Doutorado em Letras e Linguística (FL)

URI Permanente para esta coleçãohttp://200.137.215.59/tede/handle/tde/287

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A Mulher negra (re)existe: lírica que aquilomba esperanças em Conceição Evaristo
(Universidade Federal de Goiás, 2026-02-26) Rego, Jefferson Silva do; Vieira Júnior, Paulo Antônio; http://lattes.cnpq.br/8490405451576541; Vieira Júnior, Paulo Antônio; http://lattes.cnpq.br/8490405451576541; Fraga, Rosidelma Pereira; http://lattes.cnpq.br/5017383387520947; David, Nismária Alves; http://lattes.cnpq.br/6682621513643586; Souza, Jamesson Buarque de; http://lattes.cnpq.br/6538270791775139; Rezende, Tânia Ferreira; http://lattes.cnpq.br/9438105037411040
The research object of this thesis is the lyric poetry of Conceição Evaristo (2017), collected in his book Poemas da recordação e outros movimentos. As a reading hypothesis of this thesis, we understand that the compositions point to the presence of a collective trauma resulting from racism. More specifically, by basing ourselves on the notion of trauma of Grada Kilomba (2019) and the concept of testimony of Márcio Seligman-Silva (2003, 2022), we affirm that in the historical panorama of contemporary Brazil, Evaristo’s black poetry is a testimony to the struggles and resistance of black women of African descent. Thus, when we approach racism through the bias of discourse, we investigate how racism and slavery (its causes and consequences) caused a collective trauma that reverberates to this day in Brazilian society. In this sense, we analyze how eroticism and autoerotism are worked by this poet to break with the still existing stereotypes linked to the image of black woman Afro-descendant, which implies the strengthening of this woman.
A prova Saeb e as práticas pedagógicas no ensino de língua portuguesa em escolas estaduais de Quirinópolis-GO
(Universidade Federal de Goiás, 2025-03-14) Costa, Rosangela do Nascimento; Candido, Glaucia Vieira; http://lattes.cnpq.br/6967823128488028; Candido, Glaucia Vieira; Rios, Guilherme Veiga; https://orcid.org/0000-0001-7944-8243; Pereira, Renato Rodrigues; Fernandes, Eliane Marquez da Fonseca; Sousa Filho, Sinval Martins de
Since the creation of the National Institute of Studies and Educational Research Anísio Teixeira (Inep) in 1930, Brazilian education has been a priority for this institute, particularly regarding external assessments that permeate educational institutions. In this context, considering the evolution of Inep, this study focuses on the Basic Education Assessment System (Saeb) as its object of investigation, given its importance for Brazilian schools. Thus, considering the format of this assessment and its direct influence on teaching approaches adopted by Portuguese Language teachers, this research aims to investigate how the results of Saeb in lower secondary education (Elementary School II), in public schools in Quirinópolis (GO), contribute to the organization of Portuguese Language teaching and to the orientation of pedagogical practices in schools and by teachers. Furthermore, the specific objectives of this study are: to investigate the pedagogical use of Saeb results in the practices of Portuguese Language teachers through interviews and questionnaires; to reflect on the impacts of these results on teaching-learning processes, especially regarding the organization of pedagogical practices; and to examine whether and how the results of this assessment contribute to teachers’ perceptions of students’ knowledge in Portuguese Language. To support this research, a bibliographic review was conducted, drawing on authors such as Bakhtin (2010), Geraldi (2006), and Freire (1989), who address Portuguese Language teaching and reading, as well as Hoffman (1995, 2001), Luckesi (2012), Libâneo (1994), Horta Neto (2007), Silva (2007), Grochoska (2013), and Perrenoud (1999), who discuss assessment at different levels. The interest in this topic emerged from a personal concern during the author’s master’s studies and professional experience as a Portuguese Language teacher and teacher educator. A field study was conducted using questionnaires and semi-structured interviews, aiming to outline the socioeconomic profile of the schools and to collect data on Saeb results. Documentary data were also collected from the Inep Portal, allowing for a better understanding of how these results are interpreted by Portuguese Language teachers in the investigated schools. In addition to bibliographic and documentary research, this study is grounded in qualitative research with an interpretative approach, as the results were analyzed from the teachers’ perspectives based on their responses. The research questions guiding this study include: What are the consequences of educational policies for the assessment of Portuguese Language knowledge in lower secondary education, particularly regarding reading and writing? What are the perceptions of Portuguese Language teachers regarding Saeb results? Why, despite improvements in performance indicators, do 13 many teachers still report that students do not read or write proficiently? The hypotheses considered that educational policies play an important role in improving student performance; that teachers perceive these assessments as relevant and adopt actions aimed at improving results; and that persistent difficulties in reading and writing may be related to the pressure teachers feel to focus primarily on test outcomes. Data were collected from Saeb results between 2015 and 2023, as well as from interviews and questionnaires applied to teachers and school coordinators. The study focused on public lower secondary schools in Quirinópolis-GO, specifically on the 9th grade. During the research design, it was initially planned to include schools from the entire regional area; however, due to the COVID-19 pandemic, methodological adaptations were required, including the reduction in the number of participating schools, resulting in the inclusion of only five schools in the city. The analysis of the data revealed that teachers tend to organize their Portuguese Language classes based on Saeb results, especially through activities focused on descriptors and the use of mock tests. The findings indicate that, although Saeb results contribute to the organization of pedagogical practices, they do not allow for a conclusive assertion regarding the effective development of students’ reading and writing skills, suggesting a mismatch between assessment results and the actual mastery of these competencies
Entre letramentos e identidades: narrativas docentes e discentes na desconstrução da identidade feminina no espaço escolar
(Universidade Federal de Goiás, 2026-03-13) Souza, Renata Herwig de Moraes; Costa, Alexandre Ferreira da; http://lattes.cnpq.br/4184486812934402; Costa, Alexandre Ferreira da; http://lattes.cnpq.br/4184486812934402; Luterman, Luana Alves; http://lattes.cnpq.br/5424036056231106; Lopes, Cristiane Rosa; http://lattes.cnpq.br/5818321410864812; Araújo, Cristina Batista de; http://lattes.cnpq.br/9719737304831941; Oliveira, Hélvio Frank de; http://lattes.cnpq.br/1659880507093036
The overarching aim of this dissertation is to describe and analyze the construction of gender identities through discursive representations produced by female teachers in practices of speaking, reading, and writing, considering their participation in formative events and observable literacy situations within the school context. The study is grounded in the interpretivist paradigm and adopts a qualitative approach, with Halliday‟s (1994) notion of the identification meaning of discourse serving as the central analytical category. The theoretical framework on female identity, literacys, discourse, and gender draws primarily on the works of Adichie (2015, 2017, 2019), Beauvoir (2016), Butler (2023, 2024), Davis (2017), hooks (2017, 2020, 2022), Kleiman (1995, 2005, 2007), Magalhães (2000, 2005, 2006), Ramalho and Resende (2011), and Resende and Ramalho (2022), among others. Additional contributions from Chouliaraki and Fairclough (1999), Fairclough (1992a, 1992b, 2016), Foucault (1985, 1996, 2008, 2010, 2011, 2014), and Halliday (1994) were also incorporated. The study involved two Portuguese language teachers working with a fifth-grade class in a municipal school located in the Midwest region of Goiás, Brazil. Data generation and analysis were conducted through discourse analysis, employing a range of methodological instruments and procedures, including two teacher questionnaires, classroom observations (from May to April), four literacy workshops, four sessions of a literacy-oriented pedagogical project, as well as transcriptions and analyses of activities, interactions, and entries in the teachers‟ reflective journals. The findings indicate that teaching identities are self-represented within a continuous process of re-signification, despite the profession being regulated and standardized by discursive orders that seek to frame and normalize social identities. Within this context, literacy practices with an identity focus emerge as a means of introducing discussions on social gender into the school environment. The engagement with texts, oral activities, readings, and written productions, mobilized as artifacts of identity learning, constitutes a productive pathway for fostering shifts and ruptures in crystallized understandings of gender identities.
Marcos Siscar e Drummond: diálogos possíveis
(Universidade Federal de Goiás, 2026-04-10) Costa, Angélica Rodrigues da; Yokozawa, Solange Fiuza Cardoso; http://lattes.cnpq.br/5485415308754463; Yokozawa, Solange Fiuza Cardoso; Lemos, Maria José Cardoso; Mello, Anitta Costa Malufe; Cintra, Elaine Cristina; Paula, Marcelo Ferraz de
This study aims to investigate the poetics of Marcos Siscar based on his books Metade da arte (2003) and Interior via satélite (2010). (2015). It starts on the assumption that the contemporary poet maintains a dialog with the Brazilian modern and modernist poetic tradition, specifically with the poetry of Claro enigma (1951), by Carlos Drummond de Andrade. This way, the elements that bring the two poets together will be considered: the restlessness of the representation of being and the world, the anguish about poetry itself and the recovery of memorialism. The study, being bibliographical and analytical in nature, will draw on the critical fortune of the two authors and, in order to elucidate this “transit” between modern and contemporary poetry, the interplay between tradition and modernity, will use Eliot (1997), Borges (1999), Agamben (2012) and Octavio Paz (1984).
Política linguística: gestão da língua Apyãwa
(Universidade Federal de Goiás, 2023-04-12) Bruno, Themis Nunes da Rocha; Borges, Mônica Veloso; http://lattes.cnpq.br/2060190094208263; Borges, Mônica Veloso; Rezende, Tânia Ferreira de; Rubim, Altaci Corrêa; Morello, Rosângela; Paula, Eunice Dias de
In this work I try to demonstrate that the linguistic policies adopted by the Apyãwa are language management actions for the strengthening and cultural linguistic vitality of their people. To do so, I follow a methodological path that merges with my experience and with them, through the Intercultural Education Course at UFG. I also try to present the perspective of the Apyãwa on linguistic policy, bilingualism, dialoguing with non-indigenous authors. The Apyãwa People, speakers of the Apyãwa language (Tapirapé), who belong to Subgroup IV, of the Tupi-Guarani Family, from the Tupi Trunk, according to the classification of Rodrigues (1986), live in the state of Mato Grosso, close to the cities of Confresa, Santa Terezinha and Porto Alegre do Norte, in the Urubu-Branco Indigenous Land, with a population of approximately 1.160 indigenous people. The research was carried out based on Lives that took place in 2021, on the Youtube and Facebook platforms, and seminars and congresses, in 2019 and 2022, which had the participation of the Apyãwa, mainly with those who have shown greater involvement in linguistic-cultural issues. I was also based on the dissertations defended in 2020 by professors Tenywaawi Tapirapé, Arowaxeo’i Tapirapé and Koria Tapirapé, the first two in the area of Linguistics and the last in Anthropology. In the Lives, I looked for categories that were repeated, such as identity, language strengthening, writing as orality strengthening, linguistic vitality, the role of Takãra and the school in strengthening language and culture, which demonstrated the concern of the Apyãwa with maintaining their language and its culture. The objective was to verify how the Apyãwa of the Urubu-Branco Indigenous Land are dealing with the entry of the Portuguese language and non-indigenous culture into their community, what resistance actions they are building and how education has contributed to the linguistic-cultural vitality of this people. For this, we used a theoretical foundation composed of non-indigenous authors, such as Calvet (2007), Pimentel da Silva (2012, 2021), Leite (2012), Praça (2007), and indigenous authors, such as Tenywaawi Tapirapé (2015, 2020), Arowaxeo'i Tapirapé (2020), Koria Tapirapé (2020) and Mehinaku (2010), so that there was a dialogue of knowledge, in order to reaffirm or not my findings.
Elaboração de enunciados de questões para o ensino de língua portuguesa em perspectiva cognitivo funcional
(Universidade Federal de Goiás, 2026-03-05) Oliveira, Warlete Cristina de; Silva, Leosmar Aparecido da; http://lattes.cnpq.br/6619554385992282; Silva, Leosmar Aparecido da; http://lattes.cnpq.br/6619554385992282; Galvão, Vânia Cristina Casseb; http://lattes.cnpq.br/4483153034836149; Cândido, Gláucia Vieira; http://lattes.cnpq.br/6967823128488028; Araújo, Denise Lino de; http://lattes.cnpq.br/5542241458634614; Carvalhaes, Wesley Luis; http://lattes.cnpq.br/8551744146787993
This thesis aims to analyses the process of developing autonomous/original school activities, carried out by four elementary school teachers in the municipality of Jussara-Goiás. The proposal is grounded in the need for continuing education that fosters reflection on the creation of original school activities, giving new meaning to the activities implemented in the classroom, since such training promotes the development of a more critical, creative, and participatory stance among teachers, thereby overcoming, at least in part, the role of reproducers and executors of ready-made and decontextualized activities, often attributed to these professionals, to take the place of active agents in the teaching-learning process. The research is grounded in the perspective of cognitive-functional linguistics, which understands language as a dynamic phenomenon, situated and related to human cognition. Authors such as Ibarretxe-Antuñano and Velezuela (2012), Furtado da Cunha (2017, 2022), Abreu (2020, 2022), and Ferrari (2022), among others, have contributed to substantiating this perspective. The theoretical basis for the discussion on the development of original school activities and teacher training is anchored in studies by researchers such as Antunes (2003, 2012, 2017), Nóvoa (2009, 2022), Tardif (2014), Araújo (2017), and Moretto ([2001] 2024). Methodologically, the research adopts a qualitative and collaborative approach and aimed to conduct a series of three workshops with the participating teachers. In the first workshop, theoretical studies were conducted on the theoretical principles of cognitive-functional linguistics and the design of school activities. The second workshop focused on the connection between theory and practice, during which the teachers designed original activities based on the discussions and knowledge acquired from the texts as well as their experiential knowledge. The third workshop was the time for submitting the developed activities, correcting the material, and reflecting on the workshops. At the beginning and end of the process, the teachers completed questionnaires. The research results indicated that the development of school activities is not a regular practice in teachers’ daily routines, largely due to a lack of time and the absence of specific training for this purpose. Another finding of the research was the systematization of the concept of Textual Meaning Possibilities (TMP), through which it is possible to identify in advance a set of knowledge that can be explored in the development of questions. With regard to continuing education, the need for training that offers theoretical and practical support was evident, enabling the planning and development of meaningful activities for the teaching-learning process, taking into account technical factors (prior contextualization, plausibility, non-overlap of expected answers) and interactional factors (instructional alignment of the activity with students’ knowledge).
Proposta de formação intercultural de professores(as) de inglês em Nampula: os provérbios moçambicanos como loci político, linguístico e epistemológico
(Universidade Federal de Goiás, 2026-02-06) Cumbe, Sónia Sara; Rezende, Tânia Ferreira; http://lattes.cnpq.br/9438105037411040; Camargo, Flávio Pereira; Cândido, Gláucia Vieira; Mutevuia, Célia Adriano Cossa; Silva, Jhuliane Evelyn da; Manjate, Teresa Maria Alfredo
The classroom environment in Mozambique is complex, as Portuguese serves as the official language and, in urban areas, also as a mother tongue, while Bantu languages dominate as native languages. Additionally, there is the presence of foreign languages such as English, French, and several Asian languages, including Hindi, Gujarati, Urdu, Memoni, Arabic, and Mandarin. However, the plurality and interculturality of the classroom are not fully recognized, and teaching practices in foreign language classes fail to incorporate a pedagogical approach that promotes or enhances intercultural education. Unfortunately, the absence of inclusive educational policies means that, even after half a century of decolonization, classrooms are not yet welcoming spaces for Mozambican students whose languages and cultures are still seen as inferior to those of the colonizer. In light of this reality, this study sought to question the relevance of an intercultural approach that values Mozambican Bantu languages and cultures in English language teaching. The research fills a theoretical gap by addressing the lack of pedagogical practices that promote interculturality in English teaching, particularly in teacher education. The general objective is to promote an intercultural approach in English language classes through the use of proverbs that depict social conflicts, such as female oppression. The specific objectives include: (1) To examine whether the (inter)cultural component of language is incorporated into the English curriculum and teaching programmes at Rovuma University. (2) establishing an intercultural dialogue between languages and the sociocultural knowledge embedded in proverbs; (3) observing whether the approach implemented in the pedagogical intervention created favorable conditions for students' critical reflection and for valuing cultural, identity, and linguistic diversity; (4) documenting the educational materials produced throughout the research. This is a qualitative research study based on Critical Social Theory, conceived as an awareness-raising project aimed at transforming consciousness and subjectivities regarding sociolinguistic and sociocultural attitudes and perspectives in language teaching practices within multilingual contexts and situations. The methodology adopted was action research (Bell, 2008; Nunan, 2001), organized into cycles of planning, action, observation, and reflection. The study was conducted in the English Teaching Degree program at Rovuma University, involving 20 participants from eight Mozambican ethnic groups. The analysis of the results was based on content analysis techniques (Barlin, 2014) and theoretical references on critical interculturality (Walsh, 2009; Tubino, 2011), epistemic bilingualism (Pimentel da Silva, 2019), and the recovery and revitalization of ancestral knowledge (Pimentel da Silva, 2017). The research highlighted the importance of intercultural training for English teachers in Mozambique, emphasizing Mozambican proverbs as fundamental cultural expressions for valuing Bantu languages and fostering dialogue between cultures. The analysis of these proverbs also redefined the richness of the Bantu worldview, particularly regarding the social position of women. Furthermore, by encouraging critical reflection on cultural and linguistic identities, this approach makes learning more meaningful and aligned with students' sociocultural realities. In this sense, the thesis reaffirms the need to integrate Bantu languages and cultures into the English curriculum for teacher training in Mozambique, stressing the urgency of inclusive educational policies and training programs that promote linguistic and cultural equity, preserve and strengthen Bantu languages, and encourage continuous intercultural dialogue, ensuring a more just, inclusive, and representative education.
Os irmãos Grimm e Chimamanda Adichie: literatura, ensino de línguas e tradução sob uma perspectiva desconstrutivista
(Universidade Federal de Goiás, 2022-11-04) Cardoso, Anna Carolyna Ribeiro; Lago, Santinha Neuda Alves do; http://lattes.cnpq.br/9533752291690663; Lago, Santinha Neuda Alves do; http://lattes.cnpq.br/9533752291690663; Silva, Glaucia; Moraes Júnior, Hélvio Gomes de; Bezerra, Valéria Cristina; http://lattes.cnpq.br/8256100897322148; Silva, Rogério Max Canedo; http://lattes.cnpq.br/4622711395003234
This doctoral dissertation combines the fields of Linguistics and Literature, working both with teaching and learning English as an additional language and with literature in English. Its main goal is to investigate the use of literature in English language classes, analyze the two stories used and translate one of them. It seeks to bring Linguistic Studies/Literary Studies closer together through Translation and to value interdisciplinarity. Uniting the teaching and learning of an additional language to this literature is a theory that also tries to overcome limits: Derridean deconstructivism. These three pillars support this work: English as an additional language teaching and learning, the literature in additional languages and the translation process. In the first chapter, the literary analysis of two short stories that are part of the literature in English is developed. The first short story, Snow-white and Rose-red, is a fairy tale, and the second, the Time story, is a contemporary tale by Nigerian writer Chimamanda Adichie. Chapter two deals with the applied part of the research, analyzing data from the groups of students who read and discussed the stories during the first semester of 2021 and 2022. The third chapter deals with Translation, literary Translation and presents a translation of Adichie’s short story. Thus, this doctoral dissertation, based on Candido (2001), Eagleton (2003), Eco (2003), and also on Celani (1992), Moita Lopes (1996), and Simpson (2011), is permeated by Derridian deconstruction, mainly what is discussed in Derrida (2006) and Derrida (2014). The results from the research with the students show that they value reading literary texts and recognize its benefits, such as increased vocabulary and contact with different cultures. In addition, the results indicate that students are open to working with literary texts on levels prior to English VIII.
Teletandem e pedagogia de projetos: um estudo de caso sobre internacionalização em casa para a educação linguística
(Universidade Federal de Goiás, 2026-03-13) Maia, Rejane Maria Gonçalves; Figueiredo, Francisco José Quaresma de; http://lattes.cnpq.br/1701940743664871; Figueiredo, José Quaresma de; Jesus, Danie Marcelo de; Oliveira, Helvio Frank de; Amorim, Gabriel Brito; Belaonia, Sara Guiliana Gonzales
Embargo
Processo de ensino e aprendizagem de leitura em português como L2 em Moçambique: um estudo de caso com a 12.ª classe
(Universidade Federal de Goiás, 2026-03-19) Saulosse, Amony da Flora Bonifácio; Silva , Leosmar Aparecido da; http://lattes.cnpq.br/6619554385992282; Silva, Leosmar Aparecido da; Botelho, Laura Silveira; Silva, Kleber Aparecido da; Filho, Sinval Martins de Sousa; Cerqueira, Mirian Santos de
This doctoral thesis is part of the debate on reading, teaching and learning strategies in Portuguese as a second language. The objective is to investigate reading teaching and learning strategies in the Mozambican sociocultural context. The focus is on analyzing reading and reading comprehension processes in ESG (Secondary Education) subjects within the SNE (National Education System). The question posed was: to what extent are reading teaching and learning strategies implicated in the reading comprehension of argumentative texts in Portuguese classes? The investigation was transdisciplinary, based on Vygotsky's sociocultural studies, Ausubel's meaningful learning, and studies on literacy and reading. This main theoretical foundation made it possible to work with other theoretical studies. The methodological design of the research is mixed, and the instruments were interviews, questionnaires, observation, and content analysis. The results show that the teachers did not point out positive aspects about reading, but considered the interlanguage or L1 used by their students, the socioeconomic condition, and the student's oral performance in L2 as determining factors that interfere with reading strategies and its teaching. The questionnaire reveals that the students have Portuguese as their second language (L2), reside in the outskirts of the municipality, and use scaffolding during reading; that the students indicate knowing of a library and reading there, but do not specify the titles of the books read. The observed classes, basically expository, show the use of L1 teaching strategies to teach L2. The students' written production about the reading of texts revealed, on the one hand, problems related to standard language that interfere with the perception of the hierarchy of ideas in the source text and in the communication of the student's ideas during the construction of meaning from the source text read; and, on the other hand, the reading strategies used by the students led to the identification of the central theme and the subject of the texts read; and that it seems that the students became emotionally involved with the theme when expressing their opinions about it. This, in some way, reveals the student-reader's performance of cognitive operations and perception of the basic schemata of argumentative text. Thus, we consider that the reading problems identified in the summaries are not necessarily negative. On the contrary, they signal the need for public literacy policies that develop the reading and text production skills of these students. And, given the results presented, we conclude that the basic reading strategies used by the students are of the bottom-up and top-down models, and the influence of L1 on the teaching of reading in Portuguese L2, as well as the socioeconomic conditions of the subjects and agents of literacy, are relatively implicated in the reading difficulties faced by the student(s). This study contributes to the reflection on changes that can lead to the improvement of reading strategies in secondary education, in particular, and in the National Education System of Mozambique.
Uma trajetória da subjetividade lírica na poesia de Hilda Hilst
(Universidade Federal de Goiás, 2022-04-28) Soares, Helissa de Oliveira; Souza, Jamesson Buarque de; http://lattes.cnpq.br/6538270791775139; Souza , Jamesson Buarque de; Camargo, Goiandira De Fátima Ortiz de; Brito, Tarsilla Couto de; David, Nismária Alves; Zanirato, Tatiana Franca Rodrigues
Over the centuries, women's writing had been relegated to erasure and oblivion, through different processes, and one of them is the case in which they could only be endorsed by the mostly male literary criticism that, naturally, was not in tune with the possibility of representation and expression of female voices and the occupation of cultural and social spaces by women. Considering this point and, starting from the notions of authorship, lyrical subjectivity and concepts and functions of literature, the present work intends to analyze part of the trajectory of the lyrical subjectivity and its unfolding in the lyric poetry of the brazilian poet Hilda Hilst. Therefore, it is important to consider that the concept of authorship is linked to the idea of authority and autonomy, which were and still are forbidden to women for a long time in westerner culture, as well as questioning the literary canon that was established in a false universalizing perspective and humanist. Therefore, it was up to this work to re ad and analyze the path of lyrical subjectivity in Hilda Hilst's poetry, from the book Presságio, from 1950, to Júbilo, memória, noviciado da paixão, from 1974, considering the historical and cultural particularities that crossed this period. poetry as written by a woman. Regarding the basis of the discussions proposed here, the path went from the first theories proposed around the figure of the lyric self within lyrical poetry to the more consistent reflections and problematizations about the place of women in literature and poetry and, above all, , of the literary and non-literary crossings visible in this clipping of Hilda Hilst's poetry. In the light of writings by Nelly Novaes Coelho (1991), Norma Telles (1992), Nelly Richard (2022) and Susana Bórneo Funck (2016), we set out to reflect and understand the processes of change and rupture that we see in the poetry of Hilda Hilst before the big changes in her production, namely: O caderno rosa de Lori Lamby (1990), in terms of theme, and O rato no muro (1967) and Fluxo-floema (1970), in terms of genre.
Formação crítica no ensino de inglês na licenciatura em letras: percepções discentes em uma universidade pública do interior de Goiás
(Universidade Federal de Goiás, 2026-03-16) Coelho, Dayanny Marins; Lago, Neuda Alves do; http://lattes.cnpq.br/9533752291690663; Lago, Neuda Alves do; Rocha, Daniella Corcioli Azevedo; Longhi, Simone Maria Dantas; Oliveira, Hélvio Frank; Amorim, Gabriel Brito
Embargo
O silêncio, a voz e as estéticas da insurgência : genêro e a representação do trauma em Tropical sol da liberdade (1988), Prova contrária (2003) e Baratária (2017)
(Universidade Federal de Goiás, 0016-12-25) Barbosa, Wanice Garcia; Santana, Jorge Alves; http://lattes.cnpq.br/2812435500901945; Santana, Jorge Alves; http://lattes.cnpq.br/2812435500901945; Lima, Maria de Fátima Gonçalves; http://lattes.cnpq.br/8056641507047911; Vedoin , Gilson; http://lattes.cnpq.br/7713269557624152; Ribeiro, Renata Rocha; http://lattes.cnpq.br/9766358738375689; Coimbra, Rosicley Andrade; http://lattes.cnpq.br/0322277644396267
This dissertation investigate show the author's gender influences the literary representation of trauma, memory, and resistance in the context of the Brazilian militar y dictator ship. The central question seeks to understand why, even in resistance narratives, the female experience is of tensilencedor limited in its representation, and how female-author edliterature off ers alternative perspectives. The main objectiveisto comparativel y analyze the Works Prova Contrária (2003) by Fernando Bonassi, Baratária (2017) by Rodrigo Santos, and Tropical Sol da Liberdade (1988) by Ana Maria Machado, to identify the discursive and aes the ticstrategieso feach. Itaimsto demonstrate how male-author edworks, while critical of the State, failto explore female subjectivity in depth, in contrastto the female-author edap proachth at centralizes it. The researchemploys a methodology of comparative literary analysis with a stronginter disciplinary approach, grounded in concepts from critical theory, memory studies, and gender studies. The theoretical frame work articulates notionssuch as the "war machine" (Deleuze & Guattari), to analyze narrative form as resistance; "phantasmagoria" (Frosh), tounderst and the persistence of trauma; and "fictions of the State" (Piglia), as acounter pointto official narratives. The analysis reveals that the works of Bonassi and Santos use anaesthetic of "ferociousrealism," with fragmented language that functions as a "war machine" against authoritarian discourse. However, a keyfindingis that, in thes eworks, female characters are often objectified, and the ircorporeal and biológica lexperiences are silenced, becoming symbols of collective painratherthan complex subjects. In contrast, Machado'swork presents a protagonist who actively elaborates the trauma of exile and repression, validating affective memory and intimacy as political spaces of resistance. Itis concluded that the author's genderis a determining factor in the literary construction of historical trauma. While the male narratives focus on denouncingstate violence, Machado'sfemale narrative restores women's agency and voice. The originality of this researchlies in its direct comparative approach between authors of different genderson thes ame historical period and in its specific analysis of how female subjectivity and corporeality are represent edorerased, contributing to literary studies with anintersectional critique of the limits and potentialities of testimonial literature.
Hipermodernidade, simulações e não lugares na trilogia do Desastre Urbano de J. G. Ballard
(Universidade Federal de Goiás, 2025-06-30) Tristão, Regina Barbosa; Ribeiro, Renata Rocha; http://lattes.cnpq.br/9766358738375689; Ribeiro, Renata Rocha; http://lattes.cnpq.br/9766358738375689; Miguel, Alcebiades Diniz; http://lattes.cnpq.br/8668561201265765; Ferreira, Elizete Albina; http://lattes.cnpq.br/7838155117795661; Silva, Alexander Meireles da; http://lattes.cnpq.br/8325920517508979; Sales, Paulo Alberto da Silva; http://lattes.cnpq.br/2235713534521313
Our thesis examines the novels Crash (1973), Concrete Island (1974) and Skyscraper (1975) by James Graham Ballard. In these narratives, we draw on the relationship between the characters and narrators with the spaces and non-places created by hypermodernity, as well as analyzing the possible social and cultural changes, subjectivity and physical and psychological impacts originating from these spaces in the novels. These narratives record influences made possible by hypermodern technologies and spaces, regarding deviant and subversive human behavior, simulated vital expectations, confrontation with the Self and diluted identities. In general, therefore, the hypothesis we defend is that, from the reading of J. G. Ballard's urban disaster trilogy, we observe a direct and influential relationship between the spaces produced by Hypermodernity, non-places and the behavior of contemporary man. To this end, we used a bibliographical review that supports the analysis of the novels, in order to answer the initial questions of this work, with regard to the simulation and behavioral reactions promoted by the techno-telemedia apparatus, based on the interaction of man with hypermodern spaces and in accordance with the replacement of the body by the machine. The answers to these questions seek to elucidate and support the theories formulated by scholars such as Jean Baudrillard (1991), Zigmunt Bauman (2010), Gilles Lipovetsky (2004), Paula Sibilia (2003), among others. Thus, the thesis adopts as a procedure the analytical study of the cited novels, supported by bibliographical, qualitative research, with a view to highlighting how the characters and narrators interact from a literary, sociological, cultural and historical point of view. Concepts intrinsic to the sphere of cultural studies are applied in the analysis of the works, relating them to the theories inherent to each process that structures Ballardian narratives, associating these processes, ultimately, to the changes or undeclared changes in the models imposed by the order of global capitalism.
A categoria de posse na língua de sinais brasileira em uma perspectiva tipológica
(Universidade Federal de Goiás, 2025-04-04) El Khouri, José Ishac Brandão; Carneiro, Bruno Gonçalves; http://lattes.cnpq.br/2261247004986074; Borges, Mônica Veloso; http://lattes.cnpq.br/2060190094208263; Borges, Mônica Veloso; http://lattes.cnpq.br/2060190094208263; Paulus, Liona; Quadros, Ronice Muller de; http://lattes.cnpq.br/7307577422387099; Ludwig, Carlos Roberto; http://lattes.cnpq.br/5920210250667780; Lima, Hildomar Jose de; http://lattes.cnpq.br/9511424542659405
This study is a descriptive analysis of the expression of possession in Brazilian Sign Language (Libras) from a typological perspective. Linguistic typology, as an approach to the study of human language, highlights the wide range of manifestations in the systems that constitute languages. A broad view of different languages and their comparison allows us to recognize actual tendencies of manifestation and the predictability of certain parameters in natural languages. Observing data from diverse languages helps reduce biases and enables a more open perspective when analyzing categories that are still little described in a specific language. Possession is a complex domain present in all languages worldwide, which can be defined as a biocultural domain arising from the relationship between a human being and their kin, body parts, material belongings, and cultural or intellectual products. From a syntactic standpoint, possession can be expressed in two ways: predicative and attributive possession (Baldi & Nuti, 2010; Herslund & Baron, 2001; Seiler, 2001). The general objective of this research is to describe attributive and predicative possession in Libras. The specific goals are: (i) to describe the strategies of possession available in Libras, (ii) to identify pronominal and lexical signs that express possession, (iii) to describe articulatory and syntactic patterns related to possessive constructions, and (iv) to identify signs that, although prototypically related to possession, encode other properties. The corpus comprises (i) videos from the Libras Corpus; (ii) field observations; (iii) social media videos; and (iv) a personal video database. Data were analyzed using the EUDICO Linguistic Annotator (ELAN) software and Excel. Results show that attributive possession occurs through (i) possessive pronouns with IX, B, and P handshapes; (ii) juxtaposition; and (iii) the use of signing space. There is a distinct distribution between pronoun form and discourse person: pronouns with IX and P handshapes are broadly distributed, whereas the B handshape pronoun is restricted to first-person singular. Juxtaposition-based possession seems to follow a head-modifier construction, in which the possessor is articulated after the possessed, maintaining the prevalent possessed–possessor order. Directionality in the predicates IR (‘go’) and SINAL (‘sign’) suggests the identification of the possessor through signing space, making the use of pronouns unnecessary. Regarding predicative possession, four signs were identified in which the argument structure encodes entities in a possessive relation. Three of them—TER (‘have’), POSITIVO (‘positive’), and PRÓPRIO (‘own’)—function as predicates that select possessor and possessed arguments. The sign PRÓPRIO, although glossed as ‘own,’ appears as a lexical item linked to possession, with residual semantics of another kind. In Libras, PRÓPRIO may function as a verb within a sentence, establishing the relation between possessor and possessed. The fourth construction consists of (É)-pronoun, where the verb is omitted, selecting the possessed argument from a notion of state involving the participant. We conclude that further research is needed, with an expanded corpus to enable more robust generalizations. This study contributes to a better understanding of the forms and functions of possession in Libras, while also raising reflections on linguistic universals, both intramodal and intermodal.
Viagem ao fim do infinito: Místicas secularizadas na ficção de Campos de Carvalho
(Universidade Federal de Goiás, 2025-09-08) Ferreira, Arthur Barboza; Cruvinel, Larissa Warzocha Fernandes; http://lattes.cnpq.br/5139437648019389; Cruvinel, Larissa Warzocha Fernandes; http://lattes.cnpq.br/5139437648019389; Canchumani, Cleide Maria de Oliveira Lovon; http://lattes.cnpq.br/0404567835426303; Oliveira, Erick Felinto de; http://lattes.cnpq.br/2018614878087334; Souza, Jamesson Buarque de; http://lattes.cnpq.br/6538270791775139; Ribeiro, Renata Rocha; http://lattes.cnpq.br/9766358738375689
Embargada.
Praxiologias interseccionais de gênero, raça, classe e sexualidade construídas com professoras de línguas
(Universidade Federal de Goiás, 2025-08-15) Capparelli, Camila dos Passos Araujo; Pessoa, Rosane Rocha; http://lattes.cnpq.br/3633216363498900; Pessoa, Rosane Rocha; Rezende, Tania Ferreira; Pereira, Paula Graciano; Amorim, Gabriel Brito; Oliveira, Hélvio Frank De
This study aims to problematize the outcomes of a teacher education course that promoted the engagement of language teachers, both pre-service and in-service, grounded on praxiologies focused on the intersectionalities of gender, race, class, and sexuality in contemporary contexts. The course target audience concentrated on language teachers interested in critically problematizing the relationship between gender issues and language education. The research material consisted of identification forms, interactions during course virtual meetings, a research diary, individual conversations with the collaborators, and the praxiological proposals they developed. The central goal is to understand whether and how the perspective of intersectionality can contribute to the education of language teachers. To do so, the following research questions guide the discussion: How do the collaborators comprehend the assumption of white body in social relations? How were spaces of engaged listening constructed throughout the course? How do the collaborators relate the course discussions to school contexts and to language education? Seeking to contribute to the discussion of the questions presented in addition to activating the participants’ own repertoires, the external praxiologies that shape my research agenda – grounded on critical perspective of Applied Linguistics (Moita Lopes, 2006) – are based on: black feminist authors who focus on intersectionality (Akotirene, 2020; Crenshaw, 1989, 1991, 2002; Collins, 2019; Collins & Bilge, 2021; Gonzalez, 2020; Melo, 2022); authors who critique white feminism (Beck, 2021; Zakaria, 2021); scholars who discuss whiteness in Brazilian society (Bento, 2022, 2023; DiAngelo, 2023; Schucman, 2020, 2023); and authors who advocate for critical teacher education (Lopes & Borges, 2015; Pessoa, 2018, 2019; Urzêda-Freitas, 2018; Silvestre, 2017). Given the current sociopolitical context in which ultraconservative groups have promoted the depoliticization of gender discussions in schools, I consider it essential to incorporate into teacher education repertoires that challenge the hegemonic/colonial logic responsible for homogenizing and/or segregating certain bodies. Thus, this research contributes to the field of teacher education, especially in language teaching, by discussing situated and politicized possibilities for pedagogical practice. Moreover, I argue that intersectionality can operate as a critical praxiology in teacher education, as it creates space for alternative narratives and offers a safe locus for recognizing the complexity of bodies within social relations.
A produção discursiva oral na demência f rontotemporal e na demência semântica: uma análise neuropsicolinguística
(Universidade Federal de Goiás, 2024-03-25) Marafon, Thaís Fernanda Amorim Cassiano; Caixeta, Leonardo Ferreira; http://lattes.cnpq.br/9536747113677509; Preuss, Elena Ortiz; http://lattes.cnpq.br/1294160176645666; Preuss, Elena Ortiz; Caixeta, Leonardo Ferreira; Finger, Ingrid; Brandão , Lenisa; Azevedo, Aline Fay de
Frontotemporal dementia (FTD) is the second most common cause of primarily degenerative dementia in individuals under the age of 65. Recently, a subtype of FTD with greater involvement of the right hemisphere was described, with some clinical characteristics different from the left-predominant subtype of FTD. Little is known about the linguistic characteristics, especially regarding narrative discourse in the right DFT. The objectives of this work are: to describe and analyze oral discursive production in frontotemporal dementia and to compare the following subgroups: a right FTD sample, a left FTD sample, as well as participants with semantic dementia. For this, data obtained in linguistic tasks were analyzed, through oral narrative based on a sequence of pictures and proverbs and metaphors tasks. This is a crosssectional descriptive study with a sample consisting of 20 participants. Initially, all patients were evaluated and were subsequently divided into 3 groups (right DFT 8, left DFT 4 and DS 8). The main results showed that participants with FTD, predominantly on the right, showed more difficulties in organizing the structure of the narrative, presenting difficulties in developing the theme. It was noted that participants ramble on unrelated topics, with problems connecting events to build the story. The DS group presented a more organized narrative production, but had more semantic errors, with the use of generic words and mistaken naming, as well as incomplete and missing content, which compromises local and global connectivity. Thus, it was noted that the behavioral variant FTD presented difficulties in planning narrative discourse, especially with a predominance on the right, and the DS group also presented difficulties in constructing the story, due to impairment in semantic memory
“Feliz aquele que transfere o que sabe e aprende o que ensina”: a aprendizagem colaborativa e a produção de gêneros discursivos no perfil @tropadacorinha
(Universidade Federal de Goiás, 2025-03-12) Santos, Marlon Cássio Gomes dos; Sousa Filho, Sinval Martins de; http://lattes.cnpq.br/5359385370592200; Sousa Filho, Sinval Martins de; http://lattes.cnpq.br/5359385370592200; Figueiredo, Francisco Jose Quaresma de; http://lattes.cnpq.br/1701940743664871; Fernandes, Eliane Marquez da Fonseca; http://lattes.cnpq.br/6909779518031618; Luterman, Luana Alves; http://lattes.cnpq.br/5424036056231106; Oliveira, Hélvio Frank de; http://lattes.cnpq.br/1659880507093036
Embargada.
O poeta no espelho: subjetividade lírica em performance nos “poemas inéditos” de Oswald de Andrade
(Universidade Federal de Goiás, 2024-12-19) Araujo, Ellen Margareth Dias Ribeiro; Cruvinel, Larissa Warzocha Fernandes; http://lattes.cnpq.br/5139437648019389; Ribeiro, Renata Rocha; http://lattes.cnpq.br/9766358738375689; Ribeiro, Renata Rocha; http://lattes.cnpq.br/9766358738375689; Paula, Marcelo Ferraz de; http://lattes.cnpq.br/0511967639373534; Ferreira, Yvonélio Nery; http://lattes.cnpq.br/2203758684173334; Sales, Paulo Alberto da Silva; http://lattes.cnpq.br/2235713534521313; Camargo, Goiandira de Fátima Ortiz de; http://lattes.cnpq.br/3029764057965151
Embargada.

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