This paper presents the conclusions of the research entitled “Poetic Circle: The Voice of Poetry in Poems in the Classroom”, whose the main objective was the construction of an Educational Product for contribution to the pedagogy of Portuguese Language teachers regarding to encourage the 9th grade students to practice and enjoy literary texts through the poetry in poem genre. The investigation was supported by authors as, for example, Antunes (2009), Cândido (1995), Cosson (2021, 2021a, 2021b), Lajolo (1993), Pinheiro (2018) and Soares (2001). The research method was Action Research, with a qualitative approach. The Didactic Guide “Poetic Circle: Poetry Hour” helped us to observe ways to stimulate students to feel pleasure through the poetry readind practice, and also it may contribute to their formation as literary readers.

The work analyzes the traditional way of learning and teaching literature in basic education.

This article brings a relevant discussion about the use of new media in education and presents the podcast genre for teaching orality, through the appropriation of the poem genre for the production of oral skills . To support the research, the guiding principle was permeated by the theoretical assumptions of: BAKTHIN, 2003, MARCUSHI, 2003; 2005; 2010, CARVALHO, 2018, ANTUNES, 2003, BNCC, 2017; 2018, PINHEIRO, 2007, PAZ, 1996 among others. The development of the teaching project took place in four stages, with a quantitative approach and action research with a group of the 9th grade of Elementary School. The data collection process started with questionnaires and the textual production of poems, the productions are constituted of oral poetry, which were recorded in audio, produced by the students for the production of podcasts, final educational product. The results demonstrate that adding new knowledge in relation to the insertion of new technologies in pedagogical practices, in particular the podcast genre, contributed significantly to the development of oral skills and their competences.

PENA, WALDINETT NASCIMENTO TORRES. The redefinition of linguistic knowledge through educational videos. 2022. Work Completion of the Postgraduate Course in Portuguese Language Teaching and its respective literature - Professional Master's level – the University of the State of Pará, Belém/Pará, 2022.

This work presents the results of research that aimed to build an educational product, consolidated in educational videos, with a focus on the redefinition of linguistic knowledge in the educational context. in this case, videos, as learning facilitators, could contribute to the improvement of students' competence in view of the current subject's pre-disposition to these tools. The exploratory and descriptive research, of an applied nature, with a quantitative and qualitative approach, was subsidized by the theoretical principles of authors such as Maria Helena de Moura Neves (2008), Irandé Antunes (2007), Dillinger (1991), Coutinho (2011), Travaglia (2005), Faraco (2008), Matos e Silva (2005), among others The built product was planned, built and applied with a view to validation as a new approach to language teaching, which induces a reassessment of views about it, with a focus on obtaining productive results in the learning process. After data collection, construction, and application of the product and validation of the guiding question, it was possible to observe the importance of language teaching linked to the skills and competencies inherent to today's subject, being a digital native.

This article is the result of work carried out with a 6th grade elementary school class in the city of Ananindeua (PA) and is part of a research developed in the Postgraduate Program in Teaching Portuguese Language and its Respective Literatures (PPGELL), of the State University of Pará (UEPA). The proposal put into practice aimed to approach the teaching of literature through fairy tales, resulting in the creation of multimodal texts such as e-books and podcasts by students, with a view to reading for pleasure inside and outside and inside the classroom environment, as well as the use of technology as a tool to achieve the proposed goal. The work had theoretical contributions from various authors who research Literature and Readers' Formation, such as Antônio Cândido (1985) and Rodrigues-Bastos (2013).

For some years now, study methodologies have been reduced to reading, basic exercises and oral exposition, research without technique has been demonstrated, one separate from the other, so there is a need to present methodological elements that expand such procedures. The objective of this work is to report the results of the research that presented the methodological elements for a historical-critical academic formation, with which, from a reading technique, It is possible to develop skills in the elaboration of reading and research, as a logical structuring of scientific discourse. It was a research with articulation between the analytical reading technique (Severino, 2002), the way of structuring logical reasoning in Portuguese (Garcia, 2000) and the objectives of a historical-critical academic training (Saviani, 2003) and the Historical-Critical Methodological Process of Academic Production of Maciel and Braga (2008). These are anchored in the historical-critical perspective, it is important to emphasize that the research was strongly influenced by these last two authors, since they restructure the method.  As motivation, the research also had the use of the literary text in the classroom, associated with technology in the Didactic Sequence, whose concept the authors Dolz, Noverraz and Schneuwly (2004) expand in the work In this research, the result was the Didactic Sequence built in an E-book: "The literary text: Path of the Didactic Sequence by the Historical-Critical Method". In view of this, attention is turned to the historical-critical process of academic production, as a process of human formation indispensable to its own emancipation.

This work presents the results of research that focused on demonstrating how gamification can be a favorable mechanism for pragmatic teaching of the short story textual genre, via the application of an educational product, which motivates the teaching-learning process. The research subjects were 42 students, of both sexes, members of two 8th year classes, one belonging to the public education sector (Vigia/PA) and the other to private education (Belém/PA). The study, guided by the question “Will the game, as a digital teaching resource, function as a viable tool for students’ understanding of the nuances of their mother tongue?”, was supported by theorists such as Kapp (2012), Schlemmer (2014), Marcuschi (2008), who, among others, contributed significantly to the approach of this work. The research was applied in nature, with a qualitative-quantitative approach and the use of direct participant observation as a data collection technique. The phases included planning, observation of the research locus, construction and application of the educational product, analysis of data obtained in the observation and application phases and validation of results.

This article presents an educational product entitled 'The chronicle textual genre in an ancestral journey', in the format of a didactic sequence and structured in the concepts of active methodologies mediated by Digital Information and Communication Technologies (TDICs). In order to promote writing and reception, approached through multiliteracies and aimed at 8th year Portuguese language students, our study started on the website ‘Valorativando: Connections and Portuguese Language Teaching Practices”. We chose to carry out action research, with a quantitative-qualitative approach and the theoretical anchoring centered on the discussions of Antunes (2003), Brasil (2018), Candido (1992), Moran (2018), Rojo (2009), which focuses on teaching the chronicle textual genre through active and digital education intertwined with multiliteracies. Our research was guided by the question “how to minimize students’ difficulties related to reception and textual production, intensified after the COVID-19 pandemic period?”, and included the phases corresponding to the survey of the theoretical framework, establishment of methodological procedures, planning, construction, application and validation of the educational product. Our results indicates that the use of active methodologies mediated by TDICs in basic education reveals an enlightening guide for the competent transformation of the teaching and learning path of the mother tongue, being valid for proposing the practice of textual production and reception integrated into the different contexts of a multifaceted society.

This article presents the results of a research that aimed to build an educational product aimed at contributing to the improvement of Portuguese language teaching in basic education. The descriptive research, with a quantitative-qualitative approach, had students from the fourth stage of EJA as subjects, and was supported by the ideas of theorists such as: Cosson, Ferrarezi, Holanda , Halbwachs. It had as a problem the teaching of Portuguese language and for that, it was guided by the following question: will the use and applicability of memory book contribute to the writing development of EJA students? The research was developed in a period of six months, where they contemplated the planning, observation, analysis of the data obtained in the observation, the construction, the application, and validation of the data. Conclusions it is possible to perceive a great effort on the part of the students and professor involved in the research. Thus, it appears that, in general, the classes were characterized by teaching and learning to read and write for the school, that is, the research was carried out with the aim of showing the school community how much our students of the EJA, the less favored, are able to develop a writing work with great personal and also scholarly value.

The objective of this study is to address the web newspaper as a pedagogical tool in teaching Portuguese in high school, aiming to develop students' reading and text production skills. The methodology adopted was quantitative-qualitative, using an ethnographic questionnaire applied to thirty-two full-time high school students at Escola Estadual Avertano Rocha, in Belém (PA). The theoretical approaches are based on the contributions of Rojo (2012), Martins (2022) and Ribeiro (2016), which emphasize the importance of new multiliteracies practices and the integration of mobile devices in the educational process. The educational product consisted of the development and application of a webjournal through a workshop structured in six stages, complemented by the production of an e-book, covering topics such as orality, teaching, webjournalism and textual production. The results demonstrate students' preferences for different media and suggest the effectiveness of the web newspaper in engaging students and improving their reading, writing and critical analysis skills. It is concluded that the web newspaper is a dynamic and effective tool in teaching Portuguese, promoting student engagement in the production of the online school newspaper.

This article describes the results of research carried out in the field of middle school,
with an emphasis on gamifying the reading of literary texts. The research was taken
within the Postgraduate Program in Teaching Portuguese Language and its
Respective Literatures (PPGELL) at the State University of Pará (UEPA). Our
motivation emerged from the following circumstances: students have trouble reading
literary, and, in general, they are not interested in reading. In an attempt to minimize
that problem, we criated an educational product centered on literary reading from
which classes on textual genres could become more enjoyable. The research
involved seventeen eighth-grade students in a private school in the city of Belém,
state of Pará, Brazil. It has a library and technological equipment, which were
fundamental to the research. The product is a digital game characterized by different
artistic languages articulation (music, image and literature itself) in the literary reading
process, and it is derived from the following guiding question: how can we encourage
middle school students (eighth-grade students, in particular) to read literary texts? In
order to answer this question, we carried out a series of procedures, including
observation of the school environment (reality diagnosis), the educational product
construction, product execution in the classroom, data analysis after the product
execution, and the product validation. Based on the results of the product execution,
we believe that, the presence of game not only made possible the students reading
skills developing, but also aroused their interest in literature, on the whole. The
gamification approach seems to offer a dynamic teaching-learning environment and
literary experience. Beyond the mere transmission of knowledge, the game promoted
autonomy, collaboration and creativity among students.

This article aims to present the construction of an educational product aiming to contribute to the improvement of Portuguese language teaching in basic education, supported by the ideas of theorists such as Kleiman (2002, 2004, 2007), Loureiro (1995), Freire (1981) and others. Explanatory research, with a qualitative approach, with the bibliographic and field research stage being carried out. The work was developed in a state public school and its subjects were students in the 7th year of Elementary School, moments that included planning, observation, analysis of data obtained in observation, construction, application, analysis of data obtained in application and validation of data. It was found that the use of regional and local legends constitutes an important tool to encourage reading and to understand the formation and appreciation of Amazonian culture at school.

This work approaches the use of the short stories Horizonte Silencioso and Marcel, by Maria Lúcia Medeiros in digital booklet form as a process for the formation of readers. The same aims to analyze the importance of using this illustrated digital booklet as an aid in the training of readers in a 6th grade class, from the Carlito Maia Municipal Elementary School, which is located at the Dalcídio Jurandir Camp in Eldorado dos Carajás, Pará. The digital booklet was made from the illustration of the short stories Horizonte Silencioso and Marcel, it is the product generated from the research, called “Contos de Lucinha”, which was applied to the aforementioned class, from the mentioned school during a period of one month. that soon after this application the students involved answered the questionnaires that served as a basis for verifying the data entered in this work.

The Portuguese Language teaching has becaming increasingly challenging in view of the changes that society is constantly undergoing and the fact of being increasingly immersed in a technological and digital context that has interfered in the way of communicating, interacting, writing and consequently in the teaching and learning process. The present work addresses the results of the research entitled “Multiliteracy and written production” that had as main objective to develop an Educational Product that could contribute to the writing of high school students of the Federal Institute of Amapa. Among other authors who supported this study, there are Britto (2007), Mendonça (2006), Soares (2000), Kleiman (1995), Street (2003), Duboc (2012), Rojo (2013), Rojo and Moura (2012) and Dolz, Noverraz and Schneuwly (2011). The research was of an applied nature, with data analysis in a qualitative way and using the methodology of action research (THIOLLENT, 2008). The results of this research allowed the creation of an Educational Website for the organization of a mini-course on written production, based on the study of the textual genre advertisement and the concepts that characterize multiliteracies.

This article systematizes a proposal of literary literacy for a high school class. It encompasses the poetrix as object of study. That poetic genre that emerged in the late 1990s that gained visibility with the rise of social networks. Our research is based on authors who trace the public High School profile and relations with the teaching of literature – John Palfrey and Urs Gasser (2011), Lajolo (2006) and Rezende (2013), Soares (2009), Rojo (2009), Cosson (2014), as well as Barzeman (2021) and Bakhtin (2016) dealing with literary writing. The method consists of an applied research, considering the reality change through invervention based on the didactic sequence model suggested by Dolz, Noverraz and Schneuwly (2004). The research that originates this text takes into account the diagnosis of context in which the literary text is used not as a way of understanding literature by itself, including the development of writing and reading, but only as a support for a history of literature. The didactic sequence using the poetrix genre is imagined as a possibility of writing exercise in a short period of time and under technological mediation, in order to encourage the students contact with poetry, and contribute to their literary literacy processes mediation in order to stimulate their intimacy with poetry and contribute to their processes of literary literacy.

The learning process of deaf students at school requires the use of various methods that will help them to enter the deaf culture and, especially, to access Brazilian Sign Language (LIBRAS), the natural language of deaf people. In this context, visual pedagogy has been shown to be relevant when adapted to the teaching and learning of deaf learners, after all, the image is increasingly present in the process of social communication. Thus, the central question that motivated this research was to know: what difficulties do teachers face when teaching Portuguese to deaf students? Based on this inquiry, this article aims to present the results of a diagnosis regarding the difficulties experienced by public school teachers, regarding the teaching of Portuguese in regular classes attended by deaf students. In order to carry out the diagnosis, in 2021 we listened to a sample of 06 teachers from public elementary schools who worked or worked with deaf students in the last four years. The teachers were heard through semi-structured interviews, carried out by cell phone and by the meet, in which we sought information about how the teaching process aimed at deaf students took place and also whether the teachers knew and used the assumptions of visual pedagogy. The analysis of the interviews indicated many difficulties of teachers in teaching Portuguese language to deaf students, as well as revealed the lack of knowledge of what visual pedagogy is for most teachers. We conclude that there is a need for more investment in hiring LIBRAS translators, as well as in continuing education focused on LIBRAS learning and Portuguese Language teaching methodologies, so that with this knowledge they can communicate and teach the Portuguese language better to students deaf people. There is also a need for greater dissemination about visual pedagogy and how it can help in teaching deaf people. In view of the results of the study, we legitimize our interest in producing an educational product in the form of a digital/bilingual booklet based on the assumptions of visual pedagogy (PV), which will be made with the purpose of helping Portuguese language teachers of elementary school in the teaching process of deaf students. 

The practice of orality in the school literacy process, unfortunately, is undervalued in relation to writing due to the banking school tradition itself that privileged writing over the centuries, leaving orality on the back burner, or even absent in the classroom as a learning tool. From this contradiction in teaching, the objective of this work is to produce knowledge in the form of an educational product from orality as a social practice in the podcast format for teaching and learning of Portuguese language, which aims the strengthen identity constructions through oral narratives. We supported it on Ong (1982), Marcushi (2008), Botelho (2012), to approach orality. Soares (2012) for literacy. Dolz and Schneuwly (2004) for oral genres. Bunzen (2011), Malerba (2017) in relation to orality in official documents. Giddens (2002), Bortoni-Ricardo (2005), Bagno (2007), Castells (2008), Woodward (2014), Haal (2020) regarding the theoretical discussion on identity construction and Kischinhevsky (2016), Medeiros (2005) for the podcast. The methodology had a mixed approach, an exploratory, a bibliographical and a documentary research. The technique chosen for data collection was the questionnaire through google forms. The research result enabled the construction of the product – workshop – for the elaboration of the final product – podcast. This product will serve as a subsidy for teachers to work with orality in Portuguese language classes at high school. In this sense, the research presents a contribution to the teaching of orality at basic education, brings the educational product with the purpose of making the student produce texts belonging to the podcast genre, and reflect on their oral traditions and their identity narratives, considering the social practices in which they arise, spread and perpetuate themselves.

Throughout this research, we tried to point out some aspects that we consider pertinent for understanding the dilemma still faced by all of us, teachers, and scholars, which is to insert literature for readers within the school space. The current context in which we are inserted, theoretical, methodological, and technological advances are configured as a new framework to reflect teaching with literature. Faced with this still-changing reality, the main objective is to highlight the role of literature within contemporary teaching trends, through the reading and writing of short narratives, using WhatsApp as media support. More specifically, the objectives will be involved in the scope of writing understood as an indispensable practice in the social actions of subject readers. The result of the students' productions demonstrates their own style, a common tendency among them, and that is beyond the mini-tale genre in its meaning It was observed that the textual productions do not present the fictional sense of the short narrative and take another form of representation and perception of literary art, awfully close to the complex game of questions and answers.

This article aims to discuss the problem of spelling errors in the text production of students in the final years of elementary and high school in state schools in the municipality of Cachoeira do Arari, in the Marajó archipelago (PA) under the bias of school literacy (SOARES, 2004) and the reflection on writing practices as objects of evaluation and error checking and, at the same time, present the intervention product developed as a mandatory activity within the scope of the UEPA Professional Masters in Letters. For the research, a corpus composed of fifty texts was constituted, from which twenty-eight spelling errors were raised, which will serve as the basis for the activities to be developed in the teaching proposal, consisting of a didactic sequence that is configured as an activity aimed at overcoming the difficulties of students with regard to the spelling of the Portuguese language.

LIMA, Rafael Bittencourt. Instagram as an educational interface for reading and writing practices. Course Conclusion Work of the Postgraduate Program in Portuguese Language Teaching and its respective literatures – Professional Master's Degree. State University of Pará, Belém, 2021.

This work aims to report the results of the research, whose main focus was on the creation of a virtual environment on the Instagram social network as a pedagogical interface in Portuguese language teaching. It was a descriptive, bibliographical research, with a quantitative and qualitative approach permeated by procedures of ethnography and/or digital ethnography and guided by the assumptions of Severino (2007), Antunes (2002, 2003, 2009), Marcuschi (2010), Moran (2014), Xavier (2011, 2013), Soares (2002), Kleiman (1995) among others. Research motivated by the recognition that, in the last decades, several studies and publications have been debating issues related to the teaching of the Portuguese language within new formats, so much so that it was guided by the question “Is it possible to use the Instagram social network, as a complementary resource, in the development of reading and writing practices?, which characterized the work as a study focused on the contributions of digital genres, in particular Instagram. The results achieved with the application of a questionnaire consisting of questions about the use of ICTs and the Instagram social network in teaching Portuguese, for teachers and students in the 3rd grade of high school, supported the construction and application of a didactic sequence, with the purpose of helping teachers in the pedagogical practice inherent to reading and writing through Instagram, as well as a pedagogical booklet for the use of Instagram media as a pedagogical tool.

The present work The present work arose from concerns about how the school space is working with multiliteracies as social and discursive practices. We aim to discuss the importance of discursiveness and multiliteracies for teaching-learning. In addition to reflecting on the impacts of the pandemic and remote teaching for teachers. As a theoretical-methodological approach, we used the instruments proposed by the French Discourse Analysis and the reflections on Multiliteracies present in Roxo (2013). Therefore, we also aim to develop an application that will serve as support for the teacher, in order to bring greater contact with technological tools into their routine, bringing them closer to the reality of students and helping them in the practice of multiliteracies in mother tongue classes.

Keywords: Teacher. Technology. Multiliteracies. Discursive practices.