kindergarten 3 and their respective students (about 40); and two teachers from Kindergarten 5 and their respective students (about 40). The results obtained in this research indicate that the use of musical games as a pedagogical tool by early childhood education teachers, not specialists in music, favors the expansion of the musicality of children and teachers, thus helping that musical education is present in the school trajectory since early childhood education. Tipo: Tese Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86641 2026-01-01T00:00:00Z