https://tedebc.ufma.br/jspui/handle/tede/3628 2026-05-15T06:23:29Z https://tedebc.ufma.br/jspui/handle/tede/6965 Título: O ENVELHECER FEMININO EM DISCURSO NA MÍDIA DIGITAL: Imaginários, memória e desigualdades  Autor: CARVALHO, Randélkya Pollyanna Aquino Primeiro orientador: FRANÇA, Glória Da Ressureição Abreu Abstract: This research aims to analyze the modes through which meanings about Brazilian female old age are constituted in articulation with beauty discourses circulating in digital media. Grounded in Materialist Discourse Analysis, the study investigates the social effects produced and reproduced regarding women's aging through discursive formations that stabilize and shift around hegemonic beauty standards within the Brazilian media context. In this scenario, the study examines how such aesthetic references contribute to legitimizing a socially valued body associated with youth, socially appropriate appearance, and symbolic visibility. The research corpus consists of discursive excerpts collected through screenshots of news articles, posts, and testimonials published about female old age. The analysis is organized around the following materialities: the Statute of the Elderly; official documents from the World Health Organization (WHO); and texts circulating in digital media, such as journalistic websites and blogs, interviews, documentaries available on streaming platforms, as well as testimonials, trends, digital filters, and memes shared on the social media platform Instagram. In light of the notions of discourse, ideology, discursive formations, interdiscourse, and discursive memory, as proposed by Pêcheux (1975; 1983; 1999) and Orlandi (1986; 1999; 2009; 2015), as well as the concept of the place of enunciation developed by Zoppi-Fontana (1999; 2017), the study analyzes how elderly women are interpellated by different discourses that produce distinct subject positions and regulate forms of visibility, control, and invisibility in the social space. In dialogue with media studies, particularly the works of Sampaio (2025) and Dela-Silva (2022), with the concept of the digital proposed by Dias (2016; 2017; 2018), and with reflections on the meanings of care, female aging is understood as a contradictory discursive process shaped by patriarchal, capitalist, and racialized rationalities that organize contemporary ways of signifying female old age. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-02-25T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6943 Título: As práticas de leitura e escrita em uma comunidade rural do município de Bacabal – Maranhão: uma pesquisa de campo Autor: SAMPAIO, Thyago Ferreira Primeiro orientador: RIBEIRO, Mariana Aparecida de Oliveira Abstract: The dissertation investigates how working with the textual genre of literary memoir contributes to the development of reading and writing practices among 8th-grade students in the rural area of Bacabal, Maranhão. The guiding question is: how are reading practices related to these students’ text production? The specific objectives were: to understand how students mobilize personal and collective experiences from the rural community in their writing; to identify structural and linguistic characteristics present in the texts, such as markers of subjectivity, orality, and temporality; and to analyze the potential of the literary memoir genre in valuing local identity. Methodologically, the study is applied, exploratory, and descriptive, based on authors such as Antunes (2001, 2005, 2009), Bakhtin (2003, 2006), Freire (1999, 2006), Geraldi (1984, 2004), Marcuschi (2002, 2008), and Soares (2004, 2009). The research results indicate that the literary memoir genre serves as a significant resource for integrating reading and writing within the sociocultural context of the rural area under study. Students’ texts show that reading and writing practices allow for the organization of personal and cultural experiences. There is evidence of temporal progression, textual operators, and incorporation of a repertoire drawn from affective memories, ensuring coherence and comprehension. Literary memoirs prove effective in articulating reading and writing. It is concluded that reading and writing practices in the rural area of Bacabal favor textual organization and the expression of personal and cultural experiences. The production of literary memoirs articulates memory, affectivity, and language, demonstrating the importance of the sociocultural context in teaching, even in the face of formal limitations. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-09-26T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6942 Título: Ensino de língua materna na Educação de Jovens Adultos e Idosos (EJAI): o livro didático e a autobiografia como objeto de aprendizagem e de reflexão para e sobre estudantes da ejai Autor: PEREIRA, Cristiane da Silva Primeiro orientador: FRANÇA, Kátia Cilene Ferreira Abstract: This research aims to investigate the conception of language teaching combined with the importance of students' life stories in Youth, Adult and Elderly Education (EJAI), based on the Portuguese language textbook and teaching activities planned for sensitive listening to the students' voices. The problem developed is guided by the questions: How is the teaching of the mother tongue conceived and explored in the textbook Meta do Saber 8th and 9th grades EJA? What do the autobiographies of students, specifically adults and the elderly, reveal about the relationship between access to and permanence in school? The general objective is to investigate the conception of language teaching guiding the textbook Meta do Saber for students in EJAI, as well as to pedagogically explore autobiography as learning content that makes it possible to know and value the (school) life history of students. This is a qualitative investigation, with an exploratory approach and document analysis. As objects of analysis, we delimited the student textbook *Meta do Saber* for 8th and 9th grade, 4th Edition, 2022, published by IMEPH, and also the autobiographical writing produced by adults and elderly students in the 8th and 9th grades, based on an intervention activity developed in the classroom, as a methodological procedure for data generation. To achieve the proposed objective, we mobilized authors who understand language as a dialogic activity, among whom Bakhtin (1986) stands out, contributing to the conception of language as a social practice and interaction; Geraldi (2005), who discusses language teaching in a situated way; and Freire (1996), whose perspective of emancipatory education guides the valuing of the experiences of EJAI (Youth and Adult Education) students. The results obtained invite us to a critical reflection on the need to adapt teaching materials to the specificities of EJAI students. This connection highlights how the experiences lived by students are still not adequately addressed by textbooks, reinforcing the importance of improving pedagogical practices aimed at this audience. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese 2026-02-26T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6883 Título: Gêneros digitais no ensino de língua portuguesa: análise e reflexões a partir do livro didático Autor: SILVA , Mariana dos Santos Primeiro orientador: LIMA, Paulo da Silva Abstract: This master's research was developed in the Programa de Pós-graduação em Letras de Bacabal (PPGLB), at the Universidade Federal do Maranhão (UFMA). The dissertation is based on the understanding that digital technologies deeply permeate contemporary reading and writing practices, making it essential to analyze how these transformations affect the teaching of Portuguese Language. In this context, the emergence of new genres highlights the need to investigate how textbooks have incorporated such resources. According to Ribeiro (2018), digital technologies can enable more effective teaching practices. However, despite the increasing presence of these resources in the educational context, linguistic analyses aimed at teaching Portuguese that value digital genres as significant aspects of teaching practices are still recent. Thus, the motivation to analyze how digital genres are addressed in Portuguese textbooks arises from the influence of digital technologies on the lives of students in the final years of elementary school. Thus, the importance of studies on genres is highlighted, especially regarding the teaching of the Portuguese language and the analysis of the treatment given to digital genres in educational materials. The theoretical conception adopted in this work is initially based on the socio-discursive and interactionist perspective, with an emphasis on the contributions of Bakhtin (1997); Bronckart (1999). Next, the sociocultural theoretical perspective is discussed, influenced by the studies of Swales (2005); Carolyn Miller (1984); Bazerman (2020). The main objective of this dissertation is to analyze the treatment of digital genres in Portuguese Language textbooks for the 7th and 8th grades of Elementary School Lower Secondary, investigating how these materials are being used to prepare students for digital discursive practices. This is because genres arising from the growing influence of digital technologies in society provide new forms of communication and interaction. For this, specific objectives are to identify the digital genres present in textbooks, based on the selection made by the book authors; to understand how digital genres are represented in the teaching material; and to relate the choice and treatment of digital genres to the assumptions of the theoretical perspectives of genres. The research adopts a qualitative approach, using, as a methodological technique for the analysis of textbooks, the criteria of Content Analysis. The corpus consists of textbooks for Elementary School Final Years, selected based on previously defined criteria, with the aim of analyzing the treatment given to digital genres in these materials. As a result, is can be concluded that, although the Portuguese Language textbook shows progress regarding the treatment of these genres, it still faces challenges in promoting an approach that effectively engages with the social language practices mediated by digital technologies, in order to support a more meaningful, contextualized teaching aligned with language practices mediated by digital technologies. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-02-27T00:00:00Z