Mestrado em Letras e Linguística (FL)
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Navegando Mestrado em Letras e Linguística (FL) por Por Programa "Programa de Pós-graduação em Letras e Linguística (FL)"
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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 Um estudo da ironia em crônicas contemporâneas e sua contribuição para o ensino de língua portuguesa(Universidade Federal de Goiás, 2024-03-12) Cruz, Eliane das Dores Martins da; Silva, Leosmar Aparecido da; http://lattes.cnpq.br/6619554385992282; Silva, Leosmar Aparecido da; Silva, Célia Sebastiana da; Cerqueira, Mirian Santos deApproaching irony in the school environment, in the light of Cognitive Linguistics, is essential to boost and enrich research on language use. Irony, like metaphor and metonymy, is a phenomenon present in various interactions, transcending specific areas and permeating activities of human knowledge. Thus, in this research the goal is to explore irony as a relevant mechanism for teaching Portuguese language, from a linguistic-cognitive and also pragmaticdiscursive perspective. Regarding the methodology, this research was done through a qualitative approach. Initially, several theoretical studies on irony were carried out. Subsequently, we analyzed six chronicles by three contemporary writers: Arnaldo Jabor, Antônio Prata and Millôr Fernandes. The results show that the manifestation of irony in the chronicles, in general, has a critical function in defending a point of view. To construct critique, resources such as humor, exaggeration and the creation of unusual scenarios are used, which are normally dissociated from the expectations and standards established as recurring in the socio-physical world. In view of the argumentative and critical function of irony, it can be a relevant instrument in the development of reading practice in the classroomItem Usos de preposições por falantes de italiano como língua materna na aquisição do português brasileiro como língua adicional: uma visão linguístico-ecossistêmica(Universidade Federal de Goiás, 2024-06-20) Guerra, Stephanie de Carvalho; Couto, Elza Kioko Nakayama Nenoki do; http://lattes.cnpq.br/8282195794917233; Couto, Elza Kioko Nakayama Nenoki do; Cândido, Glaucia Vieira; Niederauer, Marcia Elenita FrançaThis work is part of the project “Epistemes e tradições linguísticas e literárias para o ensino de português brasileiro em contexto italiano”, linked to Grupo de Pesquisa/UFG-CNPq “Rede de estudos da língua portuguesa ao redor do mundo” and the project “REDE/Itália — O português brasileiro em contexto italiano: aspectos sociais, políticos e linguísticos”. The overall objective of REDE/Itália is to provide support for the teaching of Brazilian Portuguese as a foreign language in the involved Italian institutions and promote integration between researchers from PPGLL-UFG and Italian universities. Considering the inclusion of this research in this larger context, the analysis focuses on the uses of the preposition "em" by Italian speakers in the learning of Brazilian Portuguese. We will examine which prepositions have been reconfigured to encompass meanings beyond the prototypical one. Since there is evidence that the use of prepositions poses difficulties for additional language learners, we aim to compile these usage particularities to suggest didactic strategies that can assist these students in understanding syntactic criteria and semantic aspects. To assess how prepositions are being employed, we defined a corpus of twenty texts produced by Italian students learning Brazilian Portuguese at the Centro Cultural Brasil-Itália (CCBI). The theoretical foundation of this research was conducted from the perspective of Linguística Ecossistêmica, specifically the Ecologia das Relações Espaciais (ERE) proposed by Couto (2007; 2009; 2010; 2012; 2015; 2018). In terms of the results achieved, we identified that out of the sixty-four analyzed sentences, forty-two presented a prototypical use, while twenty-two exhibited non-prototypical uses, encompassing different senses such as “em cima de”, “movimento em direção a”, “contiguidade”, “assunto”, “finalidade”, “meio”.Item A avaliação no ensino comunicativo de língua inglesa: uma análise de testes escritos(Universidade Federal de Goiás, 2002-06-17) Lopes, Cristiane Rosa; Dalacorte, Maria Cristina Faria; http://lattes.cnpq.br/9262323548559269; Dalacorte, Maria Cristina Faria; Paiva, Vera Lúcia Menezes de Oliveira e; Figueiredo, Francisco José Quaresma deThis study aims at identifyng the main characteristics of written tests used by a private English school in the evaluation of the students’ learning process. It also aims at verifyng whether theses characteristics are in accordance with teaching method adopted by this school, which is the communicative approach. Finally, it analyses the probable backwash effect that the use of these tests have in the classroom practice. This research is based on language teaching and testing theories, mainly related to the communicative approach, and also the theories on types and qualities of language tests and backwash effect. In this study, I adopted the principles of the qualitative research method in order to collect and analyse the data. The results point out that there is an incompatibility between the communicative testing paradigms and the characteristics I have identified in these tests. The also indicate that this incompatibility compromises the evaluation process of the students and also the teaching practice that precedes the tests.Item Relevo discursivo e habilidade leitora no ensino médio(Universidade Federal de Goiás, 2024-03-13) Moura, Maria Alvina Ferreira de; Silva, Leosmar Aparecido da; http://lattes.cnpq.br/6619554385992282; Silva, Leosmar Aparecido da; Lima, Maria Claudete; Bertoque, Lennie Aryete Dias PereiraThis research explores the cognitive concepts of figure and background, aiming to enhance critical reading skills among high school students within their literacy practices. The methodology is based on a qualitative approach, encompassing documentation, action based and collaborative researches. Initially, the documentation research involved selecting and analyzing activities from textbooks designed for different perceptual levels. Subsequently, the action research entailed the planning and implementation of a 12 class cycle for high schoolers, focusing on their critical reading of utilitarian texts (such as credit card bills, institutional advertisements, etc.), critical-humorous texts (such as cartoons), and journalistic texts (headlines, news articles, reports, etc.). The collaborative research involved the participation of the researcher and the Portuguese language school teacher, whose jointly implemented the classes and evaluative activities. The results revealed, mainly, that 1) attention plays a crucial role as a cognitive mechanism for perceiving and interpreting figure and background in a scene or text; 2) the figure and background categories are already included in basic education practices, through reading and analyzing text activities found in textbooks, even if not explicitly; 3) there are linguistic and non linguistic strategies to highlight or overshadow information in verbal and non-verbal texts; 4) the students' activities revealed that the research and action research contributed in some way to the development of the students' reading practices, when relating to applying focal adjustments. Researches of this nature contribute to innovate and upgrade teaching knowledgeItem A variação na expressão do dativo em variedades lingüísticas rurais goianas(Universidade Federal de Goiás, 2007-08-08) Nascimento, André Marques do; Silva, Maria do Socorro Pimentel da; http://lattes.cnpq.br/8282083433640454; Silva, Maria do Socorro Pimentel da; Casseb-Galvão, Vânia Cristina; Gomes, Christina AbreuThe regularity underlying variation in the use of dative complements of ditransitive verbs in speech samples of rural communities from Goiás is investigated in this work. Through quantitative sociolinguistic approach, it aims to verify which linguistic and social factors act in the alternance among a~para~Ø forms to express dative content besides bringing this variable phenomenon into relation to the discussion concerning to the structural origins of Brazilian Portuguese. The results indicate a change in progress in direction to the categorical use of the preposition para in the samples analyzed. Apparent time analysis shows that a and Ø forms tend to disappear in the speech of the communities observed. By means of quantification, which was analyzed by VARBRUL 2S programs, the indication of the linguistic variables adjacency of indirect object in relation to verb and morphology of direct object as statistically influent in the occurrence of Ø was obtained. This form occurs more often in linguistic environments which are more prototypical of dative constructions. Through principles such as prototypicity, iconicity and economy of linguistic forms it is argued that variation in focus has a functional origin, once the variant Ø is favored by contexts in which the preposition represents predictable and recoverable information. Preference for preposition para is explained by its semantic transparence in expression of dative content and by its neutrality in relation to a, which is more formal, and Ø, which is socially stigmatized and occurs more often in speech of illiterate individuals. European Portuguese diachronic data show that para and Ø forms were already present in this language structure. This fact confirms the hypothesis that origin of synchronic variation observed in rural communities from Goiás is not the result of linguistic contact with African languages in Brazil by means of an earlier process of irregular linguistic transmission. On the contrary, it is argued that synchronic variation reflects the natural shift of Portuguese since its archaic stage. This hypothesis is sustained by the fact that para and Ø forms are present in data of acquisition of Portuguese as a second language by speakers of different first languages.Item Medo e fuga da morte em A máscara da morte rubra e O poço e o pêndulo, de Edgar Allan Poe(Universidade Federal de Goiás, 2023-02-14) Nogueira, Sabryna Thais Silva; Santana, Jorge Alves; http://lattes.cnpq.br/2812435500901945; Santana, Jorge Alves; Camargo, Flávio Pereira; Vedoin, GilsonThis study investigates the symbols present in two tales from Edgar Allan Poe’s book Histórias extraordinárias (2010), and how they signal the mechanism of escape from death, as well as the fear of the passage of time. The tales The Mask of Death Red and The Pit and the Pendulum, which transmit the proposed theme in a rich and clear way, were chosen for the realization of this research. The situations and characters of the stories help us to better understand the theme of death and how it is developed in the individual and social imaginary, being always subject to additions of new symbols given that the imaginary is not alien to its surroundings and its updates. In this sense, this study sheds light on how literature makes it possible to overcome images of reality, amplifying singular and subjective perceptions, creating new senses and amplifying the real. As a theoretical basis, the studies of Gilbert Durand (2012) and his theory of the imaginary will be called, especially his concept of daytime image regime. In addition to studies on symbolic and death in authors such as Jean Delumeau (2009), Jean Chevalier (2001), Philippe Aries (2000) among others.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 e justiça: um estudo do caso Kaingang(Universidade Federal de Goiás, 2023-08-18) Silva, Ana Luiza Martins; Nascimento, André Marques do; http://lattes.cnpq.br/5790337585238988; Nascimento, André Marques do; Borges, Mônica Veloso; Fraga, LetíciaThis work focuses on the right to use indigenous languages in criminal proceedings in Brazil, specifically, based on the analysis of a judicial process in progress at the 1st Federal Court of Erechim/RS, in which all defendants are indigenous people of the Kaingang people. The general objective of the research was to identify and problematize conceptions and ideologies of language mobilized for the rejection of the linguistic right of the defendants to translate the process and of interpreters in court, a situation that materializes the disjunction between the discourse of the law and its materialization in judicial processes and the consequent restriction of the possibilities of defense and communication of indigenous defendants. As a theoretical foundation, it articulated fields such as linguistic rights, language policies and language ideologies, in order to understand the counterpoints between the legal provisions that guarantee the right to language, translation and interpreters and their effective implementation. For this, it used the case study methodology and had as empirical material for analysis the texts of judicial decisions and other publicly available parts of the process. From the analysis of the empirical material, we realize that the Law agents based their speeches on nationalist, monolingual and graphocentric language ideologies, which reify a discrete, monolithic and static conception of language, which erases the complexity of real intercultural relations. Reflecting the heterogeneity of the society in which they circulate, the articulation of these language ideologies is triggered contingently and from divergent interests. In the case of the defense teams of the Kaingang defendants, the ideologies mobilize senses of authenticity and strategic essentialism to defend the linguistic rights of the indigenous defendants. These same ideologies operate, from the perspective of the Judiciary that judges the defendants' defense request, mobilizing assimilationist and integrationist meanings to support the assessment that the defendants speak Portuguese and, consequently, do not need the linguistic right of translation and interpreter in the course of the process. In addition to these findings, this case study allows us to problematize in a broader scope, which concern the field of law itself, in a complex and heterogeneous society, unequivocally founded on a racist and unequal structure.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 Ensino-aprendizagem de língua inglesa com o apoio de histórias em quadrinhos numa perspectiva do letramento digital(Universidade Federal de Goiás, 2023-05-09) Teixeira, Amanda de Paula Guimarães; Figueredo, Carla Janaina; http://lattes.cnpq.br/5160910440128423; Figueredo, Carla Janaina; Faria, Juliana Guimarães; Gonçalves, Letícia de SouzaLearning an additional language involves processes that must provide interaction situations in the language and consider sociocultural aspects that directly influence it. These aspects are important in the development of activities that promote interaction between student-student and teacher-student. The relevance of these aspects consists in making English language classes, in elementary school, a teaching-learning environment that makes it possible to form a multiliterate student with the ability to interact in different contexts of language use. The main objective of this dissertation is to observe and analyze, through a case study, the effects of collaborative and interactive activities among students of a 9th-grade elementary school class during English language learning with the support of comics as a didatic tool from a perspective of digital literacy and multiliteracies. Data were collected through the researcher's notes and observations in the classroom, through a questionnaire, and through class recordings. As a theoretical basis for these discussions, Vygotsky's sociocultural theory will be used, as well as the premises of Collaborative Learning. The guidelines of the National Common Curricular Base (BNCC) for English language teaching and the concepts of multiliteracies and digital literacy will also be considered. In general, the results obtained show that collaborative learning promotes the exchange of knowledge among students, and makes them more confident and comfortable when carrying out a task since discussions take place in a more simplified language. As for the development of digital literacy, the data show that although students are inserted in a more technological society, this does not make them know how to use digital tools in a literate way. That said, it is possible to conclude that developing classes and tasks that develop the skills of handling technological and digital tools of learners is of paramount importance for the construction of meaningful education in the contemporary digital world.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.