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Item Políticas linguísticas e saúde ocupacional do tradutor e intérprete educacional do Maranhão(Universidade Federal de Goiás, 2023-05-11) Azevedo, Lícia Maria Cardoso; Faria, Juliana Guimarães; http://lattes.cnpq.br/9194095774109586; Faria, Juliana Guimarães; Zaqueu, Lívia da Conceição Costa; Santos, Patrícia Tuxi dosLibras language policies and the occupational health of translators and interpreters (Tils) of Brazilian sign language (Libras) is the subject of this study, which seeks to verify the consequences of Libras language policies and their impacts on proposing actions that ensure the conditions suitable for Tils, who work in the educational space, in the light of occupational health. The working conditions of the Tils were investigated, establishing relationships with the linguistic policy and linguistic planning adopted in São Luís, in the State of Maranhão, for the use and dissemination of Libras. This is a research with a predominantly qualitative approach, of the exploratory type, which uses data collection instruments, such as public notices, questionnaires and interviews aimed at Tils, who work in basic and secondary education, in the four municipalities that make up Greater São Luís-MA, with a sample of 150 participants. This research pointed out the relationships between current language policies and the occupational health of Tils, by evidencing the absence of direct mentions to this issue in current legislation and in the daily interpretive practices of these professionals. The study pointed out, from the collected data, a significant number of occurrences of LER/DORT among Tils who work in the state education network of Maranhão. It is hoped that this research can raise studies and reflections for the design of language policies that are more consistent with the gestural-visual nature of Libras and that can guarantee the occupational health of translators and interpreters, without prejudice to the linguistic accessibility of deaf students.Item Análise semiótica do procedimento de textualização em Língua Brasileira de Sinais(Universidade Federal de Goiás, 2024-01-12) Barbosa, Suelismar Mariano Florêncio; Milani, Sebastião Elias; http://lattes.cnpq.br/6083858100528635; Milani, Sebastião Elias; Andrade, Maria Lúcia da Cunha Victório de Oliveira; Faria, Edna SilvaThe object of this study is the text expressed in Brazilian Sign Language (Libras). As a corpus of analysis, we selected the short story O Boto Cor-de-rosa Surdo (The deaf pink dolphin) from the book entitled Onze histórias e um segredo: desvendando as lendas amazônicas (Eleven stories and a secret: unraveling Amazonian legends) (Sales, 2016). The aim of the research is to understand how the enunciating subject mobilizes textualization strategies in Libras in order to favor his persuasive project, guiding the overall meaning of the discourses manifested in this language, through effects of meanings articulated between the planes of expression and content. Based on Greimas (1973, 1975a, 1975b, 2017), Fontanille (2019), Fontanille and Zilberberg (2001) and Zilberberg (2006a; 2006b; 2007; 2011), the modulations made to the tense dynamics at both the discursive and textual levels of the short story selected as the corpus of application are described. The aim is to identify how the enunciator makes affective categories from the content level compatible with figures of speech, thus establishing semisymbolic structures. The aim is to discuss how these effects of meaning generate the enunciator's access to the values conveyed by the text. The repercussions of Greimas' semiotic project contribute to broadening investigations into the semantic aspects manifested in the signaled text. To this end, a qualitative, exploratory bibliographical study was carried out, whose data was examined using French semiotic methodology. The results of this study contribute mainly on two theoretical fronts. French semiotics reaffirms the viability of analyzing discourses expressed in sign languages. In addition, it offers studies focused on sign language linguistics the possibility of considering semiotics as a coherent and exhaustive theoretical-methodological framework for analyzing the rhythmic-accentual structures inherent in these languages. In addition, it is possible to identify three practical implications that concern the work of the professional translator and interpreter of Libras, the analysis of the practices and ways of life present in the cultural identity of the deaf community and, finally, the production of teaching resources and materials for learning the language and its literature. In this way, the aim is to establish a rapprochement between Libras and Semiotics, observing how the repercussions of Greimas' semiotic project contribute to broadening investigations into the semantic aspects manifested in signed text.Item Mayombe e A geração da utopia, de Pepetela: romances históricos sobre a ascensão e queda da utopia angolana(Universidade Federal de Goiás, 2023-08-25) Castro, Helder da Rocha; Silva, Rogério Max Canedo; http://lattes.cnpq.br/4622711395003234; Silva, Rogério Max Canedo; Paula, Marcelo Ferraz de; Silva, Marcos Vinícius Caetano daThe master's thesis “Mayombe e A Geração da Utopia, de Pepetela: romances históricos sobre a ascensão e queda da utopia angolana” proposes a study on Angolan Literature from the appropriate novels referred in the title. Pepetela, its author, used the format of fictional narrative of historical extraction to give representative voice to the Angolan people against colonialist subjugation, but also to its resulting consequences, in a post-colonial moment. It seeks to verify how the process of formation of the “new Angola” was reflected in the literary production of this famous writer, which was constituted at a territorial, political, and cultural level, by the driving force of its history. It was essential to achieve the objectives of our research the use of studies on the historical novel contained in The historical novel (2011), by Giörgy Lukács; the book Portanto... Pepetela (2013), group of texts organized by Rita Chaves and Tânia Macedo, in research on Pepetela's life and work; the book De Voos e Ilhas (2008), work with essays written by Benjamin Abdala Junior on Pepetelian aesthetics; and reflections on utopia and dystopia based on The Wretched of the Earth (1968), by Frantz Fanon, and The Principle of Hope – Level I (1954), by Ernst Bloch.Item Paisagens identitárias e praxiológicas de professoras/es de inglês de cursos de Letras do estado de Goiás(Universidade Federal de Goiás, 2023-08-01) Ferreira, Fernanda Caiado da Costa; Pessoa, Rosane Rocha; http://lattes.cnpq.br/3633216363498900; Pessoa, Rosane Rocha; Borelli, Julma Dalva Vilarinho Pereira; Oliveira , Hélvio Frank de; Miller, Inés Kayon; Blum, Avram StanleyThis doctoral dissertation, based on 18 narrative interviews conducted with English professors in Language Teacher Education courses in the state of Goiás, aimed to reflect on the identity and praxiological landscapes that resonated in the participants' accounts as they narrated their trajectories, the importance of the English language in their lives, and the various interconnections related to their pedagogical practices. The reflections brought forth in the narratives discussed here can contribute to the professional development of other teachers and professors, as the unique experiences recounted also reflect broader issues concerning the teaching of English, particularly in the Brazilian context. This relationship reflects the epistemological paradox of researching narratives (FREITAS; GHEDIN, 2015), since by examining the praxiologies of each of the participating professors, it was possible to gain a better understanding of our social and historical context. The problematizations proposed here were discussed based on two questions: 1) What discourses and ideologies shape the experiences of University English professors in Language Teacher Education courses in the state of Goiás and influence their identity constructions? 2) How do these professors mobilize these discourses in their trajectories and how they affiliate with or resist to them? Regarding the discourses and ideologies present in the professors' formation trajectories in this research, it is evident that a significant portion of them is marked by an understanding of language as a neutral and abstract system that must be acquired through rules and grammar. This understanding is based on the fact that, when recounting their experiences in regular schools, many pointed out a focus on grammar and translation at the expense of oral development, which, in turn, had to occur in language schools. In language schools, language teaching is based on textbooks that, despite undergoing modifications to include more diversity, are packaged products (JONAS, 2020) that reinforce neoliberal values and sell a sanitized and neutral reality (MAGALHÃES, 2019). However, due to the failure of regular schools to bring interaction into the classroom, these schools became the landscapes that allowed professors to interact and create meaning in another language (URZÊDA FREITAS; PESSOA, 2020). When discussing their praxiologies, the importance of continuous professional development stands out in the professors' statements, as the lack thereof results in the repetition of old models. Many of these professors are influenced by their own learning experiences, which, in the case of English, are closely tied to a hegemonic conception guided by the episteme of the native speaker. In other words, a significant portion of the professors seem to adhere to imported approaches and methods. On the other hand, many professors demonstrate openness to listening, understanding, and seeking new ways of educating that bring their praxiologies much closer to the needs of their students, which, in my understanding, appears to be the path to follow. Not coincidentally, this openness to the new seems to go hand in hand with an ongoing process of professional development. Doing things differently coincides with exposure to new praxiologies that bring to light obscure aspects of modern knowledge that persist in our frameworks. From this perspective, the main reflection that this doctoral dissertation brings forth is that being a teacher means being in constant motion, understanding that this implies being attentive to new ways of living, thinking, and acting in society so that our classrooms can be more aligned with contextual needs, in a constant process of construction and resignification.Item O livro de Margery Kempe: tradução, notas e comentários de Luã Áquila Ferreira de Freitas(Universidade Federal de Goiás, 2023-09-14) Freitas, Luã Áquila Ferreira de; Araújo, Márcia Maria de Melo; http://lattes.cnpq.br/4274917871675439; Fonseca, Pedro Carlos Louzada; http://lattes.cnpq.br/6114671436176153; Fonseca, Pedro Carlos Louzada; Araújo, Márcia Maria de Melo; Corbacho Quintela, Antônio; Silva, Alessandra Fabrícia Conde da; Almeida, Carlos Henrique Lopes deThe present doctoral dissertation is an inedited translation of the work The Book of Margery Kempe, by Margery Kempe. Initially, the research turned to the study of religious writings of women authors of the medieval period. The research sought to focus in the ways in which different medieval women authors dealt with the misogynistic discourses through the writings presented by the women authors. At a second moment, the research presented itself as a critical and comparative study between the work Revelations of Divine Love, by Julian of Norwich, and the work The Book of Margery Kempe, by Margery Kempe, focusing in the ways of repercussion of the misogynistic discourses in a scenario of the end of the Middle Ages, in view of the research contemplating the end of the fourteenth century and the beginning of the fifteenth century. Ultimately, the work configured itself as an in depth study in the work The Book of Margery Kempe, which resulted in the inedited translation of the work The Book of Margery Kemp, presented here.Item Um estudo sobre o papel das mídias sociais como instrumento de mediação para o ensino e a aprendizagem da língua brasileira de sinais (Libras)(Universidade Federal de Goiás, 2023-10-31) Oliveira, Benelzo Batista; Cândido, Gláucia Vieira; http://lattes.cnpq.br/6967823128488028; Cândido, Gláucia Vieira; Lima, Hildomar José de; Mesquita, Deise Nanci de CastroConsidering the importance of the use of social media, such as YouTube, Facebook, Instagram, among others, in consolidating teaching and learning, this research aims to carry out an investigative study on the use of social media as platforms for teaching the Brazilian Sign Language (Libras). More specifically, it discusses how deaf and hearing people interested in learning sign language make use of the internet. It also approaches online education with a focus on the technologies used in teaching and learning Libras by deaf teachers, sign language interpreters and students. This work seeks to answer the following question: how can technologies help in the pedagogical practice of teaching Libras? To do so, it discusses the place that the deaf occupy on the internet, as well as addresses online education, focusing on the technologies used in the teaching of Libras, based on studies such as Dorziat and Figueiredo (2003), Santos and Pequeno (2011), Costa and Miota (2011) and Lopes (2017). The research methodology has a qualitative approach and uses bibliographic and exploratory deepening instruments. It is hoped that the results achieved can encourage the importance of further research on the use of technologies, especially social networks, in the education of the deaf.Item Ideologias de linguagem articuladas nos discursos sobre a reforma brasileira do ensino médio: por que sai espanhol e fica inglês?(Universidade Federal de Goiás, 2023-12-04) Reis, Jordana Avelino dos; Nascimento, André Marques do; http://lattes.cnpq.br/5790337585238988; Nascimento, André Marques do; Borges, Monica Veloso; Fernandes, Marcia Paraquett; Silva, Cleidimar Aparecida Mendonça e; Lima, Fernando Zolin VeszEntre 2014 y 2023, Brasil traspasó cuatro cambios de gobierno federal: Rousseff (2014 - 2016), Temer (2016 - 2018), Bolsonaro (2018 - 2022) y Lula (2023 - 2027). Un golpe jurídico y político destituyó a la ex-presidenta Dilma Rousseff (Considera, 2019; Nogueira, 2022) en 2016. Michel Temer, su sucesor firmó una serie de Medidas Provisorias (MP) que determinaban reformas en la Previdencia, en el Ministerio de Trabajo y en la educación. La MP nº 746 de 2016 (en adelante ley nº 13.415/2017) estableció una reforma en la secundaria, revocó la ley nº 11.161 (Brasil, 2005), de oferta obligatoria de la lengua española, y mantuvo solamente la oferta del inglés. Delante de ese escenario político, educacional y lingüístico, realicé una investigación cualitativa y documental para identificar y analizar las ideologías de lenguaje (Irvine, 1989; Kroskrity, 2004; Woolard, 2012[1998]; Cameron, 2014; Rosa & Burdick, 2017; Arnoux, 2018), concepciones de lengua y educación vinculadas al proceso de exclusión del español y permanencia del inglés en la secundaria. Mi análisis se enfocó en instrumentos lingüísticos (Arnoux; Bein, 2015) específicos de la reforma educacional, publicados entre 2014 y 2023: directrices, reportajes, referenciales curriculares, informes, libros didácticos, documentales, discursos políticos etc. Constaté que persisten las ideologías del inglês como fetiche lingüístico (Bein, 2012), como lengua franca (Rocha, 2020), la lengua como código, la ideología del monolingüismo (Pratt, 2012) y la concepción instrumental de enseñanza para una formación fragmentada y para el mercado de trabajo (Bittencourt, 2019; Nogueira, 2022). Com relación al español, la citación periférica (oferta optativa) en los documentos analizados reiteró la representación de que la lengua es desnecesaria. A parte, Guedes, ex-ministro de la economía del gobierno Bolsonaro, representó el Mercosur como ideológico, donde la relación entre Brasil y países vecinos del Mercosur sería una prisión cognitiva, y Argentina se relacionaría con países que tienen inclinaciones bolivarianas. En los Proyectos de Ley (PLs) que solicitan la permanencia del español como oferta en las escuelas públicas y privadas brasileñas, se revelan discursos que articulan la ideología “panamericanista”, a través de los ideologemas “español como lengua universal”, “lengua de encuentro” y la reafirmación de un valor económico a la lengua. Se desvelan, aún, los discursos que articulan la ideología “latinoamericanista”, a través de los ideologemas “las lenguas son libres e iguales en derecho”, “la defensa de las lenguas minoritarias es siempre progresiva”, y “la diversidad lingüística es una riqueza que debe ser defendida” (Arnoux; Del Valle, 2010) Aunque las Diretrizes Curriculares Nacionais - DCNs (Brasil, 2020) hayan presentado reflexiones sobre “translinguismo”, “Portugués como lengua de acogida” y datos sobre educación indígena, para surdxs y refugiadxs, el material moviliza la concepción de lengua como invención colonial (Makoni; Pennycook, 2007; Makoni; Meinhof, 2008), y se constata que hubo una hierarquización de la enseñanza de LEs. Las ideologías del inglés son reiteradas en perjuicio y marginalización de las lenguas indígenas, de la Língua Brasileira de Sinais (LIBRAS), de inmigrantes y de fronteras (español y francés). Las ideologías articuladas a los discursos de los documentos servieron a un grupo específico que idealizó, gestionó, monitoró y financió la nueva secundaria: las empresas e instituciones privadas.Item "Nós (não) podemos fazer isso!”: fios emaranhados das trajetórias feministas e antifeministas do cartaz “Rosie, a rebitadora”(Universidade Federal de Goiás, 2022-03-28) Silva, Carolina Fernanda Soares; Pinto, Joana Plaza; http://lattes.cnpq.br/8100370294969259; Pinto, Joana Plaza; Sousa, Kátia Menezes de; Melo, Glenda Cristina Valim deThis dissertation aims to feature the textual trajectories (BAUMAN; BRIGGS, 2006 [1990]; SILVERSTEIN; URBAN, 1996; BLOMMAERT, 2008; KELL, 2015) of the poster “Rosie the Riveter”, produced in the context of the Second World War, transiting in and through feminist and antifeminist spaces. Besides, I identify the gender performativity and sexism in the recontextualization processes that engender these trajectories. Considering the online/offline hybridity (BLOMMAERT et al, 2019) of contemporary relationships, the methodology is digital ethnography (HINE, 2000; 2015; VARIS, 2014), with the contribution of the search engine Google and the social media Facebook and conceptions regarding the use of memes in these environments (VARIS; BLOMMAERT, 2015). The bibliography I rely on for understanding the moment of WWII are Honey (1984) and Aguierre (2018). To understand gender and feminism issues, I use Butler (1990; 2004), Hemmings (2009), hooks (2018 [200]), Bogado and Costa (2018) and Akotirene (2019). Faludi (2001) and Vaggione and Biroli (2020) are the main authors for understanding antifeminist disputes over time. Having citationality (NAKASSIS, 2019) as an analytical tool for the interpretation of what is modified in the circulations of texts, I conclude that the discourses under analysis form a web of connections and meanings (KELL, 2015).Item A visão de professores surdos sobre o processo de produção de materiais didáticos para o ensino de libras para ouvintes no formato de vídeos(Universidade Federal de Goiás, 2023-07-31) Silva, Cleidiane Alves da; Faria, Juliana Guimarães; http://lattes.cnpq.br/9194095774109586; Faria, Juliana Guimarães; Taveira, Cristiane Correia; Lima, Hildomar José deThisresearch proposal which theme is : The production of videos by deaf teachersin the production of didactic material for the teaching of Libras to listeners. It aims to analyze the view of deaf teachers of the Libras courses offered at Centro de Capacitação de Profissionais da Educação e de Atendimento às Pessoas com Surdez de Goiânia-Goiás (CASGoiânia) on the process of production of didactic material for the teaching of Libras in the format of videos, and its limits and possibilities. The research has a qualitative approach, of the exploratory type, since this makes it possible to obtain in a more significant way, the objectives of the research for the suggestion of new pedagogical procedures. As methodological procedures, bibliographic research and field research are adopted, with interviews with deaf teachers who teach at CAS-Goiânia. The theoretical framework is composed by the authors: Gesser (2006, 2009,2012), Medeiros and Gräff (2012), Gomes and Basso (2014), Lacerda (2009) and Segalla (2010), among others, with reflections on deaf culture, Libras, teaching of Libras and didactic material. As a result, it was identified that the vision of deaf teachers includes: videos need to have images; it is important to have subtitles in Portuguese; the use of stories so that Libras is contextualized; there are some difficulties with the Portuguese during the video production process; And different types of technologies are important for them to be able to produce good materials.Item Intra-ações na educação digital onlife: uma leitura pós-humanista de uma sala de aula de francês(Universidade Federal de Goiás, 2023-08-17) Silva, Iury Aragonez da; Pessoa, Rosane Rocha; http://lattes.cnpq.br/3633216363498900; Pessoa, Rosane Rocha; Takaki, Nara Hiroko; Rocha, Claudia HilsdorfThis thesis aims to discuss some French language education experiences in a classroom with Brazilian students of a language center of a public university, located in the state of Goiás. Due to the COVID-19 pandemic, the study was conducted remotely from September to December 2021, with 12 students from a French 6 group. To problematize the experiences shared throughout the course, I rely on posthumanism, grounded on the notion that matter and discourse are co-constitutive (Barad, 2003, 2007). As I see it, a (new) materialist orientation (Canagarajah, 2018a) destabilizes our understandings of the events that (re)configure the world by broadening the focus beyond human relations, enabling new ways of apprehending language and language education. Based on this, I turn to posthumanist applied linguistics (Canagarajah, 2018a, 2018b; Pennycook, 2018a, 2018b; Sousa, 2022), which seeks to problematize languagematter-discourse-power from a new materialist viewpoint, that is, considering an assemblage of human and nonhuman actants. In the scope of post-qualitative inquiry (St. Pierre, 2014a, 2014b, 2018), the materials of this perguntação (Matos, 2021) comprise: a questionnaire, classes recorded in audio and video via Google Meet, a field diary, and students’ written, oral and polysemiotic productions. Through diffractive readings (Barad, 2012) of these apparatuses, I sought to problematize how people, teaching materials, Information and Communication Technologies (ICTs), subjectivities, emotions, and spacetime intra-acted to foster the emergence of polysemiotic repertoires (Magalhães; Silva, 2022) connected to the French language in a context of onlife digital education (Moreira; Schlemmer, 2020). According to the students’ perceptions of their corpovivências (Almeida, 2023), what glowed was the understanding of the digital classroom as a smooth space (Deleuze; Guattari, 1997) that messes up language production while allowing for the exercise of intranomy (Sousa, 2022) in the coconstruction of repertoires in assemblage with nonhuman actants and in different spacetimes. In addition, the events we experienced point to the need for an embodied language education that comprehends that meanings emerge in a polysemiotic way, going beyond the mental processing of rules that results in the primacy of verbal forms of expression. I hope that this work may contribute to strengthen a rhizomatic conception (Canagarajah, 2018a) of language as matter and encourage a less anthropocentric view of languaging.Item O eu e a outra da colonização em Jane Eyre e Vasto mar de sargaços(Universidade Federal de Goiás, 2023-11-16) Vieira, Luísa de Assis; Brito, Tarsilla Couto de; https://lattes.cnpq.br/2701726448999657; Brito, Tarsilla Couto de; Rezende, Tânia Ferreira; Costa, Júlia Morena Silva daThis dissertation proposes the reading of the English novel Jane Eyre (1847) and the Caribbean novel Wide Sargasso Sea (1966), with the aim of tracing an analysis of the colonized female representation of the character Bertha Mason/Antoinette Cosway throughout the two works. We start from the analysis that the narration of the protagonist Jane reinforces the stereotype of the colonized woman and corroborates for the reader to build the image of a crazy, violent and dehumanized Bertha. On the other hand, the Dominican writer Jean Rhys constructs a novel whose central narrative is made by the voice of Bertha/Antoinette, so that the immigrant guarantees her space of speech and can tell what was confined in the attic of Thornfield Hall. The methodology used to carry out the work was comparative literature. To support the proposed analysis, the text addresses scientific productions on the subject, namely: Gabriela Souza Pinto (2017); Danielle Marques (2010); Ana Maria Zukoski, and Wilma dos Santos Coqueiro (2017). It also makes use of theoretical-critical productions and studies on identity, colonialism and postcolonial studies, such as Portrait of the Colonized Preceded by the Portrait of the Colonizer (MEMMI, 2007); The Madwoman in the Attic: The Woman Writer and the NineteenthCentury Literary Imagination (GILBERT & GUBAR, 2000); and The Empire Writes Back: Theory and practice in postcolonial literatures (ASHCROFT et al., 2002). Ultimately, we present arguments that Jane Eyre's narration dehumanizes Bertha, and that in Vast Sea of Sargassos, Antoinette tells the reader what lies behind Bertha Mason's dehumanization.