Doutorado em Letras e Linguística (FL)
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Item A fragilidade da beleza: um estudo sobre subjetividade na composição lírica(Universidade Federal de Goiás, 2017-05-18) Almeida , Patrícia Sheyla Bagot de; Souza , Jamesson Buarque de; http://lattes.cnpq.br/6538270791775139; Souza, Jamesson Buarque de; Ferraz, Marcelo de Paula; Quintela, Anton Corbacho; Carvalho, Nilson Pereira de; Almeida, Fábio Ferreira deIn this thesis, we intend to discuss subjectivity in the formation of modern lyric, in view of its development along with German Romanticism and Idealism from the 18th century. In this sense, we start from the hypothesis that the subjectivity was fruit of the spirit of the time stuck to the development of the arts that walked faster and faster towards the formatting of the subject as mediating center and configurator of the world and of the arts. The notion of a reflective self that had arisen in political, social, and philosophical events made subjectivity appear as the essence of modernity. However, in the field of lyricism, it has slipped in the problem of the method of theories of knowledge, linked to the foundational idealism of the leap into the thinking interiority of a new ontology of the arts, to its own conception that we will call fragile beauty, The lyric was born without a lyre, within the limits of a self that experiences the present preterite of the world when it undoes its own self in unity in the materiality of the word. From this we have structured this thesis in the idealism of Fichte and Schelling, in the reflexive romanticism of Novalis and in the dialectic of Hegel like resolution of the previous idealists. The latter being the object of contestation in the position of lyrical subjectivity. Guided by the analysis of such theorists, we set out to examine the work of Dora Ferreira da Silva (1918 - 2006), demonstrating how a new subjectivity, in no way indebted to the idealists, was formed in the pages of the poet herself, her poetics being entangled by Thought, sensitivity and truth. Thus, we selected works and poems in which the question of subjectivity became visible so that we could associate subjectivity, lyrical, truth, reflection and existentiality as forms and performances of new subjectivities.Item A vocação literária no pensamento historiográfico de Gonzalo Fernández de Oviedo y Valdés(Universidade Federal de Goiás, 2013-12-19) Almeida, Carlos Henrique Lopes de; Fonseca, Pedro Carlos Louzada; http://lattes.cnpq.br/6114671436176153; Fonseca, Pedro Carlos Louzada; Cortez, Clarice Zamonaro; Pinto, Divino José; Quintela, Anton Corbacho; Marques, Rodrigo VieiraThe present work aims to study two books from the Spanish chronicler Gonzalo Fernández de Oviedo y Valdés, Historia general y natural de las Índias and Sumario de la natural historia de las Índias. These are the issues published in few months with 81 chapters approximately, without been pretentious due to the absence of notes and records of the observations made in the New World at the moment of such production. Those ones have around 1800 pages distributed in 50 books with more time for elaboration and frequent returns to the text. So, it will be designed an analysis that traces the influences of the literarily aspect in the historiographical thoughts present in both books, considering the presence of some imagistical reflexes from the heritage and traces from the Middle age‘s tradition are been announced o n Oviedo‘s chronistical construction. The scenario description of the discovered lands, the encounter between the Old World referential and the New worlds‘ space, the transliterization of the structures responsible to the approximation and incorporation of the new discovers are thematic elements present in the Oviedo‘s chronistical production brought to this research to a treatment of this issue while trope present in medieval art and literature. Still inside this proposal, this work shall analyse the resources present in the writings of Gonzalo Fernandez Oviedo y Valdés which he uses in the descriptivist reports sometimes characterizing realistically the encounter with nature and natives, and at other times exercising a exquisite touch of literary reflexes. Influenced by the authorities and structures so precious to the middle-aged tradition and responsible for confluence zones that reinforce the porosity of historiography and fiction, Oviedo brings elements of medieval the speech to develop the record of the reports present at the chronics what has its own value and originality if compared to other chroniclers of his time. In this sense, this research proposes to analyze and search medieval marks present in the historiographical scenario, the author‘s literary vocation in his historiographical thoughts which entitles this thesis. What is intended is that may give more meaning to the text itself and with this dynamic, to dialog with factors related to the meddle-aged ideal images, the colonization context present in Spaniard America, the literary ruses and the rhetorical resources used by the author. For that matter, it was developed bibliographical studies of the work and theme in authors such as, Weckmann, Pupo-Walker, Prampolini, Castor, Cuello de la Rosa and Irving among others, in the searching to understand how the literary marks occur in the New worlds‘ historiographical from Oviedo‘s and some of the medieval images present in the reports of discovering and colonization of Spaniard America. The result of this work is to show traces of the influence of medieval mentality in the formation of the literary vocation chronicler of Madrid in their travelogues. Strictly speaking, we try to provide, through the textual organization of this thesis, a contribution to the critical fortunes of Oviedo and the research line Literature, History and Imaginary.Item Comédia stand-up é coisa de preta ladina: táticas de letramento abolicionista sob uma epistemologia amefricana do humor negro(Universidade Federal de Goiás, 2021-11-30) Almeida, Ludmila Pereira de; Rezende, Tânia Ferreira; http://lattes.cnpq.br/9438105037411040; Rezende, Tânia Ferreira; Barbosa, Lúcia Maria de Assunção; Souza, Ana Lúcia Silva; Muniz, Kassandra da Silva; Gomes, Marcilene PelegrineEl objetivo principal de esta investigación es interPRETAr cómo y por qué el ritual del lenguaje de stand-up, realizado por mujeres negras brasileñas, constituye-realiza tácticas de letramento abolicionista. El material empírico-epistémico, inicialmente, fue generado por las performances humorísticas, en audiovisuales subidos a Youtube e Instagram, de tres comediantes negros brasileños: Tia Má, Bruna Braga y Niny Magalhães. Como metodología, seguiremos los pasos de una investigación cualitativa por etnografía para internet (HINE, 2020) que considera la experiencia plasmada en el ámbito online-offline y sus conexiones culturales-sociales en la producción de significados. Pretendemos proponer desestabilizaciones, en la medida de lo posible, de las acciones-performances del lenguaje encarceladas, que continúan borrando narrativas y vivencias arrojadas al margen del cistema-mundo. Para ello, utilizaremos el paradigma de la afrocentricidad (ASANTE, 2014; RAMOSE, 2011) como un enfoque interPRETAtivo y de discusión que rota la localidad y agencia de las personas negras en la diáspora, y la referencia de lo que es ser una mujer negra a partir del centro africano (BONFIM, 2014; BAKOLE, 2014), que contrastan la imagen-performance de la mujer blanca euroanglocéntrica. Moviéndose entre los recursos del lenguaje y la corporeidad en el proceso de producción del Humor Negro, las mujeres negras reterritorializan y traducen la negrura a través de los cosmosentidos (OYĚWÙMÍ, 2021) de la implicación con la vida. En la encrucijada, operador cognitivo regido por Exu (MARTINS, 1997), quien nos invita a los repertorios comunicativos codificados por la madre negra en Pretuguês (GONZALEZ, 1984), hacemos circular la palabra como fuerza espiritual y tecnología ancestral (MARIAH, 2021), que nos dirige a escapar, al abolicionismo como un hacer sociolinguístico alterativista ladino que atraviesarealiza el territorio-memoria-cuerpo en / a través de Amefrikanidade (GONZALEZ, 1988), locus de enunciación, denuncia y enunciación de las reexistencias. Como patrimonio afrobioancestral (JESUS & ALVES, 2021) nos posicionamos como contracoloniales (SANTOS, 2019) que buscan en su propia historia la fertilidad de la continuidad, tecnologías que nos llegaron mucho antes del siglo XV y que cruzan el atlántico revistiendo nuestros cuerpos para expresarse en el mantenimiento de la experiencia de (super)vivencia no solo del cuerpo físico, sino también de/en la realidad espiritual, mitopoética (NASCIMENTO, 2014) y la revitalización de las escreviviencias (EVARISTO, 2020), este potencial exúsiaco de hacer libertades. El stand-up, sobre este terreno, realizado por el cuerpo-persona-territorio-epistémico de la mujer negra, activa los letramentos abolicionista como levantamiento, creatividad, sanación y despertar del estado de infancia (NOGUERA, 2019). Esto nos ayuda a poner la muerte, el geo-ontoepistemicio (OBIAH, 2021; REZENDE, 2019), a bailar, nos mueve a saber celebrar constantemente la vida a través de expresiones artísticas y a inventariar - rompiendo la idea de la ficción occidental - otras narrativas, vivir-escribir formas de vida-performance vividas en otros tiempos-espacioscuerpos-memoria, desencadenar rituales del lenguaje que matrigestam (RIBEIRO, 2020) nuestro poder de devenir.Item Corpovivências decoloniais compartilhadas e coconstruídas nas (e para além das) aulas de língua inglesa de um curso de letras: português e inglês(Universidade Federal de Goiás, 2023-06-05) Almeida, Ricardo Regis de; Pessoa, Rosane Rocha; http://lattes.cnpq.br/3633216363498900; Pessoa, Rosane Rocha; Duboc, Ana Paula Martinez; Martinez, Juliana Zeggio; Silva, Kleber Aparecido da; Silvestre, Viviane Pires VianaIn this doctoral dissertation, I defend the idea of corpovivências as a fertile and necessary response to coloniality and its multiple dimensions, especially with regards to English language education. Thus, the reflections in this text are crossed by my personal corpovivências and by those coconstructed with the formal articulators of this study – Professor Barbra Sabota and nine undergraduate students of a B.A. in Portuguese and English teaching (Anny, Cristina, Helena, Jeni, Meteora, Nami, S.J., Tae and Vittor) – during the Covid- 19 pandemic, in 2020, in a public university in the state of Goiás. The questions that guided me in this research were: What corpovivências of mine and of the study's articulators shared and coconstructed in (and beyond) the Inglês V course contributed to identify, question and interrupt the historical, racial, economic, social and ontoepistemological damages caused by coloniality in a pandemic period? What other meanings could these corpovivências forge in the decolonial horizon? Based on them, I draw as my main objective: to discuss my academic andnon-academic corpovivências as well as those of the articulators of this study, in order to understand in what ways the discussions about Wellbeing and Language that took place in the Inglês V course in a B.A. in Portuguese and English teaching enabled possible decolonial insurgencies during the Covid-19 pandemic. In search of other ways to perform the methodology of this work, I resorted to ontoepistemologies that value the horizontalization in scientific research and the exercise of corazonar the university, seeking to understand/create different knowledges in a decolonial perspective. The doctoral dissertation material was constructed through six different sources: the personal narratives, written by all the agents of the study at the beginning of the Inglês V course; the personal identification form, filled out by the undergraduates at the beginning of the research; the class planning sessions, carried out by Barbra and me throughout the months of August to October 2020; the interactions in the classes, also recorded in audio and video in the aforementioned months; the audiovisual material produced for the classes, thought and designed by the professor, by me and by the undergraduate students during the course; and the individual conversations with the undergraduate students, which took place at the end of the bimester, in October 2020. The study demonstrated that, even if crossed by coloniality and its many facets, our corpovivências are full of life and urgent for the decolonial enterprise. Therefore, not the English language, but the bodies that produced meanings with it occupied protagonism in this doctoral dissertation. The translanguaging practices and empathic listening promoted in the classes provided fertile spaces for the existence and reexistence of many of us, who had the opportunity to coconstruct knowledge with what we have, with what we are, and with what we can become through language. Finally, I emphasize the decolonial potential of our corpovivências, since they engage us in the exercise of corazonar and horizontalize different knowledges in a perspective that goes beyond the walls of the university, reaching our homes, our families, our corpos-moradias; thus, becoming decolonial corpovivências.Item Aspectos culturais da e na fala-em-interação: análise da conversa etnometodológica aplicada à aula de espanhol como língua estrangeira(Universidade Federal de Goiás, 2016-06-24) Álvares, Margarida Rosa; Ferreira, Maria Cristina Faria Dalacorte; http://lattes.cnpq.br/9262323548559269; Ferreira, Maria Cristina Faria Dalacorte; Preuss, Elena Ortiz; Sousa Filho, Sinval Martins de; Oliveira, Hélvio Frank de; Romero, Tânia Regina de SouzaThe thesis herein presents an analysis of the cultural aspects that are part of talk-in-interaction through Ethnomethodology/Conversation Analysis (EM/CA). This study is aimed at analyzing talk-in-interaction within an institutional environment (DEL CORONA, 2009). Through readings, it was observed that there is still field yet to be explored related to it and, in general, concerning speaking in Spanish. The analysis focuses on aspects, which are part of talk-in-interaction, that is, of speaking itself, such as turn-takings, organization, repairs and revoicing (CONCEIÇÃO and GARCEZ, 2005). Additionally, the analysis focuses on talk-in-interaction such as the construction of intersubjectivity and reflexivity (BULLA , 2007; GARCEZ , 2008). Based on that, the interactional process was observed in a Spanish language classroom of a public university (Goiás, Brazil). The research included data that was generated in this Spanish classroom context in an undergraduate degree classroom in Languages: Spanish with a group of thirteen participants. The data analysis is based mainly in two classes which were fully transcribed according to Jefferson´s Model (LODER , 2008). Besides, information gathered in interviews, fieldnotes and questionnaires were also considered to enable the triangulation of data. The presentation of the analysis follows two broad categories: the cultural aspects of talk-in-interaction as well as the cultural aspects in talk-in-interaction. In relation to turn-taking (turn-taking itself, turn-construction/turn-holding, turn-allocation/relinquishing), the results point to an understanding that, when interacting in the target language, the participants tend to maintain their mother tongue structure preferring that their turn is given rather than taken. On the issue of repairs, it is seen that other-initiated other-repair are preferred and this is because the interaction takes place in an institutional context. Regarding the revoicing, evidence shows that providing a revoicing setting does not always guarantee that the interaction occurs fluidly because the tendency of the teacher was to keep the turn longer. That probably happened as she understood that it is the teacher's role to fill in the silences with her own turns, especially when there is no volunteering by any other participants. However, the results show that the revoiced classroom allows critical training and the promotion of autonomy. The results also show that there was a change concerning turn-taking in the second class which was better balanced. Intersubjectivity (or shared understanding) and reflexivity (or the ability to reflect on what is being shared) are observed throughout the analysis by structuring the turn-takings and repair achievements. These ones are in the service of maintaining the intersubjectivity and, consequently, the reflexivity on the cultural aspects.Item Multimodalidade no livro didático sob as perspectivas da análise do discurso e da retórica contemporânea(Universidade Federal de Goiás, 2016-05-31) Alves, Aline Rezende Belo; Miller, Carolyn; http://lattes.cnpq.br/0637627196439322; Souza, Agostinho Potenciano de; http://lattes.cnpq.br/2081738892561567; Souza, Agostinho Potenciano; Vieira, Josênia Antunes; Baronas, Roberto Laser; Fernandes, Eliane Marquez da Fonseca; Milani, Sebastião EliasThe goal of this dissertation is to analyze the multimodality as a Contemporary rhetorical exigence for been a facilitator of the teaching/learning process and a persuasive element that encourages the engagement of the Addressed Audience (AA) in the process. The principles of the French Discourse Analysis, as interlocution and the subject conditions, and the ones form the Contemporary Rhetoric (MILLER;1994, 2012) are appropriated to a better understanding of the multimodality as a persuasive element and an important element for the construction of the Rhetor`s ethos in a genre that circulates in the school environment as social action. The research methodology pursuits the description and interpretation of the multimodality in a Textbook (TB) of the collection Português: Contexto, interlocução e sentido (M. L. M. ABAURRE, M. B. M. ABAURRE, M. PONTANARA, 2008), volume 2. It`s been verified that, inserted in a society with plentiful extremely complex audial visual resources, the TB is regulated by official statements about the process of production and acquisition by Brazilian public school. The analysis of the official documents about the TB evidences the importance attributed to the presence of multimodality and the preconization of a Multimodal Literacy. The rhetorical analysis verifies the paths run by the TB to persuade the AA. The Rhetor shows good will in helping and facilitating the teaching/learning process with wisdom and good moral character while selecting and organizing the contents and the texts to be used and also applying multimodality in its constitution. Despite the constant presence of the multimodality and the preconization of a multimodal literacy by the official documents, it does not happen explicitly. It only happens for exposition. A new look to the TB is necessary looking for a discursive and rhetoric approach of the multimodality, so that students take advantage of this resource to their learning and also learn to use it in their own textual productions.Item Desenvolvimento da escrita: o letramento digital como estratégia de ensino(Universidade Federal de Goiás, 2021-06-24) Andrade, Carolina Santos Melo de; Fernandes, Eliane Marquez da Fonseca; http://lattes.cnpq.br/6909779518031618; Araújo, Cristina Batista de; Rodrigues, Paulo Cezar; Costa, Alexandre Ferreira da; Fernandes, Eliane Marquez da Fonseca; Cândido, Glaucia VieiraThis research undertakes reflections on the efficiency of methods and practices of teaching writing via digital resources. This study was accomplished through a qualitative action-research, which enabled the production and application of on-line teaching strategies, as a mediating mechanism in the writing teaching-learning process. The purpose of the research was to observe and analyze the strengths and weaknesses of digital teaching strategies in the development of written competence, through the Distance Learning method (EaD), with senior students from public high schools in the city of Quirinópolis-GO. Therefore, two editions of an on-line writing course were offered, developed in the light of the theories of Sociodiscursive Interactionism. As a corpus of our research, the discursive production processes materialized in the hypertext, and the tools of the virtual environment MOODLE (AVA) were used, and the impacts of the applied digital strategies were analyzed. Some Bakhtinian concepts were highlighed, among them, interaction and dialogism, using the theoretical-methodological current of Sociodiscursive Interactionism (ISD), which seeks to reflect on collective social activities and language activities, according to the postulates of Bronckart (2006) and Machado (2005). We were guided by the didactic sequence and the teaching genres perspective in Dolz, Noverraz and Schenewly (2004) and Nascimento (2014) and resorted to referrals from the High School National Curriculum Parameters (PCNEM, 2000), the National Common Curricular Base (BNCC, 2018) and other documents that guide Education, regarding language teaching, subsidized by technological artifacts. We mobilized the concept of multiliteracy and multisemiosis by Rojo e Moura (2012) and reflected on the skills and capacities required to develop the multiple forms of digital literacies, listed and categorized by Dudeney et. al. (2016) and Zacharias (20016). This research aims to contribute towards thinking didactic strategies for teaching writing, making didactic transpositions of digital resources subsidized by virtual learning environments, in order to enhance the development of the discursive writing competence. And also to promote a holistic analysis of the teacher, student, technologies and linguistic-textual-discursive knowledge relation. We recognize the potentialities that interaction through the semioses of multimodal genres is capable of promoting in virtual learning spaces.Item Why don’t you carve other animals: estudo crítico e tradução(Universidade Federal de Goiás, 2015-04-27) Araújo, Cibele de Guadalupe Sousa; Sousa, Heleno Godói de; http://lattes.cnpq.br/4388813326632106; Sousa, Heleno Godói de; Carbonieri, Divanize; Milton, John; Faria, Zênia de; Sousa, Jamesson Buarque deThis doctoral dissertation aims to introduce the work of Zimbabwean writer Yvonne Vera to the Brazilian literary system, by achieving a translation of her inaugural piece of literary work, Why Don’t You Carve Other Animals (1992). Departing from well-grounded premises that every translation is a “re-writing” of its original text (LEFEVERE, 2007), and that every translator is first a reader (BASSNETT, 2002), we have attained a translation contrived by the “ethics of difference” (VENUTI, 2002). Therefore, in the foreign literary dissemination context, we have opted to approach the Zimbabwean culture, which is barely represented in our national canon, as well as address the women literary representation, a socially marginalized group. The equilibrium between attitudes towards “domestication” and “foreignization” has grounded the work, which has envisioned the result of an “ethical translation” (BERMAN, 1995). In order to subsidize the resulting translated piece, we have analyzed the compositional style of the author, whom, through the use of a very poetic prose, marked by repetitions and rhythm, addresses themes considered to be taboo in her society at the time, mainly linked to the effects of colonial oppression, violence, and sexism. We have also developed a critical study of the short stories, covering elements such as the narrator, the narrative point of view, characters, time and space, with which the author constructs a mosaic of the societal mark of the time, confronting and dismissing the official hegemonic discourses. This doctoral dissertation consists of our project of translating Vera’s book, a critical commentary on the translating strategies we have chosen to follow, the analysis of the effects on the changing of linguistic levels of translation, as well as the construction of two paratexts (GENETTE, 1997), a preface, and a glossary.Item A construção de subjetividades no discurso escolar(Universidade Federal de Goiás, 2013-12-10) Araújo, Cristina Batista de; Sousa, Kátia Menezes de; http://lattes.cnpq.br/1920351654350013; Gregolin, Maria do Rosário Valencise; Morais, Mara Rúbia de Souza Rodrigues; Costa, Alexandre Ferreira da; Souza, Agostinho Potenciano deHow have the school, Portuguese teaching and linguistics built their discourse on the subject and thus delineated subjectivities? Is there an ideal model or modes of existence that influenced and still influences school practices? What kind of subject is founded from the idea that power relations enroll subjects in social places, so its position will result in consequences /for others and for himself? How do linguistic-discursive processes of subjectivation of school subjects get, and how these requirements are expressed in documents, parameters, and other educational policies? It was from such questions that this study was designed, aiming to enter the universe of discourse to school, from it, to understand some of the practices of subjectivity resulting from the relationship between this universe and those that pervade. This study seeks, therefore, to understand, through the discursive approach, the construction of meaning and dialogue with the memory of expository discourses responsible for the production of subjectivities at school. It is known that society requires a certain school kind of man who is able to meet the demand of his time, and consequently, the school outlines subject from the government of others, putting aside the principles of self-care, favoring the creation of a man who watches and cares for each other, which protects the moral to the other. To comply with the objectives of defining subjectivity, we have combined the political management of the human species from scientific, legal categories etc., and the creation of body technologies, the disciplinary practices that orchestrate to regulate and evaluate what men do, what they say and what they are. According to the theoretical perspective of discourse analysis, French line, to handle the production of subjectivities and the relationship between knowledge and power, we must consider the world is constituted by discourse and everything, including subjects, are constituted by through discursive everyday practices. For this reason, research corpora are composed of statements which, in turn, are interwoven with others to endorse, reject, complement etc. what can or should be said in school discourse, without losing sight of the utterance, as constitutive of the enunciate function, assumes a position that also every individual can and should occupy to be his subjectItem A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública(Universidade Federal de Goiás, 2023-02-16) Araújo, Marco André Franco de; Figueiredo, Francisco José Quaresma de; http://lattes.cnpq.br/1701940743664871; Figueiredo, Francisco José Quaresma de; Barcelos, Ana Maria Ferreira; Tonelli, Juliana Reichert Assunção; Carreira, Rosângela Aparecida Ribeiro; Lago, Santinha Neuda Alves doThe main objective of this research was to investigate collaborative practices and beliefs in the performance of English teachers for children in the public context. In addition, it was aimed at understanding both the theoretical and methodological perspectives that encompass teachers’ practices and their perceptions in relation to the collaborative practices. The investigation draws on studies related to the teaching of English for children, sociocultural theory, and its constructs - collaboration, interaction, and mediation in teacher education - and beliefs about teaching and learning foreign languages to children. From a methodological standpoint, it was carried out a case study between October 2019 and April 2021. The participants were four teachers who teach English in the public context of the Goiânia Municipal Education. As far as the data is concerned, it was used the following instruments: a) questionnaires; b) field notes and class observation; c) interviews; d) on-line collaborative sessions via Zoom platform; and e) narratives. From the data analysis, it was possible to infer that teachers both use beliefs about teaching ways that facitilate learning and beliefs about activities to children and promote meaningful experiences for their students. The analysis also indicate that contextual factors can change teachers' routine, leading them to shifts in their pedagogical practices. The discussion about collaborative sessions revealed that teachers, when participating in joint tasks, make use of strategies that mediate and facilitate such tasks. It was also able to identify the theoretical and methodological perspectives that permeate teachers' practice, such as choosing both methodologies – which are considered playful and bear collaborative tasks – and theoretical perspectives (e.g., teaching through repetition that little bring meaning to student learning). Teachers' perceptions about their participation in collaborative sessions, in turn, point to either change or maintenance of pedagogical practices. Thus, it may be argued that beliefs about the process of teaching and learning foreign languages for children and participation in collaborative practices in which teachers have the possibility to exchange experiences with their peers who work in the same context are important factors in the teachers’ education and that can help them in relation to their pedagogical practices for teaching English for children, that is, in the preparation of material, experiences exchange, and comparision of teaching contexts.Item Docência na Universidade Estadual de Goiás: (auto)representações de professores formadores e seus atravessamentos(Universidade Federal de Goiás, 2021-11-12) Araújo, Maria Dolores Martins de; Lima, Lucielena Mendonça de; http://lattes.cnpq.br/5215089054455580; Lima, Lucielena Mendonça de; Sousa, Kátia Menezes de; Fernandes, Eliane Marquez da Fonseca; Sousa, Odália Bispo de; Oliveira, Hélvio Frank deThis thesis investigates the (self)representations that professors of undergraduate courses at one of the campuses of the State University of Goiás (UEG) in the countryside have about teaching and the practice of their profession in this context. In this sense, based on the representation construct from the perspective of Cultural Studies and on Foucault’s conceptual tools, such as discourse, knowledge, power, dispositif and resistance, this study understands that the objectification processes - the representations and attribution of meanings that are assigned to us through the asymmetrical relations of power - and subjectivation - recognition of the social constructions imputed to us - are constituents of the subject (FOUCAULT, 1995; TADEU DA SILVA ([1999]/2001, 2001, 2009). We also return to the notions of dispositif, truth, power, knowledge, resistance and subject through current reinterpretations made by authors such as Paul Veyne, Rosa Maria Fisher, Prado Filho, Cleudemar Fernandes, Kátia Sousa, Simone Sampaio, as well as we retrieved the notes of Morgado (2015), Silva (2016) and Paraguassú (2017) on the discursive processes of objectification/subjectivation and the possibilities of resistance of the subject-teacher. Thus, the theoretical and methodological support of this work is based on tools identified in the Foucaultian archegeneology, which allows us to analyze the entire intersection of what is said and the power of official agencies in the constitution of mechanisms that aim and subject the subject/professional teacher. The research involved 21 professors from one of the campuses of the State University of Goiás. In the data generation process, the following instruments were used: questionnaires, narratives, individual interviews and conversation circle. In the survey of statements, it was detected that there is a series of discourses present in discursive and non-discursive practices that determine the places that objectify the professor of the State University of Goiás. In this way, the thematic recurrences in the network of utterances presented, which function as meeting points of a discursive memory and a current situation, signal that professors subject themselves from discursive crossings, so that there is regularity in (self)representations of these professionals: the devaluation of professors in the face of the actions of the state government, the discourse of society, the economy, politics and the media. However, even in the face of objectifying tendencies, professors denounce, they stand against certain agencies imposed on the category, such as the power devices that threaten the degree course aiming to banish it from the state, and that affront the teaching professionality. In addition, reveal a capacity to (self)reflection on themselves and their context, in order to question actions and sayings with a view to inverting the power game, thus finding a space for resistance and dissidence.Item Entre efeitos e estratégias de linguagem numa produção de conhecimento situado: blogueiras feministas (re)pensando concepções e construindo novas práticas(Universidade Federal de Goiás, 2013-04-29) Avanço, Karla Fernanda Fonseca Corrêa; Pinto, Joana Plaza; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790476H4; Pinto, Joana Plaza; Caldas-Coulthard, Carmem Rosa; Gonçalves , Eliane; Souza, Kátia Menezes de; Silva, Maria do Socorro Pimentel daScience, as we know it today, has been established as the legitimate paradigm of knowledge production, which relies on the pillars of universality, neutrality, and objectivity. In contrast, feminist epistemology defends the production of situated knowledge, seeking a partial and critical positioning. In this thesis, I discuss knowledge about language produced under a feminist standpoint, assuming that knowledge is produced not only in the academy, but also by counter-hegemonic, minority, or minoritized groups. To this end, I analyze the texts of a group of feminist women on the internet, named Blogueiras Feministas, to identify the language conceptions that are at stake in their concerns, by studying their texts posted from October 2010 to October 2011, totaling 365 posts and 54 authors. The modern science paradigm, constituted from the XVI-XVII centuries on as the only legitimate form of producing knowledge, was based on the notion of scientific rationality, achieved by means of a strict set of methodological rules and epistemological principles, as well as on political and economic factors, in which the process of colonization played a fundamental role. In this thesis, I use the metaphor of vision to explain this paradigm, because modern science lies on this metaphor and on the idea of the specific ways in which the eye is directed toward the object to differ from other forms of knowledge production. Furthermore, modern science paradigm defends that, while anyone can see an object, only the trained scientist can interpret what is seen. I contrast this paradigm with the idea of an embodied, marked, partial, limited, non-transcendent, i.e. situated nature of vision. Hegemonic Linguistics was established as a science during the development of nation-states, the consolidation of science itself, and the emergence of the sociological subject. Based on dictionaries and introduction guides, which limit the field and are used in the education and training of new scientists, I explore Linguistics, passing through its legitimate areas and authors verifying, precisely, how the history of this discipline is presented, which language conceptions are emphasized in the official context and what kind of metalanguage is used. Finally, the analysis of language conceptions displayed in the texts of Blogueiras Feministas indicates that they see language from a discursive perspective and think about language practices from its effects and strategies for possible changes. The main effects identified by Blogueiras Feministas are the naturalization and essentialization of identities; among the strategies of resistance and change they emphasize the need of raising awareness about the inconsistencies of our speech, multiplying discourses and voices, using inclusive language and thinking about the possibilities of producing new meanings.Item Uma visão ecolinguística da folia da roça de Formosa (GO)(Universidade Federal de Goiás, 2015-08-19) Avelar Filho, João Nunes; Couto, Elza Kioko Nakayama Nenoki do; http://lattes.cnpq.br/8282195794917233; Couto, Elza Kioko Nakayama Nenoki do; Sousa Filho, Sinval Martins de; Santos, Leila Borges Dias; Cândido, Gláucia Vieira; Siqueira, Kênia Mara FreitasThe purpose of this thesis was to investigate the language present in the popular manifestation of “Folia da Roça” performed in the region of Formosa – GO. The methodology adopted was characterized by the qualitative approach of ethnographic base through the interaction with revelers and praying women during the annual feasting events of 2013, and 2014, in the rural area of the reported township, shifting focus to the rites that take place through prayers and life stories. The premise of the defence of this thesis is that the language of “Folia da Roça” preserves elements of the ibero-christian tradition, adapted to the local reality before the new conditions that take place amidst processes of urbanization and globalization. These influences were investigated by using the theoretic understructure of Ecolinguistics, a discipline that takes into consideration the study of language from the entanglement between the knowledge of Linguistics and Ecology, searching to describe interaction processes in which these categories manifest. Other guiding aspects of this research were: verify if the natural and social environments have any influence in the language of prayers; observe how ecclesiastic Latin is seized by those who speak rural Portuguese; investigate if values conveyed in the discourses of these protagonists are consistent with local wisdom or if they reflect patterns imported from the Iberian Peninsula during colonization; besides discussing and analyzing the memory of elders and their closer relatives in the prayers. By describing and analyzing the language of the feast, evidence is given of the adaptation and the resignification of official Catholic religious practice to the natural and social environments in which these protagonists are inserted. The religious ethic present there emerged as a result of the necessity of surviving in a historically hostile region, perpetuated by the interactions of its characters, transforming into an important and considerable manifestation of popular religiosity.Item Um estudo pancrônico da voz reflexiva em perspectiva construcional(Universidade Federal de Goiás, 2016-08-23) Barros, Déborah Magalhães de; De Rosa, Gian Luigi; http://lattes.cnpq.br/0477655838545582; Galvão, Vânia Cristina Casseb; http://lattes.cnpq.br/4483153034836149; Galvão, Vânia Cristina Casseb; http://lattes.cnpq.br/4483153034836149; Cezário, Maria Maura; Bagno, Marcos; Ferraz, Eleone de Assis; Sousa Filho, Sinval Martins deThis research describes and analyzes the reflexive voice in different historic moments of the Portuguese formation, in order to prove a change in the shape of the grammar domain on Contemporary Brazilian Portuguese (PB). This research was motivated by the pronominal nonmarking in the prototypical reflexive voice in (PB), mainly, in the spoken variety in Goiás. In the center of this change is the concurrence among uses in the prototypical reflexive voice or morphologically marked (VRM), defined by the presence of the reflexive pronoun, and the reflexive voice non-marked (VRNM), elaborated without the pronoun mark. We intend to understand the linguistics and discursive processes correlated on this change. The Functional Linguistics Centered in the Use, more specifically, the Construction Grammar, gave the theoretical base for this analysis, with the highlights for the contribution of Bagno and CassebGalvão (in press), Bybee (2010, 2015), Croft (2001), Croft and Cruse (2004), Givón (1984, 1990, 1992, 1995), Goldberg (1995, 2006), Hopper and Thompson (1980), Langacker (2013), Tomasello (2003, 2008, 2009) and Traugott (2008) and Traugott and Trousdale (2013). Authors such as Barros (2011), Benveniste (2005), Bertoque (2010, 2014), Camacho (2000, 2002, 2003) and Kemmer (1993, 1994), among others which gave aids to the definition of the characterization of the reflexive voice. The Construction Grammar is a theoreticalmethodological approach that considers the language in use and acknowledges the existence of a narrow relation between the language structures and the updated use by the speakers in real contexts of communication. In this perspective, the language arises from the use and organizes itself in constructions, linguistics unities built by the pairing of form and meaning. The reflexive voice is considered, thus, member of a constructional voice network, a multifactorial domain whose conceptual base is an abstract scheme influenced by transitivity and the clausal ordination. Data analysis is predominantly qualitative and panchronic, contemplating different historic moments of the formation of Portuguese from the Vulgar Latin to Modern Portuguese and the contemporary PB (XX and XXI). The results of the analysis indicate changes in the structure of the reflexive voice and semantic features of the agent and the patient, which has led to transformation in constructional voice network, amplified by semantic-pragmatic pressures, which is a case of constructionalization.Item O lugar do leitor na poesia de Manoel de Barros(Universidade Federal de Goiás, 2010-03-19) BARROS, Nismária Alves David; CAMARGO, Goiandira de Fatima Ortiz de; http://lattes.cnpq.br/3029764057965151This thesis studies work by poet Manoel de Barros, published between 1937 and 2008, to know and to detail the procedures that delineate the reader s place and that promote the readability of his poems. Investigate how the poetic discourse by Barros builds the reception of his texts is a contribution to the field of Brazilian studies of contemporary poetry and it is in search s line "Poetics of Modernity". At first this research is based on the concept of reader as a textual construction from the theory of Model-Reader by Umberto Eco. Then it is considered the role of poetry is communication, according to theoretical assumption by Michael Hamburger, because the poetry communicates the art and the man. Eventually this research discusses the eroticism related to poetic creation, essentially based on meanings of eroticism by Octavio Paz as body poetic as verbal eroticism. Considering this theoretical support and others citations in analysis of selected poems, we can identify in poetry by Manoel de Barros, for example, the performative act in the metalinguistic discourse, the invention of a lyrical subject as poet, the indication of an interlocutor in the text, the memory of reading, the experience lived, the use of irony as paradox and the eroticism. The results confirm that the emphasis on reading is a key element in poetic construction by Barros. This writer modernizes and renews the modern experience of poetry because he communicates the historical experience in order to organize and master his poetic materials. When Barros makes poetry, he makes the subject and the reader, he shares his poetic values with the reader, he incentives the reader to think about itself and the world, he offers his greatest contribution, which is the appreciation of poetry, and he invites the necessary humanity of the man.Item Histórias serradas: discursos indigenistas histórico-modernos(Universidade Federal de Goiás, 2023-03-31) Batista, Danillo Macedo Lima; Sousa Filho, Sinval Martins de; http://lattes.cnpq.br/5359385370592200; Sousa Filho, Sinval Martins de; Cândido, Gláucia Vieira; Silva, Leosmar Aparecido da; Luterman, Luana Alves; Prudente, Mabel PettersenIn this thesis, which we often call a “research text”, we had the objective of substantiating some historical phenomena that have repercussions on modernity and influence various aspects of our social life: political, philosophical, academic phenomena, etc., in order to propose some practical changes in the way of doing History and Literature in the classroom, in addition to awakening the formation of new readers. Such fundamentals that we seek in historical and literary readings based on Decolonial Studies (by Latin American authors and others that we call “anticolonial”). All the theoretical assumptions that we sought to know and develop were to give us conceptual and argumentative subsidies that would help us in the reading and analysis of our literary corpus so that we could observe the historical-social nuances present in literary narratives in confrontation with other discourses that include those found in some didactic books. We used, as a method of reading and analyzing the narratives that build the corpus, bibliographical research, since our work was not in loco, but theoretical. It is a work, therefore, essentially linguistic, literary and historical. All other epistemic aspects that it assumes (political, philosophical, geographical, cultural, etc.) are because of its interdisciplinary nature, congruent with what it itself proposes when some pedagogical questions are raised throughout its compositional fabric. We were unable to exhaust the main subject of this thesis, which it addresses and where it parks its last questions: is indigenous/indigenist literature possible? This question is not isolated from other important questions: the creative and denouncing power of a literature that is at the same time historical, political and fictional/metaphorical can provide Basic Education students with a more “decentralized” learning experience, which would bring them closer to a formation more critical intellectual? After all the theoretical explanations we made, readings and analyzes of literary books, discussions about didactic books and, finally, introductory reflections on indigenous/indigenist literature, we arrived at some conclusions pertinent to the indispensable role of “decentralizing” literature in the school environment. These last reflections can be found in the last chapter of this work. If the core issue was not exhausted, both it and several other important discussions were, at least, brought to light again, since, as we discuss throughout the thesis, knowledge is also a way of “power”.Item As muitas linguagens em guerra com o português: a língua-afeto entre mulheres negras quilombolas em luta com as ideologias linguísticas no contexto universitário(Universidade Federal de Goiás, 2022-04-11) Batista, Thaís Elizabeth Pereira; Pinto, Joana Plaza; http://lattes.cnpq.br/8100370294969259; Pinto, Joana Plaza; Keating, Maria Clara Bicudo de Azeredo; Muniz, Kassandra da Silva; Gonçalves, Eliane; Nascimento, André Marques doThis work aims identify and discuss linguistic ideologies (IRVINE, 1989; SILVERSTEIN, 1979) mobilized in the interactions with young quilombola university migrants, through linguistic differentiation and hierarchization metapragmatic resources (SILVERSTEIN, 1993; SIGNORINI, 2008). Starting from a decolonial positioning (LUGONES, 2014; MIGNOLO, 2003; 2008) and considering its criticism (BISPO DOS SANTOS, 2015; CUSICANQUI, 2010), I consider it important to think about the colonial difference in social relations and seek a knowledge production based on border thinking (MIGNOLO, 2003), engaging in a decolonizing practice that goes beyond decolonial thinking (CUSICANQUI, 2010), also dialoguing with authors from the global south, blacks, quilombolas and indigenous people (BISPO DOS SANTOS, 2015; MUNIZ, 2016, QUINTILIANO, 2019), as a way of listening and seeking new doing science ways, decreasing the risks of a single story (ADICHIE, 2019). As a methodological procedure, I seek the generation of data from multisituated ethnography (BRIGGS, 2007) with a focus on collaborative workshops (BUSCH, 2010, 2012, 2017; DIAS, 2019) and the collective choice of tools for data generation with the participants. The analysis points to the intersection between linguistic and racial hierarchies (PINTO, 2018) and to the updating and reinforcement of modern colonial linguistic ideologies that are materialized in metapragmatics of various orders as a way of maintaining inequalities and hierarchizing bodies in our society. It also points to the networks of affection and afroaffection (MCELHINNY, 2010; POVINELLI, 2016; QUINTILIANO, 2019) and hope (AVRAMOPOULOU, 2017) as a form of resistance, re-existence (SOUZA, 2011) and confrontation the physical and symbolic violence that structural racism imposes on non-white bodies in the Western world. It seeks to understand the questions posed from the emic categories presented by the participants and the analysis shows that black quilombola women resist and re-exist with the language-affection, constantly tensioned in the university space by hegemonic linguistic ideologies that associate a people, a nation and a language, hierarchizing bodies through graphocentric linguistic ideologies, which put these women at war with Portuguese. The results of this research show that Afroaffection networks (QUINTILIANO, 2019) allow the formation of alliances between black quilombola women, as a way of aquilombar the university.Item Análise linguística no ensino médio: caminhos e descaminhos da leitura e da escrita na escola pública(Universidade Federal de Goiás, 2023-03-09) Baú, Maria de Fátima Furtado; Sousa Filho, Sinval Martins de; http://lattes.cnpq.br/5359385370592200; Sousa Filho, Sinval Martins de; Fernandes, Eliane Marquez da Fonseca; Stafuzza, Grenissa Bonvino; Trindade, Israel Elias; Bunzen Júnior, Clecio dos SantosThe present study aims to show how the linguistican alysis provides a meaning fuland productive learnin gof the portuguese language to Ensino Médio (High School) students. For that purpose, I took bakhtinian dialogism as theoretical basis, also considering Bakhtin's studies on speech genre sand new researche son the fieldof language, notably the works of Franchi ([1987] 2006); Brito (1997) and Geraldi ([1981-1984/1997] 2006); [1991] /2002). Tosupport the linguistican alysis, I sustained this study on the works of Travaglia (2010); Costa Hubes (2010); Bezerra and Reinaldo (2013); Sousa Filho (2017) and Mendonça (2009). To this purpose, I divided the present thes is in three chapters: in the first one, I defined a spects related to the methodology adopted. In the second one, I made some reflections about Bakhtin's dialogic theory, the speech genres and the Ensino Médio portuguese teaching and learning practices in Brazil. In the third chapter, I did the description and analysis of the data collected. I adopted a qualitative research method approach, centredon the action research model (SANDIN ESTEBAN, 2010; DENZIN and LINCOLN, 2006; SERRANO, 1998; BOGDAN and BILKLEN, 1982; LÜDKE and ANDRÉ, 1986; CRESWELL, 1998), with procedural intervention sonthelessons as presented bythe longitudinal work of Dodane (2015). Thus, it's a Field research study where I developed, with the students of thesecond grade of a public Ensino Médio school in the cityof Goiânia, a teaching/learning português e language Project centredon the speech genres, considering the crime novel as the main genre. I used the participant observation as the main method for data collection, complementedby documentan alysis (texts researched, readand writtenby the students). Our analysis showed that, at the beginning of the research, thestudents gave more attention to writting words correctly than to aspects related to text production. After the application of the project, I noticed that the students started to realize that writing texts is a practice that goes beyondmere orthography, comprehending that when wewrite we have the intention of writing something to someone, targeting certain communicative strategies, making choices related to language (on grammar and lexicon). They also realized that those choices define our style of writing/saying and that the Grammar and lexicon forms can't be written or readrandomly, as they are chained to the context. At the end of the process, students learned no tonly the features of the genres, but also how language manifests through different genres toaim communicative intentions. It was perceived on both speech and writing that portuguese language learning through the speech genres, organized in the form of projects, supports the study in context, articulating portuguese language and literature, as well as reading practices, writing and linguistican alysis. I noticed that reading and rewriting texts, individuall yor collectively, is a practice that must Best imulated in schools, empowering the students in a way that, after the conclusion of the high school, they become future readers na dwriters.Item Lacunas e conflitos: uma reflexão sobre as diretrizes educacionais e a realidade escolar do ensino de espanhol no estado de Goiás(Universidade Federal de Goiás, 2016-06-03) Belaonia, Sara Guiliana Gonzales; Figueredo, Carla Janaina; http://lattes.cnpq.br/5160910440128423; Figueredo, Carla Janaina; Baptista, Lívia Márcia T. Rádis; Pereira, Ariovaldo Lopes; Mello, Heloisa Augusta Brito de; Sousa Filho, Sinval Martins deEste estudio de caso, apoyado por un enfoque cualitativo de investigación, de naturaleza interpretativa, busca comprender las lagunas y conflictos que se interponen entre la realidad profesional vivenciada por profesores de lengua española y las políticas lingüístico/educacionales vigentes que los orientan. Los objetivos son discutir de qué forma se da la relación entre las directrices educacionales (leyes e intervenciones políticas) concernientes a la enseñanza del español y su aplicación en el contexto escolar del Estado de Goiás e identificar las percepciones que los profesores participantes de este estudio manifiestan en relación a las intervenciones mediadas por el poder público en su formación continuada. Por lo tanto, apoyados en los estudios sobre la pedagogía crítica y la formación crítico-reflexiva de profesores (Liberali, 2012, Schön, 2000, Vieira-Abrahão, 2012, Smyth, 1992), este estudio pone de manifiesto las voces de profesores involucrados en un proyecto de formación continuada promovido por una profesora-formadora de la Faculdade de Letras de la Universidade Federal de Goiás. Los resultados revelan que las legislaciones e intervenciones políticas concernientes a la enseñanza del español presentan inúmeras lagunas dialógicas, sea entre los diversos organismos gubernamentales encargados de la enseñanza, sea entre esos organismos y el profesor encargado de esa asignatura escolar. Sobre las intervenciones intermediadas por el poder público en la formación continuada del profesor, el análisis de las percepciones de los profesores indica que los profesores participantes manifiestan interés en una formación continuada que promueva un tipo de reflexión que los oriente a movilizar los diversos saberes adquiridos durante su práctica profesional y abandone la concepción de que ellos necesitan ser tutelados o vistos como incapaces de manejarse profesionalmente. Podemos concluir que fueron positivas las expectativas referentes a la contribución del evento para el desarrollo profesional del grupo de profesores involucrados en esta investigación, pues el grupo se dispuso a trabajar de forma conjunta y a reconstruirse profesionalmente, rompiendo jerarquías entre profesor-formador y profesor en formación.Item O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de Inglês(Universidade Federal de Goiás, 2018-02-16) Borelli, Julma Dalva Vilarinho Pereira; Pessoa, Rosane Rocha; http://lattes.cnpq.br/3633216363498900; Pessoa, Rosane Rocha; Mateus, Elaine Fernandes; Jorge, Míriam Lúcia dos Santos; Pinto, Joana Plaza; Rezende, Tânia FerreiraThe reconceptualization of linguistics in a proposal of critical practice has brought important reflections for language studies. The consideration of other voices, recognizing what we can learn from those on the margins, broadens our possibilities as applied linguists and invites us to look at ourselves as well as at the practices we reproduce. In addition, this critical perspective challenges us to transgress the boundaries that separate disciplinary knowledge, which moves us away from the possibility of expanding our views by taking into account other kinds of knowledge (MOITA LOPES, 2006). In line with this proposal of problematization, decolonial thinking is discussed by social scientists as a standpoint, a way of being in the world (MIGNOLO, 2014). The decolonial challenge consists of problematizing colonialities, which maintain and reproduce violent ways of living in this world and thinking about it. In this study, I take this path of decolonial criticism and, based on the knowledge of those who experience the teaching practicum – school teachers, university teachers and pre-service teachers, I discuss the following objectives: a) to problematize the structure of the teaching practicum and discuss the main challenges faced in the English teaching practicum; b) to problematize the interpersonal relationships built during the teaching practicum by those participants; c) discuss the possibilities of re-signifying both the structure and the interpersonal relationships of the teaching practicum. To enable these reflections, I talked to teachers from different contexts in the Midwest: 10 university teachers (5 from Goiás, 3 from Mato Grosso, 1 from Mato Grosso do Sul, and 1 from the Federal District); 11 schoolteachers (8 from one city in Goiás and 3 from one city in Mato Grosso); and 40 pre-service teachers (12 from a university in Goiás, 13 from a university in the Federal District, 9 from a university in Mato Grosso, and 6 from another university in Goiás). Thus, the interpretations and discussions of the knowledge constructed in this study are based on principles of qualitative research (DENZIN; LINCOLN, 2013), considering aspects of a decolonial practice. Regarding the structure of the teaching practicum, our main reflections, in this doctoral dissertation, point to a teaching practicum highly influenced by a technical perspective of teacher education and oriented by documents that emphasize collaboration between school and university without promoting conditions for the accomplishment of this task. In addition, the separation of teacher observation and teaching practice does not seem to make sense, since there is not involvement of the pre-service teachers and university teachers in the school life. Concerning the interpersonal relationships, we problematize the lack of interaction that characterizes the teaching practicum, the hierarchy that separates teachers, based on the place where they work, and the type of relationship experienced within the university itself. In addition, we focus on the conflicts that are generated by a teaching practicum that is planned at the university, without negotiation with the school, and we think about possibilities for a more integrated work. Based on these problematizations, I advocate a decolonial teaching practicum, that goes beyond bringing university and school together, and promotes an epistemological re-conceptualization which can make the teaching practicum a space of speech and careful listening (SILVESTRE;, 2017; REZENDE, 2017) for all participants.