Mestrado em Letras e Linguística (FL)
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Item A Formação de Professores Pedagogos Bilíngues: Um Estudo Documental das Concepções de Educação Bilíngue na Licenciatura em Pedagogia Bilíngue do Instituto Federal de Goiás (IFG), Câmpus Aparecida de Goiânia(Universidade Federal de Goiás, 2025-03-20) Souza, Marly Rodrigues da Silva; Lima, Hildomar José de; http://lattes.cnpq.br/9511424542659405; Lima, Hildomar Jose de; Cerqueira, Mirian Santos de; Araújo Júnior, João Ferreira deThis study examines teacher education in the Bilingual Pedagogy Degree Program(Libras/Portuguese) at the Federal Institute of Goiás (IFG), Aparecida de Goiânia Campus,based on a documentary analysis of the Course’s Pedagogical Proposal (PPC). Themainobjective was to understand the conception of bilingual education being developedinthisprogram. To this end, the study analyzed the concept of bilingualism and its structures (Preuss& Álvares, 2014; Grosjean, 2010), as well as the conceptions of bilingual educationdiscussedin teacher education in Brazil (Bastiani Gómez et al., 2012; Lima &Rezende, 2019). Theresults indicate that, despite progress in addressing Deaf culture and teaching Portugueseasan L2, the conception of bilingual education in this program aligns closely withtheState’smonolingual bilingualism model. In this model, while Libras is recognized as relevant, it isnot fully embraced as the language of instruction, with written Portuguese remainingcentralin training practices. This highlights the need for greater alignment with bilingual guidelinesto ensure the integration of theory and practice in the education of future bilingualpedagogues.Item “Facadas, tiros e cachações”: análise da violência em Clara dos Anjos, de Lima Barreto(Universidade Federal de Goiás, 2024-09-09) Santos, Túlio Pascal Rios dos; Flores Júnior, Wilson José; http://lattes.cnpq.br/6002385867822713; Flores Júnior, Wilson José; Souza, Gabriel das Chagas Alves Pereira de; Almeida, Fábio Ferreira deEmbargada.Item JE EST UN AUTRE: os processos de subjetivação lírica em Arthur Rimbaud(Universidade Federal de Goiás, 2025-02-11) Fernandes, Gabriel Alves; Bezerra, Valéria Cristina; Vieira Júnior, Paulo Antônio; http://lattes.cnpq.br/8490405451576541; Vieira Júnior, Paulo Antônio; Alves, Ida Maria Santos Ferreira; Cintra, Elaine CristinaEmbargado.Item As palavras ficam adormecidas e um dia elas acordam: articulação entre atos e modos de significação de mundo em geo-ontoepistemologias surdas(Universidade Federal de Goiás, 2023-07-06) Brito, Laura de Pina Ferreira; Lima, Hildomar José de; http://lattes.cnpq.br/9511424542659405; Rezende, Tânia Ferreira; http://lattes.cnpq.br/9438105037411040; Rezende, Tânia Ferreira; Lima, Hildomar José de; Silva, Leosmar Aparecido da; Chaibue, KarimeEmbargado.Item O uso das formas de tratamento entre os falantes da Língua A’UWẼ(Universidade Federal de Goiás, 2024-12-16) Tsuwaté, Clarêncio U' Repariwe; Borges, Mônica Veloso; http://lattes.cnpq.br/2060190094208263; Cândido, Gláucia Vieira; http://lattes.cnpq.br/6967823128488028; Cândido, Gláucia Vieira; Carneiro, Bruno Gonçalves; Borges, Monica Veloso; Leitão, Rosani MoreiraIn this dissertation, I present the results of a study conducted in the area of Linguistics on the forms of address used in the language spoken by the A’uwẽ people. The aim of this study was to describe the use of these forms of address among speakers of the language in order to record them, since, as a representative of this people, I can perceive linguistic changes in relation to the use of these forms. The study therefore records the identification of processes of formal variations, adoption or sudden reduction of words or linguistic expressions for formal address among speakers of the A’uwẽ people in contemporary times, especially among the youngest, which may be justified by the lack of frequent use of these forms or even by the lack of vigilance of the speakers themselves in the language. It can be known as “Kinship Terminology” (Silva, 1986), (Lewis, 1984) and (Giaccaria & Heide, 1984). This study is justified because it is important to record forms of address so that they are not only practiced orally, but also used in the classroom by teachers with their students and by researchers, among whom we can mention Aracy Lopes da Silva, David Maybury-Lewis, Giaccaria and Heide, considered non-indigenous precursors of studies on the language and social organization of the A’uwẽ people. To carry out this study, a bibliographical research was initially carried out in order to explore the theme present in the available literature. In addition, interviews were also conducted with three elders of the São Marcos community, the interviews being recorded on cell phones and later transcribed from the interviewees of Mr. Renato Tserepipa (in memoriam), Mr. Sebastião Tõmõptsé and Mr. Daniel Tsi’õmõwe about the uses of forms of address by the A’uwẽ. The results show that there have been changes in the sense of disuse of some forms of address. Thus, this work seeks to contribute to the revitalization of some words that are threatened with extinction if their recovery among A’uwẽ speakers is not promoted.Item Letramento Bilíngue Intercultural Dos Warao Em Goiânia, Goiás(Universidade Federal de Goiás, 2024-05-24) Silva, Marcos Flávio Barbosa da; Rezende, Tânia Ferreira; http://lattes.cnpq.br/9438105037411040; Rezende, Tania Ferreira; Cotrim, Rodrigo Guimaraes Prudente Marquez; Niederauer, Marcia Elenita FrançaEl pueblo indígena Warao es el segundo más grande, y el más antiguo, pueblo indígena de Venezuela. En los últimos cien años, los procesos colonialistas los forzaron a emigrar de sus territorios ancestrales - Venezuela y Guyanas. Uno de los lugares a los que se vieron forzados a emigrar, en la última década, fue a Brasil. Es así cómo llegaron y se asentaron en Goiânia, Goiás, además de otras ciudades y capitales brasileñas. Estos procesos ponen en riesgo los derechos fundamentales básicos de los Warao, cómo el derecho a la vida, al territorio, a la memoria, a los sentimientos, a la espiritualidad, a las existencias, a la lengua y al conocimiento. En este contexto, como forma de mitigar los efectos de sus pérdidas, se promovió una acción de Literacidad Bilingüe Intercultural con los Warao de Goiânia, Goiás. Esta disertación resulta de esta acción y tiene como objetivo general contribuir a la promoción de la literacidad en portugués de los Warao, con el fin de (i) aumentar la seguridad sociolingüística para superar las barreras lingüísticas existentes, (ii) promover la apropiación de prácticas y repertorización en portugués, sin, por ello, estimular el borramiento y/o “adormecimiento” (Rubim-Kokama, 2020; Pimentel, 2017; 2019) de la lengua warao y (iii) fomentar la posible formación intercultural de una maestra intérprete warao-portugués. La opción teórico-metodológica elegida consistió en encuentrosvivencias de intercambios y compartir de conocimiento en un contexto intercultural en los ambientes cotidianos de las familias warao que se encuentran en Goiânia. Entendemos que hemos logrado la promoción comunitaria de literacidad bilingüe intercultural de los niños, juntamente con las madres, aunque de forma incipiente, desde de la construcción de repertorios warao y portugués sustentadas por el “bilingüismo epistémico” (Pimentel da Silva, 2015, 2016, 2019).Item Entre tarrafas e peneiras: fazeres e saberes do Assentamento Volta do Rio em Jaú do Tocantins(Universidade Federal de Goiás, 2025-03-18) Lima Neto, Tarcílio Roberto; Rezende, Tânia Ferreira; http://lattes.cnpq.br/9438105037411040; Rezende, Tânia Ferreira; Sousa, Rosineide Magalhães de; Lima, Hildomar José deThe results of the research I conducted during my undergraduate studies (Lima Neto, 2021-2022) showed that academia still sustains itself through a colonial-slaveholding mentality, guided by patriarchal Euro-Jewish-Christian principles and values, which underpin the modern Enlightenment project of the university. At the Universidade Federal de Goiás, the subalternized body-politic by this university project resists and survives. Their linguistic and epistemological survivals in the epistemic structure and subalternizing pedagogical projects are constructed based on their lived experiences and constitute, according to the results of my research, forms of intercultural translation, that is, the translation of their other world into the university world, of their language and knowledge, and vice versa. Thus, the proposal of this research project is built around issues related to intercultural translation practices among social groups marked by colonial difference and the geo-onto-epistemic-linguistic wound in a transcultural crossing between worlds in tension of translation. The research aims to probe and capture the forms of epistemological survival through the sociolinguistic practices of subaltern students in humanities courses at UFG. The specific objectives are: 1) investigate how the systemic barrier of weakening/erasure of Cerrado traditional knowledges—present from the guidelines and frameworks of basic education to the university—perpetuates a moderncolonial, enslaving system that subjugates the embodied voices of rural populations, including settlers and peasants; 2) analyze how coloniality constructs the depletion of the rural-urban continuum through the denial and neglect of public policies regarding housing, food, education, and basic sanitation in settled communities. This process leads to the abandonment of the traditional epistemologies of Cerrado knowledge holders in the epistemological transition between rural areas and the university and/or the labor market; 3) propose transfluent intercultural translation as an alternative research methodology within the university, grounded in Cerrado traditional knowledges as a means of strengthening and resisting the epistemological subordination imposed by academic scientism and its so-called universal research methodologies. According to the results of previous research (Lima Neto, 2021; 2022), it is premised that the modes of academic survival are constructed through intercultural translation, perceived as fundamental bases of the epistemology of body-politics in a situation of marginalization, impoverishment, and subaltern in the university. To achieve the objectives, the proposed methodology, of a qualitative nature, with the use of different instruments, relies on questionnaires, open interviews, conversation circles, and actions of traditional knowledge. In the discussion of the results, a dialogue will be established with the epistemologies of sieves, by Lima Neto (2022), supported by the theory of pedagogy of resumption and epistemic bilingualism by Pimentel da Silva (2017; 2019), Menezes de Souza and Duboc (2021), LucianoBaniwa (2017; 2022), Tubino (2004) and Walsh (2014)Item Contribuições do gabinete literário goiano para a formação do campo literário em Goiás (1864-1933)(Universidade Federal de Goiás, 2025-02-21) Baron , Júlio César Kohler Damasceno; Silva , Rogério Max Canedo; http://lattes.cnpq.br/4622711395003234; Silva, Rogério Max Canedo; Oliveira, Eliézer Cardoso de; Gimenez, Priscila RenataThis research aimed to situate the Gabinete Literário Goiano as an institution that radiates cultural repertoires in Goiás, contributing to the composition of a literary system in accordance with the systemic terminology enunciated by Even-Zohar (2013a; 2013b; 2018), in turn derived from the field theory of the French sociologist Pierre Bourdieu. To this end, a survey and presentation of data was carried out from primary sources, such as meeting minutes, periodicals and reports from presidents of the province, with the purpose of understanding how the articulations of associates and directors conditioned the emergence of literary producers and products during the delimited period. The study was also guided by the analysis of two catalogs, one from 1874 and published in an issue of Correio Official in 1875 and another from 1924, in addition to the periodical Folha Goyana – Orgão do Gabinete Litterario Goyano, published in 1930, all in light of the methodological division on literature produced in Goiás proposed by Teles (2019). Despite a retraction explained by the hysteresis effect of habitus (Bourdieu, 2007), the Gabinete Literário Goiano cemented the formation of several generations of Goiás' intellectuals. On the other hand, this place does not seem to have been insistently used by the government as a symbolic landmark to delimit the City of Goiás as the cradle of Goiás culture, contrary to what, according to Santos (2018), was done with the saint maker Veiga Valle.Item Inquietações e desobediências do corpo em Morra, amor, de Ariana Harwicz(Universidade Federal de Goiás, 2025-02-20) Santos, João Pedro Souza; Brito, Tarsilla Couto de; http://lattes.cnpq.br/2701726448999657; Brito, Tarsilla Couto de; Lousa, Pilar Lago e; Zanirato, Tatiana Franca RodriguesIt is common to recognize in the writings of Latin American feminist authors a place where colonizing ties are broken, a fracture in the domestic environment where women's bodies are controlled, fissures and noises that hide the civilizing wounds of our time. From this post-colonial perspective, aware of the new articulations of capitalism in today's family systems, we propose a political-economic reading of motherhood in Ariana Harwicz's literature. Based on these assumptions, we glimpse in the work Morra, amor (2019) the conditions of existence of women as pregnant women and the reaction of the uncomfortable maternal body that finds itself imprisoned to the child. The main character expresses herself through internal monologues close to the suffocation of motherhood and cultural wounds. The Argentine author proposes a noise based on the reconfiguration of the maternal body of the character in the proposed novel, investigating and subverting the processes that categorize the protagonist based on the social role of mother. It is from this writing, aware of the noises of time itself, that we propose a reading of motherhood starting from a place unusual for it, non-maternity. To recognize these concerns, our theoretical support analyzes the work based on the notions of writing (Harwicz, 2024), gender (Federici, 2019, 2020, 2023; Mohanty, 2017) and motherhood (Badinter, 1987; Iaconelli, 2023; Meruane, 2018).Item Leitura e produção textual de memes na escola pública: possibilidades para uma educação crítica em língua inglesa(Universidade Federal de Goiás, 2025-02-24) Souza, Karine Silva; Pessoa, Rosane Rocha; http://lattes.cnpq.br/3633216363498900; Pessoa, Rosane Rocha; Silva, Barbra do Rosário Sabota; Sousa, Laryssa Paulino de Queiroz; Blum, Avram StanleyThis dissertation aimed to investigate the outcomes of reading and text production activities using memes in a public school classroom, seeking to understand how these texts can contribute to critical language education in English language teaching. The specific objectives were: to problematize how interaction occurred through memes chosen by the students; to discuss the interaction regarding memes also selected by the students, focusing on cultural stereotypes; and to analyze the characteristics of the students' text productions and presentations. The research is grounded in the critical language education approach, anchored in the theoretical contributions of Freire (1999), Pennycook (2021), and Monte Mor (2018). Additionally, it adopts the concept of critical digital literacy and explores memes as a textual genre, highlighting their multimodal aspects and their role in constructing and deconstructing social stereotypes, as discussed by Shifman (2014). The qualitative methodology was structured as a case study in a 9th-grade class at a municipal school in Abadia de Goiás, involving 25 students. The empirical material was generated through questionnaires, classroom interactions recorded on video, students' productions, a research journal, and group discussions. The findings indicate that, in the analysis of memes chosen by the students, they were able to easily identify elements of humor and social critique but showed difficulty recognizing implicit discourses and their connections to broader social issues. Regarding the interaction about memes addressing cultural stereotypes, the students identified explicit biases but struggled to relate them to historical and global contexts, highlighting the need for greater pedagogical mediation. Finally, in meme production, students tackled themes such as social inequality, power relations, and prejudice, but also reproduced stereotypes in some of their creations, revealing progress in critical thinking, though gaps remain to be addressed. Overall, the research demonstrates the potential of memes as a pedagogical tool in English teaching, aiming to foster more reflective and critical language education, though challenges such as the students’ initial resistance and the need for greater technical support were also identified.Item Discussão sobre o processo de tradução e interpretação de expressões idiomáticas da Libras para o Português em um curso de formação de tradutores e intérpretes de Libras(Universidade Federal de Goiás, 2024-09-30) Silva, Joanilson Luiz Faleiro da; Silva, Claudney Maria de Oliveira e; http://lattes.cnpq.br/7800054245868186; Faria, Juliana Guimarães; http://lattes.cnpq.br/9194095774109586; Faria, Juliana Guimarães; Lima, Hildomar José de; Silva, Jair Barbosa daThe translation and/or interpretation of idiomatic expressions in Brazilian Sign Language (Libras) into Portuguese is considered an interlingual interpretation, covering issues of a linguistic and cultural nature, which are necessary skills for a Libras interpreter. It is known that some expressions that make sense in one language, because they carry cultural and linguistic indicators, may become incomprehensible in another language if we are not culturally and socially inserted in the source language. Therefore, this study aims to delve deeper into the problem related to the difficulty of translating and interpreting idiomatic expressions without direct linguistic equivalence to Portuguese, with the main objective of reflecting on the process of teaching Libras as a second language (L2) in interpreter training courses, whilst analyzing the linguistic development of Libras from a bilingual perspective. The methodology employed makes use of the descriptive analytical approach of a scientific nature and, for this purpose, a bibliographic survey of publications on the linguistics of Libras (its semantics) was carried out; sign language translators and interpreters were offered a training course; and a questionnaire was administered to the Libras interpreters about the training process they had received, especially about the learning process related to the interpretation and translation of idiomatic expressions. This research used as a theoretical framework publications and authors who study the semantics and pragmatics of the language, such as Faria (2005), Karnopp (2006) and Albres (2006a, 2006b). As a result, it is expected that the study will be able to expand and disseminate the use of idiomatic expressions in Libras, awakening and encouraging interpreters to study the subject and challenging them to delve deeper into it. It is expected that the results obtained will encourage greater recognition and appreciation of all the cultural nuances that can be identified in sign languageItem A representação do duplo em Ópera dos Mortos, de Autran Dourado(Universidade Federal de Goiás, 2009-04-29) Pinheiro, Roseli da Silva; Canovas, Suzana Yolanda Lenhardt Machado; http://lattes.cnpq.br/9052844036518506; Canovas, Suzana Yolanda Lenhardt Machado; Turchi, Maria Zaira; Carvalho, Maria Luiza Ferreira Laboissiere deAutran Dourado (1926-2012), a contemporary writer from Minas Gerais, is the author of a whole range of books, such as: novels, short-stories, memorials and articles. In great part of his books, he has recreated the mythical reality of small towns from his home state. The purpose of this dissertation is to study the myth of the double associated to some categories of baroque as a style – in his book Ópera dos mortos (1967). When it comes to the fictional plot, we highlight the narrative clues and the duplication of scenes, the symbolical objects, the double in time and space, as well as the characters in confrontation with their own double. Furthermore, we investigate intratextual and intertextual elements in the novel. When we outline a brief summary of the most important moments in the history of Baroque in the western world, we systematize its main features according to some studies carried out by Helmut Hatzfeld, and, above all, Henrich Wölfflin, and we selected some manifestations of this artistic movement in Brazil, especially in Minas Gerais. By pointing out a historical outline of the myth of the double in the western world, we emphasize the study carried out by Otto Rank, and briefly emphasize the ideas of a contemporary philosopher called Clément Rosset. At last, we analysed the intratextual and intertextual aspects of the novel, mentioning the studies of Mikhail Bakhtin and Julia Kriteva. The double movement, which heads towards modernity without getting away from tradition, is represented in the narrative by a space, known as Gerais, which is, at the same time, an undetermined place where the dead people’s story influences the fate of the living. In our reflexions, we take into account the studies developed by the author himself in his article Uma poética do romance: material de carpintaria (1976), and in the books O meu mestre imaginário (1982) and Breve manual de estilo e romance (2003).Item "Deus odeia o orgulho": Uma análise do discurso religioso intolerante contra a comunidade LGBTQIAPN+(Universidade Federal de Goiás, 2024-08-27) Teixeira, Arielle de Jesus Meireles; Carreira, Rosângela Aparecida Ribeiro; http://lattes.cnpq.br/5379976363126935; Nascimento, Jarbas Vargas; Cano, Marcio Rogerio de Oliveira; Ruiz, Marco Antonio AlmeidaThis work aims to understand the dynamics surrounding the discourse of religious intolerance within the Neopentecostal evangelical movement against the LGBTQIAPN+ community. The object of study is the religious sermon “Deus odeia o orgulho” in which the construction of exclusion and intolerance is analyzed within the Neopentecostal religious discourse, focusing on contemporary Brazil, where religion and politics are intimately connected. This is a qualitative, bibliographic research (Severino, 2013) with an interpretivist base (Bortoni-Ricardo, 2008), using as discursive material the video of the “Deus odeia o orgulho” service from the Lagoinha Orlando Church, shared on the social network YouTube in June 2023. For this purpose, we applied the French Discourse Analysis approach, based on the theoretical framework of Maingueneau (1997a, 2004, 2008a, 2012, and 2016a), Nascimento (2009, 2020, and 2022), and Foucault (2008a, 2008b, and 2009). The discourse analysis is particularly relevant in understanding the strong influence of religion within the State, as Christian doctrine interferes with the development of public policies regarding gender and sexuality rights. At the conclusion of the study, we emphasize that evangelical Christian religious discourse acts as a promoter of homophobia and transphobia in Brazil. The practice of Discourse Analysis helps to demystify intolerant Christian religious fundamentalism in the fight against social intolerance.Item Representações de personagens lésbicas em contos de Natália Borges Polesso(Universidade Federal de Goiás, 2024-03-06) Oliveira, Natállia Santos de; Camargo , Flávio Pereira; http://lattes.cnpq.br/5015485726957185; Camargo , Flávio Pereira; Silveira , Micaela Sá da; Araújo, Rubra Pereira deIn this dissertation, we intend to analyze the way in which the representation of lesbian women, in a selection of short stories from the book Amora, by author Natália Borges Polesso (2015), proposes a panorama to think about the diversity of experiences and possibilities of existence of lesbian characters. In this aspect, some of the issues contained in this representation will gain prominence, such as the closet, prejudice, resistance and homoeroticism. The literary object, then, is the representation of these subjectivities of the characters in a delimited corpus, as the aim is to study the short stories “Flor, flores, ferro retorcido”; “Minha prima está na cidade”; “As tias”; “Vó, a senhora é lésbica?”; “Como te extraño, Clara”; “Amora”; “Umas pernas grossas”; “Marília, acorda”; e “Tia Marga”. Thus, the representative aspects will be analyzed from the cultural and literary studies cited below: “compulsory heterosexuality”, by Adrienne Rich (2012); “friendship as a way of life”, by Foucault (1981); “the epistemology of the closet”, by Eve Sedgwick (2007); “the idea of denaturalizing compulsory heterosexuality to build the lesbian continuum” and by Tânia Navarro Swain (2010).Item Políticas linguísticas aplicadas pelo curso letras: libras da Universidade Federal de Goiás - UFG(Universidade Federal de Goiás, 2024-06-26) Souza, Bianca Esteves da Silva; Cruz, Aline da; http://lattes.cnpq.br/4931264307365579; Cruz, Aline da; Sugiyama Junior, Enio; Garcia, Renata Rodrigues de OliveiraIs known that the diffusion of Brazilian Sign Language – Libras – has been occurring exponentially in recent years, more precisely through the legislation adopted by the country since 2002. The creation of legislation that recognizes Libras as a means of communication and social interaction for the deaf community allows access to spaces previously only occupied by speakers of other languages. In this sense, the deaf community becomes part of the university context, and there is a marked demand for Libras Letters courses, courses that promote the Libras in the national context, through public and private universities distributed throughout the five regions of the country. In this context, this research project called Linguistic policies applied to the course Letters: Libras at UFG, aims to answer the following research questions: How are the policies for the use of Libras configured in the course of Letters: Libras at the Federal University of Goiás? How are these policies implemented? To answer these questions, in this work qualitative research was carried out based on the instrument of data analysis based on documentary research. The use of this method enables a comprehensive perspective of the current panorama of the university that will be studied and allows a greater understanding of the study on the trajectory of the linguistic planning choices adopted by the Libras Languages course - UFG. The research brings together institutional documents of the university and the course, using as a theoretical reference authors who propose a theoretical approach on linguistic policies of the deaf community in general, as is the case of REAGAN (2010) and SPOLSKY (2004, 2009), as well as authors who highlight the linguistic policies adopted in Brazil, such as BRITO (1995), CALVET (2007), OLIVEIRA (2003), QUADROS (2014).Item O ensino de gramática da Língua Portuguesa a partir de uma proposta de sequência didática baseada no texto “O enigma do outro lado” de Stella Carr(Universidade Federal de Goiás, 2023-12-28) Silva, Breno Pereira da; Cândido, Gláucia Vieira; http://lattes.cnpq.br/6967823128488028; Cândido, Gláucia Vieira; Costa, Alexandre Ferreira da; Silva, Leosmar Aparecido da; Lima , Sostenes Cezar deThis dissertation presents the results of a research focused on Portuguese Language teaching for Elementary Education, especially on teaching grammatical aspects of this language. The mentioned research aimed particularly to propose, beyond prescriptive research, reflections on a reflexive approach to the understanding, by Elementary Education students, of contents related to Portuguese Language grammar. In this sense, one of the main results achieved by the study is the presentation of a pedagogical sequence through the text "O enigma do outro lado" (The Enigma from the Other Side), by Stella Carr, addressing text grammar. Another objective is to provide methodological support for the effective implementation of this approach. The study was based on theoretical reflections carried out by Perini (2000), Mattos and Silva (2004), Possenti (2012), and Neves (2013), since these authors discuss the teaching of Portuguese Language grammar in schools with significant approaches and methods. We also highlight the use of normative documents such as the Law of Guidelines and Bases of Education (LDB), the National Common Curriculum of Basic Education, the National Education Plan, the National Common Curricular Bases, among others, which guide the pedagogical practice of Brazilian education. Such documents establish guidelines, principles, and norms that guide the educational system, defining what should be taught, the learning objectives, the competencies, and the expected skills of students, among other important aspects that direct how teaching practice needs to happen effectively, such as the Law of Guidelines and Bases of National Education No. 9,394 (1996), the General National Curricular Guidelines of Basic Education (2013), the National Education Plan (2014), and the National Common Curricular Base (2017). The method employed will be a didactic sequence, related to pedagogical practice to meet the Research Line to which the research is linked to the Postgraduate Program in Letters and Linguistics of the Faculty of Letters of the Federal University of Goiás (PPGLL-FL-UFG), with a qualitative approach. This means that the study will follow a structured plan of educational activities and will be based on analysis and interpretation of qualitative data, seeking to understand more subjective and in-depth aspects related to the addressed theme. This methodological choice is common in educational research, which seeks to explore in a detailed and rich way a certain teachinglearning context.Item Importância das metodologias de ensino de Língua Portuguesa para os surdos na perspectiva da Educação Bilíngue: uma abordagem de Letramento(Universidade Federal de Goiás, 2024-08-26) Martins, Rayana Nyelle Machado; Carreira, Rosangela Aparecida Ribeiro; http://lattes.cnpq.br/5379976363126935; Carreira, Rosangela Aparecida Ribeiro; Carneiro, Bruno Gonçalves; Lima, Hildomar José deThe research explores the literacy strategies of deaf students and teachers in teaching Portuguese, highlighting the importance of teachers' mastery of Sign Language for the implementation of effective bilingual methodologies. The bilingual proposal aims for deaf students to learn Portuguese as a second language, fostering a better teacher- student relationship and improving reading and writing skills. The methodology used was qualitative, with questionnaires being applied to a control group and an experimental group. The participants included deaf teachers and students involved in the teaching-learning process of Portuguese. The questionnaire addressed aspects such as the difficulties faced by students during learning, the organization of the bilingualmodel, and the teachers' perceptions of the literacy process. The responses were analyzed based on theoretical references, such as Fernandes (2004), Guarinello (2005), and Street (1984; 2006; 2008), which provide a basis for understanding the teaching of Portuguese to the deaf. The results indicate that, despite access to bilingual education, deaf students still face late and inefficient learning. It was also observed that didactic- pedagogical literacy (Carreira, 2022) is crucial for teachers in the teaching process, requiring greater investment in teacher training and in adapting pedagogical practices to the bilingual context. The study concludes that, although the bilingual model is promising, there are significant challenges that need to be overcome to ensure quality and efficient education for the deaf.Item Um estudo sobre o uso de jogos lúdicos na aprendizagem de LIBRAS/ELiS pela criança surda(Universidade Federal de Goiás, 2024-08-27) França, Carlos Henrique de Sousa; Barros, Mariangela Estelita; http://lattes.cnpq.br/2315522030803015; Candido, Glaucia Vieira; http://lattes.cnpq.br/6967823128488028; Candido , Glaucia Vieira; Barros , Mariangela Estelita; Carneiro, Bruno Gonçalves; Lima, Hildomar Jose deThe theme of this research discusses how deaf children can learn Libras/ELiS (Brazilian Sign Language Writing System), as their first language (L1), using playful and didactic material such as a puzzle designed for this purpose, since the adaptation and creation of games are important to stimulate and facilitate the teaching-learning process of deaf children, to develop their L1 (Libras), with a Libras/ELiS game using elements of everyday life. Although there has been undeniable recognition of Brazilian Sign Language (Libras) as a legal means of communication through Law 10.436/02, teaching it to deaf children is still a challenge, since most of them are children of hearing parents who do not know or do not master sign language. When they arrive at school, the linguistic environment is often unfavorable, since most teachers and classmates do not yet use Libras for communication. This dissertation aims to reflect on the development of L1 of deaf children. The objective is to demonstrate the importance of using and adapting playful games for teaching and learning Libras and Written Sign Language (ELiS) as the first language (L1) for these children. Regarding the linguistic development of deaf children with the proposed material, first, they learn a hand configuration that corresponds to the sign represented by the image in Libras. This is because it is believed that this pedagogical resource can facilitate the process of linguistic teaching and learning for deaf children, using games to awaken the interest, creativity and development of the child, through bilingual and more playful teaching, with the use of images from their daily lives. For this study, texts by authors such as Barros (2008), Quadros (2011), Strobel (2009), Kishimoto (1996), Gil (1991) were used, which deal with the importance of play in the development of the child, among other topics. The research stages were: 1) bibliographical research; 2) definition and design of the puzzle game; 3) production of the physical material; 4) application of the material. The field research was carried out at the Training Center for Professionals in Education and Care for People with Deafness (NAS), an institution located in the city of Goiânia, Goiás, where the teaching and learning process with deaf children of different ages was observed. As a result, we present the production of a Libras/ELiS game with images of the family context so that deaf children can perceive the relationship between the game and real situations. We hope that the creation of such pedagogical materials will help deaf children learn Libras, through a proposal for a game in Libras/ELiS that will help deaf children develop linguistic and motor skills in their own time and context.Item A correção de redação nas escolas como instrumento para a reescrita: um trabalho a muitas mãos(Universidade Federal de Goiás, 2024-08-29) Biete, Lorena Grazielle Machado; Silva, Leosmar Aparecido da; http://lattes.cnpq.br/6619554385992282; Silva, Leosmar Aparecido da; Cerqueira, Mirian Santos de; Botelho, Laura SilveiraEl objetivo de este trabajo es reflexionar sobre cómo influye la corrección textual-interactiva en el proceso de reescritura del alumno-autor. A lo largo de la disertación, abordamos la dinámica de trabajo con la escritura y la reescritura de ensayos, teniendo en cuenta la corrección del profesor y cómo los comentarios dejados en el texto contribuyen a la reescritura. La metodología elegida fue cualitativa-interpretativa, considerando la observación participante, para poder interactuar con los sujetos implicados y, finalmente, participar en las acciones de intervención, así como un estudio de caso, analizando cómo se desarrolla el proceso en este entorno. El corpus estuvo constituido por las redacciones escritas por los alumnos de 3º de ESO, la corrección realizada por el investigador y registrada en las redacciones de los sujetosparticipantes, y la reescritura de los textos de los alumnos. Analizamos cómo recibieron los alumnos la retroalimentación y cómo se guiaron por los mensajes dejados para mejorar el texto. Para ello, me apoyo en estudios sobre linguística textual (Marcuschi, 2011; Koch, 2004), la importancia de la reescritura de los textos escolares (Fernandes, 2007 y Fiad, 2006), la práctica de la producción textual en el aula (Geraldi, 2005), la alfabetización y la producción textual en la escuela (Soares, 2008; Kleiman, 2004, Antunes, 2003) y las concepciones de género (Marcuschi, 2008). La investigación reveló que las correcciones de escritura en la escuela son relevantes y pueden ayudar a los estudiantes a reflexionar sobre la escritura y la reescritura textual.Item A necrobiopolítica, a espetacularização midiática e a execução de Lázaro Barbosa na legitimação discursiva do homicídio institucionalizado(Universidade Federal de Goiás, 2024-05-29) Gomes, Davi Hipólito; Sousa, Kátia Menezes de; http://lattes.cnpq.br/1920351654350013; Sousa, Kátia Menezes de; Franceschini, Bruno; Rezende, Tânia FerreiraThis dissertation addresses the issue of legitimizing institutionalized homicide, from the perspective of necrobiopolitics, and the influence of the media during the hunt and execution of Lázaro Barbosa, an emblematic case that aroused great public attention and raised important questions about the role of the State and the society in perpetuating violence against certain individuals. A priori, through theory related to Foucault's discursive studies, we sought to systematize the relationship between discourse, power and knowledge in Michel Foucault. Through the discursive analysis provided by the concept of necrobiopolitics, we explore how the power structures of the State and security institutions can transform the management of life at the population level into the management of death, legitimizing violent actions against marginalized groups. It examines how the marginalization of Lázaro Barbosa, an individual accused of crimes, became a pretext for the practice of institutionalized homicide, in which the State's lethal action is justified as a means of "protecting" society. Our research also analyzes the role of the media during the hunt for Lázaro Barbosa, exploring how the spectacularization and sensationalization of events can influence public perception, contributing to the legitimization of institutionalized homicide. We investigated how media coverage can create stigmatizing and dehumanizing statements, leading to the hardening of public discourse and the acceptance of extreme actions by security institutions. Through case studies, news analyzes and media discourses, we seek to identify patterns of discursive construction that influence the public's perception of the figure of Lázaro Barbosa, reinforcing the idea of danger and threat and justifying state violence as an appropriate response. We proposed a discursive analysis of media statements, seeking to understand how they can contribute to the legitimization of institutionalized homicide and to the maintenance of power structures that perpetuate necrobiopolitics. Finally, we conclude with reflections on the role of society in deconstructing these necrobiopolitical practices, highlighting the importance of public awareness, questioning media statements and political engagement in the fight against institutionalized violence. We proposed a call to action to promote social justice, equality and human dignity, aiming to build a society that fights for collective rights and rejects behaviors that perpetuate inequalities that define who should live and who can die. We believe in a resistance that may demand, from the spectator population, counter-conducts capable of nullifying attempts to legitimize institutionalized homicide.