This dissertation focus on the relevance of using inference as a news reading strategy capable of enhancing the formation of reflective readers in the face of the fake news phenomenon. In this sense, the main objective of this work proposal is to analyze scientific productions that direct the studies of the aforementioned theme in a deeper way, allowing the conclusions arising from this research to contribute to the elaboration of a notebook of didactic activities capable of improving the performance of students. Students regarding the critical reading of this digital textual genre so typical of the current historical moment (Coutinho; Lisbôa, 2011). With regard to the theoretical contribution, the present research is based on the assumptions of Cognitive Linguistics, guided by metacognitive didactics (Ribeiro, 2003), in line with international and national theorists, as proposed by Palomanes (2018), based on the studies of Flavell ( 1987), Brown (1978), Flavell and Wellman (1977); Boruchovitch and Gomes (2019) based on studies by Bandura (1996) and Zimmerman (1998), in addition to studies by Bakhtin (2011) and Marcuschi (2008, 2010). As for methodological procedures, through bibliographical research, supported by authors such as Gil (2007), Severino (2007), Lakatos and Marconi (2003), scientific articles, dissertations and other forms of academic work will be mapped and analyzed, which will enable the construction of the theoretical basis of this research, the identification of the contradictions of the mentioned theme, the discovery of answers for the elaborated questions, and finally, the formulation of the conclusions about the carried through study.

Although being initiated to be done as participatory research, this project ended up being adapted to the context that was rearranged in the pandemic period. This way, following the concession established in PROFLETRAS Resolution No. 02/2022, it is presented as a didactic proposition. The research reflects the teaching profession allied to the teaching-discency, which is intrinsic tothis professional activity, and it suggests an experience of literary reading in Elementary School based on the text “O Alienista” (1882), by Machado de Assis. The objective was to combine the wishes of formation by which students become socially proficient readers and writers for they had guaranteed access to the cultural heritage of humanity, while aiming to guarantee a bias of playfulness to the experience, a necessary condition for presenting the pattern works to this segment of school. As main theoretical support, the research counted on studies by Vygotsky (1991), Freire (1963; 1979; 1995; 1996; 1998), Cosson (2009; 2021), Lerner (2002), Dell'Isola (2007), Marcuschi (2008), Travaglia (2002; 2018), Silveira (2010), Teixeira (2010) and Rosa (2021).

This research is propositional, it does not present, therefore, sample data constituted through a didactic-pedagogical application in the classroom. It does, however, develop a product that can be developed in the future. The goal is, therefore, to create this product, called Didactic Circuit, for the study and use of the periphrasis ir + infinitivo, as a form of expression of the future time, by students of the 6th grade of Elementary School. It is based on the variable character of the use of this periphrase, which competes with the simple form of the future of the indicative. . Therefore, the methodological axis of the research is related to variationist theoretical-linguistic approaches: Weinreich, Labov, Herzog, (2006) [1968] and Bortoni-Ricardo (2004, 2005).  The work started from the analysis of these expressions in the ALPHA Collection of textbooks (2018), used in schools in the city of Rio de Janeiro. . It was noticed, in this analysis, that in the teaching of verbs there is no mention of the use of periphrases as an expression of futurity, although this form is widely used, even in contexts of more monitoring, as evidenced by studies such as Gibbon (2014). . In a second moment, school texts of students from classes prior to 2023 are randomly analyzed, not being the result of any specific sample. The intention was to verify how the expressions of the future are realized in these texts in order to obtain a knowledge, even if partial, of the real linguistic behavior of the students. . Several occurrences of this periphrasis were recorded, demonstrating the distance between what is presented by the books and the linguistic uses of the students, which justifies the initiative to create a differentiated didactic proposal for the theme. As a result, the main objective of this work is to contribute to the linguistic, textual and social awareness of the use of the future periphrastic by students, through a methodology that privileges activities that avoid scientificating the subject. In addition to this objective, two specific ones were outlined: 1) to create a circuit of activities that conjugates the interface between use and study of verbal forms that indicate posteriority, 2) promote possibilities of using these forms that start from the spontaneous orality of the student to the more monitored writing and orality. To achieve such actions, the research, in relation to the knowledge of these periphrases, relies on Vieira Machado (2004) and Gibbon (2014). With regard to the methodology of the circuit itself, we will take as support assumptions of the Collaborative Learning Approach (BEHERNS, 2004).

This work presents a proposal for didactic mediation for the construction of narrative from the narrative Fanfic genre, as a pedagogical tool in the development of the skills necessary for the production of the predominant narrative text. Linked to the virtual environment, the Fanfics are part of the daily life of a portion of the adolescent public that finds in reading and writing this genre a leisure activity, outside the school environment, which contributes to the development of the ability to write narrative texts. For this reason, it is intended, through them and the approximation of the virtual environment with the classroom, to present a work proposal that helps the student to build stories according to the conventions for the formation of sense blocks (paragraphs) supported by moments of the narrative (initial situation, generating conflict, climax and outcome) that, according guidelines concerning the Carioca Curriculum of the City of Rio de Janeiro, constitute some skills that should be contemplated in the stage of teaching to which this research is applied. In addition to recognizing the moments that make up the narrative text, the student is expected to perceive the standard structure that allows identifying the beginning and end of each paragraph, as well as distinguishing the voice of the narrator from character lines so that they can apply such skills in their own text. The choice of an intervention that favors the development of such skills is due to the difficulties observed in the assimilation of ideas that guide the facts/events presented in each part of the text. This proposal applies to the 8th and 9th graders, segments in which we believe that working with Fanfics is more productive to achieve the mentioned goals, due to observations arising from experiences in the classroom, may also be extended to other segments, with appropriate adaptations. The choice of the segments in question is due to previous knowledge about the gender observed over the years. In addition to being based on official documents that guide the work in the discipline of Portuguese, BNCC (National Common Curricular Base) and Carioca Curriculum of the City of Rio de Janeiro, this research is based on previous work on the Fanfic genre and its applicability as a pedagogical tool of VARGAS (2015), SOUZA; SILVA; SANTOS (2020), reflections about the textual genres reading and literacies of MARCUSCHI; XAVIER (2010), DOLZ; SCHNEUWLY (2004) and in the proposal of pedagogical mediation

as a teaching practice of PALOMANES (2021), among other authors who contributed to the considerations presented here. We hope that the construction of narratives from the Fanfic genre can promote the development of the skills mentioned here and that this initiative is the driving force of other works related to the subject, such as the dissemination of texts on the official website and murals of the U.E. (School Unit), involving the entire school community, instigating curiosity about the gender and arousing interest in reading and authorial writing. We believe that, through this authoring project, students develop a taste for reading and writing, since the initiative to write Fanfics is born from the experience of their individual readings.

The opportunity of this propositional research is to present a literacy path that transits from the literary to the social and is based on the analogy of the branched structure of a rhizome, which can point to the multiple thematic perspectives existing in a literary work – be it classic or contemporary. The outline of the proposition has the general objective, therefore, to contribute to the improvement of reading proficiency through reading that assumes poetic and critical dimensions of its gesture. The proposal, aimed at students in the seventh year of Elementary School II, presents a pedagogical notebook, which lists activities through which the literacy path can be developed. Therefore, it was decided to start this trajectory through the short story: "How it all began: the story of Xerazad" - extracted from the work "The thousand and one nights", a classic of world literature - the short story is the starting point we point out to evaluate and think about themes that intersect, unfolded in contemporary texts, such as: the short film "Vida Maria" by Marcio Ramos, the short story "Vem ver o sunset" by Lygia Fagundes Telles and the songs "Coração calls for help" by Naiara Azevedo and "Maria da Penha" by Alcione. The aim is also, specifically, that the reader appreciate realities that are common and unusual to his own, since they confront themes offered by the classic tale with the reality of the modern world. It is expected that in this reading training challenge, the process of valuing the multiplicity of selected texts will favor the student's itinerary, adding criticality, diverse cultural knowledge, so that the texts can be read and understood. This proposition is based on the observation of the distance between what determines documents such as the Basic Guidelines Law (LDB) and the National Common Curricular Base (BNCC), which dialogue with the assumptions of Candido (2012), Colomer (2002), Jouve ( 2012 ), Street (2014), Silva (2019), Rojo (2009, 2012), Solé (1988) and the analysis of data released by institutions such as the International Student Assessment Program (PISA), Functional Illiteracy Indicator (INAF) on school performance, especially in reading and literacy. The methodology, therefore, aims to conduct a literacy journey that can narrow this gap. For this, it is based on the “Basic Sequence of Literacy” by Cosson (2009) and is based on the contributions of Deleuze; Guattari (2000) by proposing thematic developments that broaden literary and social perspectives, which enables the analysis of meanings and resignifications – fundamental to develop the reading power in the learner-reader.

We are facing a clash established between two forms of violence: one social, which results from historical processes and issues, and the other institutional, which also results from historical processes and issues, but is directly responsible for the maintenance or interruption of generalized violence in our country. Starting from the understanding that social, political, institutional relations etc., are crossed by languages; we bring a proposal that aims to reterritorialize the language used by the subjects who are the objects of this violence (Deleuze, Guattari 1977). The word, in a broader sense, is what connects us as subjective identities, and through the “Poetry Workshop for Beyond the Walls: a proposal for reading texts-poems by Solano Trindade for the 6th year of EJA Prisional”, we recorded an innovative teaching that gave a new meaning to the lives of prison students, bringing them closer to the structuring mechanisms and procedures of our mother tongue. No longer as individuals subjugated by language, but as actors with ownership of discourse. Regarding the formation and maintenance of the prison, we are based on the socio-prison postulates of (Foucault 2014), (Borges 2019), (Zaffaroni 1991) and (Davis 2018); and to trace the connections between capitalist family formation and fascism, we base our thinking on (Engels 2017) and (Mascaro 2022). However, this proposal registers a practice carried out ten years ago by the proposing author, Professor Bruno Tavares da Silva, who used the writings of (Freire 1989, 1996) as an identity aid in his way of acting in the classroom, and (Almeida 2019) to relate structural racism and prison education.

This research presents an experience of the teaching of reading and text production
through a literacy project aiming to provide the students - from 9th grade in Middle
School at a state school, in the city of Mendes, to the south of Rio de Janeiro state - with
an opportunity for thorough development as reader and writer. Its general objective was
to develop a literacy project proposal through diversified activities of reading and text
production, with the starting point being the reading and analysis of poems from
Umbelina do Nascimento Nunes Reis, a cultural heritage of the city of Mendes. It is
expected to expand the reading skill, as well as the reading of literary texts capacity, and
to promote the local cultural appreciation through the production of a biography of the
poet. Therefore, reading strategies capable of improving the literary literacy of the
students were presented, besides activities capable of orienting the students in the
development of skills for the production of coherent and cohesive texts making use of
linguistics and interactive resources. As a base, this dissertation is founded on
Marcuschi's (2010a; 2010b) considerations about textual genres and types, and the
comprehension of texts; on the orientations predicted both in the National Curricular
Parameters (1998) and in the Common Curricular National Base (2018); on the motives
of literacies and their relationship with the social practices pointed out by Street (2014)
and Kleiman (1995); on the importance of a solid alphabetization and literacy process
described by Soares (2020); on the relevance of multiple literacies and multiliteracies,
pointed out by Rojo (2009, 2012), for the reading involving social practices; on the
importance of the work with projects in classrooms, according to Oliveira, Tinoco and
Santos (2014); on the reading contract established in the process, conforming to
Emediato (2007); on the generative journey presented by Fiorin (2022); and on the
didactic sequence proposal inspired on Schneuwly and Dolz (2011). Following the
research-action proposal, by Thiollent (1996), the study was of collaborative nature
between teacher and students. This way, the didactic sequence presented gave students
the opportunity, through poems, of reading beyond the surface of the text, accessing
previous knowledge and others acquired during the process, in an active attitude
towards the construction of meanings of the text.

This research aims to propose a didactic mediation and, as a product, a notebook of didactic-pedagogical activities, to develop the ability of proficient textual narrative production of students in the fifth year of Elementary School, through the traditional fairy tale genre and the Disney's retelling film genre. For this, the strategies presented are theoretically and methodologically based on retextualization activities according to Dell'Isolla (2007) and on the pre-reading, reading and post-reading stages according to Werneck, Riche and Teixeira (2013). It should be noted that, by observing the constancy of working with the fairy tale genre in Elementary School I, we chose it as a basic element of the proposal. Thus, we intend to use the audiovisual resource (filmic story) to stimulate students and create contexts to lead them to develop the ability to identify the elements of the narrative, the parts of the narrative structure - initial situation, generative conflict, climax and outcome - and to later retell them in a coherent, cohesive, and effective written narrative. In this sense, the Portuguese class is understood as an opportunity to build knowledge, as students develop the ability to improve their previous knowledge and to add the knowledge that the activities proposed here can generate. With this, they will become producers of knowledge and not simply receivers of information. We observe and believe that proposing activities of this type as a teaching-learning strategy for students promotes real learning that enables the development of narrative competence in different contexts and textual genres that may arise in the student's school and daily life. Thus, it is worth mentioning that the textual proposals of this research value how language works socially. For this reason, orality skills, reading, interpretation, retextualization, revision and textual self-assessment are worked on in an integrated way, as a production of meaning for the subjects involved in this didactic mediation, thus avoiding the traditional practice of school writing. Thus, the applicability of this research is justified, which intends to propose that the process of retextualization of the filmic tale for the retelling is an emancipatory resource and not a restriction, traditional and insufficient, which can lead students to acquire a better command of the textual genres, and consequently, to produce more elaborate texts.

This project proposes to develop a didactic sequence (cf. SCHNEUWLY; DOLZ, 2004), composed of retextualization activities from speech to writing (cf. MARCUSCHI, 2010) from the textual genre culinary recipe, intended for Youth and Adult Education (EJA). From the experience of the teacher-researcher with students of the first stage of a multiphase class of elementary School in a municipal school from Angra dos Reis, dynamics are suggested that aim to develop orality and literacy practices, placing students at the center of the teaching-learning process. The research follows the parameters of the participant research and is guided by the assumptions of Marcuschi (2010), Schneuwly; Dolz (2004), by Koch; Elias (2015), by Bagno (2012) and by Freire (1989 and 2000). It also takes into account the main documents that guide teaching in Brazil: i) the Law of Guidelines and Bases for National Education (LDB 9394/96); ii) the National Curriculum Parameters (BRAZIL, 1998); and iii) the National Curricular Common Base (BNCC, 2017). The main objective is: i) to present the similarities and differences between the written and oral modalities of the Portuguese language; ii) expose the characteristics of the culinary recipe genre; and iii) stimulate not only the production of this genre in both modalities, but also its retextualization. Thus, it is believed that the communicative and social possibilities of students will be expanded, promoting quality education in a Brazilian public school.

Considering literature, the reading of texts for the human and citizen formation for the development of the habit of use and the reading of if offered, during Basic Education, the literary text produced by figures, this work discusses the orientation of the National Common Base Curriculum on the teaching of literature and presents how this science is considered in this document, as well as discussing the absence of this teaching in contemporary teaching materials. It is also relevant to elucidate the creation of this teaching practice and propose a different approach to literature, based on a construction of a didactic basis for quality teaching Fundamental Year Finals.

Sociolinguistic researches (D’ALBUQUERQUE, 1984; NUNES, 1995; FREIRE, 2000; RODRIGUES; PEREIRA, 2005; MELLO, 2009; GRAÇA, 2016; LUCCHESI; SOUZA, 2018; TEIXEIRA; SILVA, 2019) attest to the occurrence of the reflexive pronoun deletion and the neutralization of the clitic se in competition with the standard variant for the expression of the reflexive pronominal category in spontaneous speech in Brazilian Portuguese. Based on Variationist Sociolinguistics (LABOV, 1963; WEINREICH; LABOV; HERZOG, 1968) and their contributions to teaching (COAN; FREITAG, 2010), among them the linguistic variation continua proposed by Bortoni-Ricardo (2004) and the axes of grammar teaching according to Vieira (2017), the general objective of this work is to offer a contribution to the teaching of Portuguese as regards the approach to linguistic variation, especially in the treatment of reflexivization, as provided in the documents that regulate teaching in the country. As for the specific objectives, it is intended (i) to make an analysis of collections of Portuguese textbooks intended for primary education by sampling, seeking not only to verify the treatment they give to the subject of linguistic variation, but also to examine whether the description of the pronominal category reflected in them contemplates the perspective of variability, in compliance with the provisions of official documents for teaching Portuguese; (ii) to propose a pedagogical mediation on the expression of the reflexive pronominal category from the perspective of variation, so that it can lead the students to identify the distribution of the reflexive variants in the orality-literacy continuum, contemplating the writing practices of the literate society. As for the methodology, this work constitutes a bibliographical, documentary and propositive research, since it performs a literature review on the description of the reflective pronominal category, surveys the same content in textbooks and proposes a pedagogical mediation, for future application in the classroom. The proposed mediation includes activities that articulate the three axes of grammar teaching (VIEIRA, 2017) in dealing with the variable phenomenon and provides for retextualization (MARCUSCHI, 2010) from a prototypical genre of speech to another one of writing, in order to observe the distribution of the variants of the reflective pronominal category, having as final production the rewriting of a tale situated in the literacy field of the continuous. From the proposed didactic mediation, we notice that the axes of grammar teaching and the retextualization process can be a useful tool to operationalize the continuum of variation proposed by Bortoni-Ricardo (2004) in the treatment of any variable linguistic phenomenon, such as reflexivization.

The current study intends to stimulate middle school students as readers of literary texts, mainly canonical poems, based on a selection of three poems written by Cecília Meireles, namely, “Mar Absoluto” (Mar absoluto: e outros poemas, 1945), “Motivo” (Viagem, 1939) e “Romance das palavras aéreas” (Romanceiro da Inconfidência, 1953). It is about, through the performance bias, creating an enabling opportunity and environment for the pupil to be exposed to literary texts, in order to foster a tactile experience with poetry, arousing sensory reactions in the text-world-subjectivity correlation. The point of view of this study considers Cecília Meireles an approachable and plural artist with a sensitivity that can be greatly used. Besides being an active figure in the Brazilian basic education of her time, she is one of the great voices of our literature which evoke images, colors, sounds, lights, and aromas in her poetry. Her poems represent, thus, a favorable pedagogical tool to the teacher who intends to be the mediator and facilitate communication between the pupil and poetry. The notion of performance is based on Paul Zumthor, in the book Performance, recepção e leitura (2007), in which relations between poetry of the literary text and its impact on the body are established; and the defense of aesthetic education is based mainly on João Francisco Duarte Júnior, in Fundamentos estéticos da educação (1981). The expectation is that, having an immersion of the student on the literary universe, there will be an opening in the school, based on, especially, an aesthetic education, that aims the preparation for high school, the moment in which literature will be presented as another logic to be theorized.

The main purpose of this research is to investigate the way students on their final years of high school in the public educational system identify the intertextual relation between the textual genre strips (specifically, the strips of Armandinho, by Alexandre Beck) with other multimodal texts. The specific objectives assumed are: (1) to encourage students to understand the mixed language present in the strips as something important for their human, historical, social and cultural construction as determined by the BNCC; (2) to develop students' critical awareness so that they can express themselves in a better way, place themselves and share information in their social environment; (3) to expand students' world knowledge through the reading of different multimodal texts; (4) to encourage students to know and notice the effects of meaning in texts, identifying the established criticisms as well as the effects of the intertext. This approach will have as theoretical support, conceptions about reading, textual/discursive genres, multimodality, the textual genre strips and aspects of intertextuality, topics  based on the theories of Bakhtin (1953,1997, 2011), Solé (1998), Leffa (1996), Marcuschi (2005, 2008), Koch (2018), Dionísio (2008), Rojo (2012, 2015), Vergueiro (2018), McCloud (2006), Ramos (2017), among others, in addition to the guidelines for Portuguese language teaching proposed by the PCNs (1998) and the BNCC (2006). For this, the qualitative methodology will be used  with action research methods of Tripp (2005) and didactic sequence based on the methodology of Dolz, Noverraz, and Schneuwly (2004). The first operational procedures for mediation were a questionnaire to check the students' reading proficiency and another one to identify their favorite themes on reading strips. Some diagnostic activities were also used to verify the hypothesis raised, that is, the difficulty that many students have in establishing the intertextual relations between the strips and their intertext. An average of 40 students from two high school classes participated in this study at a public elementary school in Paciência, located on the West of the city of Rio de Janeiro. The information obtained through these activities add important data to students' reading development, in addition to allow the verification of a small number of students who identify and establish intertextual relations. Finally, the importance of reading texts from different text genres and expanding the students' world knowledge is highlighted.

This dissertation proposes a reflection on the importance of working formal public speaking, in a systematic way, with students of Youth and Adult Education (EJA).  Traditionally, Portuguese teachers tend to value written language more than oral language for reasons of prestige, demand for written productions in tests, among other communicative instances.  This causes the orality to be poorly worked, under the argument that, in speech, almost everything is allowed, but in writing, it is not.  The teaching of oral language at school should provide students with access to more formal or conventional use of language, considering the importance that dominating the public word has in the exercise of citizenship (BRASIL, 1997).  Based on the teaching experience of the researcher teacher with EJA students, observing their expectations and a considerable desire to enter the formal job market, this dissertation reflects on the improvement of formal orality in classroom.  This research is based on the theoretical assumptions of interactionist sociolinguistics, pragmatics and textual linguistics, reinforcing the premise that the role of the Portuguese teacher is to equally value speech and writing within the multiple contextual possibilities of communication.  Considering the job selection interview as a genre that provides the teaching of many skills, expanding the communicative competence and broadening the horizons of knowledge, the general objective of this dissertation is to develop a didactic sequence for the job market with the job selection interview genre aimed at students of EJA.  The specific purposes of this research are: (i) to accomplish activities to adapt speech to more formal situations, exploring linguistic and non-linguistic ways (such as the importance of non-verbal communication through gestures and body expressions); (ii) to explore the structural, functional and stylistic characteristics of the job selection interview genre and, (iii) to provide communicative situations approaching actual usage practices, with diversified dynamics and activities such as interviews and others that require orality.  The methodology of this research is anchored in the qualitative approach, of an applied nature.  The diagnosis took place at the Municipal School Marechal Pedro Cavalcanti, with class 163, from the Youth and Adult Education Program (PEJA), in the PEJA II, Block II segment, referring to the final year (9th) of elementary school.  The didactic sequence, aimed at improving the oral language, covered the following topics: use of forms of treatment, use of politeness strategies and the maxims of the Cooperative Principle, postulated by Grice (1982), standards of textuality such as informativity and situationality (BEAUGRANDE; DRESSLER, 1981 apud  KOCH; TRAVAGLIA, 1993). It is expected that the results of this research, originating from the application of the proposed didactic sequence, will be the effective improvement of the student's formal orality and the awareness that learning is a continuous and useful process in all senses.

From noticing the usage of literary texts in classrooms as a pretext to work grammatical activities, which require the mastering of standard grammar rules in writing; for cases in which purely technical aspects are dealt with; or even for exclusively interpretative-character exercises, this research has the objective of promoting an adequate proposal of literary literacy through the reading of the book A Bolsa Amarela, by Lygia Bojunga, published in 1976. The objectives, thus, are set as the democratization of literature, considering school as a privileged space for the access of beginning readers to the literary book; and the proposal of a didactic sequence, based on the studies of Rildo Cosson, aiming for the literary literacy of students. For this purpose, the intervention-research perspective is adopted, once that, with recurring flaws in schooling of literature identified, a strategy that effectively contributes towards the formation of the literary reader is searched. The sequence for the literary reading of one of literature classics oriented to infant-juvenile public, by Lygia Bojunga, was developed focusing on students between 10 and 12 years old, in the sixth grade of middle school, in a public institution, the CIEP Cora Coralina, located in the city of Duque de Caxias, at the Baixada Fluminense region; and it is concretized by the integral reading of the book in the classroom, followed by debates and written registers, which would build the database in a qualitative character. Having in mind the impossibility of applying the research due to the pandemic scenario, it won’t be possible to expose the results of its application. However, the didactic sequence is presented in hope it can be applied in a near future.

The present work aims to build a proposal for didactic materials that aim to contribute to the improvement of the reading skills of students of the Carioca I Project, of the public education network Municipal Secretary of Education (SME) of the City of Rio Janeiro (PCRJ), taking as its starting point, the linguistic category adjectives, in the textual genre strips. It specifically aims to: a) prepare a document with theoretical basis and research methodology; b) insert expectations of students' responses in the didactic material; c) insert in the material complementary orientations to the teacher; d) organize didactic activities that articulate language and discourse, with an emphasis on interpretation from the class of adjectives; e) contribute to the student's better understanding when reading comic strips and other multimodal texts. The theoretical basis of the studies brings together concepts developed in the area of Textual Linguistics, such as textual genre and multimodality, and still others with a cognitive basis, such as reading.

Researches indicate that during reading tasks students that repeat the grade use few or almost no metacognitive strategies in comparison to the ones that did not repeat (JOLY; SANTOS; MARINI, 2006). For this reason, this research’s general goal is to investigate the teaching and learning of the reading metacognitive strategies for students in flow correction situation. The specific goals are: (a) recognizing which reading metacognitive strategies these students already use and (b) to investigate the use of the  mind map as a metacognitive reading strategy and (c) proposing a didactic unit to teach reading in the flow correction context. The exploratory methodology will be applied based on the following methodological procedures: a sociocultural questionnaire and preliminary diagnostic activities, which were used to understand the activating movements of previous knowledge held by the students during the reading activities. Nineteen students from a school unit in the state network of Duque de Caxias, in the state of Rio de Janeiro, participated in this research. In diagnosis, we observed a predominance of only literal responses, a special difficulty in detecting the meaning of words and the limited use of observable metacognitive strategies, such as underlining. Based on the observation that these factors drive the student's distance from his position of reader with the text, we defined as the focus of the pedagogical proposal to explore the integration of previous knowledge and systematize a didactic protocol capable of serving as a resource through the mind map, promoter of metacognitive reading strategies.

The views of many Portuguese language teachers are focused on discussions about pedagogical practices in the teaching of reading. Much has been produced. Among so many studies, it seeks to promote a reflection on teaching strategies, which enable the development of skills, which lead to reading competence. This work aims to critically propose and analyze a didactic sequence, which uses metacognitive strategies for the formation of concepts and production of meanings in multimodal meme text. It is a qualitative methodology that provides a theoretical basis for this pedagogical practice. Considerations about the material are based on:  Cavalcante e Ribeiro (2015), Gerhardt, Albuquerque e Silva (2009), Guerreiro & Soares (2016), Kato (1985), Kleiman (2000), Marcuschi (2008), Palomanes (2018), Rojo (2012), Silva (2018), Solé (1998), Souza (2019) and others. It is based on the assumption that working with multimodal texts and, especially, with the meme genre, which is already part of the cultural repertoire of our students, allows for greater participation and attention in activities. It is sought to emphasize in this research, that the use of metacognitive strategies in reading, brings an autonomy and self-regulation on the part of our students, in order to contribute to the comprehension of the text. Thus, we want to confirm that the use of metacognitive strategies in teaching reading of multimodal texts such as memes is, above all, an excellent resource for our student, reader, to reach the understanding of texts and, moreover, to enable to manage, monitor and verify your learning.

The Common National Curriculum Base (BNCC) prioritizes the teaching of the Portuguese language from textual typologies and genres. However, as it has been effectively implemented recently, teachers still do not fully develop the competencies and skills provided for in the document. And it is extremely worrying the fact that students start the 6th year and continue with Elementary School, reaching the 9th year, without developing writing skills provided for in this document and in other official educational documents, such as the National Curriculum Parameters (PCNs), which are well before the Base. This problem points to the need for transformations in the practice of teaching the Portuguese language, which traditionally leaves little room for working with issues related to the systematization of the teaching of writing and rewriting. However, it is possible to conduct diversified pedagogical practices, in an innovative environment, dealing with various themes, in a creative way, and taking into account the students' daily lives, their previous knowledge, their interests, as well as their curricular needs. The advent of Linguistics studies on the teaching of reading and writing brought relevant contributions from a theoretical point of view. Scholars such as Marcuschi (2006), Koch (2002), Dolz and Schneuwly (2004), among others, present theories in which the idea of texts as social events is inserted, in which subjects are seen as protagonists in their productions and in textual analyses. From this perspective, texts become social activities and no longer an instrument to verify knowledge of grammatical norms. From this perspective, the socio-communicative, historical and cultural situation for working with texts must be taken into account. It is in the context of these theories and propositions about the teaching of reading and writing that the work presented here is located, whose main objective is to enable students from state schools to have greater inclusion in literate practices, in which the focus will be on narration, which is present in various textual genres such as news, chronicles, short stories, novels, stories, movies and even on social networks. For the execution of the proposal, a didactic sequence will be presented, from the methodological approach elaborated by Dolz, Noverraz and Schneuwly (2004), with activities that include works of reading analysis, of retextualization, from the postulations of Dell'Isola (2008), from memes to online news, which will enable students to approach the topic of interest and a systematic and planned learning process in relation to textual production and reading. Thus, it is expected to contribute to the socio-educational integration of these students, favoring their learning, the rescue of confidence in their potential, and expanding their possibilities for citizen participation.

My  pedagogical proposal was inspired by the works of De Lucia and Hocevar (2008), who propose a didactic model of interactive phases for teaching. In this way, they conceive that most texts are not  independent texts from other texts, but are in a communicative plot. Thus, the authors constantly dialogue with other authors who arise in the context of the communicative situation, based on the polyphony of the different voices present in the same text. In this context, I believe that the teaching activities proposed by me should consider aspects that address a relevant topic for students and, at the same time, dialogue with other materials, in order to build meaningful learning. Thus, I understand that the work seeks to combine a topic of extreme social relevance, such as the recognition of the social role of women and female empowerment, to the teaching of the elements that make up the genders presented, as well as the resources and strategies they use. In this way, in pre-reading, reading and post-reading activities, I seek to promote the global development of students, in their intellectual, psychological and social aspects, through activities that allow the reflection on themes that are reality in today's society and that make the student think about how he, as a social subject and citizen, can act in this scenario. The contribution of Applegate, MD, Quinn, KB, Applegate, AJ (2002) is that the teacher learns to assess the student's reading, encouraging him to read, taking the burden of reading out of obligation to read in association with identification of the self and give power to its creative expression in different social contexts. She shows that through texts, students connect past experiences with texts, expand their self-knowledge, their understanding of others and their love of reading. It will be the awareness that the learner is able to systematize their perceptions, produce texts, modify existing ones, criticize and make insertions about the "woman and her social function inside and outside the community", at this moment already metacognizing all the scenes presented. Within this context, I also used the ideas of Sinha, Chris (1999) that children do not learn in the same way, with the same point of view. Based on this assumption, learning is no longer unique and universal and has become a multifaceted and multidisciplinary perspective, including the experiences of each student and their particularities, because each being is unique.

this essay presents the theoretical and methodological fundaments of a didactic circuit, to which we call trail, for the study and use of the word “aí” in the 7° year of middle school. Linguistic studies (TAVARES, 2001, 2009) show the grammatization of this word in constructs present in the orality. In school, the student usually knows the use of the aí based solely on the description of normative grammars, which assorts it in the adverb classification, considering it a location circumstantial. On its written texts, however, based on informal experience on grading of school essays, it is observed the circulation of various meanings and functions of that word. The main objective of this work is precisely that of contribute to the conscious use of the Aí by the students from the 7º year of the middle school, relating aspects from orality and writing from the Portuguese as native language. As specific objectives, it’s appointed;

1) To articulate didactic  activity proposals taking from the orality interface, literacy, linguistic norms and collaborative/active learning.

2) To insert the activities in stages of the trail according to the affinity between them.

3) To ponder about the efficacy of said activities.

4) To promote orality strategies by sonorous and graphical means.

5) To promote writing strategies by sonorous and graphical means.

Taking it from the hypothesis that occurs influence from traces of orality, such as the repetition, in written texts. For the study and usage of that lexical item in the aforementioned eduction level. It is proposed the creation of a didactic circuit based on the association between two learning approaches: the collaborative (TORRES e IRALA, 2014, BEHRENS, 2004) and the active methodology  (MORÁN, 2015) such that the student get in contact with the various possibilities of use of that word and learn to use it in contexts of orality and writing, taking in account the text’s interlocutor. To that end, the activities shall be grounded based in the notion of the continuum, of the orality-literacy (BORTONI-RICARDO, 2004, 2005) as much as norms and literacy (BRAVIN DOS SANTOS, 2018) and of textual genders (MARCUSCHI, 2001). The fanfic, fan fiction, has been chosen as the main discursive gender to direct the trail, such gender favors the interface between continuums, literacy, linguistic norms and collaborative learning. Unfortunately as a consequence of the sanitary restrictions due to the Covid-19 pandemic, it wasn’t possible, yet, to run the trail course. Therefore on one hand lacking conditions to obtain neither positive results nor negative ones, with regards to the development of the activities by the students. On the other hand, we’ve considered the simultaneous trail construction and reflection process as positive result, as it allowed for the discovery of important phenomena  to the school work in middle grade concerning the aforementioned interface.

Books and the literary world have been increasingly in the background in a reality where videos and images are on focus. Since school is mainly the area where the relationship with literature is built, it becomes essential to rethink its teaching, in a way that this bond shall be established in solid, long and pleasurable bases. For these means, this work proposes the dramatization of texts which were previously selected and experienced in a classroom as a way to the literary literacy. In this sense, the specific goals are assumed as: to allow students to be in contact with the universe of books beyond the school perspective, aiming to promote literary literacy; to verify theater’s potential in the process of transformation of students into subject-readers while highlighting them as subject-actors; to demonstrate that literature, as every art, is a reflex of concrete world – focusing on race and ethnic relations – since this study goes beyond literary matters and tries to debate, under an afrocentric and antiracist bias, the experience of blacks in society and in literature. For this reason, it is proposed a full reading of the collection of tales Leite do Peito, by Geni Mariano Guimarães; the adaptation of narratives for the dramatic text and its later enactment. The book was chosen for its aesthetic and representative character, since Guimarães, an important contemporary black author, winner of awards such as Jabuti and Adolfo Aizen, narrates – through eleven tales – her experiences since childhood, including situations of prejudice which she has been through. Regarding the literary field, this work is founded, primarily, on studies by Teresa Colomer and Luiz Silva Cuti. As for the base of the theatrical practice, works by Augusto Boal, mainly those about “Teatro do Oprimido”, and by Abdias Nascimento, with the legacy of “Teatro Experimental do Negro” were adopted. Practices proposed by Rildo Cosson and José Sanchis Sinisterra were used as support for the choice of methods for the proposal of practical application. The research, having a qualitative character, was developed aiming for students on the 8° grade of Middle School. Due to the social distancing needed while the New Coronavirus pandemic scenario – which matched with the development period of this work – and to the suspension of classes on campus, it was not possible to apply the practical proposal. Consequently, there will not be a presentation of results. However, it is hereby presented, in a detailed manner, the application proposal as well as expected results, in hopes, in a near future with a propitious context, it can be put into practice.

This research has the general objective as being to investigate the teaching of students' reading practice as a cognitive process in the alphabetization phase. Its specific objectives were assumed as: (1) analyse how the reading comprehension is approached in the reading curriculum in the alphabetization cycle in the city of Rio de Janeiro; (2) propose pedagogical orientation for the teaching of reading comprehension from a metacognitive perspective. Therefore, this research has a qualitative character, which searches to understand and interpret documents and processes related to reading cognition of students in the alphabetization phase. In the first stage of this work, we adopted, as methodology, the qualitative and quantitative analysis of official documents from the city of Rio de Janeiro, evaluating the presence, distribution and progression of prescribed skills which relate to the development of reading comprehension. Based on this analysis, we verified the existence of repetition among reading abilities in all three years of the cycle, and also the lack of skills that develop the reading comprehension in a deeper movement of the text, which lead students to assume a more reflective attitude. We did not identify a solid progression of the lexical route through the explicitation of a cognitive development related to the vocabulary nor to the kinds of inference to be made. Thus, we can conclude that there is an adoption of a phonological perspective of alphabetization with a fragile approach of processes related to the lexical route, typical in mature adult readers. From the observation of these vacancies and redundancies, we followed through with the second stage, in which we presented the proposal of pedagogical orientations in a metacognitive perspective focused on the mediation of the teacher, that enhances the development in all levels of thinking in the process of reading, in order to achieve the reading comprehension in a more embracing way in the alphabetization phase.

This research consists of a didactic mediation that promotes the improvement of students' written productions based on the practice of rewriting guided by notes. For the development of the proposal, the discourse genre adventure tale was chosen, targeting students from the 7th year from Municipal School Professor Osires Neves, in Nova Iguaçu, Rio de Janeiro. It starts with the hypothesis that the development of a text in the school context is based on the articulation of five aspects: a) planning, b) review, c) rewriting based on the review, d) awareness that these three aspects are necessary for the elaboration of a text produced to an interlocutor and with a certain purpose and, finally, e) teacher-student, teacher-students, students-students exchange. Thus, textual production will be treated as a procedural activity, which runs through stages, and not as a product. The main objective of this mediation was, in view of this, to promote strategies of rewriting a text based on reflections on its linguistic and discursive aspects. More specifically, we sought to a) organizing actions that teach students the characteristics of adventure stories with a view to planning activities for a text with this profile; b) organizing guiding notes based on these characteristics in order to guide the revisions on the initial version of an adventure tale; c) promoting activities that allow the students to produce an adventure tale based on interaction with teachers and colleagues; d) developing the understanding that texts are produced in a given situation and with a purpose related to the interlocutor. As a research methodology, we opted for the action research, following what THIOLLENT (1988) proposes. As for mediation itself, we are guided by the precepts of collaborative learning by Behrens (2004), proposing activities that enable students to participate in the context of society. In addition, we seek the theoretical contribution of Bakhtin (1997), Geraldi (2006), Gotlib (2006), Ruiz (2015), among others, who discourse about discursive genres, textual production and interactive textual correction. As for the results related to the application of the proposal, we can list positive and negative aspects. The negative ones refer to the difficulty in carrying out the application due to the large number of students in the class, since rewriting guided by notes requires more time. The positive ones are related to the results obtained, which proved that this kind of rewriting significantly contributed to achieve texts with more quality. 

This research aims at observing difficulties concerning some reading and writing aspects students from public elementary schools face in Rio de Janeiro. From this perspective, it was important to dissect this issue and analyse the extent to which the relation between referencing and identification as well as types of discourse production can have any influence on students’ communicative competence (regarding Brazilian 6th and 7th grades’ studying of short stories). Furthermore, the point is to reflect on how pupils construct meaning through association, when dealing with texts in Portuguese classes. Great scholars such as Michael Bakhtin, Luiz Antônio Marcuschi, Ingedore Koch and others were major reference points in writing genres, short stories and referencing processes. Moreover, models of David Tripp’s Action research methodology procedures, Dolz’s didactic sequencing and Schneuwly and Noverraz’s pedagogical mediation were taken into consideration in the pursuit of reducing the obstacles mentioned above.

Reading, writing, understanding, interpreting and questioning, regardless of the time and the

constant technological developments, are fundamental activities in the formation of the

individual and the school is the great holder of the integral formation of the student. In view

of this reality, the objective of this research was to expand students' literacy from working

with two textual genres: comic books and short stories, using the retextualization process for

the development of writing, based on from the studies by Marcuschi (2005) and Dell'isola

(2007) and from metacognitive strategies for textual understanding based on the writings of

Flavell (1979) and Brown (1982). A diagnostic activity was applied to the students of the

ninth grade, subjects of this research, who were part of a group formed only by students with

an age-grade lag from Seroedica’s school, in Rio de Janeiro, and it was noticed the difficulty

they had to understand what was happening in the story, resulting in incoherent narratives that

clashed with the base text. Then, 09 activities were elaborated, being 03 focused on the use of

metacognition in textual interpretation and in the recognition of the narrative structure and 06

of writing and analysis of the text to finally carry out the process of retextualization in the

final diagnosis. It was noticed the evolution of students at each stage, verified by them

through the application of a questionnaire to assess whether the work done in the classroom

had been satisfactory. Then, positive feedback was obtained from the students, demonstrating

the efficiency of applying activities with metacognitive strategies aimed at reading

competence. In addition, using retextualization made students develop writing and recognize

the structures of different genres. Therefore, the importance of developing efficient reading

and writing activities to mediate the relationship between students and the different ways of

working with textual genres is emphasized.

This dissertation is the result of reflections on the teaching of reading in the initial grades of elementary school and proposes to contribute to the formation of the proficient reader through systematic activities that present the poetic text (usually neglected in the classroom) as a privileged genre for the student. teaching reading comprehension. The pedagogical approach to what we call reading meetings is at the center of our concerns: through appreciative conversations, the mediating teacher used literary appreciation keys chosen to help students develop their reading strategies and better understand poetic texts. Considering the age range of students in a 4th grade class in elementary school, we selected poems by authors recognized for the literary quality of their texts and for being poetic expressions that allow for various possibilities of enjoyment, according to the repertoire of each reader; the selected poems were: “Seu lobo”, “Falta de sorte”, “Jacaré letrado”, “Zig zag” and “De muito longe”, by Sérgio Capparelli; “A porta”, “A morte do meu carneirinho” and “O porquinho”, by Vinícius de Moraes; “Balada do rei das sereias”, by Manuel Bandeira; “Cavalinho de pau”, by Henriqueta Lisboa; “Ao pé de sua criança”, by Pablo Neruda and “Pescaria”, by Cecília Meireles. We chose, for the pedagogical intervention, the organizational modality of the didactic sequence, based on the theoretical assumptions of DOLZ and SCHNEUWLY (2011), and organized in meetings held twice a week, totaling two months. The theoretical basis of this dissertation is centered especially in the studies of COLOMER (2007), BAJOUR (2012), BRITTO (2015), KLEIMAN (2016), LERNER (2002), SOLÉ (1998), COELHO (2000), AGUIAR E CECCANTINI ( 2012), PAZ (1993), MOISÉS (2003), LAJOLO (1993, 1997), among others. We concluded that, through mediation sent by the teacher, students were able to read and understand texts they were not used to, building and sharing the meanings with their peers; we believe that, by incorporating the procedures used collectively in their learning, students will progressively gain autonomy in their new individual readings.

This research consists of a study about pedagogical situations related to the comprehension of narrative texts, with questions in inferential level in high level and global reflexive to ninth grade students (elementary school in Brazil) from a public Municipal School in Rio de Janeiro State. Specially, from a cognitivist concept of reading we aim to develop cognitive and metacognitive strategies in order to help our students to be aware of learning concerning reading comprehension as a sociocognitive and communicative practice. Therefore, diagnostic tests of reading comprehension with inferential questions and answers were drawn up considering the stablishment of high  level inference, that demands the integration of previous knowledge and intrarextual information, as well as questions in global reflexive level. (APPLEGATE, M.; QUINN K.B. E. APPLEGATE, A., 2002). Previous results can be highlighted, for instance (a) the need of a new positioning regarding teaching reading.(b) studies concerning metacognition can contribute to teach inferences in reading comprehension. As a part of this investigation, we propose a didatic mediation with emphasis on theoretical and methodological procedures to be parameters to the stablishment of activities related to reading comprehension in a way that contributes to teaching-learning knowledgeable and meaningful , in which learners will have their own experiences as knowledgeable readers.

Based on theoretical assumptions of Variationist Sociolinguistics (WEINREICH; LABOV; HERZOG, 1968) and on the application of linguistic variation continuums proposed by Bortoni-Ricardo (2004), this study presents a research-action through a pedagogical mediation with the variation of relativization structures, known as adjectives clauses, with 9th grade middle school students from a public school in Quatis-RJ. According to previous linguistic studies (MOLLICA, 1977; TARALLO, 1983; SANTOS, 2015), in Brazilian Portuguese, there are three strategies of relativization: standard (Você tem uma opinião de que discordo), resumptive pronoun (Você tem uma opinião que eu discordo dela) and prepositional-phrase chopping (Você tem uma opinião que eu discordo). Therefore, this research had the following objectives: (i)  to map the relative clauses structures from the students' texts, describing their linguistics behaviour on the retextualization process, that is to say, the transition of the texts from the orality to the literacy; (ii) to enable these same students to consciously use the variants of relative clauses, standard and the prepositional-phrase chopping, depending on the point of the orality-literacy continuum in which the communicative event is located, in order to bring them closer to the linguistic practices of educated individuals. The results have shown that the application of the orality-literacy continuum has been an efficient pedagogical tool to make students realize that, on the practice writing of the literate society, the usage of the variants of the relative clause is related to the continuum point where the text is located, so that they have kept the prepositional-phrase chopping variant at the intermediate point and have manifested a higher frequency of the standard variant at the most literacy pole, similarly to what occurs in the writing practices of the literate society. Consequently, when addressing the adjective clauses as a variable phenomenon, this work achieved the purpose of bringing a proposal for systematic work with linguistic variation in the classroom, as recommended by official documents that provide guidelines for the teaching of Portuguese in the country (BRASIL, 1998, 2017).

This work aims to propose investigative lines of analysis of literary texts of the genre short story, specifically in the subgenre fantastic tales of Brazilian authors, within the scope of reading and analysis of texts, through didactic mediations, to students of the 70 year of Elementary School. The promotion of new approaches adopted here was based on several theoretical studies by fantastic literary theorists such as Tzvetan Todorov, Irène Bessière, PG Castex, L. Vax, R. Caillouis among others, as well as the guidelines from New Criticism by John Crowen Ransom and the Russian Formalists for proposing a look focused exclusively on the interior of the works, disregarding extralinguistic aspects, namely historicisms, biographies, psychologisms and sociologisms of the Impressionist criticism in force in textbooks. Indeed, it enabled us to sample focused on structural elements combined with specific thematic content of fantastic texts.

Based on the contributions of Variationist Sociolinguistics to teaching (COAN; FREITAG, 2010; VIEIRA; FREIRE, 2014), as the linguistic variation continuums proposed by Bortoni-Ricardo (2004), this work has developed a pedagogical mediation with the variable phenomenon of generic reference indeterminacy in a class of 9th grade middle school from Barra Mansa-RJ. According to sociolinguistic research (DUARTE, 2007; MARINS, SOARES DA SILVA; DUARTE, 2017), in Brazilian Portuguese, pronoun forms, like você and a gente, very common in spoken language, compete with traditional structure (se + verb in the 3rd p.s.) to express generic reference indeterminacy. On the other hand, Brazilian writing still exhibits a high frequency of the traditional variant together with the use of the verbal form referring to the pronoun nós with empty subject position (cf. DUARTE; FREIRE, 2014). Thus, reading and text production activities were organized in a continuum of orality-literacy, culminating in the retextualization of an opinion report from speech to writing. The objectives were: (i) to survey the generic reference indeterminacy structures present in the students' texts, describing their linguistic behavior in each textual production; (b) to lead these same students to use prestigious variants of indeterminacy in their written texts, according to the communicative context. The results have showed that the students have identified the distribution of the indeterminacy variants throughout the continuum, and managed to operate with the two prestigious indeterminacy variants, nós and se, in the text located in the literacy field, according to the practices of writing of educated Brazilians in literacy communication events. Therefore, when addressing indeterminacy as a variable phenomenon, pedagogical mediation has represented a concrete work proposal with linguistic variation in the classroom, in line with official guidelines for teaching Portuguese, such as BNCC (BRASIL, 2018) .

This work aims to search for actions that provide support in effective way to the formation of the subject-reader. It presents the development, application and analysis of a pedagogical intervention proposal for the reflection in teaching and learning of reading and writing in the final year of basic education in Youth and Adult Education course.  Based on the theoretical contribution of the studies of French Speech Discourse Analysis, the proposal develops a set of activities linked to the reading actions experienced in the Volta Redonda/RJ urban area, where the research on discoursive genre graffiti took place, and, to register these readings, were reported commentaries to publication in the group collective blog. The selected genre aims to contribute to the growth of the classroom reading possibilities, frequently, limited to didactic guides and distanced from student's everyday life, as the discussed local set of problems theme intends to encourage the exercise of citizenship in a critical and effective social practice. Therefore, the work is based on a qualitative nature methodology referred by Bortoni-Ricardo (2008), along the lines of action research, according to Barbier (2002) and Mittmann (2007). The theoretical support is based on Discourse Analysis with Pêcheux (1995), Orlandi (2001, 2009, 2012, 2015, 2017), Brandão (2004), Indursky (2007, 2010, 2017) and Lagazzi-Rodrigues (2017) contributions. Added to Bakthin (2016) and the political pedagogical analysis of FREIRE (1982), concerning to the discourse gender study. To results analysis, the interpretative gestures found at the report of the five stages of the realized activities were observed, to understand the ways of sense producing and to increase the discursive skills at the text study. 

This research aims, mainly, to analyze the ways the rewriting interferes in the writing proficiency of students of the ninth grade of Elementary School with regard to the use of Spelling and Punctuation. It is also intended to investigate the use of cognitive and metacognitive strategies during the moments of rewriting after the written interventions made by the teacher in the students' texts. For such, the interventions focused essentially on deviations in terms of punctuation and orthography. The authors Kato (1999), Gomes-Santos (2010), (Fiad and Mayrink-Sabinson, 1991), Ribeiro (2003), Jou and Sperb (2006), Gerhardt (2016), De Lucia and Hocevar (2008), Serafini (1995), Ruiz (2015) and Menegassi (2001), Geraldi (1997 and 2011) among others, support the theoretical references of this project. The National Curriculum Parameters (PCN) (1998), the Common National Curricular Base (BNCC) (2018) and the Minimum Curriculum of the State of Rio de Janeiro (2012) are the official documents that this project made available to establish the guidelines of the job. It was concluded that, through the work with the rewriting, it is possible to: promote the student's contact with his own text; provide the student with moments of metacognition; assess students' need for content that still needs to be further explored; personalize interventions. The accomplishment of the research also allowed the author of this work to evaluate herself as an educator, mother tongue teacher and researcher

This research aims to understand how the use of resistance literature, through collaborative reading and debates, can contribute to the training of student readers in the municipal public school. For this, we developed an intervention activity which was carried out in a class of the 7th year of Elementary School in a municipal school in the city of Nilópolis in Rio de Janeiro. We chose to orient ourselves methodologically through action research (THIOLLENT, 2002) because it favors the dialogue between teacher-researcher and the people involved in research in order to seek democratic solutions to the observed problem. Based on the problem presented, we elaborated an intervention proposal taking into account the profile of the researched class, and for that we chose the bookMalala, the girl who wanted to go to school (CARRANCA, 2015) which addresses topics of relevance to students in addition to address issues of post-colonialist literature, such as discursive retaliation (BONNICI, 2009), disguised civility and mimicry (BHABHA, 1998). We chose to work on the book based on oral reading because we recognized its benefits for the students of public schools that had little contact with different readings. Despite the difficulties encountered in the development of this research, we managed to combine theory with significant practice in order to promote the training of student readers. In theoretical terms, we are based on the contributions established by Colomer (2007), Cosson (2014), Candido (1972, 2004), Rosenfeld (2014), Cadermatori (2012), Mignolo (2007), among others. The results indicate that the students reacted positively to the chosen book and the proposed way of reading. We believe that there is a need to reflect on how reading is promoted in schools today, as oral reading can be a favorable ally for restoring the humanizing and socializing function of reading, in addition to providing a better receptivity of the literary text in the classroom.

Sociolinguistic researchs (LOREGIAN-PENKAL, 2005; SANTOS, 2012; ANDRADE, 2010) have show the occurrence of other variants that compete with the traditional pronoun tu to address the interlocutor regarding the expression of the second person of the singular (P2) — você, o senhor and zero (empty category) —, which often present syncretism in the oblique functions and in the use of possessives. Based on the contributions of Variationist Sociolinguistics to teaching (COAN; FREITAG, 2010; VIEIRA; FREIRE, 2014), among them the proposal of the linguistic variation continuum proposed by Bortoni-Ricardo (2004), the general objective of this work is to offer a contribution to the teaching of Portuguese language with regard to the expression of P2 in an approach that includes linguistic variation, as proposed by the official documents on the teaching of Portuguese in the country. As for the specific objectives, we intend the following: (i) to map the P2 variants that students use in both oral and written texts; (ii) to lead these same students to recognize how the degree of formality and the point at which the communication event is located affect the choice of P2 variants, so that they can make more conscious use of these variants, that is, select the variant more appropriate to the status of the interlocutor and the degree of monitoring of the communicative event: in less formal contexts, manifest the syncretism of treatment; in more monitored communication contexts, uniformity honored by tradition. This work adopted the action research methodology (TRIPP, 2005), developing a pedagogical mediation with retextualization activities in the stylistic monitoring continuum, observing the phenomenon of variation in the expression of the second person singular, resulting in an e-mail located at the [+monitoring] field of this continuum through the application of the first and seventh of the operations described in Marcuschi (2010). The results attest that the students were able to operate with the P2 variants in the subject's syntactic function according to the stylistic monitoring continuum. As for the oblique and possessive pronominal forms, they did not fully achieve what was expected, but at least they recognized the communicative situations that favor or not the uniformity of treatment.

The work of reading development has been neglected. Consequently, gaps are being left out, as evidenced by national and international assessments such as PISA. It is now perceived that many students reach the final years of Elementary School II with numerous difficulties in reading, presenting various difficulties of comprehension in the different genres, making only a decoded reading, without producing meaning in what they read. This occurrence impairs the competent use of reading, including in their communicative practices. Thus, the present research of educational intervention, with an interpretive character, had the objective of elaborating didactic activities for 7th grade students, who privilege reading comprehension through metacognitive strategies of the propaganda genre. After performing a diagnostic evaluation, a set of activities was elaborated and divided into two modules. Through the activities of interpretation, students were led to two objectives: to recognize important information in the text and to activate attention to relevant information. The research was applied twenty students of the 7th grade class of Elementary School of a public school, located in a municipality in the interior of the State of Rio de Janeiro, where the teacher-researcher is a Portuguese Language teacher. The analysis of the given answers found that the students have difficulty in identifying the connotative meaning of words in the advertisement and to make relation of the text with the image. It is proposed, as a possible solution to the difficulty identified, that the work with metacognition should go through all the grades of elementary school. For that, it is known that teachers need to be aware of how to apply this. In addition, it is necessary to search to find which metacognitive strategies of reading are efficient for the progress of the reading competence.

The starting point of our research is the result obtained through the mistaken answers of a question included on the second bimonthly evaluation carried out the 601 class of the 6th grade of Elementary School II, of the Boa Vista State School, located in the municipality of Barra Mansa - RJ. It is intended, through a didactic mediation, to develop in students the reading and interpretive proficiency of multimodal text, with a focus on the nonverbal language of the textual quadrinistic genres comic books and comic strip. It is also a purpose of this study to investigate how the interpretation and production of inferences of nonverbal information occurs and also to explain which are the reading strategies that support the production of comprehension for this type of information. The development of the entire research is relevant to guarantee a learning that has as core the mechanisms of a proficient reading of the images contained in the genres comic books and comic strips, contributing to our students being prepared for the production of interpretation and understanding in textual genres that contain images and are circulating in the society. For this, the study is based on theorists such as Dolz, Noverraz and Schneuwly, Marcuschi, Travaglia, Geraldi, Bakhtin, Leffa, Flavell & Wellman, Solé, Koch and Elias, Vergueiro, Ramos, Cagnin, Rojo, among others. The research is also based on reference documents, such as the National Curricular Parameters (1998), the National Curricular Common Base (2014) and the Rio de Janeiro State Government's Minimum Curriculum (2012). The study took the form of an action research (THIOLLENT, 2011), adopting mainly the qualitative methodology of treatment of the results. With regard to the results of this research, we can say that many students have taken a different look at the images inherent in textual quadrinistic genres comic books and comic strips, since the illustrations are no longer seen as something devoid of meaning or in the background and have become full of meaningful information. Although the work has been extremely valuable and has been productive to the reading practices through many discussions undertaken until the final production (textual productions of quadrinistic genres created by the class), there were still difficulties in reading the texts covered in didactic mediation, obstacles of interpretation that we affirm to be consolidated along the trajectory of the students. In addition, we assert that actions aimed at the development of reading competence with a focus on the comprehension of non-verbal language need to be carried out not only in the Portuguese Language course, but also in the other disciplines of Basic Education, based on consistent and meaningful reading practices.

The subject discussed in this dissertation is the development of reading in the work with the genre comic strip, through a critical reflection of the Armandinho character and the cross-ethical theme in the classroom of the final years of elementary school, specifically, with a group of the 8th year of the Municipal School Professor Célia Sobreira (inserted in an area of risk in the district of Engenheiro Pedreira, Municipality of Japeri / RJ). Thus, the general objective of the research was the development of reading, having as subjects students with low school performance. The specific objectives were: to develop teaching methodology based on ethical-moral values; to verify if the character Armandinho (his personality, his ideas) promotes identification with the group that is characterized by a peculiar context; and elaborate didactic proposals appropriate to the context of the specificities of the research subjects. As for the technique adopted, the research was bibliographical and experimental. As theoretical materials, books, publications, dissertations and reference documents of education were used. In addition, field study was carried out by direct observation of the class in question. A qualitative approach was adopted, associated with action research, in which the information collected in the 803 class was described and analyzed, and also strategies of reading and comprehension were elaborated through a didactic sequence. Based on the above, it can be said that the research was carried out in two distinct moments: in the first one, diagnostic activities were applied which aimed to identify the main difficulties of working with students in the 803 class; and, in the second moment, from the verification of the problems found, proposals of activities were elaborated as a form of intervention applied through a didactic sequence (SD) that was organized in the format of six workshops, in which an evolution in the interest was noticed and participation of the group that started to interact and carry out the activities successfully. In summary, based on the research done, we found an improvement in the reading of the students who, stimulated by the ethical-moral values in Armandinho's comics, managed to develop critical thinking - which highlights the importance of the elaboration of activities for reading teaching that understanding. Thus, it was found that one of the greatest challenges of teaching for a group of infrequent and unmotivated students is to find a way to transform the reality of the classroom. And through this research, it was hoped to have offered a contribution to the processes of teaching and learning of reading in disadvantaged socio-economic contexts and also, consequently, to society, by the proposal to signal the necessity of a look that is in fact inclusive education.

The present research, developed within the scope of the Professional Master in Literature of the UFRRJ, aims to construct a didactic proposal of reading and textual production that aims to articulate the textual genres news and letter of the reader. The study was carried out with seventh-year primary school students of the Seropédica municipal education network. In this proposal, the news is the gender-base in the activity of reading, since the reader's letter is the one to be produced in articulation with the first. The news items that make up didactic activities are taken from a local newspaper, and students are encouraged to take critical readings of the news stories and then produce the reader's letters. With this, we aim to broaden the repertoire of reading and writing language skills, as well as to encourage the critical participation of students in the life of their community. The research is based theoretically on the concept of textual genre, from the perspective of Marcuschi (2008), it is based on the importance of the news and letters of the reader in times of modernization of the internet, starting from Alves Filho (2011) and Van Dijk (1988). As the study is cut by the concepts of fact and opinion in these genres, the concepts of Kerbrat-Orecchioni (1993) on adjectives and their functions in the opinative and argumentative texts are also detailed. Because it is a pedagogical research concerned with the relation between language and discourse, the references of the Semiolinguistic Theory, based on Charaudeau (2016), are also adopted. Finally, the mediation of pedagogical proposals is based on the didactic sequence work elaborated by Dolz, Noverraz and Schneuwly (2004).

With this study, I aim to reflect on how one teaches and how the student perceives the interaction between nonverbal and verbal language in a multimodal text of the genre comic strip, using "Hagar, The Horrible" as an example. It is important to state that the choice of the strips of the Hagar character is not random, since it carries a lot of information with which the student must supply his own encyclopedic knowledge: he is a non-brave Viking (not a Brazilian), a anti-hero commanded by the wife and without any command over the behavior of the children.
In order to trace the path to this study, a qualitative and quantitative research of an applied nature will be used, using action research as a procedure.
As a general objective, one expects to verify if, when the sixth-year student, who does not systematically study the notions of presuppositions and implicit, is exposed to such notions, they would serve as reading strategies to be applied to the interpretation and analysis of multimodal texts of the strip genre.

This work has as a main objective to develop a didactic proposal for the teaching of the textual genre curriculum vitae in a class of Education of Youths and Adults of the 8th year. For that, a didactic sequence was elaborated based on the teaching of writing for specific purposes, which has, as a starting point, situations with which the student demonstrates difficulty in dealing with in his daily routine, or that will arise along his trajectory while a thinking and belonging being to society. Two specific objectives were defined: to improve students' textual, grammatical and spelling knowledge through the application of didactic activities and to develop a guidance material on the studied genre, which will be made available to teachers who choose to work with other students of EJA. The hypothesis raised suggests that, through the selection of this textual genre, students will be allowed to experience social practices of reading and writing that value their identities, experiences and stimulate their autonomy, since, through teacher mediation, they themselves will produce texts, making this practice of writing a way of instrumentalizing and contributing to the insertion of this student in the job market. For theoretical and practical support, in relation to the teaching of genres, the present paper is based on the studies of Marcuschi (2002), the guidelines of the National Curriculum Parameters (1998), on the definitions of literacy according to Soares (2017), Rojo (2012) ) and Kleiman (1995) and on the reflections on the teaching of Portuguese for specific purposes by Cintra and Passarelli (2008). Regarding the methodology, action research was chosen, according to Thiollent (2011), which extends the possibilities of transformation by having the collaboration of all the members of the research. The didactic sequence proposals are based on Dolz and Schneuwly (2004). Several problems were detected throughout the journey, such as the lack of knowledge about the structure of a curriculum and the difficulty with a more formal writing. After the application of the didactic sequence, it was verified that the students produced their texts within the characteristics of the genre, bringing all the necessary information to be evaluated when applying for a position, registering important skills for the performance of the desired role.

After observing the written productions of the students and their low performances in the external bimonthly evaluations analyzed by descriptors and levels of income, it was observed the need to promote an inclusion of the learner in their teaching-learning. Thus, in order to show students the importance of written language and its use in society, this research has as general objective: to develop a didactic sequence to work the descriptor D15, aimed at establishing textual cohesion, from the production of the genre review. It is hypothesized that a specific work with such an argumentative genre as the specific descriptor will aid in the development of discursive competence in the textual productions of students. For this, three specific objectives were developed: a) To work the textual production as a process in which the text needs to be written, revised and rewritten. b) To explore the structure and social function of the genre review and c) Show that each logical-discursive operator has a specific function in the articulation of sentences, periods and paragraphs to clearly express the thought for the reader. The theoretical and practical questions are based on the discussions about the organization of the written text, based on authors such as Koch and Elias (2017); on the considerations of PCN (1997) and BNCC (2017); the importance of the repair (rewriting step of the same text) in studies done by Luiz Antônio Marcuschi (2003), Beth Marcuschi (2010); with respect to retextualization (transition from one genre to another) with Matencio (2002), Dell'Isola (2007) and Marcuschi (2010); the conception of textual genre according to Bakhtin (2011), and Schneuwly and Dolz (2004) approaches on didactic sequence. The research is qualitative and the whole process was analyzed through the action research, described by Thiollent (2011) in the collaboration between teacher and student, in a class of ninth grade of Abrahão Jabour Municipal School, located in Jabour neighborhood, west of the city of Rio de Janeiro. Through the retextualization and rewriting of the texts it was possible to work the difficulties encountered in the use of the language as well as in the structure, cohesion and coherence of the text. Some students have excelled in the advances achieved in their levels of writing proficiency, others not so much, but all have realized that writing is a process, involving several stages: writing, rewriting, revision and final production. Such steps have made the learner develop a greater awareness of their writing skills as well as the procedures to learn how to plan, monitor and evaluate the whole process. As a conclusion of the work done by the students, a review book was produced and made available in the reading room of the school to publicize its collection.

This research has been carried out in the Municipal School 20. 18. 094 Paulo Renato Souza, belonging to the Municipal Secretary of Education, City Hall of the City of Rio de Janeiro. Its development takes place in Unified School Unit, in class of the 9th year of Elementary School. This study intends to present a contribution to the complex task of teaching writing. It is based on theoretical and practical studies with students from that EU. It is more precisely the writing of discursive texts, commonly used for admission tests to High School, but little observed by the curriculum common to that Department of Education, due to the little or almost no literacy teaching in the materials available to the students of the Network. However, there is an emphasis on the process of paragrafting, through which the discursive text is constructed (more precisely the genre of opinion), through strategies such as referral and topical progression, in order to be able to reach the larger goal, which is the greater proficiency in the writing of this genre by the students. Studies regarding the use of questions that explore the cognitive processes of the student in order to lead to answers that may be more complex to construct will also be used for the purpose of helping to guide the writing since it is common to the student the doubt about what to write next. These previous questions should therefore fill these gaps, leading to greater facilities for written communication with greater enjoyment, a major goal of this study.

The research proposal refers to the deletion of rotic in infinitives
verbal and hypercorrection in the writing of students of the second segment of Teaching
It is fundamental and objective to minimize the spelling deviations related to these
phenomena based on intervention activities supported
picture. As specific objectives, the research aims to: a) investigate which
phenomena is more frequent in students' writing, deletion of the
verbal infinitivo, due to the phonological process, or hypercorrection, by the
ignorance of the appropriate morpheme insertion contexts & lt; -r & gt ;; and (b)
analyze the effect of the proposed activities on the occurrence of misspellings of
deletion of the rótico and hypercorrection of the students involved. The study
is based on works such as those of Cagliari (2001, 2002b), Carraher (1985),
Horvat (2017), Morais 2007a, 2007b; 2008) and Oliveira (2013) on reflective teaching
of spelling. In the diagnostic activity carried out in the previous year, with the class,
found recurring deletions and hypercorrections of & lt; -r & gt; in verbal infinitives
As a result, it is expected that the intervention will impact on the
recurrences of these phenomena.

It stands to reason that, in schools, the teaching of a mother language is very restricted to didactic handbooks and traditionally definitions established. In relation to semantics, teach figures of speech, for example, delimits to a reiteration of concepts that, in ancient times, the traditional eloquence considered as expressive resource of use strictly literary and totally unconnected of daily speech. In opposition, Cognitive Linguistics opens a new perspective to see a construction of meanings, increasing an idea that sense is a result of several factors, such as cultural, temporary, interaction, among others, allied to the linguistic factor. Once understood that metaphors is  own resource of daily speech, this search aims to study why students in the 9th year of elementary school which still find it hard to interpret and understand  the meaning of texts with connotative basis. This way, this search, seeks to propose a pedagogical mediation, based on the molds of Cognitive Linguistics (CL), in order to establish new priorities in relation to language teaching, making the learning more meaningful, and functional for the comunication’s purpose.

In elementary school, the student usually has contact with the literary text through tales, poems and fragments of novels or plays. However, in the public school, the full reading of canonical works is not so common. This research aims to question the reasons for that the reading of novels accredited by literary critics is not frequent in this stage of basic education, as well as to enable, as a result of this reading, the coexistence between subjective and literary analyzes proposed by student-readers, showing that the dialogue between these different readings can serve as scaffolding to reach ever more reflective readings. Another intention of this work is to create mechanisms so that the purpose of the textual production evaluation of the municipal network of Rio de Janeiro is reached, since the research done with teachers of this network indicates that the practices that involve this evaluation have only provoked the tangency of some of its proposals. In order to reach the objectives mentioned, the reading of the novel Vidas Secas, by Graciliano Ramos, was undertaken. The choice of this book is due to the fact that it shelters social criticism that crosses time and space, making it current and necessary to an understanding of the brazilian reality. In addition to the ideology underlying its production, it interests the research the stylistic composition of the book, because we believe that its organization can help the student in its turn to organize his thinking. Parallel to the reading, there were collective debates as a way of opportunizing the appearance and improvement of the reading levels mentioned above. At the end of the reading and debate activities, the students produced two texts with different approaches and through them it is possible to perceive that the proposal defended in this research is not only feasible but could be extended to the curriculum of the ninth grade students of the elementary school. And, for the theorethical basis, the reserch relies on Annie Rouxel, Antonio Candido, Alfredo Bosi, Beatriz Sarlo, Michèle Petit, Rildo Cosson and Tereza Colomer.

Autistic Spectrum Disorder (ASD) causes repetitive behaviors, affects social interaction and language at different levels.Some people with autism, even, are nonverbal, that is, they do not have orality. From the new demands of inclusion, students with ASD are increasingly present in regular classes, thus requiring that the teacher has the knowledge of the characteristics of the disorder for the elaboration of pedagogic activities that promote the teaching in an appropriate way for this group. Since the beginning of studies on ASD, some research has indicated that the language of people with autism would be only literal. However, when observing the speech of people with autism that are verbal, it is noticed that although there is difficulty in the language, this one is not only literal. It turns out that studies on metaphor did not consider the different types of metaphors in their analyzes. From more recent theories, it has come to the conclusion that metaphors actually structure thought and not only function as ornament and rhetoric. Some metaphors are so present in everyday language that they are used unconsciously by the speakers.Among the different types of metaphors are the so-called primary metaphors, which arise from human sensory experiences and would be prior to language. Thus, due to the need for proof of understanding of metaphors or not by people with autism, an experiment based on previous studies on the understanding of primary metaphors was applied in three different groups of children with ASD diagnosed, neurotypical and under investigation. Seven primary metaphors were

represented by figures to be chosen by means of pointing the appropriate response.After the choice, the subject using verbal protocols should justify the choice by giving hints about how he had thought. The results did not point to significant differences between people with and without ASD. The experiment, then, served as a basis for the elaboration of pedagogical activities involving primary metaphors that can be applied to students with and without autism, thus promoting inclusion. The research was developed at the level of professional masters (ProfLetras) by the Federal Rural University of Rio de Janeiro (UFRRJ).