https://repositorio.ufba.br/handle/ri/34200 Fri, 17 Apr 2026 00:56:50 GMT 2026-04-17T00:56:50Z https://repositorio.ufba.br/handle/ri/43886 Título: "O que há de mim aqui?": (re)existência discentes em textos literários periféricos no Ensino Fundamental II Autor(es): Balbino, Maise Conceição Primeiro Orientador: Santos, Alvanita Almeida Abstract: This research is a memorial, developed within the Professional Master's Program in Literature (PROFLETRAS), linked to the Federal University of Bahia. It presents a significant overview of my professional trajectory in the educational sphere, and specifically, my involvement in the aforementioned master's program. In this sense, I will present a pedagogical praxis in Portuguese Language classes, grounded in an anti-racist logic, proving essential for the ethnic formation of individuals involved in the educational context. This is because it is crucial to understand that school is a space for socialization and for the formation of subjects capable of living in a multiracial society, prepared to comprehend that the differences that individualize us cannot justify racial inequality and the extermination of Black bodies and minds. Therefore, the project will be carried out with 6th-grade students from the Municipal School of Periperi, an institution located in a peripheral neighborhood of Salvador. This is because the school is a space that needs to rethink a new curriculum that supports the development of these children and young people, considering not only what the legislation advocates regarding content, but primarily deeming relevant the history, culture, and conditions to which the community is subjected. This will be achieved through the reading of literary texts published in the books "Minha Vida em Salvador" (2022) by Camila Carmo and "Vozes Poéticas" (2020), organized by Coletivo Água da Fonte. The theoretical framework will draw from the research of Cândido (2011), Cuti (2010), Chimamanda (2018), Evaristo (2017), Ferreira (1996), Munanga (2020), Silva (2011), Eble and Lam (2014), Férrez (2005), Ferreira, Ribeiro, and Villarta-Neder (2018). For this, the pedagogical proposal was mediated by the curricular principles defended by the municipal education network of Salvador, in line with the Political Pedagogical Project of the school institution, within an interpretivecritical field, through conversation circles, with the protagonism of 25 students. Finally, by bringing these voices into the classroom, the school not only values local culture but also offers students insights to understand themselves and the world, fostering critical thinking and the construction of their racial and social identity. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Wed, 10 Sep 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/43886 2025-09-10T00:00:00Z https://repositorio.ufba.br/handle/ri/42472 Título: Gêneros textuais no livro didático de língua portuguesa do 8o ano: prática de leitura ou de gramática? Autor(es): Coimbra, Lucília Primeiro Orientador: Bezerra, Raquel Nery Lima Abstract: The present memorial of formation Textual genres in the didactical book of portuguese language in the 8th grade: reading practice or grammar? brings the results of the pedagogical intervention did in the school year 2019, at the Colégio Estadual Dep. Henrique Brito, localized in the neighborhood of Campinas de Brotas, in Salvador, BA. The experience occurred during the classes of Portuguese in the 8th grade A, with students of 13 and 14 years old, having as the object of the study the textual genres of the didactical book Português Linguagens, 8° ano (CEREJA; MAGALHÃES, 2015) , and its fragmented uses to the grammatical approaches. The analysis was based on the conceptions of language, grammar and teaching, language as a social interaction, the contextualized grammar and the social and discursive practices present in the Irandé Antunes‟ research (2009; 2014); in the orientations proposed by Schneuwly and Dolz (2004) about the work with genres at school, involving the students in real situations of the language use, in the contributions of Marcuschi (2008; 2010) about the textual genres as elements of a society, given its multidisciplinary aspect, in the discussions organized by Dalvi; Rezende and Jover-Faleiros (2013) about the formation of teachers and the possible paths in the construction of the learning which approach the literature to the education; and in the contributions of Dalvi (2013) about the fragmented use of literary texts in the didactical manuals, with utilitarian ends and not for the reading as fruition. This work registers advances in the Brazilian educational legislation, which anchor the discussion about themes of interests of the research, as the Leis de Diretrizes e Bases da Educação (LDB) : Nº 4.024 (1961), which established the pre-primary education; Nº 5.692 (1971), that flexibilized the scholar chronogram to better attend the student population in the country districts and also granted the schooling of adolescents and adults through the supplementary teaching; and the law Nº 9.394 (1996) that established the educational modality Educação de Jovens e Adultos (EJA), maintaining to this public the right to the continuation of the studies at the middle and high school. The strategic actions aimed the application of the complementary activities in the printed format to the didactical book, from the planning based on the national curricular guidelines of the documents: Base Nacional Comum Curricular (BNCC) – Educação é a base (BRASIL, 2018), and, in the state scope, Documento Curricular Referencial da Bahia para Educação Infantil e Ensino Fundamental – DCRB (BAHIA, 2019), which consider the regional particularities and purpose scholar procedures to the organization of the pedagogical work at the middle school. The activities were applied from the proposal contained in the didactical work already mentioned and complemented in its gaps, in the question of the language practices: reading- text production- linguistic analysis- orality, considering the universe of the students. With the employment of the actions presented, the students had expanded their competence in the ambit of the oral and writing communication, producing knowledges and meanings in their social practices. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Tue, 15 Dec 2020 00:00:00 GMT https://repositorio.ufba.br/handle/ri/42472 2020-12-15T00:00:00Z https://repositorio.ufba.br/handle/ri/42442 Título: Leitura cotidiana e leitura escolar Autor(es): Sampaio, Claudia Ramos Primeiro Orientador: Silva, Simone Bueno Borges da Abstract: Cet article présente les résultats de la recherche du maître, élaborées sous les Profletras intitulé «lecture quotidienne et la lecture de l'école." La recherche vise à contribuer à des discussions sur la formation de lecteurs autonomes dans les écoles publiques, des intersections possibles entre les pratiques de lecture effectuées dans le milieu scolaire et les pratiques développées dans d'autres contextes sociaux des élèves des écoles élémentaires II. Nous savons que dans le XXI e siècle, la lecture apparaît comme l'une des activités les plus importantes dans la société. Ainsi, il est entendu que l'école publique doit élaborer des stratégies de formation de lecteurs en plus sophistiqués pour répondre à la demande sociale. Les données de l'enquête sont composées d'enregistrements audio des classes dans lesquelles enseignant et les élèves pensent sur les pratiques de lecture développées à l'école et dans la vie quotidienne du groupe. Il comprend également l'ensemble des données, des entrevues réalisées avec les étudiants participants. Les données ont révélé que le changement de posture face à l'enseignant sa conception du langage, la lecture et l'objet processus d'enseignement- apprentissage, la posture des élèves a également changé. L'étudiant a commencé à sentir lecteur / objet dont la compréhension devient la clé de voûte pour comprendre le monde et se imbriqués dans ce monde. Ce mec est motivé à participer aux activités scolaires extériorisation assidûment leurs opinions et de la construction d'une relation dialectique avec le professeur maintenant, cependant, se sentir un faiseur de son rôle social en tant qu'éducateur. La lecture devient l'activité décisif dans la construction des citoyens critiques et contextualisée en mesure de comprendre le monde qui se déroule de plus en plus surprenant.Mot-clé: l'alphabétisation, la lecture, la bande, l'apprentissage Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Wed, 05 Aug 2015 00:00:00 GMT https://repositorio.ufba.br/handle/ri/42442 2015-08-05T00:00:00Z https://repositorio.ufba.br/handle/ri/42440 Título: Celul@ul@s : uso do celular como suporte de encantamento potente nas aulas de produção de texto Autor(es): Almeida, Iracema Dorotéa Primeiro Orientador: Pereira, Júlio Neves Abstract: ABSTRACT In this memorial, we present the results and reflections of the intervention process carried out in the State School João Pedro dos Santos, in Salvador, Bahia, developed with the class of 8th grade of elementary school II. Further, it discusses the importance of information and communication technology in school as a helper tool for teaching and learning process. It used action research associated with methodological perspective of ethnographic. In data collection were used conversation circles, questionnaire and observations. It was found that the technology is part of students' daily lives, as well as the use of the device and the application WhatsApp. A proposal for intervention and created a teaching material using the cell was set up, specifically, the WhatsApp application in the production of texts. After application of teaching materials, the interaction point of view in the classroom through technology, it was found that working with emerging genres makes people more productive and interesting classes for students. From the point of view of textual production, it was observed that the construction of multimodal texts there was interaction of languages in which students mingled words, images, sounds with confidence and ease, showing ability of reading and written production in the digital environment through gender textual flash fiction. The elaborate didactic proposal allowed the use of new modes of writing in which the mobile phone is a significant tool to positively promote teaching and learning processes. With such results, it became clear the urgent need to revise outdated teaching practices and recognize the need to seek alternatives to improve the quality of public education regarding the discipline of Portuguese Language. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Thu, 06 Aug 2015 00:00:00 GMT https://repositorio.ufba.br/handle/ri/42440 2015-08-06T00:00:00Z