This study aims to develop strategies that foster the habit and appreciation of literary reading through the textual genre chronicle, based on the implementation of a didactic sequence that emphasizes creative reading and writing practices. These strategies were applied to first-year high school students (Class 1001) from the state public school system of Rio de Janeiro, in the municipality of Petrópolis. Considering that many high school students demonstrate difficulties in reading comprehension and limited interest in literature, this study seeks to promote a more engaging and meaningful interaction with literary texts.The specific objectives include encouraging reading, reflection, and critical thinking by promoting discussions on social, cultural, and emotional issues present in the selected chronicles; exploring the structural, linguistic, and stylistic features of the chronicle genre; and enhancing students’ argumentative skills through the production of short videos (videominutes) to highlight opinions and/or perceptions derived from the readings.The theoretical framework is grounded in authors such as Antunes (2003), Bakhtin (2019), Bender and Laurito (1993), Candido (2011), Cosson (2014), Costa (2016), Kleiman (2002a, 2002b), Koch and Elias (2008), Marcuschi (2002), Martins (1994), Rojo and Moura (2012), Rojo (2013), Travaglia (2007), Todorov (2009), Palomanes (2018, 2021), and Solé (2014), who discuss reading, conceptions and practices of reading, stylistic interpretation of language in texts, literary literacy, multiliteracies, narrative types and the chronicle genre, aspectual values of verbs in texts, the role of literature in the development of critical and autonomous readers, and metacognitive activity.The methodology follows the principles of action research (Thiollent, 2011; Denzin & Lincoln, 2006), enabling the active participation of both teachers and students in the investigative and intervention process. The study corpus includes reading activities and recognition of the chronicle genre based on texts by contemporary author Paula Pimenta, whose writing addresses youth daily life in a light, reflective, and accessible way, fostering student identification. It is believed that the proposed didactic sequence, structured into six stages and applied to the participating class—encompassing activities such as reading, comprehension, genre recognition, and creative writing, culminating in the production of videominutes—contributed to fostering a pleasure for reading, expanding cultural repertoire, and consolidating autonomous reading practices. These outcomes were evidenced in the videominute productions, which demonstrated the interpretative and critical skills developed throughout the stages.As a result, it is observed that reading purposes, combined with multiliteracies, meaningfully engaged with students’ contemporary culture, promoting a school environment in which literature fulfills its humanizing, critical, and transformative role.

This dissertation presents a didactic mediation and a pedagogical notebook with reading and text production activities based on fairy tales. It is a propositional research project whose general objective is to develop linguistic skills by addressing a genre. Therefore, the proposal engages with the Didactic Sequence method of Dolz, Schneuwly, and Noverraz (2004). It is also based on the precepts of action research (Thiollent, 1986), encompassing empirical knowledge related to an action aimed at meeting a collective demand (Thiollent, 1986, p. 18). More precisely, the observation of difficulties regarding reading and text production practices among students in the final years of elementary school at a municipal school located in the urban area of Angra dos Reis/RJ sparked an interest in empowering them, stimulating these practices and their creative potential. Through these products, the aim is that: i) they feel a sense of belonging to the teaching-learning process; ii) they reflect on how they read and write; iii) they develop and mature reading and text production practices autonomously; iv) they explore possibilities of interpretation provided by reading fairy tales; and v) they participate in activities that contribute to the creation of other texts. It is believed, therefore, that promoting oral and literacy practices based on fairy tales can help expand students' communicative competence.

This dissertation investigates the importance of sequential textual connectors in the construction of argumentative paragraphs written by third-year high school students. Grounded in the studies of Koch (1998, 2006, 2011) and Depubel (2010), the research analyzed the presence and use of these linguistic elements in students' written productions, with special attention to connectors that establish cause-and-effect relationships. The study was conducted through an action research methodology, based on Tripp's (2005) proposal, involving an initial diagnosis, pedagogical intervention, and analysis of the results obtained. The data revealed weaknesses related to the limited and, at times, inappropriate use of textual connectors, which compromised sequential cohesion and argumentative progression in students' texts. The intervention contributed to the expansion of participants' linguistic repertoire and promoted improvements in the argumentative organization of the paragraphs produced. The findings highlight the relevance of the systematic teaching of textual connectors as a strategy for developing argumentative writing skills in high school, contributing to the production of more cohesive, articulated, and effective texts from an argumentative perspective.

This dissertation proposes a teaching module designed for 7th-grade students to foster an understanding of the referential processes involving subject phenomena (overt and null subjects in the third person) and third-person anaphoric direct objects (ADO). These elements facilitate anaphoric reference and contribute to clear, cohesive, and coherent writing by avoiding redundancy and aligning the text more closely with written norms. The study aims to develop educational activities that enable students to consciously manage the use of overt and null subjects, as well as the four strategies for third-person anaphoric direct objects—noun phrase, lexical pronoun, accusative clitic pronoun, and null direct object—depending on the specific linguistic context. While normative Portuguese grammars traditionally recognize the "hidden" (null) subject, students often find it easier to use subject pronouns (*ele/ela/eles/elas*) to refer back to an antecedent in a subsequent clause; this is likely due to the tendency in Brazilian Portuguese to avoid empty subject positions. Furthermore, the use of third-person anaphoric direct objects exhibits significant variants that mirror spoken language—such as the use of the lexical pronoun *ele/ela(s)* to function as a direct object. Particular emphasis is placed on activities that develop students' competence and skills in using third-person anaphoric direct objects realized through the clitic pronouns *o, a, os, as* and their variants. The research's methodological basis and the description of the didactic approach employed follow action research procedures (Tripp, 2005). Regarding theoretical aspects, the foundation lies in normative grammars (Cunha & Cintra, 2001; Rocha Lima, 2007; Cegalla, 2020), linguistic studies (Antunes, 2003 and 2005; Koch & Elias, 2013 and 2015; Marcuschi, 2008; Neves, 2006), variationist sociolinguistic studies (Weinreich, Labov, & Herzog, 2006 [1968]; Bortoni-Ricardo, 2004), and Tripp (2005).

Considering the syntax-semantics differences between the verbs
traditionally classified as intransitive, described in works such as Chierici’s
(2008), that subdivide them in unergative (The children dance graciously.)
and unaccusative (Doubts arose during the class.), this piece of work aims
to develop a pedagogic mediation with the phenomenon of agreement,
involving both subcategories of intransitive verbs, through epilinguistic
activities (Franchi, 2006). So that it will be adopted, the methodology of
research-action (Tripp, 2005; Thiollent and Colette, 2014), in which students
work alongside the teacher-researcher seeking solutions for a necessity of a
stablished learning: the use of the verbal agreement according to the
writing practices of literate society. This research is anchored on the
theoretical assumptions of the Variationist Sociolinguistics (Weinreich,
Labov and Herzog (2006 [1968]), and on their contribuition to teaching
(Bortoni-Ricardo 2004) also on the orientations in the teaching of grammar
since the official documents (PCNs and BNCC) to indications from
researches, such as Franchi (2006), Vieira (2017) and Pilati (2017). The
results indicated that the work accomplished contributed for the
enlargement of the linguistic repertoire of the students once it is
ascertained that in the final stage of the research, there was a substantial
increase in the insertion of marks of agreement between intransitive verb
and delayed subject, which represents, in addition to an approach of the
variety of prestige, the execution of a significant teaching grammar.

This dissertation results from a study developed in the Professional Master's Degree in Literature (PROFLETRAS), offered by the Federal Rural University of Rio de Janeiro (UFRRJ). It focuses on the production of reading and textual production strategies with an emphasis on the prior knowledge of young adult education students in the municipal network of Rio de Janeiro. The strategies presented in this work seek to confront the tradition of school-based teaching of writing, which is marked by practices disconnected from the historical-cultural reality of students, which becomes a barrier to the acquisition of reading and textual production skills in Young Adult Education. Therefore, the general objective is to develop a literary literacy project for teaching reading and textual production to EJA students, in the literacy stage, based on the literary work of Cora Coralina. The specific objectives are: a) to explore the textual and stylistic characteristics of Cora Coralina's poems with a view to expanding literary literacy; b) to apply reading comprehension activities in a contextualized and meaningful way; c) to work on the process of activating prior knowledge for the development of the construction of meaning of the text; d) to develop the enjoyment of reading literary texts as a form of expression and social emancipation; e) to encourage students' initial written production through oral practices linked to the student's reality. The theoretical framework was anchored in Solé's (1998) teaching of reading, in which the ability to understand and autonomously interpret written texts is the essential instrument for full development in the context of a literate society, in the conception of popular education with a liberating orientation in the light of Paulo Freire (2021) who presents a critical-democratic literacy approach, in Kleiman (2004) approach to literacy, in the proposal for literary literacy and the expanded sequence method advocated by Cosson (2022), who proposes a new conception of working on teaching literature among other theorists . The methodological approach was developed based on Thiollent's (2011) action research method, which considers the collaborative and participatory involvement of researchers and participants to be important for solving a collective problem. The research reveals that the teaching-learning process of reading and writing based on literary texts, taking into account students' prior knowledge and anchored in oral activities, enables a transformation of reality and expands literary literacy.

The present dissertation deals with causality relations, having as main objective to contribute for a better textual interpretation, through the identification of cause and consequence relations. In the meantime, other reflections such as: understanding about cause and effect, recognition of causal/ consecutive connectives and these relations by the lexicon, processing and understanding of complex and abstract concepts through the manipulation of mental structures in activities with causal and consecutive connectives, reflection on causal relations in constructions not so classified and expansion of the Reading comprehension, enabling the application of these notions in situations of their daily life and other semiosis. Based on Cognitive Linguistics, theory of mental spaces (Fauconnier, 1997); in Textual Linguistics, studies on cohesion and coherence (Koch, 2022 and Koch, 2023); considers prescriptions of Traditional Grammar (Bechara, 2009; Cunha & Cintra, 2008 and Lima, 2022) on causality and reflects on broader visions and turned to use, as proposed by the Descriptive Grammar (Azeredo, 2002 and Neves, 2011 and 2012). The methodology is action research (Tripp, 2005), observing qualitative aspects. For this, a didactic sequence was developed (Dolz & Schneuwly, 2004) with texts of the journalistic domain (Marcuschi, 2008), starting from the conceptualization of cause and consequence and encompassing reflexive activities on the value of causal relationship and its application in several (con)texts. It was not a priority in this research the memorization of nomenclatures, but rather that, in this course, the student comprehends widely the occurrences of causality and knows how to apply them in different contexts. Multimodal and multisemiotic resources were used, as an application for stop motion films, to provide the application of the idea of causality in more than one semiosis and explore the multiliteracies (Rojo, 2009 and 2012), a factor that dialogues with the student and gives him the opportunity to participate in a more collaborative way in the teaching-learning process.

This dissertation proposes a didactic sequence aimed at developing reading comprehension skills in elementary school, using the meme as the central textual genre. Basead on in Bakhtin’s (1997) dialogic perspective of language and in the concepts of multiliteracies and critical reading from authors such as Koch (2009a, 2009b), Rojo (2012), and Marcuschi (2008), this work connects theory and practice to explore the educational potential of memes in schools. Despite their strong presence in digital culture, memes are still rarely addressed systematically in the classroom and are often viewed merely as illustrative resources. This study seeks to fill this gap, highlighting how this genre can serve as a powerful tool to develop skills such as inference, intertextuality, and critical Reading. The research was applied with an 8th-grade class in an elementary public school in Volta Redonda, RJ, adopting a qualitative action research approach. The didactic sequence included diagnostic activities, dialogic lectures, collaborative tasks, and guided meme analyses, engaging students as active agents in the process. In addition to improving linguistic skills, the activities encouraged reflections on transversal contemporary topics such as ethics, citizenship, diversity, and socio-environmental issues, aligning with the guidelines of the Brazilian National Common Curricular Base (BNCC). The results showed that memes, by combining verbal and visual language and widely circulating on social medias, awaken students’ interest in reading and critical interpretation, allowing a reading that goes beyond literal decoding. Students were able to identify intertextualities, make inferences, and critically discuss implicit meanings, strengthening their capacity for reflective and contextualized reading. Class 801, which participated in the sequence, showed high engagement, contributing significantly to the development of the work. The transformative potential of the proposal is confirmed. In conclusion, the use of memes as a teaching object legitimizes school practices that not only dialogue with students’ realities but also value language as sociais practice. The proposed didactic sequence contributes to re-signifying reading instruction in the school context, encouraging the formation of critical and conscious readers. The experience revealed the importance of a teaching practice open to dialogue, experimentation, and constant reinvention, reaffirming teaching as movement, affection, and commitment to social transformation.

This project examines the effectiveness of an active learning methodology based on the use and creation of games to enhance short story reading and writing skills. The research was conducted in 6th and 7th-grade elementary school classes in the municipality of Piraí/RJ. It aims to test whether reading narratives that go beyond mandatory structural elements enhances the production of narrative texts with more structural components, as characterized by Travaglia (2012) for this text type. The goal is to "reclaim and reintroduce what is fundamentally excluded in schools – pleasure" (Geraldi, 2011, p. 76), to foster inner motivation through playful learning (Kishimoto, 2011), and to improve the teaching and learning processes as proposed by Resnick (2020) in the Creative Learning Spiral: imagine, create, play, share, reflect. Ultimately, the aim is to improve students’ performance in social reading and writing practices by nourishing these skills. Based in Text Linguistics and cognitive studies (Koch and Elias, 2008, among others; Solé, 1998), this proposal is based on the concept of reading as an interactive activity, which involves retrieving information that is not explicitly expressed in the text (Koch and Elias, 2008), using inference and prediction (Solé, 1998) to produce meaning. Reading is considered essential for the development of writing, and these skills are defined as “being closely tied to cultural circumstances and [that] can only be acquired consciously” (Faistauer, 2010, p. 965, free translation). The methodology adopted is qualitative and collaborative, and structured in four stages: initial diagnosis with reading and writing practices before the intervention; performing activities to promote reading and writing; creating a collective card game (a deck for short story creation) to stimulate creativity and practical understanding of structural elements of narratives; and comparing first and final written works to assess the methodology’s impact.The results indicate that the teaching proposal improved the students’ writing skills. While mandatory plot elements (complication and resolution) were already present in the first drafts, their final texts were rich and included non-mandatory elements, such as introductions and commentary. These findings suggest that using an active methodology and prompting students to make inferences helped them craft more elaborate narratives with greater depth, reflecting enhanced storytelling and character-building abilities. This dissertation acknowledges the research’s limitations, such as the lack of media resources in the school, which could serve as a starting point for future studies investigating this methodology in environments with better supporting technology, exploring the potential of multisemiotic and multimedia genres. This work offers a viable and relevant didactic proposal for educators that seek innovative strategies, demonstrating the transformative potential of active methodologies (particularly the use and creation of games) to captivate students and enhance their short story reading and writing skills.

Based on the observation that the proximity between speech and writing is often inevitable, and on the understanding that reading and writing are essential skills for active citizenship—since their absence can lead to social exclusion—this study aims to investigate and analyze the linguistic phenomenon of R deletion in the writing of 9th-grade students from a public state school in Duque de Caxias, Rio de Janeiro. The research stems from the observation of the omission of R in syllable-final position, in both verbs and non-verbs, which appears to reflect what previous studies on speech have already indicated: the deletion of R in coda position. Based on this, an action research project was carried out, grounded in the principles proposed by Thiollent (2005), in order to verify the occurrence of this phenomenon in students’ writing. The choice of 9th-grade students is justified by the expectation that, at this stage, learners should have acquired a certain level of linguistic adequacy for different communicative situations. The theoretical framework draws on recent studies on rhotic variation in Brazil, with particular emphasis on research concerning R in syllable codas, as well as on the principles of Variationist Sociolinguistics (Labov, 2008). Thus, the investigation seeks to determine the extent to which this phenomenon influences students’ writing, as highlighted by studies such as Dutra and Pinto (2014), which show that R deletion has extended into writing, raising concerns among Portuguese language teachers. As a contribution, this research proposes didactic intervention activities aimed at helping students produce texts with fewer spelling errors.

This dissertation, developed within the Professional Master’s Program in Letters (PROFLETRAS/UFRRJ), investigates the persuasive power of adjectives in commercial product labels, understanding them as linguistic resources that play a decisive role in meaning-making and in shaping social practices of consumption. The study aims to analyze how adjectives, by qualifying and intensifying nouns, contribute to the argumentative structure of advertising discourse, influence readers’ perceptions and affect their choices, while also proposing pedagogical activities that foster critical reading of this textual genre in middle school classrooms. The research is grounded in authors of normative and descriptive grammar (Bechara, Rocha Lima, Faraco, Perini), textual linguistics and discourse analysis (Marcuschi, Koch, Bagno, Orlandi, Maingueneau, Ducrot), as well as in studies on critical reading and multiliteracies (Antunes, Kleiman, Leffa, Rojo, Fiorin), and is also aligned with official documents such as the PCN and the BNCC. Methodologically, it adopts a qualitative, interpretative, and pedagogical approach, supported by action research, involving label collection, collective analysis, and students’ production of materials. The results show that critical reading of adjectives in labels enhances linguistic and discursive awareness, promotes interpretative autonomy, and fosters critical literacy by encouraging reflection on persuasion strategies and on the effects of advertising language. It is concluded that adjectivation, beyond its descriptive role, is a resource of argumentation and symbolic power, which highlights the need to rethink grammar teaching in a contextualized manner, articulating norms, social uses of language, and students’ citizenship education.

This dissertation, developed within the Professional Master’s in Letters (PROFLETRAS), investigates the contributions of Bruna Mitrano’s contemporary poetry, especially the work Ninguém quis ver (“Nobody Wanted to See”), to the development of reading practices in Youth and Adult Education (EJA). Based on the understanding of literature as a human right and a constitutive dimension of citizenship (Candido, 2011; Freire, 1981; Cosson, 2006), the research combines literary analysis and pedagogical practice to promote experiences of reading, poetic creation, and performance in the classroom. The study is grounded on theoretical references that discuss literary literacy (Cosson, 2021; Soares, 1999), the specificities of EJA (Arroyo, 2005; Haddad & Di Pierro, 2000; Gadotti, 2014), genre studies (Bakhtin, 2003; Marcuschi, 2008; Fiorin, 2008), the relationship between literature and society (Zilberman, 2008), and contemporary literature (Pucheu, 2019). The proposed pedagogical product consists of activities of reading, discussion, and poetic retextualization, allowing students to experience the word as memory, resistance, and collective creation. Its nature is bibliographical and propositional, aiming to demonstrate that the integration of Mitrano’s poetry in EJA can foster listening, student authorship, and the construction of critical meanings, reaffirming literature as a space of emancipation.

This study aims to investigate pedagogical strategies for fostering literary reading among fifth-grade students, grounded in the concept of literary literacy and the use of “cordel” literature as a didactic resource. It assumes that the rhymed and musical language of this popular poetic form resonates with contemporary youth culture, particularly with rhythmic expressions such as “pancadões”, which are common in peripheral and community settings. In this sense, the research seeks not only to bring students closer to literary reading but also to encourage an active and critical relationship with the text, moving beyond traditional approaches based on memorization and standardized comprehension exercises. The corpus of analysis is “Iracema: um reconto em cordel”, by Stélio Torquato Lima, an adaptation of José de Alencar’s canonical novel into the cordel format. This choice makes it possible to work simultaneously with formal aspects—rhyme, meter, and orality—and thematic dimensions such as cultural identity, intertextuality, and belonging. Methodologically, the research follows a qualitative approach structured in two main stages: (1) a bibliographical review addressing literary literacy, reading conceptions, and the role of popular literature in education; and (2) a pedagogical intervention involving activities that connect the literary text with students’ sociocultural experiences. The expected outcomes include the development of reading competence, the expansion of students’ cultural repertoire, and the recognition of literature as an instrument for reflection and self-expression. The study concludes that incorporating cordel literature into the classroom can serve as a bridge between erudite and popular cultures, contributing to a more meaningful and democratic literary education while also affirming “cordel” as a valued cultural and pedagogical heritage.

The present work aims to discuss the contributions of multiliteracies to the reading acquisition process. Aware that the formation of a proficient reader is one of the main objectives and one of the biggest challenges of the Portuguese language teacher – although this responsibility is not his alone –, our proposal aims to give new meaning to traditional forms of teaching, considered mechanical and boring by students and by the teachers themselves. In this sense, using technologies and digital media as tools, we created a didactic prototype based on the textual genre of biography, which, due to its undeniable educational strength, will equip us not only in this process of developing proficiency in the mother tongue, but also in training intellectual, personal and social student. For this, we will have as theoretical support Bakhtin (2003), Bortoni-Ricardo (2013), Rojo (2009, 2017), Rojo and Moura (2012), Marcuschi (2008, 2010), Kleiman (2016), Ingedore Koch and Vanda Elias (2006), among other authors considered references on the subject.

This study aims to develop research on textual referencing, more specifically co-referentiality (direct anaphora). The topic has its studies developed by research based on the area of Textual Linguistics. The aim of the research is to understand referencing as a discursive activity and also as a driver of proficiency in reading and writing. This concept goes far beyond textual cohesion, as it is a textual-discursive process. We then propose a more discursive study of anaphoric resumptions in texts focusing on textual genres and textual sequences in a communicative context of public awareness campaigns. The research is based on a propositional nature, supported by Resolution No. 002/2022 – Profletras General Coordination Management Council, of February 1, 2022. This is a qualitative methodology research, which seeks to explore reading and writing through of an educational product that will be provided through an activity notebook with didactic proposals for teachers to apply in the grade 8th  elementary school classes with nine modules developed from pre-textual, textual and post-textual activities. The chosen themes of colored ribbon campaigns are: Blue April (TEA), Yellow May (Traffic), Green June (Environment) / Red June (Blood donation), Lilac August (Domestic Violence), Yellow September (Suicide) , Pink October (Women's Health), Blue November (Men's Health) and Red December (Aids/HIV/STI). The specific objectives of the research are: a) describe the methodological path to improve reading and writing through textual genres linked to public campaigns; b) identify, in texts, direct anaphora as a process of progression and thematic maintenance that uses the categorization of referents; c) recognize textual referents such as noun phrases, pronouns, ellipses, numerals, adverbs, synonymy, hyperonymy, defined and indefinite nominal expressions;  d) highlight the reference in official documents, such as PCNs, Saeb and BNCC Test Descriptors; e) understand co-referentiality based on genres associated with the themes of awareness campaigns proposed by public administration and f) improve teaching practice based on experience as a teacher-researcher in the Professional Master's Course in Literature – ProfLetras. The theoretical support for this research is made up of Apothéloz and Reichler-Beguelin (1995), Antunes (2009, 2014); Bernardi (2012); Bentes (2001); Cavalcante (2012 and 2021); Cavalcante, Custódio Filho and Brito (2014); Costa Val (1991); Geraldi (1996, 2005); Fávero and Koch (2012); Leffa (1996); Kleiman (2010); Koch, Koch (1989, 2001, 2006, 2014, 2015, 2022), Koch, Travaglia (2015); Koch, Elias (2021); Koch, Marcuschi (2006); Marcuschi (2005, 2008, 2012); Matos (2018); Mondada and Dubois (2003); Morato and Bentes (2005) Pontes (2008); Roncarati (2010); Santos (2013); Santos, Riche, Teixeira (2012); Silva (2012) and Travaglia (2008). The methodological path of the study is based on Dolz, Noverraz and Schnewuly (2004), Gil (2002); Goldenberg (1997).

The main objective of this research is to create strategies for teaching the indeterminate subject in the final years of elementary school (Fundamental II). Such strategies, inserted in a circuit that we call didatic, are based on foudation from normative grammars, ROCHA LIMA (2011), CUNHA E CINTRA (2008), BECHARA (2010), and on reflections by Duarte (2007, Bravin dos Santos (2012,2018), Lucchesi (2014) and Perini (2010), among others. Thus, it can be considered a bibliographical and propositional research. The idea of the didactic circuit is based on the hypothesis that the forms of the indermination prescribed by such grammars have a low frequency in oral and written Brazilian Portuguese (BP), which makes teaching difficult. That variety developed other forms of making the subject indeterminate, such as “você” and “a gente” (Duarte, 2007), rejected by the prestigious standard that the school hopes to bring to students. In addition to these pronouns, expressions such as “neguinho” carry a sense of indeterminacy, considered by this researcher a form marked by discriminatory thaits. In view of two distinct linguistic realities, the one to which the student is exposed and the one that the school intends to achieve, we propose a didactic circuit that departs from orality to monitored writing by the perpective of prestige norms. From a didactic point of view, the circuit was organized based on Behrens' (2004) Collaborative Learning theory. This approach emphasizes project-based learning and the exchange of knowledge between students and teachers, promoting a cooperative environment. Within this methodology, the project was divided into ten phases, grouped into three stages. The first stage focuses on problematizing and contextualizing issues surrounding the indeterminate subject in oral language, including exploratory classes. The second stage is geared towards individual research, where students are encouraged to discover different usage situations of the indeterminate subject. Finally, in the third stage, the goal is for students to demonstrate what they have learned about subject indetermination through active technologies. In this sense, students will be guided to produce a podcast or a vlog. The development of these activities resorted to the didactic circuit, culminating in an educational product that can serve as a tool to aid the learning process suggested in this work

Considering that a fact reported in a newspaper does not correspond to its real occurrence in the world once it is discursive, different points of view commonly occur in this passage from fact to news. This is an interesting situation for teaching Portuguese, as it allows the construction of a learning framework in which the teacher can encourage his students to reflect on the motivations of such cases, analyze the texts and try to understand certain strategies employed and the possible meanings proposed there. In this way, the work proposal of this dissertation is to build notebooks of reading activities directed to Elementary School from news from different newspapers about the same fact and that contain different points of view about the referred fact. The theoretical basis of the study includes contributions from textual linguistics and media communication studies.

Currently, several studies discuss the inclusion of oral and literacy practices in mother tongue teaching (Fávero; Andrade; Aquino, 2005; Marcuschi, 2005; Marcuschi; Dionisio, 2007; Dell'Isola, 2007, among others that appear in the references). In Brazilian schools, its systematic treatment remains, however, below expectations. Many teachers still adhere to a more dichotomous linguistic perspective, valuing writing over speaking in their classes. In general terms, this dissertation intends to contribute to alleviating these impasses. It presents the purposeful nature of formulating a didactic sequence (Dolz; Schneuwly; Noverraz, 2004) and a pedagogical notebook, based on the interview genre and aimed at students in the 5th year of Elementary School at a municipal school located in the west zone of Rio de Janeiro. More specifically, through such products, the aim is to: i) present the interview genre and its peculiarities; ii) propose its implementation, creating written scripts; iii) develop retextualization activities from speaking to writing and from writing to speaking; and iv) expand the students' repertoire in relation to oral and literacy practices. It is believed that, in this way, students will expand their knowledge, not only about the genre in question, but also about the passage of a text from a specific modality for another, elements relevant to their training.

This dissertation presents a didactic sequence (Dolz; Noverraz; Schneuwly, 2004) and a pedagogical notebook containing activities on the genre of posters and the thematic "Orange May" - a month for raising awareness about combating the sexual abuse and exploitation of children and adolescents. It is a propositive research, whose products are adapted, as they are originally intended for fifth-grade elementary school students at a municipal school located in Nova Iguaçu/RJ, and also teachers in the same educational network. In general terms, it is intended to contribute to the work with textual/discursive genres in the early years of Basic Education (Fávero; Andrade; Aquino, 2000; Marcuschi, 2010; Bakthin, 2003; Leal, 2012, among others listed in the references). More specifically, the objectives are: i) to present the characteristics and functionalities of the poster; ii) to raise awareness among students about the "Orange May" theme, gathering texts of different genres about it; and iii) to enhance their communicative competence, developing certain skills related to the spoken and written modalities of the Portuguese Language. Thus, the purpose is to focus on the contextualized learning of oral and literacy practices through a theme that, since the year 2022, gains the visibility of a federal law.

Written language is a social convention that reflects not only communication but also power within a society. In this context, the school plays a crucial role in teaching and promoting the use of the standard language. However, the influence of orality on writing can represent a significant challenge for speakers, especially with regard to Brazilian Portuguese spelling. In view of this, this dissertation proposes the elaboration of a Learning Object in the format of a digital game, aimed at the development of orthographic writing in Brazilian Portuguese, with a particular focus on the phenomenon of monophthongization, using the rhyme genre as a basis. The specific objectives include reviewing the literature on monophthongization, analyzing the teaching of spelling as outlined in the guiding documents of Basic Education, BNCC and PCN, identifying the variables associated with the phenomenon under study and an understanding of the relevance of learning objects and gamification in the context of face-to-face teaching. The research adopted an exploratory approach, involving a bibliographic survey and an intervention proposal. The development of the research followed a theoretical-reflexive perspective, emphasizing the importance of the teacher's reflection on the classroom as a starting point for change and an active student-centered learning methodology, making him an active and engaged participant in the construction of knowledge, in a socio-interactionist conception of the process. The final product developed in this research, Parlaventura, aims to try to remedy the phenomenon of monophthongization in writing through gamification. The students will be led through three distinct phases, set in the parlendas genre, composed of four missions each, with the purpose of facilitating the learning of the writing of diphthongs in the process of monophthongization in the brazilian portuguese, in order to expand the students' orthographic knowledge from this genre of oral tradition.

Reading in Portuguese finds more and more challenges for its teaching. The lack of interest allied to the non-stimulating reading at school has been an increasingly constant reality. Students propose disinterest in the learning process and teaching materialize actions and speeches of teaching to the educational institution. The data on learning damage at school were much lower than expected, either because of the lack of interest in taking the exams, or because of the difficulty in reading and abandoning them. Violence and depression in the school space ratify a change in the school's vision. The positioning of students who could not infer a critical position regarding their actions, being sometimes a passive reader and reproducer of an unknown. The teacher once again assumes the important role of reversing the framework of a reading that is established by a subject who cannot read a text well, or beyond it. Developing and stimulating an authorial reading, cooperating for the learning of reading from the perspective of an engaged reader, reader-author, will be challenged to be won. In this elaboration of the author's project of the pre-defined student from the various problems that the new Iguaçu school has, CIEP 134. Based on Course Analysis, French Orientation, Critical Reading Discourses, Reflective for Provoking Interest and Engagement with the News and Fake News References to Depredations in Teaching Units. Genres are part of the curriculum, which cooperate for teaching reading. The criticism will be relevant to the methodology of stimulating reading, as Fernades-se himself attests in Orlandi 2020). Without denying the textual structure, it stimulates the senses beyond it: “Ledor: He cannot go beyond the text, he only repeats the information (...)” (SANTOS, RICHE and TEIXEIRA, 2012). Divided into stages of actions for the development of authorial reading, the student will have contact with derogatory images, news and fake news with a view to stimulating studies to expand their engagement and authorship. In other stages, it teaches the production of news by students concerning online dissemination. A workbook should be produced as the stages develop.

Among the characteristic aspects of Brazilian Portuguese (BP), diversity in the phonetic-phonological field stands out, a phenomenon that makes up the different linguistic varieties representative of each region of the country. This diversity in the language is often reflected in the learning of writing, so that it is common, at the time of literacy, the occurrence of spelling deviations caused by the lack of one-to-one correspondence between the phoneme system and the grapheme system. One of the phonetic-phonological phenomena that affects the learning of the standard spelling in Brazil is the vocalization of the lateral consonant /l/ in final syllable position (coda), as in “saltar” [w] and “Brasil” [w], which occurs in the speech of most states in the country (CALLOU; LEITE; MORAES, 2007), including Rio de Janeiro, where this research was developed. To solve spelling issues, the morphological component of grammar can be used, as guided by the National Curricular Parameters (BRASIL, 1998) and the National Common Curricular Base (BRASIL, 2017). In view of this, this work has the following objectives (i) general: to offer a contribution to the teaching of spelling, considering phonetic-phonological aspects of BP in interface with morphology; (ii) specific: develop a game, aimed at Elementary School I students, involving morphological aspects that can help in the teaching-learning of the use of the graphemes <l> and <u> in syllabic coda. The developed digital game contains four phases, which explore the following morphological aspects: (i) categorical use of in third-person verbal inflections of the simple past tense of the indicative; (ii) plural of nouns to define the use of <l> or <u> in syllabic coda in singular forms; (iii) relationship between cognate words (eg. “ouro”/”dourado”; “bolsa”/”bolsinha”). The final product presented in this research can help the teacher in the classroom, as it represents the application of gamification (GONÇALVES et al., 2016 ) in the school context, and can be used as a form of recreational competition involving spelling content or even as a form of evaluation, given the score assigned by the application to the user at the end of the game.

This dissertation proposes a didactic circuit for teaching and learning coordinated sentences to be developed with seventh grade students from a public school in the city of Rio de Janeiro. The starting point is the description of this phenomenon presented by the textbook adopted by the mentioned institution and texts produced by the same students who will participate in the circuit. On the one hand, this procedure is due to the hypothesis that such a description ignores the effects of meaning generated by the coordination of sentences in texts from different discursive organizations, prioritizing the traditional approaches to teaching these sentences. On the other hand, it is due to the assumption that these elements, in these students' texts, generate fundamental meaning effects for their awareness of individuals  who belong in a society. In addition, it is assumed that they imprint in their Productions, oral coordination strategies that are very common in Brazilian spontaneous speaking. Thus, the idea is to get to know these two realities in order to create didactic activities that develop students' linguistic, social and discursive awareness so that, at the end of the circuit, they can recognize and use coordination strategies in both narrative and argumentative texts,  moving from more spontaneous speaking, passing through school literacy, to arrive at a more monitored writing and oral skills. As one of the motivational strategies for the circuit, we will use the book Quarto de Despejo, by Maria Carolina de Jesus, in addition to other textual experiences that reflect oral and writing skills. The main objective of the dissertation is, therefore, to contribute to the development of levels of awareness regarding the use of sentence coordination: linguistic, social and discursive. The qualification text is divided into five parts: 1) analysis of the textbook adopted by the school; 2) analysis of linguistic coordination in school texts; 3) theoretical assumptions about coordinated clauses; 4) methodological procedures used for the research and for the didactic circuit; 5) schedule of activities. As a theoretical reference, the research will be based on Koch (1984, 1987, 1989, 1992, 2002), Koch; Elias (2011). For methodological procedures, we will use the assumptions of action research (THIOLLENT, 1988). For those in the circuit, we will support the principles of collaborative learning (BEHRENS, 2013). In this way, it is expected that students feel challenged to solve problem-situations raised by reading and producing texts, autonomously articulating the coordinated sentences in their cohesive role in the school term.

Thinking about the Portuguese language class almost always refers to reading and interpreting texts, assignments, internal and external tests and contests. Working on important issues for citizenship and collectivity, which help in a better understanding of the subject of the discipline and, above all, of life itself. Educating is a political act and politics is the art of building consensus through dialogue. Reading the world is central for a transformative Education. It is unthinkable to have classes without dialogue. Everybody want full citizens, but it is not commom to talk about citizenship, racism, quotas, democracy, social inequality, misogyny, patriarchy, drugs, institutions, cultures, work, place of speech, place in the world. How to rehabilitate this essential skill for life in society?

The present academic work proposes to create a retextualization activities pedagogical notebook of the comic strip genre, specifically Armandinho´s, by Alexandre Beck, for the short story genre, focusing in expanding the student's literacy. The comic strip choice as a motivator for approaching to new genre was, mainly, due to the ludic mode from multimodal characteristics, which rouse interest the target audience project, the 7th year of Elementary School students, in addition the genre approach themes in which students identify with and, sometimes, it dialogues with their social reality. Starting from the understanding of the written and strip imagery, it intends to lead the student to produce a short story genre, expanding their literacy. It is believed, therefore, in the importance of valuing the textual genres usage in language teaching, using a genre with the comic strip characteristics to favor the understanding and production of the narrative structure in the short story formatting. The general objective is to propose a retextualization from a comic strip to the short story genre, main focusing on the expansion of students' literacy. Regarding to specific objectives, it is proposed to introduce the short story genre characteristics; to equip the student indeed to retextualize the comic strips worked in the classroom; to lead the student to perceive differences and similarities between the two genres and understand the writing process through retextualization. This research is based on official education documents of the National Curricular Parameters – PCN and Brazil (1998) and National Common Curricular Base – BNCC Brazil (2017), beyond authors such as Bakhtin (2003), Marcuschi (2005) (2009), Marcuschi; Xavier (2010), Koch; Elias (2013) and Matêncio (2002). The selected Portuguese language descriptors to compose the research are D9 – identify the text purpose from different genres – and D15 – recognize different ways of treating information in the comparison.

Although much has been discussed in the area of Education and Languages about the importance of reading in the teaching of Portuguese, still what is perceived in classrooms is a work focused on structural issues of the language and the use of the text only as a pretext for the study of grammar. As a result, this work aims to promote the development of reflective reading practices, aimed at the production of meanings, in order to form critical and autonomous subject-readers, prepared for social practices. Considering the problem that Brazilian students leave Basic Education without reading proficiency, or even semi-literate, a reading project is proposed, with activities that encourage the production of meanings, and not just the reproduction of textual information and answers. ready, foreseen by the authoritarian pedagogical discourse, legitimized by the didactic manuals. In this sense, the teacher can assume the role of mediator and facilitator of the teaching-learning process, helping the student in the transposition of subject-reproducer or reader to subject-reader. The Project will have as its main theme the Female Protagonism, in view of its relevance even in the current times, because although women have obtained many achievements guaranteed by law in recent times, there are still many challenges to be faced by the female public in contemporary times, in search of gender equality and antisexism, as they defend the ideas of feminism. The work will be based on the French-based Theory of Discourse Analysis, proposed by the linguist Michel Pechêux, in the 60s, and introduced in Brazil by the researcher and author Erni Orlandi, a great proponent of AD in reading teaching. And it will be developed at Colégio Municipal Maria Letícia dos Santos Carvalho, in the city of Macaé, in the State of Rio de Janeiro, in a class of the 9th grade of Elementary School II. During the research, the interventional action research methodology will be used, in which the teacher will act in the mediation and guidance of reflective reading activities, centered on the fairy tales A Cinderella, A Bela Adormecida no Bosque and A Bela e a Fera, with the original and contemporary versions, but also in working with other discursive genres, oral, written and digital (multimodal), which dialogue discursively and intertextually on the proposed theme, promoting the debate on the meanings produced by a patriarchal discourse on the feminine, built throughout history. For this, in the research, the method of the pedagogical archive will be used, composed of texts selected by the teacher, according to their teaching objectives, and also, by the students, in a participatory way, in order to foment their discursive memories and value their historicity of readings. At the end of the Project, it is still intended to carry out a textual production activity, through which students move from the position of subject reader to subject-reader-author, through the function of authorship of parodies, with modern versions of the tales of fairies. In this way, the teacher will offer production conditions so that these students have a voice and assume a critical position in the face of the reality of their socio-historical context.

This research aims to propose a didactic sequence for the teaching of argumentation based on the textual genres Open Letter and Podcast, for students of the 8th and 9th grades of the Elementary School of Youth and Adult Education (EJA). In addition, three specific objectives were outlined: 1) Explore the structure and social role of argumentatively based texts, such as the open letter and the podcast; 2) Propose activities aimed at the use of logical-semantic operators of argumentative nature and 3) lead students to produce a podcast, aimed at defending a point of view on the theme "The aesthetics of society corroborating for Structural Racism", with relevant public interest. The study is justified by the fact that a complex relationship has been identified between the teaching of mother tongue that has been carried out and the current demand of this teaching object in view of the profile of the target audience of EJA that goes through the low schooling, the current school gap, in addition to illiteracy or functional illiteracy that intensified during and after the pandemic period. Therefore, this research seeks, through the development of reader, writer, interpretive and reflective skills, to enable compatible actions between students and their social practices to make them co-responsible subjects for the construction and production of meanings, both in the school space and outside the school walls, providing a critical development necessary for a more participatory citizen action. The research is of a qualitative nature of the exploratory type, since it intends to offer subsidies to teachers of Portuguese language, especially those of EJA, a modality lacking in didactic material. The theoretical contribution is based on the view of some authors such as Martins (2006) and Lerner (2002) on the teaching of reading and writing, as well as Soares (2020), Rojo (2012) and Moura, Tinoco (2008) and Oliveira, Tinoco and Santos (2014) on literacy, multiliteracies and literacy projects in school, Marcushi (2001) on textual genre and textual type, especially argumentation, Koch and Elias (2016) on the use of logical-discursive operators and in the proposal of didactic sequence of Dolz, Noverraz and Schneuwly (2010). In addition, it is sought to seek support, also, in the guiding documents of basic education, as in the one defended by the Law of Guidelines and Bases (LDB) and the National Common Curricular Base (BNCC) to assist the forwarding of this research. To this end, a didactic sequence was proposed with the development of some activities, from a generative theme, of reading, analysis and production of the Open Letter genre, as well as linguistic activities focused on the argumentative typology and its logical-semantic organizers, allied to the end production activities of the Podcast genre. It is expected with this proposal of SD to combine the teaching of the language with the teaching of an anti-racist education in the classes of 8th and 9th grade of Youth and Adult Education (EJA).

The days of the second half of the 21st century subject a considerable part of the world's population to an ever closer relationship with the digital world. This, in a state of constant evolution, creates demands in each area with which the human being is involved, such as linguistics, especially textual. The text, therefore, in its process of creation and understanding, must meet the proposals for innovation arising from the relationships established between man and technology in order to be a relevant and effective tool for the exercise of communication. Imbued with this awareness, the lines that make up this academic work seek to qualitatively analyze the process of understanding multimodal texts of the meme genre to generate a didactic product that helps the development of reading skills from various language registers. Specifically, the objective of this study is the elaboration of a notebook of didactic-pedagogical reading activities in/from the multimodal materiality of the meme textual genre, having as a central theoretical concept that of Indirect Anaphora (AI), about which are these activities developed. The theoretical support that subsidizes this study and the consequent proposal of activities is located in the field of Textual Linguistics studies, in studies on referencing processes, according to the treatment given by our main references, which are Antunes (2005; 2017), Koch (2007), Koch and Elias (2021), Koch and Travaglia (2006) and Marcuschi (2001; 2004; 2008).

The present research/proposal seeks to reflect on and rethink the vision about the native people of our land, their culture, their beliefs and rites, their customs, their most varied languages. Aiming to comply with law 11,645, it also seeks to establish strategies and develop materials and tools that enable and facilitate the implementation of the law by the school, since, given the scarcity of material focused on the theme, the creation of a compendium that would provide Elementary Education teachers, as a priority, with materials that could promote knowledge about these people, their vast and varied culture and their contributions to the construction of what we have today as the Portuguese language in Brazil and, also, in the social legacy of them. In order to better understand the most varied materials researched, since much of what is related to these people is mainly linked to oral transmission, we used as a theoretical contribution Cândido's reflections on Literature and the right to Literature in order to understand and classify, in a satisfactory way, the most diverse contents available for the study. We also based the research on the definitions of Marcuschi on analysis, production and specificities of the various textual genres with the purpose of scrutinizing a better understanding of the direction given to the proposal and the classification of the material to be studied. And last but not least, we organized a collection of legends, myths, varied stories and tales in diferente formats, including audio, video and also the written word to provide students and teachers with a collection that meets the needs mentioned above.

This work presents a proposal for reading and writing activities aimed at the second segment of elementary education from reflections sustained in the Materialist Discourse Analysis, which has Michel Pêcheux (1975) as its precursor in France and in Brazil is developed by Eni Orlandi 91999, 2009), among other researchers. The aim is to analyze possible effects of the application of AD by mobilizing it as a basis for Portuguese language classes to promote reading and writing practices in elementary school, in municipal public schools in the city of Rio de Janeiro, the network to which the work was carried out. thought. The proposals were designed for eighth grade classes, and can also be extended to the ninth grade, audience for which I thought a textual archive that brings not only the theme, but the writing itself, the daily life and the collectivity of the black and peripheral people. and, in addition, the writing of black authors. To mediate and guide this textual selection, I relied on Conceição Evaristo’s theory of “writing”, theorized by Duarte and Nunes (2020). The activities propose oral and written reading activities for the formation of discursive memory that take the student to the writing process, where he will occupy the position of subject-author, without, necessarily or necessarily being limited to the reproduction of ready-made meanings, being able to produce his reading. from their interpretive gestures. The literary texts will do the work of interdisciplinarity between Literature and AD, in addition to meeting the option for narrative as a way of structuring. The texts that form the archive will be composed by Evaristo (2014), Cuti (2016), Lourenço (2013, 2022), Emicida (2020), Ferréz (2020), among many others. The first two phases of the activity propose oral and dynamic readings and suggest interactions between the class, seeking reflections on peripheral experiences, the third phase proposes readings and brief productions and promotes collective authorship, with texts that reflect on, in addition to the peripheral experience. , the identity of this periphery and the fourth and final phase proposes a collection of written productions by each student, with the aim of sharing writing and gestures of reading and authorship. For reflections on AD and its concepts, I point out the contributions of Orlandi (2009), Orlandi and Lagazzi-Rodrigues (2017) and Pêcheux (2006). To think and analyze the role of reading and writing in the school environment and the text, reading and writing in a discursive perspective, I point to Orlandi (1998, 1999, 2009, 2012, 2014 and 2017)), Fernandes (2019), Rodrigues and Moraes (2020). Indursky (2001, 2017 and 2019). Althusser's sociological perspective (1980) also guided the reflections and, in addition to it, Freire's conception of education, through Freire (1987, 1989, 1996) conducts the linguistic and pedagogical practice that I propose.

Nominal number agreement has been a topic addressed by sociolinguistic researches (SCHERRE, 1988, 1994; NARO; SCHERRE, 1998, among others), since it constitutes a variable morphosyntactic phenomenon in different levels of Brazilian Portuguese speech and writing. Based on the theoretical contribution of Variationist Sociolinguistics (WEINREICH; LABOV; HERZOG, 1968) and their contributions to teaching (COAN; FREITAG, 2010; VIEIRA; FREIRE, 2014; CYRANKA, 2014), particularly the application of continuous of linguistic variation formulated by Bortoni-Ricardo (2004, 2005), this work has as general aim to offer a contribution to the Portuguese teaching regarding the approach of linguistic variation in the description of grammatical topics, such as nominal agreement, in order to meet what is presented in the documents dealing with education in the country. Our specific objectives are the following: (i) to make an analysis of Portuguese textbook collections destined for middle school by sampling, in order to verify whether the description of the nominal agreement of number contained therein includes the linguistic variation, as provided by official documents about Portuguese teaching; (ii) to propose a didactic mediation with the phenomenon of nominal agreement in the perspective of linguistic variation, so that it can lead students to recognize the use of both variants in a continuity of orality-literacy and stylistic monitoring (BORTONI-RICARDO , 2004, 2005). In this work, we adopt the methodology of bibliographic and documentary research (GIL, 2008), since we undertake the literature review on the subject (grammars, sociolinguistic research) and the analysis of elaborated materials (textbooks). As it is a professional master's degree in Languages, this research is also of a purposeful nature, so that we present as a product the development of a pedagogical mediation with activities that contemplate the variation in the didactic treatment of the nominal number agreement, including retextualization from a prototypical genre of speech to another of writing, through some of the operations described by Marcuschi (2010). Based on the elaborated didactic mediation, we show that the modality and stylistic monitoring continua associated with the process of retextualization can be useful tools to lead students to observe the distribution of the variants of the variable phenomenon discussed here.

This research originates from the shared reading project of the novel O crime do Cais do Valongo, by Eliana Alves Cruz, in the 1901 class of the Escola Municipal Ginásio Emilinha Borba, elaborated in the 2019. Project that was distorted to the extent that it comprised stages whose methods and procedures underwent changes imposed by the closure of schools in the year 2020. From the moment when certain problems inherent to our reality are wide open, the work ended up leading to reflection on the space where the school is located under the effects of the new coronavírus pandemic. During the development of the research project, the socio-politics of exclusion that affects Brazil was quite evident and even more profound in the public school. The novel selected for the project suggests the investigation of a crime hidden among the stones of Cais do Valongo. The work methodology relied on the observation of students in the sharing of their subjective readings and in the exchange with other more experienced readings, in order to investigate whether (and how) the updating of the literary text would occur, as reading strategies that cross over at a point of view cross. The reading of literature that recognizes plural wisdoms, such as those derived from the work of more experienced and professional readers and those of the subjective reading of readers in training, was a guide for the project and also an alternative way out when the difficulties of application and completion job. With the pandemic and while we were adapting to the use of masks, on the path that the research was taking, in addition to the stones of Cais do Valongo, another stone was wide open. And, in the course of this dissertation, some observations about the research path are developed in order to take advantage of the gaps experienced as a conducive space to talk about other things as well. In view of the emergency nature of certain subjects, this text will be configured not only as a record and analysis of didactic activities in the form of a dissertation. It will also be an account of this time guided by my testimony in the course of events and structured in the transit of theories and practices of education and literature in intersection with popular and ancestral wisdoms built by the black-Brazilian diaspora.

This study focuses on the teaching of spelling and the awakening of phonological awareness in the learning of writing, during the processes of literacy and literacy of the learners. The general objective is to develop a didactic sequence, based on the development of phonological awareness and the promotion of teaching spelling, to explore the use of graphemes <g> and <j>, in regular contexts, that is, in front of the posterior vowel’s “o”, “u” and vowel “a”, in the written production of students from the literacy classes. The specific objectives are: 1) Investigate the phonemic-orthographic relationships of graphemes <g> and <j>; 2) apply diagnostic activities aimed at identifying spelling difficulties in literacy classes, third and fourth years of elementary school and 3) Show the importance of the development of phonological awareness for the teaching and learning of spelling. The theoretical support of the research is researchers such as Kato (1993), Ferreiro and Teberosky (1999), Morais (2019), Scliar- Cabral (2003), Roberto (2016), Massini-Cagliari and Cagliari (1999), Freire (2020), Soares (2018 a) among others. Therefore, an intervention proposal was suggested to enable students to engage in activities aimed at developing linguistic awareness and allowing students to reflect on the language in a playful manner, in order to enable them to become aware of the phonemes and graphemes of their own and dominate, with autonomy and proficiency, the alphabetic writing system of the Portuguese language. This investigation followed a qualitative approach, through the observation of a widely discussed topic, making use of the exploratory analysis of the data obtained during the diagnosis and the application of the inductive method through the investigation of the existing theories and comparison of the items obtained for the elaboration of hypotheses, aiming at the transformation of a behavior pattern of a specific group (MEDEIROS, 2017). The diagnostic analysis used in this research was applied to two classes of elementary school in a municipal school in Rio de Janeiro, the first being a 3rd year class participating in the Carioquinha Project and the other a regular 4th year class. The answers found in the diagnostic activities revealed considerable ignorance of the relationships between the phonemes / Ʒ / and / ց / and the graphemes <j> and <g> in the 3rd year class and in some 4th year students, compromising the reading skills and writing. Thus, the proposition of a didactic sequence that allows systematic teaching of spelling and prioritizes the development of phonological awareness based on playful and reflective activities during the literacy stage significantly mitigates the deviations produced, contributing to quality learning.

Taking into account the challenges that students face in the process of building inferences within the school environment, this dissertation proposes the investigation of the interpretative process of high levels according to the perspective of Applegate, A .; Quinn, k. & Applegate, M. (2002) and, for that, according to Vargas (2017), takes reading as an integrative process as a basis. The organization of this study is effective from a diagnostic analysis with students of the seventh and eighth year of school enrolled in a municipal school located in Baixada Fluminense, RJ. It is inserted in the field of cognitive and metacognitive aspects as a support for reading comprehension in inferential processes. The planned route intends (1) to identify how subjectivity-reading practices are evidenced in pedagogical situations of comprehension, (2) to analyze, considering the nature of the connections between prior knowledge and information of the text, specifically in terms of the framework constructed by the participants from the establishment of inference, as the inferential process occurs and, finally, (3) to propose pedagogical guidelines that contribute to the expansion of the anchorages made by the students in the generation of inferences in the worked levels. Along the way, it was possible to observe that, to the detriment of the present obstacles, the participants demonstrated a positive performance when asked to answer questions framed in the high inferential levels.

Brazilian literature, in general, has always presented the figure of The Black in a marginalized and stereotyped way, denying black people the protagonist position of their own narratives. Thus, this research paper arises from the need to see the black man not only as an object of observation but also as the subject of discourse and his identity.  Furthermore, it proposes a didactic intervention with the aim of promoting the student`s insertion in the literary space through texts that are close to his reality. For this reason, Cordel literature seems to be the literary text able to bridge the gap between the student and literature, going through issues inherent to the researched group of students, which is mostly made up of black students, the ones from the ghetto and socially seen as marginalized students, especially when it comes to the audience of Youth and Adult Education (EJA), which is the target audience of this research. For this purpose, the book called Heroínas negras brasileiras em 15 cordéis, by Jarid Arraes, will guide this research. This work allows the student to have contact with a text written by a black woman who spotlights the importance of black personalities from the History of Brazil, arts and literature. Considering the patriarchal and racist context in which we live in, it is urgent to think about teaching proposals that remove The Black from his invisibility place, giving voice to those who were relegated to oblivion and suffer the deletion of his culture until today. Promoting literary literacy from this ethnic-racial perspective, using a regional and popular text with an accessible language and a playful structure, making students recognize themselves and feel represented in that literature and allowing other students to understand the importance of changing what has always been the spotlight in literary texts emerge as essential goals of this research paper.

This work deals with the relevance of the adverbial adjunct of time in the construction of the news genre. The reading activity presupposes that the reader, based on social knowledge about textual genres, identifies its purpose. In the news genre, moreover, it is necessary to understand how a particular linguistic element contributes to its organization. The general objective of this research is to develop a proposal for teaching reading comprehension of texts in the news genre, through a didactic sequence, which intends to expand students&#39; knowledge about the discursive functioning of these texts and offer conditions to solve possible Reading difficulties related to the identification of the main fact reported. To achieve this purpose, the specific objectives designed are: (1) assist the student in identifying the adverbial adjunct of time that is directly related to the identification of the new event and (2) assist the student in identifying the new event, the reported fact. Theoretical supports were adopted from the fields of Textual Linguistics (MARCUSCHI, 2002; 2008) and the Semiolinguistic Theory of Discourse Analysis (CHARAUDEAU, 1992; 2001; 2005; 2010). The activities developed have as a target audience students from a 7th grade class of elementary school of a public school of the city of Rio de Janeiro, in the neighborhood of Sepetiba.

This dissertation focuses on  metacognitive didactics contribution  as a way to enhance the metaphorical language understanding in African Literature  short stories by Mia Couto.  This research main objective  was to analyze bibliographical references that could guide the studies in a more in-depth way, allowing the conclusions arising from the research to contribute to a pedagogical notebook  elaboration of, whose didactic sequence was able to improve  students performance with regard to texts interpretation, specially   metaphorical language present in Mia Couto’s short stories. (2009, 2013, 2014). The research proposal arose from the difficulty presented by the students in face of  interpreting texts with a more metaphorical content activities, so the didactic sequence was structured with pedagogical proposals supported by metacognitive didactics, thus aiming for the students to develop a practice of more successful reading and are encouraged to manage their own learning process through self-regulation, after all, we live in a graphocentric society, which makes the reading and writing acts proficiently essential. This dissertation is theoretically based on the assumptions of Cognitive Linguistics based on the studies of Lakoff and Johnson (2002), orienting towards metacognitive didactics as proposed by Palomanes (2018), based on the studies of Flavell (1987), Brown (1978), Flavell and Wellman (1977); Boruchovitch and Gomes (2019) based on the studies of Bandura (1996) and Zimmerman (1998). Through  bibliographical research methodology, supported by authors  as Lakatos and Marconi (2003), the reading of works with a scientific character occurred, which enabled  the theoretical foundation construction  of the dissertation,   contradictions identification,  answers discovery to the questions carried out,  a pedagogical notebook elaboration  and, finally,  conclusions formulation about the study carried out.

This dissertation presents a collaborative learning proposal (TORRES and IRALA, 2014, BEHERNS, 2004) for the study and use of verbs to ter, haver and existir in the 7th grade of elementary school. Linguistic studies point to the preference of the form to have in existential constructions in orality (DUARTE, 2003; CALLOU and AVELAR, 2000; VITÓRIO, 2010; DUTRA, 2000), but at school, the student gets to know the use of verbs to have and exist based on the description of normative grammars. It is suggested a didactic mediation that facilitates the student to get in touch with the various possibilities of existential constructions and learn to use them in oral and written contexts. We start from the orality-literacy continuum (BORTONI-RICARDO, 2004, 2005a) from a circuit with the text genres fanfic, meme, charge and short story (MARCUSCHI, 2010). The main objective of the proposal, therefore, was to contribute to the knowledge, by the students of the 7th year of Elementary School, of the verbs have, exist and exist existential and the relationship of these verbs with aspects of orality and writing of Portuguese as a mother tongue. The hypothesis that guides the circuit is that the study and use of these verbs, in Elementary School, must be associated with the student's language and the textual genres of orality and writing. The collaborative learning approach was related to aspects of the active methodology of language teaching (MORAN, 2015) to support the idea that the mother tongue teacher can act as a mediation agent for the learning of the mentioned verbs, presenting the possibilities of uses in writing and orality. The student will be the agent of this pedagogical action through which he builds and applies the knowledge learned.

This master's thesis discusses the textual production of a dissertation-argumentative nature with the application of the didactic sequence (SD), with a focus on the teaching modality of Youth and Adult Education (EJA), for students at the end of Elementary School. There is an understanding that, with the mediation of the teacher, in this way, students can use strategies that allow them to activate content that will enrich their textual production. The use of handouts is critical because they enable students to trigger new information to enrich their texts. In addition, students can take advantage of the literacy they have accumulated throughout their knowledge construction trajectories. The general objective of the imminent research is to present a DS for EJA/EF classes with literacy support to work with textual production of the ENCCEJA writing genre in order to bring benefits to the pedagogical process. The specific objectives are to discuss the presuppositions of textual linguistics; present historical aspects of linguistics and literacy, considering the cognitive aspects that provide the improvement of textual production, considering the theoretical assumptions of literacy for EJA students. To carry out the steps, models of activities that will be part of the SD are presented. The teaching of text production with a focus on textual genre allows the expansion of these subjects' participation in social life with regard to reading and writing. This research focuses on the textual genre of ENCCEJA, the essay-argumentative text. As in Brazil there is no official curriculum document aimed at EJA, the SD is based on the Common National Curriculum Base - BNCC - for Elementary Education, in the Portuguese Language component. The research methodology is bibliographical, with the presentation of a proposal for a DS to apply in an EJA/EF class, as soon as the schools reopen, as they are closed due to the COVID-19 pandemic. Thus, there is no search result, as it was only possible to create the proposal.

Pronominalization is a cohesion strategy widely used on a daily basis. It consists of the resumption of a pronoun of a lexical item already activated in the text, being an important resource in the activity of keeping a specific textual referent in focus. It so happens that, for more elaborate textual constructions, pronominalization needs to be combined with other cohesion strategies, which can result in an addition of meanings to the texts produced, since the return by pronoun, in general, does not promote the topical evolution of the text . In most of the students' written productions, observed during Portuguese Language and Textual Production classes in a teaching unit of the state public network in Rio de Janeiro, there was a significant amount of occurrences of pronominalization, motivating the study. The project, then, is concerned with building a didactic proposal to expand the repertoire of referencing mechanisms aimed mainly at seventh-year elementary school learners, based on the fable narrative genre. To conduct the work, renowned authors in the field of text linguistics studies were selected, such as Koch (2005, 2013, 2018), Koch and Elias (2018), Marcuschi (2008, 2016), Mondada and Dubois (2003), Cavalcante (2009). In addition, we resorted to the valuable contribution of the philosopher of language Bakhtin (2016), who supported a considerable part of discursive studies. The textual genre fable, selected to involve students in the process from reading to writing, provides proximity and familiarity to the text, given that the narrative textual type (proper for the observation and treatment of pronominalization) is found since the beginning of the contact. language school.

This research’s general goal is to pedagogically contribute to replace the native language learning subject as responsible for its own development as a writer. So, I take a metatextual development perspective in a process that understands teaching and learning as situated considering the learner’s context and experiences. This way, being conscious about beliefs cooperates to this process of awareness in writing. This is one of the steps that helps the learning subject to see him/herself into a more complex learning context that involves beliefs as well as experiences and understands the text as a process, not only as a product. With this purpose, I adopt the metacognitive perspective of learning. The specific goals assumed are: (1) investigating and debating the learners’ beliefs about what represents knowing how to write well in its native language and (2) proposing a didactic unit that provides the awareness about the basic linguistic-discursive characteristics of the argumentative logical organization. With those aims, a qualitative research type is adopted, with a bibliographic, exploratory and purposeful character. The exploratory part presents a diagnose, a process that happened with the students in class, and the purposeful part is composed by a didactic proposal that aims to understand learner’s behaviors in relation to the language and, from this understanding, tries to stimulate the student’s metatextual awareness development incorporating dialogical discussions to the pedagogical dynamic. The argumentative paragraph is the focus of the writing process in this research, as well as its structure and the argumentation structure. The didactic unit proposed is composed by four modules. The first one is directed to identify and map the learners’ beliefs in relation to the Portuguese Language; the second module creates a way from speaking to writing in the argumentative task; the third one is made to think and develop the argumentative paragraph relating the micro to the macrotextual structure; and the last module is directed to reflecting about the way done, considering the identified beliefs and the texts that were made.

This research had as general objective to investigate the student's reading practice of recognizing main and secondary information in texts in the final years of elementary school. Specific objectives were assumed: (1)  to investigate students' practice to differ central from secondary textual information and the metacognitive strategies they use for that; and (2) to propose activities that assist in the process of reading through metacognition. Finally, a qualitative approach was adopted as a methodology, based on the principles of action research. The methodology consisted of three main procedures: (1) brief review on the approach of the descriptor 9 (differentiating the main parts from the secondary parts in a text), in the state assessments of Prova Conhecer, (2) a comprehension test accompanied by a questionnaire on the use of metacognitive strategies, and (3) the considerations regarding student performance in relation to this questionnaire. We realized, from a cognitive perspective, from a didactic survey sequence, in the online format, that students had difficulty recognizing main and secondary information in excerpts of a text, which do not have the practice of performing metacognitive actions to facilitate reading comprehension and that did not perform well in the overall comprehension of this text. Thus, we suggest a pedagogical proposal, based on this sequence, in which the teacher teaches the student to recognize such information, consciously,  establishing objectives, so that he can reach, in his readings, a total textual understanding.

This work is based on discourse analysis studies from the Pêcheux’s discursive perspective, with the object of study being the production of students from the initial series of Youth and Adult Education at Ciep Brizolão Municipalizado 407 Neusa Goulart Brizola, located in Parada Angélica, third district of Duque de Caxias / RJ. The surroundings of Ciep 407 are marked by local violence, especially by the media when they report police operations. For the students, then, the neighborhood comes down to this reality, so that, faced with an activity proposed in the textbook that emphasized the beauties of Ceará beaches, they were asked to produce a text along the same lines, focusing on their neighborhood, which proved to be a challenge. To overcome, then, this barrier of the stigmatized territory and make the students “transform” their neighborhood into a tourist and attractive place, the teacher intends to make use of interdisciplinarity, rescuing the history of the occupation of the surroundings, proposing a sequence of activities that lead students to reflect on why some places or certain landscapes are portrayed and praised, and their neighborhood and surroundings are not, thus exercising the function of subject-author when elaborating their advertisements and improving their argumentative capacity. To this end, the work is based on the theoretical support of Discourse Analysis with the contributions of Pêcheux (2006), Orlandi (2009) and Lagazzi-Rodrigues (2006), and in the sociological perspective of Althusser (1980). And still in a perspective of the historical-critical pedagogy of Saviani (2008), with the contributions of Freire (1996).

The oral gender approach in the classroom enables students to develop skills that will be useful to them in real events, in different situations of interaction. Having orality as an important instrument in the communication process and the hypothesis that systematic work with oral gender can provide a better performance of the students' communicative competence, this study has as a general objective to apply a didactic sequence, based on (SCHNEUWLY; DOLZ, 2004), to work the gender seminar as a teaching object. The specific objectives are: to investigate the teaching of orality in the didactic material; to exercise skills and practices in structuring, organizing and presenting seminars; to apply activities that develop communicative competence with a focus on linguistic and non-linguistic means pertinent to the gender seminar; to identify and know the discourse markers, their functions within the text and their importance in an oral presentation and to produce a folder as a product of research for the dissemination, among students and teachers in the school, of the stages, organization and structuring of the seminar. The research was conducted in a ninth grade class of the Teodoro Sampaio Municipal School, located in the city of Rio de Janeiro, and followed the methodological orientation of the research-action in which the subjects are also builders (active) of the research (THIOLLENT, 1997).  Authors such as Maciel (2013) and Marcuschi (2007), among others, have as theoretical contribution. In addition, a survey has been made of official teaching documents and teaching materials to see how the topic is addressed in these sources. A proposal for an intervention was therefore applied with the intention of making the students able to work on the structure of the seminar, taking into account linguistic and non-linguistic means, their communicative function, their linguistic suitability, especially for the use of discursive markers. Through the corpus of seminars produced, initial production, diagnosis, and final production in the application of the didactic sequence, it was possible to see advances in the development of students' linguistic competence, in the organization and presentation of seminars when applying their knowledge in relation to linguistic and non-linguistic media, there were also advances in relation to linguistic elements such as the use of discursive markers, however, there were difficulties in terms of time. For an even better result, it would be necessary to deepen the linguistic elements relevant to gender, which would require more time. With this result, it is hoped that the problems initially demonstrated by students can be minimized by adopting a systematic teaching approach, involving formal oral gender teaching in the classroom.

This study aims to contribute to the development to the lexical competence of students in the
6th grade of elementary school, considering that their lack of vocabulary repertoire, currently,
one of the main causes of the difficulties of textual and production that students of this level
of education, in general, face. The methodology of the research was based on principles of
collaborative learning (BEHRENS, 2000), by triggering investigative activities of words from
the most diverse communicative contexts in which students are inserted. The objective is to
expand the lexical repertoire of students through a didactic proposal that is based on
theoretical assumptions related to Reading and language in use (BRAVIN DOS SANTOS,
2018), to communicative and lexical competence (ANTUNES, 2012) reading and text
production (KOCH, 2010; KOCH & ELIAS, 2011). We articulate activities that start from the
principle that the societies are complex constructs of cultural and linguistic diversity that are
revealed both in the spoken modality of language and in writing, being the lexicon the most
representative element of this diversity. Thus, we start from the hypothesis that o lexical and
comunicative competence of the students of elementary school develops in a more productive
process if it occurs through actions that take into account the reality of the language in use and
not of na idealized language. In this way, we note that when students are engaged in activities
with a systematic approach to the lexicon, through which they discover new words, both
speech and writing, and their meanings, they become even more skilled at interpreting and
producing texts, according to their level of knowledge, of various domains of Portuguese.

This work consists on a didactic mediation for teaching-learning to build characters in mystery tales, targeting students from the 9th grade at elementary school in a school in the city of Barra Mansa-RJ. It is assumed that, in this construction, students cognitively trigger linguistic and cultural knowledge, to which textual production strategies contribute significantly, resulting in a literary literacy process. Thus, the elements of language and culture must be dealt consciously. The main objective of this mediation was, therefore, to develop the student ability to interpret the extralinguistic reality in order to transform it, through literary aspects, into a narrative in which characters created linguistically and extralinguistically participate. More specifically, it aimed to: a) seek, through digital and physical resources, information about the creation of characters; b) create characters from tales with information about this narrative element, c) interact with teachers and colleagues, through digital resources, in search of this information, and finally, d) put into circulation, via social networks, inside and outside school, the short story produced. As a research methodology, we are guided by the guidelines of action research (THIOLLENT, 1988). As for mediation itself, we developed didactic activities within a collaborative bias (BEHRENS, 2013), preparing students for their participation in the social context. Regarding the theoretical aspects of the research topic, we have Khedé (1986), Gancho (1997), Marcuschi (2003), Gotlib (2006), Candido (2014), Charaudeau (2016) and BNCC (BRASIL, 2018). The results related to the application of the proposal showed negative and positive aspects. The negatives refer to the time allocated to the activities circuit, which proved to be extensive for the target audience. The positives are related to the organicity of the proposal, which resulted in tales of mystery, as expected.

This work has a guiding theme women´s empowerment through literature. The objects of study are texts from the genres romance anda poetry which were taught to students of ninth grade of middle school from the municipal schools in Seropédica, Rio de Janeiro. Following the orientations of the public education network for the three last bimesters of the school year. José de Alencar´s novel: Senhora were chosen since they disclose strong feminine character who faced the patriarchy, theme present in this book. Afterwards, to enhance the textual genre poem, the students did activities with lyrics of rap and hip hop songs and so that they  could present their creations during an event at school, in a battle poetry slam. They will continue to use the central theme as a study focus throughout the second half of school year.

This research intends to contribute, by reading and analyzing Machado de Assis' tales, both in their original form and in the transposed to comics, for the formation of the literary reader in elementary school. To this end, a didactic sequence was proposed with Machado's tales in a 9th grade elementary school class in 2019, in a public school in the state of Rio de Janeiro, located in Belford Roxo. The didactic sequence comprised the reading of several short stories by Machado de Assis, study of the narrative elements, structure of the short story genre and, at the end, reading and rewriting of the short story “Uns Arms”. In this activity students should shift the narrative focus from omniscient narrator to character narrator from the point of view of Dona Severina, a married woman whose arms attracted a 15-year-old named Ignatius. Moreover, in rewriting, they should, to replace their arms, choose another body part that, in their opinion, most appeals to young people in the 21st century. An activity was also performed with the tale “The Alienist”, which consisted of reading and analyzing four different adaptations of this tale for the comic. In this activity the students had to analyze how each comic artist used his own skills and style by using the comic resources to transpose the story to the sequential graphic narrative. At the end of the research it was verified whether or not the use of comics classics as an instrument of approximation of the student to the literary text, that is, if in fact, the resources offered by comics are able to be a viable support to promote this approach, and whether the proposed activities actually contributed to his education as a literary reader. The fundamental idea of this work is based on the thought of Antonio Candido, who understands access to literature as a right for all. In addition, we seek to consider literary formation as a continuous, subjective process that can be accomplished through the exposure of students to various literary experiences throughout their school career. To theoretically illuminate this reflection, texts by Michèle Petit, Cecilia Bajour, Jorge Larrosa, Teresa Colomer, Tzvetan Todorov, Julio Cortázar, among others, were discussed.

The expansion of use of  communication technology in contemporary world, speeds up the sharing of information and changes interpersonal, cultural and social relationship of human being in such a way that the language, cognitive ability, flexible, adaptable and responsible by express those alterations, actually, must be studied in articulation with the social practices of its uses and technologies, in order that learning Portuguese, contemplates new forms  of communication, to signify and to produce culture in postmodernity period. Against this reality, the present research pretends comprehends if by the intermediate of sense production  of  meme multimodal genre, designed according to the conception of Dawkins (1976) and Blackmore (2000), on interface with commentary genre, is possible propitiate the development of  linguistic-discursive competence of second segment fundamental instruction students, principally in what it refers to the improve of writing production. In this way, I propound  a pedagogical proposal based on Didacticism Sequence Conception, implemented by Schneuwly e Dolz (2004), starting by meme, in order to operate in the students the construction of world’s opinion and the transition to an internet commentary  text writing. This proposition is anchored on theory assumption of Textual Linguistics, through the studies of   Bronckart (1999),  Rojo (2005), Elias and Koch (2006), Bakhtin (1992, 2006), Marcuschi (1983, 2008) and in consonance with the orientations of the Parâmetros Curriculares Nacionais para o Ensino Fundamental and the Base Nacional Comum Curricular de Língua Portuguesa. We can’t ignore the fact that the students increasingly, have done use of audio, video, image treatment, edition tools etc.,  actively acting on producing practices and replication in cyberculture, as co-builders of senses in virtual ambients, because belong to the Digital Generation. Against this new paradigm, the teaching-learning practices of Portuguese language should constitutes, essentially, into a space that privileges diversity languages, allow that learners become protagonists at their own language knowledge construction and as a consequence be able to employ their language efficiently, actioning in this way as a critical and conscience citizens.

When observing the schools and students belonging to PEJA (Youth and Adult Educational Program), the difficulty of a truly inclusive educational process that escapes the reality of evasion and exclusion of students from this type of teaching is noticiable. In aware of this situation difficulties, the idea of this research arises in order to present a proposal for working with literature from the reading of stories in Youth and Adult Education (EJA) classes in a Municipal school in Rio de Janeiro as an attempt to present changes in classes, making them more significant, with the perspective of students recognizing themselves as readers and generating the possibility of a more autonomous and critical reading. To try to achieve these objectives, the role of the teacher-mediator is fundamental, when choosing stories and mediating classes in which listening to the student's speech is the center point for the identification of the text with their life stories and to record their experiences in a reading diary. For a better development of the work, the projects of writing a collective text, the making of a box of stories for spontaneous readings and a literary café were also carried out in order to socialize and evaluate the students' perception of the activities developed during the classes. In order to provide a theoretical basis for this work, authors such as Antonio Candido, Paulo Freire, Teresa Colomer, Michele Petit, among other scholars dealing with the themes of youth and adult education, reading, literature and teaching were studied.

This research develop a didactic intervention proposal, with the objective of increasing the quality of reading and writing of elementary school students, based on the concept of sociointeractionist teaching-learning. The discursive genre, chosen as a facilitating element for the execution of this work, was the fable, because it is narrative, concise, allegorical objective and brings, in itself, the very important moral element for the development of students' critical-reflective thinking, especially, for those who live in a region constantly affected by different types of violence. This paper, therefore, invests in a different didactic sequence aimed at elementary school students, especially for 7th grade students

This research aims to contribute to the teaching of Portuguese through a pedagogical intervention that encompasses the role of argumentation in writing classes as a way to foster the critical thinking of students in the 9th grade of elementary school of a public school in the city of Rio de Janeiro, focusing specifically on how argumentative strategies as a resource for argumentation in the production of gender opinion article , in order to reveal authors capable of convincing their interlocutors through a well-grounded critical positioning. In order to realize that argumentation is an important pillar for the construction of critical thinking, the research concentrates its studies on the selection of facts and information that support a point of view. Therefore, it is based on the hypothesis that the mechanisms involved in the act of arguing: the formulation of arguments, the consideration of opposing arguments / the formulation of counter-arguments and the final response to the opposition are the basis for learning writing, as students appropriate the discourse, defending their views. In relation to the pedagogical organization of work, supported by haydt's guidelines (2011), a didactic unit was planned for the applied evaluations. As a starting point for the work with argumentation in the school, we will present investigations of the argumentation in the school based on theorists such as Lipman (1995) and Leitão (2011). The analysis of the productions, within an enunciative and interactionist perspective of the language, sought to highlight the discursive resources employed by the student subjects to construct the argumentation following the guidelines of Passareli (2012). To better understand, the use of argumentative resources, the New Rhetoric of Perelman and Olbrechts-Tyteca (1996) The results of the research show that there is a direct relationship between the choice of theoretical subsidies for the performance of pedagogical work and the improvement in the quality of the students' writing. It was possible to perceive advances in the organization and productivity in the texts produced after the specific pedagogical proposals applied on the theme addressed. Thus, it is expected that this work will contribute to the teaching of argumentation in opinion articles in a significant way, as well as to the stimulation of critical thinking on subjects that place students as citizens capable of seeing social transformation through the written text, which leaves an openness for teaching professionals to feel motivated, from the results of this research , to give continuity complexity that involves the work with argumentation.

This research is based on the observed situation that many students of Youth and Adult Education have a low command of reading skills and textual production. The work has as general objective to propose a didactic sequence for the teaching of culinary recipes, based on multimodality and intergenericity, with a view to expanding the students' literacy to a greater and more profitable social interaction. The specific objectives are: a) to explore the structural and functional characteristics of the culinary recipe genre, using printed format (recipe notebooks, books, newspapers and magazines) and digital through YouTube tutorial videos; b) apply activities on the injunctive textual type and on linguistic and grammatical aspects relevant to that genre as verbal modes and adverbial adjuncts; c) make the student aware of the need for linguistic adequacy, taking into account the level of formality of the communicative situation; d) analyze the results of each stage foreseen by the activities systematized around the genre culinary recipe and e) to investigate the presence of the injunctive textual type and the culinary recipe genre in the teaching material; and f) promote textual production activities, of a more creative nature, based on textual intergenericity. This research was developed with students from class 392, from the 9th grade of elementary school, night shift, in the EJA modality, from the Rudá Iguatemi Villanova Municipal School, located at Avenida da Glória, without number, in the Nova Aurora neighborhood, in Belford Roxo, RJ. The accomplishment of this research is relevant for its social function concerning the contribution of youth and adults enrolled in EJA in the development of the student's autonomy with regard to the reading and production of the focused textual genres and, consequently, of the injunctive type, which address themes based on day to day and, however, they are not much worked in the school sphere. These students have a lot to contribute to the study of genres, which provide an exchange of experiences and favor communication by presenting them as users of the language and interlocutors of an utterance. For this, as a theoretical contribution, the research is based on scholars such as Schneuwly and Dolz (2011); Marcuschi (2008a, 2008b); Vigotski (2000a, 2000b); Koch (2009, 2008, 2003); Rojo and Moura (2012), in addition to reference documents, such as PCN (1997), Curricular Matrix of Belford Roxo (2018), Curricular Guidelines (2000), BNCC (2018), Guiding Documents of Peja (2016) and Curricular Guidelines (2010). It is a qualitative research with a sociointeractionist approach in the teaching of textual genres, combined with Thiollent's action research (1986). As a result of this work, a consequent language proficiency was obtained, resulting from the development of the competences and skills provided for in this research, in addition to the revitalization of knowledge about literacy inherent to textual genres and injunctive text typology, and an improvement in the social interaction of the public covered in this project.

This dissertation intends to contribute to the teaching-learning of the practice of reading and writing argumentative texts in a metacognitive perspective. Specifically, there are two objectives: (1) to contribute to students’ gaining awareness of the argumentative scene, its components and procedures, according to French Discourse Analysis, in particular, to Charaudeau's Semiolinguistic Theory (2016) and (2) to promote the planning, monitoring and evaluating of the writing process, in accordance with the regulatory sequence proposed by Schraw (2001). Therefore, a didactic proposal is presented, divided in three modules that reflect the regulatory sequence of the writing process, in order to support the student’s production of a critical review of a short film whose theme is racism. Along this sequence, conditional, procedural and declarative knowledge related to reading and writing texts organized in an argumentative mode are approached.

According to diachronic (DUARTE, 1993; BRAVIN DOS SANTOS, 2006, 2010) and synchronic (COELHO et. al., 2010; GRAVINA, 2014) researches in Variation area, Brazilian Portuguese manifests a change process in progress, going from a null subject language, mainly due to the simplification of the pronominal paradigm, to a negative markup language in the pro-drop parameter. Thus, this work, based on the contributions of Sociolinguistics to teaching, especially the theory of linguistic variation continuums (BORTONI-RICARDO, 2004), intends to describe the phenomenon of variation presented above in texts of 6th grade middle school students, in a municipal public school from Itatiaia. The objectives are as follows: (i) to provide a contribution to Portuguese teaching with regard to the systematic approach to linguistic variation in the classroom, as proposed by official documents such as the National Curricular Common Base; (ii) to favor the literacy of the students involved in the research, making them able to recognize the most frequent variants in both orality or literacy events, bringing them closer to the linguistic practices of the educated individuals. In order to achieve the objectives mentioned above, a pedagogical mediation was developed with the application of retextualization activities from oral texts to written (MARCUSCHI, 2010) in these genres: experience report and causo. In general, the results have showed that the writing of the students participating in the research, previously with many full subjects as a reflection of orality, has begun to present a higher frequency of null subjects, approaching the written practice of the literate society, which favors the deletion of the subject's position in literacy events, that is, in texts mediated by the written culture. Therefore, it was noticed that students, when they realize the linguistic variation, tend to use language in a reflexive way, efficiently transiting between orality and literacy events, thus increasing their linguistic performance, goal defended by the official documents that establish guidelines for teaching (BRASIL, 1998, 2001, 2016).

This dissertation aims to present an analysis of the importance of metalinguistic knowledge in Portuguese Language classes, specifically in reading and writing teaching. We found that many Elementary students would transfer the opening and closing marks of the genre fairy tale to other genres. Thus, based on Tripp (2005) research methodology, we elaborate a pedagogical mediation proposal and adopt the metacognitive approach, favoring the process of recognition of the main information that allows textual progression. The genres fairy tale and news were selected for such a proposal, seeking to counter their differences. Even both genres belonging to the mode of narrative and descriptive textual organization it is possible to identify distinctions, because while one presents fiction as characteristic, the other deals with a real story. In addition, in the first genus the textual progression occurs in a linear way; already in the second, in a non-linear way. The proposal of pedagogical mediation was applied in a 7th grade class of Elementary School in a municipal public school in Rio de Janeiro and it took seven classes and the beginning of an octave, because we felt the need to resume some points at the end of the proposal. After the application of the proposal, we ana- lyzed the textual production evaluations carried out by the students in the first two months, before the mediation proposal, with the textual production evaluations carried out in the fourth quarter, after applying the mediation proposal. The results showed a significant improvement in the transferences of opening and closing marks of the genus fairy tale to another genre. However, we emphasize the importance of exercising more the identification of the main and secondary information that allow the recognition of the textual progression. Another two points that we highlight are the difficulty in writing written questions that go beyond the literal level of reading and the relevance of listening to the teacher.

Developing reading skills in students is a real challenge in the school context for any teacher. However, the school must be seen as an ideal place for reading happen. Therefore, if we expect our students be motivated to read a text and build meaning for it, we need to increase their interest in those texts. For this, the teacher needs to offering them readings closer to the his preferences, that is, offer them texts that are closer to the realities of the students. Differently, the usual is the school to privilege the classical genres and authors and this manner, the reading becomes exhausting, inaccessible; bringing discontent to both the teacher and the students. Into this context, this work presents, with the objective of stimulating the students´ reading skills, practical classroom activities, exploring the textual genre meme, as one more possibility to develop the construction of senses and critical reflection, taking in consideration that the school must insert in its daily practices with the genres read and created in virtual environments. Present in our students' daily routines, memes are a good alternative to the classroom because they can contribute to the success of many school activities. Guiding the elaboration of this activity, the concepts of language, text, reading and textual genres were approached, establishing a relationship with Bakhtinian ideas, which support the theories of contemporary authors such as Marcuschi 2007,2008,2010), Dionísio (2010, 2011, 2014), Koch (1992,2011, 2015), Rojo (2012, 2015,) Solé (1998), among others.

Based on the theoretical assumptions of Variationist Sociolinguistics, especially on the application of the orality-literacy continuum proposed by Bortoni-Ricardo (2004), which approaches the textual genres continuum by Marcuschi (2001), this work is inscribed as a action-research (TRIPP, 2005) that seeks to develop a pedagogical mediation with the phenomenon of variation nós / a gente in texts of 9th grade middle school students. Therefore, the general objective is to offer a contribution to the Portuguese language teaching with regard to the approach to linguistic variation in the classroom based on a systematic work with the variable phenomenon in focus. As specific objectives, we intend (i) to present a survey of the variants used for the representation of P4 in texts produced by middle school students from genres organized along the orality-literacy continuum; (ii) to favor the students' literacy so that they recognize the contexts of use of the variants in each point of the continuum, in order to develop the ability to move from texts representing the [+ orality] pole to those of the [+ literacy] pole. In order to reach the proposed objectives, we have developed a pedagogical mediation that has allowed the use of variants through text production activities and retextualization in the following genres: (i) experience report, representative of texts with orality traits; (ii) report, representative of an event of communication mediated by written culture, in which the grammatical tradition is usually stronger. The results have showed that, in general, the students expressed in their productions the writing practice of Brazilian literate society: in the genre not located in the [+ literacy] pole of the continuum, the alternation nós / a gente, so common in spoken speech, has appeared stronger, while in the gender belonging to this pole the use of traditional variant has been semicategorical. These results reflect, on the one hand, the deconstruction of the belief that writing only accepts the canonical variant and, on the other hand, the progress in the students' literacy process, because they have come to recognize the contexts in which the two variants of P4 can co-occur and those in which only the canonical variant is admitted, so that they have become able to move from one point to another of the continuum, depending on the textual genre in which the communicative event occurs.

The purpose of this study is to investigate how reading anticipation strategies can help the students to understand texts. These strategies were the focus of activities that were prepared for pedagogical mediation applied in the classroom. Students in seventh year elementary from Escola Municipal Coronel Moreira da Silva were the subject of this study. In the study examined the role of anticipation. This was a teacher giving context, guidelines and stimulating debate or discussion with the students prior to reading.These activities which were taken from the pedagogical plan. There aim was to help students with the metacognitive action of anticipation. Namely elaboration of hypothese the use of prior knowledge and inference. News articles were uses as the subject of the texts, this is because the structure of the text allowed easily for anticipation. The Title and the images in the news genre were important to help stimulate the readers thoughts prior to reading. We also found that using current subjects meant that students interacted better. The theoretical basis for this research came from the theories of Bakhtin (2003), Marcuschi (2008), Kleiman (2011), Koch and Elias (2015), Solé (1998), Dell'isola (2001), Ducrot (1987), Alves Filho (2011), Kaufman and Rodríguez (1995), Thiollent (1986) and others. The results showed that the teacher’s role as a mediator to anticipation prior to reading was very important. The results demonstrated that by applying well directed reading activities, giving students criteria, and encouraging students to use strategies help avoid difficulties and delve deeper into the text.

The act of communication is an intrinsic need of the human being, which is accomplish through language. Among its manifold forms of manifestation - nonverbal and verbal - language is the most usual instrument. It is performed orally or in writing, being two distinct forms of concretization of the language. Although distinct, speech and writing are interdependent, presenting themselves in a continuity relation. Based on this premise, this paper aims to present a didactic sequence of textual production based on the retextualization of interviews, with the oral text as the starting point for its written form. The specific objectives are: identify the intrinsic characteristics of each modality, as from activities that explore the continuity relation between orality and literacy (BORTONI-RICARDO, 2004; MARCUSCHI, 2010); clarify to the student that writing is a process carried out in stages; explore the use of connective terms - specifically those of referential function - and deictic elements in the process of construction of the textual coherence (ANTUNES, 2005). This intervention proposal is an action-research, which was developed with an eighth grade class from a school of the Rio de Janeiro Municipal Network. From the analysis of the data, it is concluded that the students realize that there are distinctions between speech and writing, but it is still possible identifying in their texts some typical marks of the first, which reinforces to the continuity relation between the modalities. It is also concluded that the teaching of the textuality criteria - especially cohesion, which has repercussions on consistency - should be a systematic and repeated practice.

This research/intervention presents didactic experience based on the
inclusion of new information and communication technologies and on the analysis
and production of interviews. Based on Interaction Sociolinguistics - a branch of
sociolinguistic studies focused on the use of language in the processes of interaction
in specific sociocultural contexts, as well as in the construction of the relationship
between the speakers, from which Gumperz’s work (1982), also, by association,
Goffman's microsciology (1964, 1969), as well as the studies of linguistic politeness
developed by Brown and Levinson (1987) from the goffmanian "face" and the
methodology of analysis of Bortoni-Ricardo's communication strategies (2004, 2014)
- and the Analysis of the Conversation – current of investigation interested in the
empirical study of the spoken interaction and in the way it is cooperatively managed
by the participants, such as the work of Sacks, Schegloff and Jefferson (1974),
Kerbrat-Orecchioni (2006) and Marcuschi (1997, 2001, 2008) -, this proposal
emphasized to the students of the final years of Elementary School the importance of
contextual factors and also the need to use politeness strategies in the discursive
negotiations demanded by the communicative interactions in which we participate.
The objectives pursued by this research were the development of linguistic-
discursive awareness and also the increase of sociocommunicative competence,
measured in the form of interviews. The practice of the interview genre was mediated
by the use of the mobile phone and also of the instant messaging application
WhatsApp, being submitted to the hypothesis that the pedagogical use of these
technologies is able to promote the collective and cooperative learning of forms and
uses of the portuguese language. Throughout the research and according to the
hypothesis proposed, the interview was able to enable cooperative participation in
the construction of texts and speeches, besides being an opportunity to apply
politeness strategies in order to promote harmony in interpersonal relationships,
while the pedagogical use of mobile phones and WhatsApp allowed us to value the
communicative practices of students and the expansion of learning opportunities
beyond the classroom environment.

This paper aims to present a discussion about the use of the textual genre song in the
pedagogical notebooks of the municipal schools of Rio de Janeiro, more specifically the
subgenus Rap, in a ninth-year class of the second segment of the teaching Fundamental.
The objective is to stimulate the participation of these students in Portuguese language
classes, based on the assumption that the use of the aforementioned genre, very present
in the daily life of the young Carioca, would encourage them to develop activities of
reading and production Textual. To achieve this goal, the present dissertation suggests,
through the methodology of Action Research (THIOLLENT, 1985), intervention
activities for the students of the aforementioned series, having as starting point the
poem, textual genre very similar to rap, in That concerns the form. The dynamics
focused on analyzing linguistic strategies of poems and raps, culminating in textual
production, through retextualization, of this latter genus. In order to give theoretical
support to the research, several authors of studies on textual genres were consulted,
including Marcuschi (2001) and Bakthin (2011).

This research sought didactic paths for the teaching of argumentative operators, through
the digital post commentary genre made on the Facebook platform, being conducted with
9th grade students from a public school in the city of Rio de Janeiro. The overall goal was
to collaborate in developing learners' argumentative proficiency by encouraging them to
write comments in digital posts on varied and current topics. The main objective of this
research is to develop a didactic proposal for the teaching of argumentative operators
based on the digital genre "post comment", based on a 9th grade elementary school from
the public school in the city of Rio de Janeiro. To this end, we used a group created on
the digital platform of Facebook, in which interaction with students and among them was
promoted from issues that circulate in the daily lives of young people. The present work
is an action research (THIOLLENT, 2011) and had a didactic sequence that started from
the activities provided in the Pedagogical Notebook (CP) material and developed in its
modules other activities that added varied ways of building the argument inside and
outside the room. (social network). The reflection about the didactic materials adopted by
the Secretariat of Education of the Municipality of Rio de Janeiro (SME-RJ) serves as a
starting point and grounding for this research, once we perceive a necessary update of the
approach of essential contents to the skills improvement. of reading and writing. We
consider that the pedagogical material that the SME-RJ has presents the argumentative
markers in list format, and in parallel, the institutional textual productions of this
secretariat do not require the use of such structures, or assume that such language
regularities would occur in the form use. without the necessary attention to the procedural
development of writing. We conclude that the proposal idealized by this research sought
to integrate the teaching of such linguistic elements prioritizing a media genre of student
use which facilitated the argumentative ability and its refinement, as well as favoring the
construction of a critical view of reality by learners. By comparing the initial productions
with the students' final productions, we noticed advances in the quality of texts and a
significant increase and diversification of the argumentative operators, proving that the
elaboration of didactic sequences with genres of interest to the students facilitates the
teaching of writing.

The teaching of argumentative writing in the final years of elementary school has been a
challenge for Portuguese language teachers because it involves complex skills. Developing in
students the skills necessary for writing texts that require positioning and defense of the point
of view, through valid arguments, requires the use of appropriate pedagogical strategies. In
this context, based on metacognitive theories, especially in the studies of researcher John
Flavell, this research aims to lead students to develop written argumentation from activities
that enable them to be aware of their own learning process. For this, a didactic mediation was
elaborated in stages that proposed, starting from oral activities to those of writing, to stimulate
the argumentation. The analysis of the effectiveness of this research was made by comparing
the texts produced in the writing activities stage to the text produced in the diagnostic
evaluation, in order to verify if the specific objectives related to the skills needed for
argumentative writing were achieved. The results show that the strategies used in the
activities were applied by most students in their textual productions.

The school is the propitious environment for the mediation of all systematized and scientific
knowledge; but it also has the function of enabling the meeting of these understandings with the
experiences previously acquired by the students. Thus, the classroom becomes the place where
listening to these experiences is opened, enabling students to debate the most varied subjects,
especially those dealing with ethical and moral values, which are fundamental to the formation of
individuals more questioning and participatory. Through the aesthetic and enunciative reception of
literary works, we proposed that our students delve into the world full of fantasy and metaphors,
bringing meanings that confront them as unique individuals, full of feelings and emotions. In
addition, we gave importance to the dialogue built from reading and shared understanding,
spreading respect and tolerance to others. This dissertation is part of the research line Reading and
textual production: social diversity and teaching practices of the Professional Master's Program in
Letters (Profletras), developed with students from the 8th grade of the public school in Nova
Iguaçu-RJ. Our main goal is to arouse the taste for reading by simple taste and pleasure. Thus, we
are not concerned with a systematic teaching of the text, on the contrary, we explore the subjectivity
and real experiences of the reader, proposing activities that privileged the emotion and pleasure
that emanates from the art of writing. Like Michèle Petit, we believe that literature can arouse
memories and feelings that can resignify the lives of those who take it. Also, we base our mediation
on various scholars, such as Todorov (2009) by saying that literature is thought and knowledge of
the psychic and social world in which we live; Bosi (2002) who says that the fiction of literary
texts can enable the reader to enter into very striking subjects to understand, question and modify
the society that surrounds him and thus, dialogues with Candido (2012), stating that the literature
it is a living system of works, acting upon each other and upon the readers, and it lives only to the
extent that they live it, deciphering it, accepting it, deforming it. Research from other leading
theorists has also supported us, such as Cecilia Bajour, Teresa Colomer, Regina Zilberman, and
others. We believe in the importance of listening to the mediator and his attention to the speech of
the students at each meeting. Therefore, the activities took place by reading various literary texts,
without the concern to exalt any genre or its characteristics. The initial experience was with the
children's book Amanhecer Esmeralda (FERRÉZ, 2014), from which the other mediations were
planned, which were transformed according to the need and the progress of the class.

The present work is a study of the textual genre propaganda, with emphasis on commercial
advertising. The research sought an ideological analysis of the propagandistic texts based on
theories of French Discourse Analysis. For the foundation of the theory, the assumptions of
Michel Pêcheux were approached, for having been precursor of this current of studies. In
order to structure the study plan, it has been taken as a base the reading concepts described by
Eni Orlandi, since the author discusses the subject supporting her studies in the French AD. In
Mikail Bakthin, support was found to analyze statements as relatively stable and capable
structures of acquiring different meanings according to their conditions of production. It was
also necessary to further study the structure of the textual genre Propaganda, highlighting its
persuasive objectives as well as the linguistic strategies used to convince the consuming
public. The argumentative structure and its characteristics were relevant for the teacher to lead
the students to the perception of the techniques that made the advertisements more attractive
to consumption. In order to carry out the research, some steps were accomplished, among
which the first one was based on a diagnostic analysis that aimed to discover how the students
behaved in front of an advertising model, evaluating their impressions. In a second situation,
the textbook was used so that the student could construct the understanding of the visual and
linguistic formatting of the genre as well as the meanings to be understood. In this stage, two
techniques were used, in which the analysis of an advertisement through the semiosis comic
in propaganda was sought, and then analysis of a propagandistic text that composed an
advertising campaign for donation of blood and organs. Finally, in the evaluative stage, the
students analyzed the advertising advertisements seeking to unveil their ideologies, the
subliminal messages arising from the statement, elucidating different meanings according to
the discursive memory of each participant of the activity, which differed according to the
context that the student was inserted in.

Mistakenly considers that knowing the isolated meaning of words, as it is cataloged in the dictionary as well as the set of grammatical rules of the language guarantee a satisfactory reading of any text. The present work seeks to verify the difficulty faced by the students in perceiving that the meaning of words or expressions goes far beyond the meaning described in the dictionary, since the construction of their meaning depends on the context in which it is inserted, cognitive processes necessary for the reading of the polysemic suits and propose a pedagogical mediation for the eighth grade students of elementary school where it is possible to perceive that the word affects the meaning of the text, just as the text affects the meaning of the word.