Doutorado em Letras e Linguística (FL)
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Item Humanismo e realismo nos romances brasileiros pós-64: um estudo dialético sobre forma artística e materialidade histórica(Universidade Federal de Goiás, 2025-02-27) Pacheco, Thiago Sampaio; Silva, Rogério Max Canedo; http://lattes.cnpq.br/4622711395003234; Silva, Rogério Max Canedo; Bergamo, Edvaldo Aparecido; Cotrim, Ana Aguiar; Gallo, Renata Altenfelder Garcia; Ribeiro, Renata RochaThis thesis seeks to analyze the novels Pessach: a travessia (1967), by Carlos Heitor Cony; Os que bebem como os cães (1975), by Assis Brasil and Tropical sol da Liberdade (1988), by Ana Maria Machado under the possibility of a realistic reading, without failing to emphasize the characteristic of humanism, in an attempt to confront experimentalist and irrationalists that critics commonly attribute as fundamental characteristics of the set of Brazilian novels produced in the post-64 period. What is intended is the discussion of a decisive literary and philosophical-social positioning of post-64 Brazilian novelistic production, through the immanent analysis of narrative texts, as well as the confrontation of different critical perspectives that were consolidated forming an ordering plan of studies who have dedicated themselves to post-64 novels, representing the way in which this production tends to be read and interpreted. Using the historical-systematic method of György Lukács and dialoguing with the critical bases already formulated by Janete Gaspar Machado (1981) and Antonio Candido (1987), the intention is to recognize that in Pesach: a travessia; Os que bebem como os cães and Tropical Sol da Liberdade portray the deepest impasses of the Brazilian military dictatorship of 1964 and that, through realistic criticism of this regime, these novels reveal the important reality of its historical moments, constituting a realism critical as true as life.Item Clube Libras: aprendizagem colaborativa na formação de professores e tradutores de língua brasileira de sinais na Faculdade de Letras da UFG(Universidade Federal de Goiás, 2025-03-14) Oliveira, Quintino Martins de; Figueiredo, Francisco José Quaresma de; http://lattes.cnpq.br/1701940743664871; Figueiredo, Francisco José Quaresma de; Lima, Hildomar José de; Barros, Mariângela Estelita; Chaveiro, Neuma; Silva, Barbra do Rosário SabotaEmbargada.Item Publicação inacabada: as revisões cabralinas em Pedra do sono, Os três mal-amados e O engenheiro(Universidade Federal de Goiás, 2025-03-14) Oliveira, Lílian Rodrigues de Souza; Yokozawa, Solange Fiuza Cardoso; http://lattes.cnpq.br/5485415308754463; Yokozawa, Solange Fiuza Cardoso; Borsato, Fabiane Renata; Siqueira, Joelma Santana; Gimenez, Priscila Renata; Souza, Jamesson Buarque deThis thesis aims to present and examine the changes made by João Cabral de Melo Neto in the works Pedra do sono, Os três mal-amados, and O engenheiro after they were published, in order to gather data for the production of a critical edition of the author's early works. The need for the edition arises from the alterations undergone throughout the printed tradition of each work until they reached their current form, as the collation of each edition revealed a continuous authorial movement towards a seemingly fairer form. During this research, through the theoretical and methodological principles of Genetic Criticism and Textual Criticism, the revisions undertaken by the author in the three aforementioned works were analyzed quantitatively and qualitatively. The focus of this work is to reveal Cabral's writing movements through the variants in the editions of the studied works. Additionally, it seeks to investigate possible alterations in the texts throughout the publication processes and to establish connections between the versions of each work until reaching its final form.Item Movimentos transdisciplinares decoloniais no contexto de educação linguística nos anos iniciais de uma escola pública(Universidade Federal de Goiás, 2025-02-10) Hoelzle, Maria José Lacerda Rodrigues; Pessoa, Rosane Rocha; http://lattes.cnpq.br/3633216363498900; Pessoa, Rosane Rocha; Silva, Barbra do Rosario Sabota; Furlan, Cláudia Jotto Kawachi; Tonelli, Juliana Reichert Assunção; Suanno, João Henrique“Children are deprived of ethical, epistemic, and ontological recognition” (Murris, 2016, p. 151). This lack of recognition is evident in language education aimed at this age group and is worsened by the idea of the English classroom as a “bounded site” (Pennycook, 2007, p. 157), often disconnected from social, ideological, and political issues. The combination of these two factors – the denial of the child as a full subject and a technicist approach to English teaching – results in a loss of connections that could come from the multidimensionality of human beings and the integration of different fields in language education for children. The process of reconnecting “the individual with themselves, others, their environment, nature, and the world as a whole” (Suanno, 2009, p. 8332) emphasizes the coexistence of the self as entangled with different forms of knowledge, spaces, subjectivities, aspirations, and more, creating opportunities to reshape educational practices through a decolonial transdisciplinary perspective. Within the context of English classes at a public school, my aim is to discuss how decolonial transdisciplinary movements were encouraged not only by connecting English to other subjects but also by intertwining the diverse dimensions of the students’ lives into the lessons. More specifically, I discuss how the progression of these classes may have encouraged a relational approach through which students built their knowledge on the themes body respect, food, and the Cerrado biome. I define these movements as decolonial and transdisciplinary because they suggest new ways of being, acting, and knowing (Maldonado-Torres, 2016b), thereby challenging Cartesian educational paradigms. This study was conducted with thirty fifth graders at a full-time municipal public school in Goiânia in 2022. The following empirical materials were utilized: questionnaires, informal conversations, teacher-researcher’s personal journal, students’ productions, WhatsApp messages, a final interview via WhatsApp, and an Emoji Design Sheet. Based on the principles of qualitative research (Denzin, 2018), the discussions reflect relational practices (Patel, 2015) and employ crystallization (Richardson, 2000) as a validation method, moving away from perspectives grounded in universal truths. The ontological and epistemological foundations of this study are primarily rooted in discussions on transdisciplinarity (Maldonado-Torres, 2016b; Moraes, 2010, 2014, 2015a, 2015b, 2020; Nicolescu, 2001; Suanno, 2009, 2010, 2013, 2020). The study assumes that decoloniality (Grosfoguel, 2009; Maldonado-Torres, 2016a, 2016b; Mignolo, 2014, 2018; Quijano, 2005; Walsh; Mignolo, 2018) is intrinsically connected to transdisciplinarity. The thesis consists of an introduction, three chapters, and (in)conclusions. The introduction provides a personal presentation and reflections on fragmentation and entanglement, anticipating the discussions developed throughout the study. Chapter one explores adult-centrism, activism, the critical alliance with children, and transdisciplinarity. Chapter two situates the study temporally and spatially, while chapter three problematizes the praxiologies developed through the themes chosen. Finally, the entanglement between curricular components and the human dimensions of students in English language classes reveals possibilities for decolonial transdisciplinary movements, expanding ethical, epistemic, and ontological horizons in language education for childrenItem Memória de Trabalho (MT), Línguas de Sinais (LS) e surdez: um recorte de estudos realizados no período de 2002 a 2022(Universidade Federal de Goiás, 2024-08-30) Nogueira, Newton da Rocha; Cândido, Gláucia Vieira; http://lattes.cnpq.br/6967823128488028; Cândido, Gláucia Vieira; Rezende, Tânia Ferreira; Lima, Hildomar José de; Carneiro, Bruno Gonçalves; Fonseca, Sandro Rodrigues daEmbargado.Item Entre o impresso e o digital: análise discursiva dos modos contemporâneos de ler de alunos do ensino médio técnico integrado(Universidade Federal de Goiás, 2025-02-25) Lopes, Limerce Ferreira; Fernandes, Eliane Marquez da Fonseca; http://lattes.cnpq.br/6909779518031618; Fernandes, Eliane Marquez da Fonseca; Ribeiro, Ormezinda Maria; Faria, Edna Silva; Sousa Filho , Sinval Martins de; Ribeiro, Ana Elisa FerreiraEmbargadaItem O reordenamento legal da educação nacional(Universidade Federal de Goiás, 2021-06-29) Souza , Leonardo Rodrigues de; Costa, Alexandre Ferreira da; http://lattes.cnpq.br/4184486812934402; Costa, Alexandre Ferreira da; Araújo, Cristina Batista de; Geraldi , João Wanderley; Luternan, Luana Alves; Stival, Mariane MoratoThe object of this research is the legal reorganization of education, which started from the Federal Constitution of 1988 and materialized from 1995, in the Government of Fernando Henrique Cardoso. This work explains, under the perspective of documentary criticism, a certain pendular episteme of Brazilian Law, applying the analysis resources in an unstable way: of the intertextual chains of our legislative and jurisprudential mesh and its discursive regularities, known as discontinuities; of the regularities, it is observed, at times, the most provisional configuration of elements of this file that is being sought. And on this is sustained a good part of the work's contribution to interdisciplinary studies, a constitution of what can be called an “archive” presented in a systematized and chronological way. It supports the study in the readings of Norman Fairclough (2001), Mikhail Bakhtin (2011), Michel Foucault (1996; 2008), Marcelo Novelino (2011), Celso Antônio Bandeira de Mello (1996), among others. From the understanding of the dispersion of the norms for the constitution of the human right to education, it was possible to describe the legal system in the Brazilian Federal Constitutions until reaching the text promulgated in 1988. It was changed as a fundamental legislative framework for the legal reordering of education, which legitimized private education in Brazil from the promotion of an epistemological bipolarization as a legal-discursive strategy. Thus, the macro process of education in education was configured, marked by a chronology of doctrines and legal regulations, apparently solid, and by cracks, cleavages, and discontinuities. In this “stability/instability”, it was possible to observe in the discursive surface what was resolved to entitle the pendular normative movement of the Brazilian legal system. The work, while waiting for the legal reordering of education, ended up demonstrating the pendular movement in the epistemology of our positive law, oscillating between two systems, Civil Law and Common Law. It also sought to contribute to the constitution of an archive normative discourses on education, opening up possibilities for further research.Item A literatura e a pintura animada no cinema de Aleksandr Petrov: O Velho e o Mar, A Sereia e O Sonho de um Homem Ridículo(Universidade Federal de Goiás, 2025-02-25) Lima, Francisca Maria de Figuerêdo; Paula, Marcelo Ferraz de; http://lattes.cnpq.br/0511967639373534; Paula, Marcelo Ferraz de; Peruchi, Camila Hespanhol; Bezerra, Valéria Cristina; Silva, Susana Souto; Torres, José Wanderson LimaThis doctoral thesis is a comparative analysis of the poem The Mermaid (1819) by Alexander Pushkin, the short story The Dream of a Ridiculous Man (1877) by Fyodor Dostoevsky, the novel The Old Man and the Sea (1952) by Ernest Hemingway, and their respective adaptations into experimental animation by Aleksandr Petrov. We question how these films construct the reflective nature of the literary works and point to an experimental work, and we argue that Aleksandr Petrov uses a very individual pictorial animation technique to adapt these stories, so that he brings new perspectives of meaning to them, especially through his montage of transitions between images. The main aim of this thesis is to contribute to the understanding of Petrov's cinema within the field of adaptation studies. As for the specific objectives, we analyze how the director's experimental animation technique is reflected in the process of conceiving and understanding the adaptations; we discuss his creative choices, especially in the construction of characters, settings, and transitions between images; and we highlight how Petrov's adaptations add new perspectives of meaning to the literary works on which they are based. In order to achieve this, firstly we discuss Aleksandr Petrov's cinema, his artistic concepts and, in particular, his animation technique; secondly, we discuss the concepts of adaptation used in the analyses; we also review some notes on experimental animated cinema and cinematographic language. We then analyze the three works in sections that relate each of them to the notions of adaptation proposed by Linda Hutcheon (2013) and Julie Sanders (2006), namely: adaptation as a formal entity or product, adaptation as a process of creation/appropriation, and adaptation as a process of reception. This work is mainly based on the following theorists: Sanders (2006), Stam (2006; 2009; 2013), and Hutcheon (2013), on adaptation; Eisenstein (2002), Martin (2005), Aumont et al. (2012), Graça (2006), Miranda (1971), and Harris et al. (2019), on animated cinema and experimental animation, as well as scholars commenting on Petrov's cinema, such as Bendazzi (2016), and others. With this thesis, we prove that Petrov's cinema is a meticulous and individual work that deserves to be highlighted in this field of study, because with its particularities it creates new forms of construction and meaning in animated images, as well as bringing new perspectives of meaning to the literary works on which it is based.Item Mundos-Bitita: um estudo sobre o bildung, o postupok e a parresia no Diário de Bitita, de Carolina Maria de Jesus(Universidade Federal de Goiás, 2023-08-29) Brito, Gustavo Santana Miranda; Souza, Jamesson Buarque de; http://lattes.cnpq.br/6538270791775139; Souza, Jamesson Buarque de; Costa, Alexandre Ferreira da; Ribeiro, Renata Rocha; Chaveiro, Eguimar Felício; Fernandez, Raffaella AndréaThis thesis establishes a dialogue between Carolina Maria de Jesus and two 20th-century philosophers, Mikhail Bakhtin and Michel Foucault, all of whom have much to say about the world in which they coexisted and produced their works, at certain moments concurrently. Regarding the methodology applied in this thesis, it is based on bibliographic analysis, conducting a comprehensive review of the available literature on Carolina Maria de Jesus, her works, and her historical and social context, by exploring critical studies, literary analyses, sociological research, and other relevant works that address the life and work of the author. Our research object is Diário de Bitita (1986). Initially, we establish the literary genre of the novel, understood as an "autobiographical coming-of-age novel," a black and feminine Bildungsroman. Then, through a careful analysis of the character Bitita's discourse, we analyze the semantic transformations of the word "mundo" (World) throughout the entire narrative. Subsequently, we focus on the identification and interpretation of elements related to the concepts of postupok and parresía. What we argue in this thesis, based on the research on Carolina Maria de Jesus, Mikhail Bakhtin, and Michel Foucault, is that postupok is not limited to a specific form but encompasses all possible forms of discourse. However, within this multiplicity, parresía emerges as a stable and recognizable form in certain circumstances and enunciative characteristics. While there is an intersection between postupok and parresía, we emphasize that not every postupok is configured as a parresía, but almost every parresía is configured as a postupok. What we defend is that postupok encompasses parresía, and Diário de Bitita encompasses both.Item Super-Heróis de Histórias em Quadrinhos: propostas de intervenção por meio da Pedagogia dos Multiletramentos(Universidade Federal de Goiás, 2024-12-17) Farias, Rafael dos Reis; Fernandes, Eliane Marquez da Fonseca; http://lattes.cnpq.br/6909779518031618; Fernandes, Eliane Marquez da Fonseca; Sousa Filho, Sinval Martins de; Carreira, Rosangela Aparecida Ribeiro; Lima, Sostenes Cezar de; Luterman, Luana AlvesThis doctoral thesis discusses the theme “Comic Book Superheroes: an application in light of the Pedagogy of Multiliteracies, according to the BNCC (2017)”. The proposal in question had as its general objective the involvement of first-year high school students, from a public school in the state of Goiânia-GO, in the creation of a comic book superhero who intervenes in the Brazilian nation, aiming at the dissolution of the most immediate social problems. This superhero was structured on a digital platform, with a view to the inference of the students in the virtual world, implementing the Pedagogy of Multiliteracies (GNL, 1996). The projectivity was based on three expository dialogued classes that followed the teacher's observation of the students' involvement in the proposed activity. Initially, the methodology was bibliographic, and then the qualitative scope was used, culminating in Participant Observation, which drew on the theoretical contributions of Bakhtin (1988, 1997, 2006, 2010, and 2013) and his dialogical orientation, as well as Foucault (2000, 2008, and 2009) and his postulates used in Discourse Analysis. Among the other researchers, we also drew on studies by Geraldi (1996, 1997, and 2015), Santos (1997 and 2014), Freire (1996), Eco (2015), Laval (2004), Masschelein & Simons (2014), Wolf (2019), Rojo et al. (2012, 2015), Kalantzis et al. (2020), Dudeney et al. (2016), Bacich et al. (2015, 2018), Filatro (2018), Sibilia (2016) and others for analytical studies of language, utterance, discourse, neoliberalism in schools and didactics related to teaching and learning. In the context of superheroes, we brought discussions based on Campbell (1990), Vogler (1998), Irwin (2005) Weschenfelder (2011), Hallett (2007) and others. The analytical research of the texts produced concluded that the students' involvement in the creation of a comic book, in a virtual environment, was greater than in the viabilities of conventional literacy, in addition to conceptually establishing that the Pedagogy of Multiliteracies, discussed by Rojo (2012) and proposed by the BNCC (2017), also linked to the cognitive biases of the DCGO – Expanded, can be used in the classroom, even with interposed difficulties.Item A mente ninguém pode escravizar": a construção da ex-centricidade da mulher negra em Úrsula, de Maria Firmina dos Reis(Universidade Federal de Goiás, 2023-07-22) Mendes Júnior, Simião; Ferreira, Yvonélio Nery; http://lattes.cnpq.br/2203758684173334; Ferreira, Yvonélio Nery; Correia, Paulo Petronilio; Anjos, José Humberto Rodrigues dos; Rezende, Tânia Ferreira; Camargo, Flávio PereiraThis work sought to present the social place of black women in colonial Brazil through the novel Úrsula (1859), by Maria Firmina dos Reis. Starting from the perspective proposed by romance studies, by Antonio Candido (2000) and Mikhail Bakhtin (2010) and from the concept of eccentricity, by Linda Hutcheon (1991), we analyze the construction of the former centricity of the black woman in coloniality based on narratives that present them as oppressed, but endowed with a voice, as in the case of Preta Susana, a character emblematic of the novel. We researched information about identity, social role, colonialism, sexism, racism and slavery, conveyed in the works of Aimé Césaire (2020), Audre Lorde (2021), Beatriz Nascimento (2021), Frantz Fanon (2022; 2023), Grada Kilomba (2019), Neusa Santos Souza (2021), Oyèrónkẹ́ Oyěwùmí (2021) and Sueli Carneiro (2011), seeking to understand the recognition of black women as a historical subject to, ultimately, prove the thesis that exclusion and racism were and still are political and social movements that persist in contemporary times, in order to provoke the silencing and marginalization of black people. To collect data regarding publications by black women, we used the publishers Ananse, Malê and Mazza. The theoretical analysis of the novel was supported by the considerations that Luiz Mott (1988) and Mary Del Priore (2000; 2001) make about black people in the context of the colonial period, also addressing the concept of Intersectionality and black feminism, by Angela Davis (2016), bell hooks (2023), Lélia Gonzalez (2020), Patricia Hill Collins and Sirma Bilge (2021). Finally, we also seek to problematize the concepts of necropolitics, discussed by Anchille Mbembe (2018), of whiteness, by Cida Bento (2022); of sex, power, repressive and disciplinary devices, by Michel Foucault (1997; 2023); of male domination, by Pierre Bourdieu (2002) and of prison and colonial and patriarchal violence, by Rita Segato (2021; 2022). Concepts in the novel are related to the figure of the antagonist and slave owner, Fernando P.Item Realidades sociopolítica e epistêmico-linguística em narrativas insurgentes de mulheres aprisionadas(Universidade Federal de Goiás, 2024-09-20) Tavares, Amanda Moreira; Rezende, Tânia Ferreira; http://lattes.cnpq.br/9438105037411040; Almeida, Ludmila Pereira de; Lemos, Gardenia de Souza Furtado; Brito, Tarsilla Couto de; Lima, Hildomar José de; Rezende, Tânia FerreiraEl silenciamiento y el encarcelamiento se imponen socio-histórica-ideológicamente a los cuerpos femeninos, y más aún a los de las mujeres negras. Si se trata de cuerpos femeninos negros encarcelados, están condenados a la creación de sus ausencias, ya que la prisión es un lugar históricamente construido para implementar la eliminación de sujetos considerados fuera de la norma blanco-eurofalocéntrica y perpetuar prácticas esclavistas. La propuesta de esta investigación surge de la preocupación por quiénes son estas mujeres encarceladas –en su mayoría pobres y negras– invisibilizadas y silenciadas por la sociedad colonial en la que vivimos, que las constituye como cuerpos atravesados por la ideología del déficit (carencia, fracaso). , error), marcado por la herida colonial racializada. A partir de este supuesto, esta investigación es coautora de mujeres privadas de libertad en una Unidad Penitenciaria Regional de Mujeres de Goiás. El objetivo general de esta tesis es promover significados, en coautoría con mujeres privadas de libertad, de narrativas-escritos-denuncias-testimonios. -memorias que fueron (de) denunciadas a través de escritos realizados tras las rejas, monitoreados y seleccionados por la dirección penitenciaria y también a través de intercambios y comparticiones que se produjeron intercalados con la presencia/existencia del yunque y del funcionario penitenciario. Los objetivos específicos son (I) problematizar las prácticas de confrontación e insurgencia, entendidas como prácticas de desobediencia geo-ontoepistémicolingüística, construidas por los coautores encarcelados en el marcado espacio geopolíticohistórico que es la prisión; (II) interpretar transemiamente las narrativas producidas por estas mujeres, buscando verificar su creatividad concebida como insurgencia dentro del espacio en el que se encuentran, así como las formas en que se definen y posicionan en esta sociedad que desde la colonización ha sido producir desigualdades; (III) promover la deconstrucción, aunque sea mínima, de la noción de que la práctica científica tiene un lugar (hegemónica considerada correcta, perfecta y estática) en un intento de provocar un borrado del sistema eurocéntrico de poder-conocimiento. La metodología para acceder a narrativas escritas y orales fue a través de la escritura (realizada/entregada una sola vez) y a través de círculos de conversación intercalados por el yunque y monitoreados por el funcionario penitenciario, promoviendo la interacción con las mujeres privadas de libertad y con lo que ellas lograron narrar a través de la escritura, el habla y mirada, lo que permitió construir una metodología sentida. La lectura de las narrativas se realiza a través del escrutinio de la evidencia, según el Paradigma de la Evidencia y la Transsemieticidad. Con las narrativas buscamos comprender los usos creativos que los autores hacen del espacio geopolítico en el que se encuentran, así como las formas en que se definen y posicionan en esta sociedad, promoviendo denuncias y borramientos. Se trata de una investigación sobre escucha y aprendizaje de narrativas insurgentes colectivizadas, promoviendo así un espacio para la escucha. Entendemos las narrativas creadas durante los círculos de conversación sobre el yunque y en los textos escritos dentro de las celdas de la prisión como escritura, en tanto son (d)enunciaciones escritas. Esta tesis se justifica porque se constituye en el entrelazamiento entre un lugar socialmente estigmatizado y uno socialmente prestigioso, considerando la demanda de los autores (presos e investigador). Esperamos con esta tesis percibir y valorar la realidad sociopolítica-lingüística que las narrativas insurgentes de mujeres encarceladas producen a través de la desobediencia geoontoepistémico-lingüística.Item Pânico moral e higienismo verbal: a rede metadiscursiva sobre “linguagem neutra” no Brasil(Universidade Federal de Goiás, 2024-03-27) Vellasco, Bianca Alencar; Pinto, Joana Plaza; http://lattes.cnpq.br/8100370294969259; Pinto, Joana Plaza; Severo, Cristine Gôrski; Sousa, Kátia Menezes de; Oliveira, Hélvio Frank de; Borba, RodrigoThe main goal of this thesis was to identify the place of monolingualism in the metadiscursive regimes built around the public debate about “gender neutral language” in Brazil. To identify this place, this investigation focused on the metadiscursive characteristics of the drafting of Bills against the use of this language in Brazil and also on the paths and trajectories related to these texts, the status of their legal processing and the ongoing public debate starting from them. Throughout a prolonged digital exploration, issues linked to the ideology of standardization, feminist studies and gender studies became part of the critical points for a constructed presentation of the data more suitable for following up this research. Taking these developments into account, the final design of this research assumed the following contour: in the first chapter, the theoretical basis was built from the confluence between the field of language policies, pragmatics, linguistic ideologies and cultural and gender studies. Some categories that cross this epistemic set are the notions of verbal hygiene, social/moral panic, metadiscursive regimes, performative act, and the ideologies of nationalization, monolingualism and normalization. This same chapter also contains the methodological support of the research, which is supported by digital ethnography and entextualization processes, present in the stages of recording empirical material and systematizing data, visual schemes and determining factors for analyzes and conclusions. In the second chapter, I bring a contextualization about language and gender from the 70s to the present day and make a hook to present the public discussion in relation to neutral language in Brazil, and I also arrive at the notion of social/moral panic, which permeates the entire work. In the third chapter, I present in detail the registered empirical material and how it unfolded into a prohibitive and an affirmative facet, in the form of establishing two metadiscursive regimes. In the fourth chapter, I draw my interpretation of the Brazilian public discussion around neutral language based on this architecture composed of two discursive fronts and highlight three points of inflection/reflection that lead me to conclude that neutral language is being invented in Brazil by a thread “monstrous” of entextualizations, which carries some contradictions, articulations and divergences – in which both regimes appear to be performative and hygienist.Item Memória traumática, loucura e ditadura em romances latino-americanos(Universidade Federal de Goiás, 2024-03-27) Gomes, Analice de Sousa; Ribeiro, Renata Rocha; http://lattes.cnpq.br/9766358738375689; Ribeiro, Renata Rocha; Lousa, Pilar Lago e; Sales , Paulo Alberto da Silva; Brito, Tarsilla Couto de; Camargo, Flávio PereiraEl objetivo de esta tesis es contribuir com el reflexión sobre las formas de representación de personajes en la literatura latinoamericana contemporánea, específicamente, en lo que respecta a la representación de individuos que vivieron en contextos de opresión, provocados por gobiernos dictatoriales y totalitarios en los países latinoamericanos. Personajes marginados –un exsoldado homosexual, un fotógrafo fracasado, una prostituta, un sacerdote corruptible y una joven– que, por no comprender la realidad en la que están insertos y dominados por sentimientos de desesperanza, miedo y arrepentimiento, se rompen. con la realidad de dolor y violencia que se les impone. Esta ruptura, a su vez, los lanza a una búsqueda continua de sí mismos. Así, Bêbados e somâmbulos (1996), de Bernardo Carvalho; Nadie me verá llorar (1999), de Cristina Rivera Garza; Nocturno de Chile (2000), de Roberto Bolaño y Ciencias Morales (2007), de Martin Kohan, serán las novelas propuestas para el análisis, tratando de comprobar cómo se produce esa ruptura entre los personajes y sus respectivas realidades y cómo se relaciona ese fenómeno con estados de locura y traumas narrados a través de recuerdos perturbados. Es decir, a través de un análisis de la composición de los personajes, pretendemos examinar los elementos que constituyen la representación de figuras socialmente marginadas y cómo los contextos de violencia y opresión contribuyen a la configuración de sus identidades, el estigma de los locos y los posibles trastornos derivados de experiencias traumáticas. Para la fundamentación teórico-bibliográfica de esta tesis, se parte de los supuestos de Giogio Agamben (2009), Suzana Scramim (2007), Michel Foucault (2017), Beatriz Sarlo (2007), Eurídice Figueiredo (2017), entre otros. En el desarrollo de este análisis analítico-interpretativo, también se considerará el aporte de las investigaciones sobre contenidos críticos y teóricos respecto de las novelas que integran el corpus de investigación literaria, presentadas en esta investigación, en diálogo con miradas de estudios culturales que debaten pensamiento y constitución del individuo en el mundo contemporáneo.Item Letramento, gênero e raça na trajetória acadêmica de uma indígena mulher Akwe(Universidade Federal de Goiás, 2022-06-22) Borges, Suety Líbia Alves; Nascimento, André Marques do; http://lattes.cnpq.br/5790337585238988; Nascimento, André Marques do; Borges, Mônica Veloso; Fraga, Letícia; Souza, Ana Lúcia Silva; Silva, Léia de JesusIn this research, I investigate how the identities of an Akwẽ indigenous woman are being (re)constructed in her academic trajectory, with a view to problematizing issues of literacy, gender and race. The inverse is also analyzed, how the identity markers – gender and race – impact their path, with regard to literacy practices presupposed by this academic context, the master's degree, and by the master's student herself. The data were generated within the literacy workshops held by me, voluntarily, as support for the development of the participant's academic activities, remotely, through the Google Meet platform. Among other points, this is one that makes the study innovative. The teaching methodology used in the workshops was built on the path, due to the need to carry it out, at a distance, in view of the social isolation caused by the COVID-19 pandemic. It is important to say that this is a work that is part of the advisor's larger research project – Nascimento (2018-2022) – entitled "Academic literacies in contact zones: trajectories of indigenous students in graduate programs", and, therefore, based on the ethical, methodological and epistemological commitments that guide him towards a scientific practice based on indigenous paradigms and intercultural perspectives. In this way, this doctoral research brings important subsidies to (re)think public policies, in addition to teaching practices, that can guarantee the permanence of indigenous people in postgraduate programs. Another important point is the study's contribution to the expansion of the concept of literacy which, in addition to being situated in social, cultural and power relations, in the thesis, is also situated in systemic relations, based on the systemic laws presented by Bert Hellinger (2006; 2020), which are: Order, Belonging and Balance.Item The songs of distant earth: reflexóes sobre o papel da abordagem colaborativa e da estética da recepção no ensino de literaturas de língua inglesa(Universidade Federal de Goiás, 2024-03-15) Araújo, Evandro Rosa de; Lago, Santinha Neuda Alves Do; http://lattes.cnpq.br/9533752291690663; Figueiredo, Francisco José Quaresma de; http://lattes.cnpq.br/1701940743664871; Figueiredo, Francisco Jose Quaresma De; Sousa Filho, Sinval Martins De; Silva, Rogerio Max Canedo; Oliveira, Hélvio Frank De; Carbonieri, DivanizeThe Main goal of this study is to verify how the use of the collaborative approach and the developments of the Aesthetics Reception can contribute to the teaching of English Language Literatures in a classroom context at the Federal University of Goiás by using short stories. The theoretical foundation of this study is the social constructivist theory, more specifically, the collaborative approach. It is also drawn upon unfolding reflections from the reader-response theory applied to the teaching of literature, which values diverse interpretations of artistic objects. Therefore, the intention was to observe possible contributions of collaboration that could foster a more in-depth and richer experience for students in reading English literature. To generate research data, we invited the professor of English Literature 1 and seventeen over 18- year-old students duly enrolled in the undergraduate English language teaching program at the Federal University of Goiás in the second semester of 2021. The following instruments were used to generate data: a) individual questionnaire to map the profile of the students participating in the research; b) interactions between the participants in class discussions, which were recorded and transcribed; c) written and oral activities done by the learners; d) interviews held throughout the data generation process, which were also transcribed; e) analysis of reflective diaries written by the professor and the students. The data analysis allows us to assert that, by taking part in collaborative activities in literature classes, students can make significant progress in reading and comprehending content. In working in groups or pairs, they have the opportunity to share ideas and discuss them with their classmates and explore different interpretations of the texts read. The participants’ final feedback on the collaborative approach indicates that they felt motivated to read the texts and that they were able to discuss their content with their classmates before their classes. In this sense, they engaged in the reception and interpretation of short stories; moreover, they did the activities assigned by their professor in a timely manner, thus reaching the educator’s objectives.Item Anacronismo e resistência na poesia contemporânea de Alexei Bueno(Universidade Federal de Goiás, 2024-04-05) Santos, Saulo Martins dos; Yokozawa, Solange Fiuza Cardoso; http://lattes.cnpq.br/5485415308754463; Yokozawa, Solange Fiuza Cardoso; Silva, Célia Sebastiana; Andrade, Alexandre de Melo; Pires, Antônio Donizeti; Quevedo, Rafael CamposThis thesis proposes an analysis of the concepts of anachronism and resistance present in Alexei Bueno's contemporary poetry. We find that his work rejects the ideas of progress, overcoming, and novelty when applied to artistic-literary creation, seeking to promote intertextual dialogues between elements from numerous cultural sources of the past and issues of the historical present. In the first chapter, we demonstrate, through the reading of selected poems from As escadas da torre (1984), Lucernário (2003), and A noite assediada (2022), how the creative process based on the tensioning of significances originating from different temporalities, that is, in the positively anachronistic relationship between times, reveals the poet's ethical perspective in seeking among the traces of the artistic-literary heritage a possibility of deeper understanding of the world, inviting his readers to reflect on the human condition in contemporaneity. In the second chapter, we choose to analyze some poetic movements of Os resistentes (2001), Alexei Bueno's most explicitly political work, which employ “parodic satire” (HUTCHEON, 1985) to criticize the alienation of consciences provoked by the exacerbated consumerism of today. In addition to denouncing the alienation of consumerist society, the poetry of the 2001 book also presents an idea of aesthetic resistance that sees in the (im)potency of the poem a possibility of accessing a type of knowledge, linked to time beyond the time of anachronism, that challenges the lack of meaning of the contemporary, reconnecting us with our own humanity. To support our reading of Buen's work, we adopted a theoreticalcritical, analytical and interpretative methodology supported by the thoughts of authors such as Octavio Paz (1993, 1996, 2012, 2013), Benedito Nunes (2009), Nicole Loraux (1992), Giorgio Agamben (2009), Hans Magnus Enzensberger (2003), Marcos Siscar (2007, 2010, 2016, 2018) and Jacques Rancière (2007) and also in critical texts on Alexei Bueno's contemporary poetry, such as the studies by Marcos Estevão Gomes Pasche ( 2014) and Carlos Eduardo Marcos Bonfá (2015).Item Ideologias de linguagem articuladas nos discursos sobre a reforma brasileira do ensino médio: por que sai espanhol e fica inglês?(Universidade Federal de Goiás, 2023-12-04) Reis, Jordana Avelino dos; Nascimento, André Marques do; http://lattes.cnpq.br/5790337585238988; Nascimento, André Marques do; Borges, Monica Veloso; Fernandes, Marcia Paraquett; Silva, Cleidimar Aparecida Mendonça e; Lima, Fernando Zolin VeszEntre 2014 y 2023, Brasil traspasó cuatro cambios de gobierno federal: Rousseff (2014 - 2016), Temer (2016 - 2018), Bolsonaro (2018 - 2022) y Lula (2023 - 2027). Un golpe jurídico y político destituyó a la ex-presidenta Dilma Rousseff (Considera, 2019; Nogueira, 2022) en 2016. Michel Temer, su sucesor firmó una serie de Medidas Provisorias (MP) que determinaban reformas en la Previdencia, en el Ministerio de Trabajo y en la educación. La MP nº 746 de 2016 (en adelante ley nº 13.415/2017) estableció una reforma en la secundaria, revocó la ley nº 11.161 (Brasil, 2005), de oferta obligatoria de la lengua española, y mantuvo solamente la oferta del inglés. Delante de ese escenario político, educacional y lingüístico, realicé una investigación cualitativa y documental para identificar y analizar las ideologías de lenguaje (Irvine, 1989; Kroskrity, 2004; Woolard, 2012[1998]; Cameron, 2014; Rosa & Burdick, 2017; Arnoux, 2018), concepciones de lengua y educación vinculadas al proceso de exclusión del español y permanencia del inglés en la secundaria. Mi análisis se enfocó en instrumentos lingüísticos (Arnoux; Bein, 2015) específicos de la reforma educacional, publicados entre 2014 y 2023: directrices, reportajes, referenciales curriculares, informes, libros didácticos, documentales, discursos políticos etc. Constaté que persisten las ideologías del inglês como fetiche lingüístico (Bein, 2012), como lengua franca (Rocha, 2020), la lengua como código, la ideología del monolingüismo (Pratt, 2012) y la concepción instrumental de enseñanza para una formación fragmentada y para el mercado de trabajo (Bittencourt, 2019; Nogueira, 2022). Com relación al español, la citación periférica (oferta optativa) en los documentos analizados reiteró la representación de que la lengua es desnecesaria. A parte, Guedes, ex-ministro de la economía del gobierno Bolsonaro, representó el Mercosur como ideológico, donde la relación entre Brasil y países vecinos del Mercosur sería una prisión cognitiva, y Argentina se relacionaría con países que tienen inclinaciones bolivarianas. En los Proyectos de Ley (PLs) que solicitan la permanencia del español como oferta en las escuelas públicas y privadas brasileñas, se revelan discursos que articulan la ideología “panamericanista”, a través de los ideologemas “español como lengua universal”, “lengua de encuentro” y la reafirmación de un valor económico a la lengua. Se desvelan, aún, los discursos que articulan la ideología “latinoamericanista”, a través de los ideologemas “las lenguas son libres e iguales en derecho”, “la defensa de las lenguas minoritarias es siempre progresiva”, y “la diversidad lingüística es una riqueza que debe ser defendida” (Arnoux; Del Valle, 2010) Aunque las Diretrizes Curriculares Nacionais - DCNs (Brasil, 2020) hayan presentado reflexiones sobre “translinguismo”, “Portugués como lengua de acogida” y datos sobre educación indígena, para surdxs y refugiadxs, el material moviliza la concepción de lengua como invención colonial (Makoni; Pennycook, 2007; Makoni; Meinhof, 2008), y se constata que hubo una hierarquización de la enseñanza de LEs. Las ideologías del inglés son reiteradas en perjuicio y marginalización de las lenguas indígenas, de la Língua Brasileira de Sinais (LIBRAS), de inmigrantes y de fronteras (español y francés). Las ideologías articuladas a los discursos de los documentos servieron a un grupo específico que idealizó, gestionó, monitoró y financió la nueva secundaria: las empresas e instituciones privadas.Item Paisagens identitárias e praxiológicas de professoras/es de inglês de cursos de Letras do estado de Goiás(Universidade Federal de Goiás, 2023-08-01) Ferreira, Fernanda Caiado da Costa; Pessoa, Rosane Rocha; http://lattes.cnpq.br/3633216363498900; Pessoa, Rosane Rocha; Borelli, Julma Dalva Vilarinho Pereira; Oliveira , Hélvio Frank de; Miller, Inés Kayon; Blum, Avram StanleyThis doctoral dissertation, based on 18 narrative interviews conducted with English professors in Language Teacher Education courses in the state of Goiás, aimed to reflect on the identity and praxiological landscapes that resonated in the participants' accounts as they narrated their trajectories, the importance of the English language in their lives, and the various interconnections related to their pedagogical practices. The reflections brought forth in the narratives discussed here can contribute to the professional development of other teachers and professors, as the unique experiences recounted also reflect broader issues concerning the teaching of English, particularly in the Brazilian context. This relationship reflects the epistemological paradox of researching narratives (FREITAS; GHEDIN, 2015), since by examining the praxiologies of each of the participating professors, it was possible to gain a better understanding of our social and historical context. The problematizations proposed here were discussed based on two questions: 1) What discourses and ideologies shape the experiences of University English professors in Language Teacher Education courses in the state of Goiás and influence their identity constructions? 2) How do these professors mobilize these discourses in their trajectories and how they affiliate with or resist to them? Regarding the discourses and ideologies present in the professors' formation trajectories in this research, it is evident that a significant portion of them is marked by an understanding of language as a neutral and abstract system that must be acquired through rules and grammar. This understanding is based on the fact that, when recounting their experiences in regular schools, many pointed out a focus on grammar and translation at the expense of oral development, which, in turn, had to occur in language schools. In language schools, language teaching is based on textbooks that, despite undergoing modifications to include more diversity, are packaged products (JONAS, 2020) that reinforce neoliberal values and sell a sanitized and neutral reality (MAGALHÃES, 2019). However, due to the failure of regular schools to bring interaction into the classroom, these schools became the landscapes that allowed professors to interact and create meaning in another language (URZÊDA FREITAS; PESSOA, 2020). When discussing their praxiologies, the importance of continuous professional development stands out in the professors' statements, as the lack thereof results in the repetition of old models. Many of these professors are influenced by their own learning experiences, which, in the case of English, are closely tied to a hegemonic conception guided by the episteme of the native speaker. In other words, a significant portion of the professors seem to adhere to imported approaches and methods. On the other hand, many professors demonstrate openness to listening, understanding, and seeking new ways of educating that bring their praxiologies much closer to the needs of their students, which, in my understanding, appears to be the path to follow. Not coincidentally, this openness to the new seems to go hand in hand with an ongoing process of professional development. Doing things differently coincides with exposure to new praxiologies that bring to light obscure aspects of modern knowledge that persist in our frameworks. From this perspective, the main reflection that this doctoral dissertation brings forth is that being a teacher means being in constant motion, understanding that this implies being attentive to new ways of living, thinking, and acting in society so that our classrooms can be more aligned with contextual needs, in a constant process of construction and resignification.Item O livro de Margery Kempe: tradução, notas e comentários de Luã Áquila Ferreira de Freitas(Universidade Federal de Goiás, 2023-09-14) Freitas, Luã Áquila Ferreira de; Araújo, Márcia Maria de Melo; http://lattes.cnpq.br/4274917871675439; Fonseca, Pedro Carlos Louzada; http://lattes.cnpq.br/6114671436176153; Fonseca, Pedro Carlos Louzada; Araújo, Márcia Maria de Melo; Corbacho Quintela, Antônio; Silva, Alessandra Fabrícia Conde da; Almeida, Carlos Henrique Lopes deThe present doctoral dissertation is an inedited translation of the work The Book of Margery Kempe, by Margery Kempe. Initially, the research turned to the study of religious writings of women authors of the medieval period. The research sought to focus in the ways in which different medieval women authors dealt with the misogynistic discourses through the writings presented by the women authors. At a second moment, the research presented itself as a critical and comparative study between the work Revelations of Divine Love, by Julian of Norwich, and the work The Book of Margery Kempe, by Margery Kempe, focusing in the ways of repercussion of the misogynistic discourses in a scenario of the end of the Middle Ages, in view of the research contemplating the end of the fourteenth century and the beginning of the fifteenth century. Ultimately, the work configured itself as an in depth study in the work The Book of Margery Kempe, which resulted in the inedited translation of the work The Book of Margery Kemp, presented here.