https://repositorio.ufu.br/handle/123456789/18940 2026-09-18T03:15:40Z 2026-09-18T03:15:40Z https://repositorio.ufu.br/handle/123456789/50197 2026-09-11T06:18:20Z 2026-03-19T00:00:00Z

Title: Diários de aventura: uma jornada imersiva de letramento e apropriação subjetiva do legendarium de Tolkien Abstract: This study explores the pedagogical potential of high fantasy literature, which remains underestimated in Portuguese language education. Grounded in the concept of literary literacy proposed by Rildo Cosson (2014) and in the emphasis on subjective reading advanced by Vincent Jouve (2010) and Annie Rouxel (2010), a didactic sequence was developed and implemented centered on The Hobbit, by J. R. R. Tolkien, and on elements of its broader fictional universe. Engagement with Tolkien’s legendarium was fostered through immersive, multimodal activities aimed at promoting student agency, the expression of the reader as subject, and a lasting affective involvement with the text. The methodology, based on Michel Thiollent’s (2003) Action Research framework, involved second-year high school students in the creation of digital Adventure Diaries that creatively documented their experiences with the novel and its legendarium. These texts were qualitatively analyzed to identify evidence of writing development and subjective investment in reading, with positive results, while acknowledging variations related to individual predispositions and distinct reading trajectories. The proposal also offers adaptable strategies for the pedagogical use of other fantasy worlds.

2026-03-19T00:00:00Z https://repositorio.ufu.br/handle/123456789/50008 2026-09-03T06:26:57Z 2015-08-10T00:00:00Z

Title: Ensino do vocabulário do campo semântico agropastoril: um estudo de caso na primeira escola rural de Uberlândia/MG Abstract: This dissertation aimed to present the research with educational intervention developed in the master degree PROFLETRAS-UFU. The proposal was carried out in a group of 7th grade students of a municipal elementary school in the rural area of Uberlândia. We assume that the linguistic repertoire of a speech community is made up from the origin, social class, occupation, verbal interactions that these speakers perform, the region, beyond the influence of the urban environment: teachers, classmates, family, school officials, and media like television, movies, internet and mobile phones. All these aspects coexist in speech and writing and in the case of this study, the individuals studying in rural schools. To support this study, some theoretical contributions on the lexicon, coming from Biderman (1996, 1998, 1999), Barbosa (1996, 2002), Dias (2006), among other scholars of the subject, served as the main basis of research so we could work the vocabulary of students and broaden it. The applied methodology was based on actionresearch for allowing to overcome the barriers between teaching practice and theory. In addition to theoretical studies on the subject, an individual semi-structured interview was conducted with students from 7th grade about names of tools and agro-pastoral instruments. The choice of this theme was due to our over 20 years experience in urban schools, 3 years in rural schools and also the observation of the diferences between the spoken and written language in the countryside. The questions used were taken from Questionário Semântico Lexical in Atlas Línguístico Brasileiro and some adjustments were necessary. From the responses of the students was compiled a list of lexical items used by them and with these elements were designed and implemented activities for teaching vocabulary.All activities were directed and monitored by the teacher researcher focusing for vocabulary expansion, the meaning in the dictionary of each response given by the students, the sharing and carrying out of activities undertaken by groups and the production of texts to verify the insertion of words in active vocabulary of students. This work made possible to understand that: i) work with the lexicon, effected without prejudice, can minimize the adversarial relationship that permeates human interactions among the most prestigious linguistic forms, as in standad language rules, and stigmatized speech norms; ii) the development of communicative competence is given concomitantly with vocabulary expansion and, in the case of rural communities, a teaching of the lexicon, with a different methodology, based on study of lexicology and lexicography, allows students to expand and appropriate of vocabulary called prestigious without prejudice; iii) the practice of work with the lexicon in school, to expand vocabulary, favors the formation of bidialectal individuals that retain positive beliefs about the legitimate cultural expressions of their peers, in this case the agropastoral vocabulary; iv) the dictionary is a critical tool in the vocabulary teaching.

2015-08-10T00:00:00Z https://repositorio.ufu.br/handle/123456789/48911 2026-07-21T06:27:38Z 2026-03-11T00:00:00Z

Title: Intertextualidade em Felpo Filva: releitura e desconstrução de contos de fadas por meio da leitura subjetiva Abstract: This research aimed to foster the development of literary readers in elementary education, more specifically in the 6th grade, through work with the book Felpo Filva, by Eva Furnari (2006). The objective was to analyze the multiple possibilities of subjective reading that the book offers, highlighting how it is constructed through an intertextual dialogue with traditional fairy tales, which are reworked in a critical, creative, and humorous way. By subverting recurring themes—such as the fragility of the princess, the rescuing hero, and predictable endings—and by recreating these narratives in the poetic genre, the work mobilizes humor, irony, and language play as aesthetic strategies that expand modes of meaning-making, fostering the reader’s subjective, interpretative, and imaginative engagement. In sum, this research sought to explore Felpo Filva through intertextuality, literary listening, and rewriting, deepening the understanding of the work by establishing dialogues with other texts and authors. The project was carried out in a public municipal school in the city of Uberlândia, Minas Gerais, with a group of 6th-grade students, where I work as a Portuguese Language and Literature teacher. A qualitative and descriptive methodology was employed for the development of the action research, following Thiollent (1996). The results of this study showed that students were able to appropriate practices of subjective reading and literary literacy, mediated by the intertextuality present in Felpo Filva (Furnari, 2006). Regarding the theoretical framework, the study draws, among others, on the works of Rouxel (2013), Langlade (2013), and Jouve (2013) on subjective reading. For literary literacy, it relies on the studies of Cosson (2022) and Paulino (2014); for literary listening, on Bajour (2012); and for creative writing, on Hourdat-Mérot (2019) and Tauveron (2014). Concerning intertextuality, the research is based on the studies of Antônio Candido (1995), Tiphaine Samoyault (2008), and Graça Paulino, Ivete Walty, and Maria Z. Cury (2005).

2026-03-11T00:00:00Z https://repositorio.ufu.br/handle/123456789/48751 2026-06-12T06:24:13Z 2026-03-05T00:00:00Z

Title: Autobiografia: travessia pela escrita nas aulas de Língua Portuguesa Abstract: The objective of this research was to understand how the work as the genre of autobiographical discourse, from a literary perspective, can contribute to the development of authorial writing by students in the 6th grade of Elementary School at a municipal public school in the state of Minas Gerais. For this reason, a didactic proposal was developed and applied by half of ten workshops, from which different activities were developed for autobiographical writing, since autobiography is a genre from which it can be possible to develop not only the authorial writing of students, but also the learning of Portuguese Language, in a broader way. The work has theoretical contributions from various scholars, such as: Bakhtin (2000), Fiorin (2016), Possenti (2002, 2013), Fiad (2006), Geraldi (1999, 2011), Menegassi and Gasparotto (2016), among other authors who adopt the socio-interactionist conception of the language. Methodologically, the research constitutes a qualitative and applied approach, supported by the basis provided for the research by Thiollent (1947). The results of this study show that students will be able to produce both literary autobiographies and other genres of discourse constituting the didactic purpose, thus strengthening their writing, reading of the world and reflecting on the questions of human life; in addition, the learning subjects achieved, through different strategies of writing and rewriting, the production of autobiographical texts with authorial singularity, the writing words and the ways of saying that are learned in school social practice. It is also possible to conclude that this research, through workshops, contributes so that students built more meaningful learning from work and interaction in the school environment.

2026-03-05T00:00:00Z