Notas de Pesquisa

Linguists' Game: Playfulness in Higher Education

Juli Figueiredo da Costa — 2025-11-19

The objective of this work is to present the development of an educational game to support the teaching of Linguistics in Higher Education, based on a pedagogical practice. This work was developed as part of the General Linguistics course by a group of first-semester students of the Languages program at Franciscan University. The development of the game is justified by the importance of playfulness and the use of new teaching tools, aligned with the perspective of multiliteracies. In addition to making the teaching of Applied Linguistics more effective, playful, and contextualized, the game dynamically and didactically develops the learning and understanding of some of the main concepts of linguists Noam Chomsky, Fernand Saussure, Émile Benveniste, and Roman Jakobson. Thus, this game addresses linguists' theories such as structuralism, generativism, functionalism, the theory of language functions, syntagm versus paradigm theory, the theory of principles and parameters, and the theory of deictic element types. The following methodological steps were taken: the game's development began with a classroom activity, in which each team was given an educational game on one of the course's themes as a learning product; then, students, in groups, developed the questions, the topic covered, and the game's design. Finally, the game was materialized by typing, printing cards, laminating, and assembling the game for testing. Testing was done in class, in a dynamic activity in which all groups played the games developed in the course. During the game, the player draws a card from the box, reads the question, and answers by placing the card on the corresponding linguist. If the answer is correct, the game continues; if not, the player returns the card to the box and passes the turn to the next player. Whoever has the most correct answers wins. The result is a game that provides knowledge and consolidation of some of the theories of the linguists represented in it. The conclusion of this pedagogical practice and the development of the learning product is that educational games aid learning in a playful way, combining knowledge and entertainment, in addition to providing a differentiated form of learning assessment for Higher Education undergraduate students.

Monitoring english language learning in high school: a quantitative study with students from the Santa Maria Industrial Technical Collegee

Carolina Tonelotto Lorenzoni — 2025-11-19

The Santa Maria Industrial Technical College (CTISM) is an educational institution for various levels, including High School Integrated with the Technical Course. The teaching project "The Development of Communication Skills in English - Conversation Project" (UFSM, 2023) aims to contribute to the four communication skills of students "through a plural and civic education." The project offers English language tutoring scholarships, the main objective of which is to collaborate with study support and answer students' questions. According to Lemos (2023), tutoring helps students who hesitate to seek out tutors, preventing dropout and failure. It also allows for individualized assistance, making it possible to meet the different and specific needs of each student, collaborating with each individual's process.

Report genre in movie synopses: a analysis of ideational meanings

Carla Pengo — 2025-12-18

This research aims to analyze, based on Systemic Functional Linguistics (SFL), ideational meanings that instantiate text genre(s) in a sample of thriller film synopses, published on the AdoroCinema website. The analysis of the transitivity system and the sequence of activities of the Ideation system within the sample reveals a specific social communicative purpose: to recount events, in line with the Sydney School genre perspective. In addition to the Orientation and Record stages, typical of the recounting genre, an additional stage is identified, which we term “Technical Specifications”.

Analysis of a translanguaging didactic unit developed for a kidergaten school context in the south of Brazil through the lenses of the knowledge processes

Gabriele Machado Garcia — 2025-12-18

This article has the aim to analyze to what extend – and how – the literacies pedagogy (Kalantzis et a.l, 2016) underpin the production of a didactic unit designed for kindergarten children attending a public school in Santa Maria/RS/Brazil. The unit production was guided by the knowledge processes, as they collaborate to materialize the principles of the literacies pedagogy (Kalantzis; Cope; Pinheiro,2020), helping to integrate linguistic and cultural practices and exploring students’ socio-semiotic resources, which is aligned also with the translanguaging pedagogy (Garcia; Johnson tomou; Seltzer, 2017). To investigate the materialization of the literacies pedagogy in the didactic activities, we mapped and discussed how the activities in the unit mobilize the knowledge processes to problematize the theme “Nature and environment protection”. The results revealed the activities explore more recurrently the Experiencing the known, Conceptualizing by naming, and Applying creatively and appropriately, processes typically aligned with the developmental stage of young children, who are curious and experimental learners actively exploring their world and making sense of their experiences. On the other hand, Conceptualizing by theory and Analyzing critically and functionally were less frequent along the unit, as they required higher levels of cognitive abilities and, because of that, demand more time to be developed in class.

Critical analysis of high school textbooks from the perspective of literacies

Andréia Luísa Schirmann — 2025-11-19

Textbooks have been an important tool in the school context. Therefore, this study aims to investigate the representations of literacy that support the activities based on three textbooks approved by the PNLD/2021 (English Language to High School). For that reason, we applied the Pedagogy of Literacies, based on the New London Group (1996), Kalantzis; Cope; Pinheiro (2020) Rojo (2012) and Critical Genre Analysis (Motta-Roth & Heberle, 2015). In the selected units, we evidenced an affiliation to the teaching of language as social practice (MOTTA-ROTH, 2008) and as lingua franca (BNCC, 2018, p. 242), even though they also present a contradictory affiliation to the European Common Framework for languages, an international parameter, to guide at least two of the textbooks analyzed. In relation to the analysis of the knowledge processes that support the activities of the three units, in general terms, we highlight a theoretical alignment with the perspective identified in the pre-textual sections, insofar as the units propose to some extent, a(n) didactic, authentic, functional and critical language teaching. However, we observe that the activities still leave gaps when it comes to materialize practices that lead the learner to act effectively on the proposed problems.

Internship experience report: english language in the first year of high school

Carolina Schmitt da Silva — 2025-11-19

The mandatory internship is a requirement for undergraduate programs, and the internship report is the final product. The purpose of this report is to share the experiences gained during the final mandatory internship of two eighth-semester undergraduate students in English at a public state school in the city of Santa Maria.

The Treatment of Linguistic Variation and Linguistic Prejudice in the Short Story Nóis Mudemo, by Fidêncio Bogo: A Proposal Using Storytelling

Rosane de Souza Santos — 2025-12-18

Interdisciplinary: literature, dialogue, and argumentation based on the works of Carolina Maria de Jesus

Suyane Iansen Rodrigues — 2025-11-19

The present work constitutes a didactic proposal in the form of an interdisciplinary lesson plan linked to the subjects of Portuguese Language and/or Writing and Literature for the 3rd year of high school.

The Holocaust and World War II

Rodaika Laís Redel — 2025-12-16

Não é solicitado resumo para unidades didáticas.

Goal for it!

Laiza Saldanha Schaf da Cruz — 2025-11-19

Não é solicitado resumo para unidades didáticas

Understanding Narratives

Leonardo Silva de Almeida — 2025-12-17

Unidade didática não contém resumo.

Grammar of Written Brazilian Portuguese: contributions, limits and innovations

Maria Eduarda de Araújo Freire — 2025-12-18

The work Gramática do Português Brasileiro Escrito (Vieira; Faraco, 2023) proposes a substantial revision of the practices for teaching normative grammar in Brazil by adopting a descriptive and normative approach specifically aimed at the formal written modality. Based on a contemporary corpus of academic and journalistic texts, the authors seek to establish parameters for a new standard norm of Brazilian Portuguese writing, moving away from traditional, anachronistic, and literary models. Among its innovations, the analytical-pedagogical SVCA model stands out, which, through visual and conceptual resources, facilitates the hierarchical understanding of sentence constituents and prioritizes the period as the central unit of analysis. The structure of the work, organized into ten guidelines and sixteen chapters, revisits classic syntactic topics such as coordination, subordination, government, and agreement from a perspective that reconciles the standard norm with the actual use of the language. Despite a certain degree of didactic redundancy, which may compromise fluency for more experienced readers, the grammar fulfills its goal of offering a consistent theoretical and practical reference for teachers, students, and language professionals, establishing itself as a relevant contribution to applied linguistics and the teaching of the Portuguese language.

The importance of presuppositions and universe of discourse studies in teaching experiences

Rubens dos Reis — 2025-11-19

This expanded abstract intends to discuss some possibilities of insertion of the concepts of “Universe of Discourse”, from Semantics (Hurford; Heasley; Smith, 2007) and “Presupposition”, from Pragmatics (Yule, (1996/2016) in the teaching (and analysis) of language in an English teaching classroom.The textual resource analyzed in this work was taken from the novelization of the Resident Evil games, widely known among young people. The analysis was conducted considering the theoretical contributions of Presuppositions and Universe of Discourse, discussed by Yule (1996/2016) and Hurford, Heasley, and Smith (2007), respectively. Digital literary texts explored in the classroom can be great allies in the teaching of language as social practice increasing the learning potential of students, once they serve as vivid examples of the role language assumes in interactive processes.