One of the main challenges of current school is make students develop a reading and
writing significant act. With the suspension of presential classes in 2020 the learning
deficit has aggravated, thus, the school has opened space for literacy works reading.
From this assumption, our general goal is to understand the literacy as pedagogic-
didactic possibility on new readers school formation. For this reason, to insert the
literacy on school context, in the middle of technologic and informational society in
which we live, it has made necessary to reflect about the teaching practical and the need
of establishing situations which can explore the different teaching languages. In order to
achieve that goal, we have had as theorical apport the references and contributions of
Paulo Freire (1996), theorical guidance of Mikhail Bakhtin (2002), in addition to
official papers which guide the basic education like Parâmetros Curriculares Nacionais
(1998), the literature definition as human formation from Antônio Candido (1995) and
the reading circles of Rildo Cosson (2014). Related to methodological procedures, it is
possible to say that this work is characterized as qualitative research, through action-
research. (MINAYO, 1994), (THIOLLENT, 2011). We used as data base the
observation and intervention of reading club with the reading diary, which is a
fundamental learning tool, because it promotes a true dialogue between the work and
the reader, contemplating the register and student impressions on literary didactic
sequency. As prior results, the insertion of reading club with emphasis on student social
context contributes to the student reading-writing competence, considering that the
reading exercise is one basilar mechanism in our society to practice the citizenship,
ergo, the literature make possible different visions and sensations, providing condition
to the student individual growth on facts and events interpretation in which they are
inserted, making possible a proficient, critic and reflexive reader.

Multimodality is a peculiar feature in discursive genres that involve
TDICs. Among a multitude of genres, we understand that the advertisement stands out due to its social importance, as it reveals practices of language use, producing certain effects of meaning, according to its contextual, constitutional and functional elements. In this sense, this research aims to analyze the production, circulation and reception of the discursive genre advertisement, in an EJA classroom. The theoretical foundation is anchored, in particular, in the framework of Fairclough (2001), Bakhtin (2003; 2016), Rojo (2012) and Rodrigues (2011). Methodologically, the research has a theoretical-practical character, in which, from the collection of advertisements that circulate in digital and physical media, workshops will be applied to EJA classes, in order to understand how the structural, functional, discursive, semantic and multimodal activities of this kind enable critical literacy. Still regarding the methodological aspects, this work is characterized as an action research, according to the assumptions of Thiollent (2011). The results suggest that, through this practice of multimodal literacy, students tend to develop skills in reading, interpreting and producing advertisements, aware of the socio-communicative purposes imbricated in the genre. This dissertation also intends that EJA students understand the main function of the advertisement, as well as develop skills to perceive the meanings and persuasive strategies present in the analyzed speeches.

Portuguese language classes went through a process of intense transformations.
What was previously limited to classifying words and phrases of basic phrases in a context,
gave space to ludic activities, in which affective and sociolinguistic aspects are
seen as priorities in post-modernity. Based on this premise, it constitutes
as a general objective of this research to investigate how Sociolinguistics, questions
affective/emotional skills and ludic teaching are interrelated in the teaching-
learning word classes in Elementary School final years. To reach
such objective, we will use, in particular, the contributions of Antunes (2003); of the
official documents, such as the National Curriculum Parameters (1997) and the Base
National Common Curricular (2017); from Kishimoto's discussions (2011); de Almeida
(2001) and by Luckesi (2022). As for the methodological aspects, it is possible to state that
this work is characterized as a qualitative-interpretative research (MINAYO,
2002), (MOITA LOPES, 1994). The pedagogical notebook, corpus of this research,
includes an adaptation of the UNO deck, a very popular card game among
adolescents and young people, from different social classes, with a focus on teaching social classes
grammatical elements, among which stand out the noun, the adjective, the verb and the adverb.
As previous results, it is possible to infer that, when going through ludic activities such as
practice, pedagogical students tend to show greater interest in classes,
in addition to these, they contributed to the development of self-esteem, to the construction of
affective ties and for the management of emotions, since reading experiences
critical, reflective writing and oral practices, providing student protagonism
and the valuation of the individual as a being immersed in a plural society, with
dialects and experiences.

The work analyzes comprehensive reading and the production of meaning from the short story genre, considering that Portuguese language teaching is centered on the text, constituting an interactive activity of fundamental importance for the communicative development and for the formation of proficient readers. In this sense, this work seeks, through the short story Um Apólogo by Machado de Assis, to work on the reading and production of meaning by 9th grade students. The research proposes a didactic sequence (COSSON, 2007) based on the short story genre that prioritizes the insertion of a canonical work in the final years of Elementary School, thus contemplating a teaching based on literary literacy, thus expanding the textual, linguistic repertoire and literary of the readers. Regarding theoretical issues, we resort to studies of literary literacy and textual linguistics, focusing on studies by Cosson (2007), Gotlib (2006), Antunes (2003; 2009), Koch (2008; 2015), among others. In line with the defended perspective, we will also resort to the guidelines of Brasil (2018) to support the pedagogical guidelines made available to basic education teachers. Our work is purposeful and aims to offer Portuguese Language teachers in basic education a reference material for the study and application of the didactic sequence in their classes.

One of the challenges posed to work with Youth and Adult Education
(EJA) refers to reading and textual interpretation activities. This way,
this work focuses on the development of music in the classroom
black people from the periphery, with an emerging language and representativeness
culture of a people that suffers from prejudice, with regard to issues
sociocultural. It is known that working with music, as a textual genre
in reading and textual interpretation classes, presents itself as a possibility
possible didactic-methodological approach in the context of recognition and appreciation
of the knowledge of young, adult and elderly black people residing in
peripheries. In this sense, the following objectives were established: (a)
Understanding how black music from the periphery can contribute to the
learning and development of the Portuguese language by students of
EJA; (b) Map the musical universe of EJA students, recognizing
languages, trends, ethnic-racial relations and places of consumption; (w)
To analyze how the genre of musical language produced by black people,
residents of the periphery, collaborate with their representativeness and appreciation
sociocultural; (d) Create, based on the pedagogical workshops, podcasts with the
production of the textual genre music, legitimizing cultural practices of
EJA students. Methodologically, we used bibliographical research;
conversation circles, to identify the uses of black music in the periphery, for
EJA students. Then, pedagogical workshops were held, whose
objective is to favor the reading and interpretation of musical texts in a
meticulous and in-depth, so that students reflect, from the text, their social reality. Still as a qualitative methodological procedure, podcast scripts were produced as a final product of the research process.
In this way, we reach the periphery by working on self-esteem, raising and
culturally valuing what students are, live and practice, without
deny their ethnic origins and ancestry.

Problematizing the theme of ethno-racial diversity at school is one of the ways to broaden the
understanding about the history of black people in our country, as well as a great challenge for some
educators. Even though law 10.639/2003 is in force nationwide, which implements the mandatory
study of African history and culture in school curricula, many educational programs have not yet
included systematized studies on this subject in the school curriculum. In this sense, this paper
proposes to discuss language practices that respect and value diversity, identity and self-esteem of
black students. Methodologically, a qualitative-interpretativist approach is used (MOITA-LOPES,
1994). The materiality for the discourse analysis will be from statements of the literary works Leiza,
um conto de Cabelos (SILVA, 2017), Refazendo o caminho, um reencontro com a nossa história
(COLAÇO, 2017) and Zaki (PINTO, 2017), which have inspirations in the experiences carried out in
the scope of the Beberibe Multicor Project: for a childhood without racism (LIMA, 2015). The
approach is supported by theorizations on reading and sense production (PECHEUX, 1997, 2008 and
ORLANDI, 2008, 2013) and racism (ALMEIDA, 2018; CAVALLEIRO, 2001 and MUNANGA,
2005).

The Chronicle genre is approached in this research from an intertextual teaching perspective for text identification and production. The proposal consists of a didactic sequence adapted to the didactic sequence proposal model by Dolz, Noverraz, Schneuwly (2004). The activities aim to provide assistance to Portuguese language teachers from the Basic Education Network and involve students from 7th to 9th grade in an approach to identifying chronicles in song lyrics. It is hoped that this text identification and production strategy will enable a pleasurable and successful class for both. Expectation drawn based on the theoretical assumptions of Azeredo (2018); Silva (2012); and Koch (2006) about speech genres and the relationship between the subject and the text; Geraldi (2011), on text production at school, the destination and evaluation of these texts; Porto (2009), defending successful work with grammar through the text; Antunes (2003), reflecting on the practice of Portuguese classes; as well as the National Curricular Parameters - PCN (BRASIL, 1998) and the National Common Curricular Base - BNCC (BRASIL, 2018) that will support the propositional demands of this research.

Conceiving school not only as a place where we live and learn from each other, but
as a space where we exercise dialogue and develop citizenship, we base this study
on the conception of language as a social practice of communication between
individuals. The main objective of this dissertation is to promote theoretical-practical
reflections regarding the teaching-learning of speaking and writing, indicating
strategies for better performances to develop productive reading, writing and
speaking practices. Aiming to achieve this, we adopted a qualitative approach, based
on studies by Godoy (1995), Martins (2004), Denzin and Lincoln (2006) and followed
the action research methodology, based on Thiollent (1986) which is carried out with
the purpose of producing knowledge, participating in new experiences and promoting
discussion about the issues addressed in the research. The theoretical foundation of
this work is based on the studies of Antunes (2003), referring to the teaching-learning
of language; in Fávero, Andrade and Aquino (2000), Ferreira Junior and Forte-
Ferreira (2020), regarding orality and writing; in Marcuschi (2005 and 2010), Bakhtin
(1977 and 2003), Grijó (2012), Dell’Isola (2012), about textual/discursive genres and
their socio-discursive aspects; in Benfica (2012), Rojo and Barbosa (2015), in terms
of multimodality, emphasizing the video tutorial genre; in Pagnoncelli (2008),
regarding issues of democratization of access to new technologies; in Kleiman

(1995) and Cabral (2016 and 2019), not referring to Literacy and Literacy
Workshops. When developing this study, it was possible to weave fruitful reflections
related to the teaching-learning of orality and writing, demonstrating the need for a
school to achieve better performance regarding this teaching, notably that of orality.
Furthermore, based on the analysis of the constructed data, Literacy Workshops
were created and suggestions were made for carrying out more productive teaching-
learning performances in reading, writing and speaking, in tune with new
technologies. The results of the studies made it possible to achieve the envisioned
objective.