https://repositorio.ufu.br/handle/123456789/18940 Sat, 08 Aug 2026 13:46:29 GMT 2026-08-08T13:46:29Z https://repositorio.ufu.br/handle/123456789/48911 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). Wed, 11 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48911 2026-03-11T00:00:00Z https://repositorio.ufu.br/handle/123456789/48751 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. Thu, 05 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48751 2026-03-05T00:00:00Z https://repositorio.ufu.br/handle/123456789/48100 Title: Contribuições lexicais de povos de matriz africana para a formação linguística e cultural do Brasil: uma proposta didática para o ensino de língua portuguesa Abstract: The present research, conducted through a bibliographic approach, aims to present a didactic proposal for Portuguese Language teachers in Elementary Education, focusing on the lexical contributions of African-descended peoples to the linguistic and cultural formation of Brazil. To achieve this goal, the following specific objectives were outlined: (i) to revisit the history of the trafficking of black people in Brazil in order to understand the process of colonization and enslavement of Africans in Brazil and the incorporation of African languages into Portuguese; (ii) to address, from a historical perspective, the educational policies aimed at black people in Brazil, focusing on Laws 10.639/2003 (Brazil, 2003) and 11.645/2008 (Brasil, 2008); (iii) to theoretically present the linguistic and cultural contributions of African-descended peoples to Portuguese; (iv) to create a children's literary work with words of African origin as a support for teaching these linguistic and cultural contributions; (v) to create didactic material based on the children's literary work for Elementary Education teachers, especially for Portuguese teachers, as a teaching plan for the cultural and linguistic contributions of African-descended peoples; and (vi) to promote inclusive education that recognizes and values cultural diversity, raising student awareness to become respectful citizens of Brazil's rich ethnic and cultural plurality. The theoretical foundation of this research is based on authors such as Castro (2001, 2005, 2012, 2019, 2022), Biderman (1996, 2001a, 2001b, 2001c), Bortoni-Ricardo (2004, 2005), Bagno (1999, 2014, 2016), and Antunes (2005, 2007, 2012). As a result, the research proposes a didactic approach for teaching Portuguese language in Basic Education. This approach involves creating a children’s and young adult literary work, along with accessible and user-friendly teaching materials for Portuguese teachers. These materials are based on reflections about the Afro-Brazilian lexicon. Fri, 28 Jun 2024 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48100 2024-06-28T00:00:00Z https://repositorio.ufu.br/handle/123456789/47284 Title: Orixalidades na literatura: o método recepcional na implementação da Lei 11.645/08 Abstract: Este trabajo presenta y analiza el debate que surge a partir de textos literarios que incorporan elementos de la cultura y la religiosidad afrobrasileña. La propuesta no se limita a la elaboración de una práctica didáctica orientada al combate de la intolerancia religiosa, sino que también se configura como una sugerencia metodológica para la enseñanza de la literatura en consonancia con la Ley 11.645/2008, que establece la obligatoriedad del estudio de la historia y la cultura africana, afrobrasileña e indígena en todos los componentes curriculares de la educación básica, con énfasis en disciplinas como la literatura. La investigación tuvo como objetivo elaborar una propuesta metodológica y aplicarla en una clase de 6º grado, partiendo de la hipótesis de que la literatura puede fomentar reflexiones sobre identidad, prejuicio y deconstrucción de estereotipos asociados a las religiosidades afrobrasileñas. Las obras seleccionadas para este estudio incluyen Oiá e o búfalo interior, de Kiusam de Oliveira; Abayomi: o reluzir de encontros preciosos, de Lívia Vaz y Chiara Ramos; y As lendas de Dandara, de Jarid Arraes, todas ellas con elementos de la cultura afrobrasileña y de la mitología de los orixás, con el propósito de problematizar valores, resistencia y ancestralidad presentes en estas narrativas. La propuesta de intervención se basó en una secuencia didáctica adaptada del método recepcional desarrollado por Bordini y Aguiar (1988), en la cual los estudiantes fueron invitados a construir sentidos de lectura a partir del diálogo entre sus expectativas previas y la mediación docente. Se utilizaron cuestionarios y diarios de lectura como instrumentos de recolección de datos, lo que permitió acompañar tanto los desplazamientos del horizonte de expectativas como la dimensión afectiva del proceso de recepción. Los resultados revelan que la lectura mediada de estas obras posibilitó la ampliación de la visión crítica de los estudiantes sobre cuestiones raciales, culturales y sociales, fortaleciendo su capacidad para identificar prejuicios y reconocer la diversidad como un valor. Además, se observó una mayor disposición para concluir lecturas integrales y se registraron relatos de placer estético con el texto literario. En síntesis, este trabajo evidencia que la literatura afrobrasileña, cuando se integra en prácticas pedagógicas críticas, contribuye no solo al desarrollo del alfabetismo literario, sino también a la formación ciudadana, a la promoción del respeto por la diversidad religiosa y cultural, y al enfrentamiento del racismo. Thu, 14 Aug 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/47284 2025-08-14T00:00:00Z