Doutorado em Letras e Linguística (FL)

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

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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.
História em quadrinhos de autoria de mulheres: inventário, representações de gênero e configurações contemporâneas
(Universidade Federal de Goiás, 2025-03-21) Cunha, Jaqueline dos Santos; Santana, Jorge Alves; http://lattes.cnpq.br/2812435500901945; Santana, Jorge Alves; http://lattes.cnpq.br/2812435500901945; Borges, Luciana; http://lattes.cnpq.br/2021968844060161; Araujo, Rubra Pereira de; http://lattes.cnpq.br/2936005889164546; Vieira Júnior, Paulo Antônio; http://lattes.cnpq.br/8490405451576541; Camargo, Flávio Pereira; http://lattes.cnpq.br/5015485726957185
In this doctoral dissertation, the reflective foundations are established for research aimed at investigating comics authored by women and examining how, by moving away from being objects of representation, female authors begin to construct and deconstruct notions of femininity and masculinity in comics. Through bibliographic and documentary research, this study operated on two main fronts: to update and expand the inventory of the forerunners of comic books and graphic arts that precede and influence this art form; and 2) to shed light on the emergence and representations of masculinity and femininity present in a specific artistic artifact: comics. The titles selected for study were Arlindo, by Luiza de Souza (2021), Beco do Rosário, by Ana Luiza Koehler (2020), and Tina: Respeito, by Fefê Torquato, 2019a). To this end, the research drew on academic discussions grounded in comic studies (Chute, 2010; Hatfield, 2005), feminism (Fraser, 2013; Gonzalez, 2020b; Zeisler, 2008), masculinities (Connell; Messerchmid, 2013; Dupuis-Déri, 2022), femininities (Hoskin, 2017, 2018), representations (Moscovici, 2011), among other sources. From this trajectory, it was found that many of the analyzed productions aim to reconfigure the social position of women, proposing new representations of femininity that challenge traditional models. However, the male representation, for the most part, still maintains the established stereotypes of masculinity
Família, trabalho e lazer: uma análise interseccional crítica das identidades sociais contempladas em duas coleções de livros didáticos de inglês
(Universidade Federal de Goiás, 2025-02-27) Lopes, Carlos Eduardo Alves; Lago, Santinha Neuda Alves do; http://lattes.cnpq.br/9533752291690663; Lago, Santinha Neuda Alves do; http://lattes.cnpq.br/9533752291690663; Sturm, Luciane; http://lattes.cnpq.br/2133499929455953; Silva, Kleber Aparecido da; http://lattes.cnpq.br/5411877784984041; Silva, Sílvio Ribeiro da; http://lattes.cnpq.br/2345103994889195; Borim, Dário
Embargado.
Representações da violência de gênero na literatura portuguesa contemporânea: a Crônica Feminina e o Processo Violeta, de Inês Pedrosa
(Universidade Federal de Goiás, 2025-03-17) Oliveira, Ligia Vanessa Penha; Santana, Jorge Alves; http://lattes.cnpq.br/2812435500901945; Santana, Jorge Alves; Rocha Filho, Ulysses; Mendes, Algemira de Macedo; Coimbra, Rosicley Andrade; Silva, Rogério Max Canedo
This research examines the definitions of gender violence and female representation in the literary works Crônica Feminina (2005) and O Processo Violeta (2019), both written by Portuguese contemporary Inês Pedrosa. Based on gender studies and feminist literary criticism, we consider the works of Eurídice Figuerêdo (2020), Elaine Showalter (2002), Heleieth Saffioti (2015), Gayatri Spivak (2010), Judith Butler (2017) and Pierre Bourdieu (2010), as well as the reflections on gender violence found in different areas of research such as Anthropology, Sociology, Psychology and Law. The research approach employed involves exploring theories of gender, violence and female representation. It also includes an analysis of the chosen narratives, conducted by means of comparative studies originating from bibliographical research. The results show that, although they come from the same author, the narratives present different perspectives on the violence suffered by women in contemporary Portuguese literary historiography. Thus, the works of the Portuguese author are presented, as well as their reception in academia, and concepts of gender, gender violence, representation and micropolitics are discussed
"Vozes-mulheres" em cena: representações de mulheres negras em contos de Conceição Evaristo
(Universidade Federal de Goiás, 2025-03-12) Kaadi, Izabel Cristina Xavier Rosa; Camargo, Flávio Pereira; http://lattes.cnpq.br/5015485726957185; Camargo, Flávio Pereira; Dias, Luciene de Oliveira; Correia, Paulo Petronilio; Lousa, Pilar Lago e; Santos, Mirian Cristina dos
Historically, the presence of black people in Brazilian literature has been marked either by invisibility or by negative and/or stereotyped representations. Despite some progress, there are still stereotyping practices in Brazilian literature and culture in general that try to fix the black population, especially black women, in subordinate and degrading positions. In view of this, we start from the assumption that literary production of black women, as well as that of other oppressed groups silenced by the literary canon, has been reaffirming itself as an important instrument for reflection, understanding and transformation of social reality. Thus, in dialogue with studies that recover the representations of black people in Brazilian literature as well as discussions related to the concepts of identity, difference and representation, this research sought to analyze the representations of black women in short stories selected from the collections Insubmissas lágrimas de mulheres (2016a) and Olhos d'água (2016b), with the aim of highlighting how the critical reading of these narratives contributes to denouncing and questioning the processes of violence and social exclusion experienced by black people, especially black women in Brazil. Our analysis, using a methodological approach of a bibliographical nature, which articulates the contributions of Literary Criticism, History, Sociology and Black Feminist Thought, confirms that, through a gesture that goes beyond the mere positivization of black identity, aiming to reconstitute the humanity historically denied to the black population in general and to black women in particular, Conceição Evaristo´s literary production, in addition to imploding the dominant representations in Brazilian literature, has been asserting itself as a fundamental instrument in the fight against the different and interconnected forms of subordination and precariousness of life. Furthermore, our analysis shows that, by re-signifying the way we see ourselves and deal with differences, these narratives open up space for the flourishing of new ways of being and existing in the world that are not codified by the prevailing structures of power and domination
De Goiás ao Alentejo: a po-ética em José Godoy Garcia e Manuel da Fonseca
(Universidade Federal de Goiás, 2025-03-13) Sousa, Gustavo Dias de; Yokozawa, Solange Fiuza Cardoso; http://lattes.cnpq.br/5485415308754463; Yokozawa, Solange Fiuza Cardoso; Topa, Francisco José de Jesus; Felizardo, Alexandre Bonafim; Paula, Marcelo Ferraz de; Silva, Rogério Max Canedo
This thesis proposes to investigate social, political and ethical aspects of the poetic works of José Godoy Garcia and Manuel da Fonseca, which contemplate the perspective of the less favored people. Starting from theoretical and critical research about the literary movements the writers are affiliated, modernism and neorealism, respectively, as well as the poets, we tried to verify how the po-ethics of José Godoy and Manuel da Fonseca open up to otherness, denouncing contexts of oppression and resisting the challenges of the world. This research also aims to observe how the socio-historical context influences each author's work and analyze how this poetry committed to the community gives voice to individuals from less economically favored classes, with a view to denouncing an oppressive reality. The methodology of this study is bibliographical research and critical analysis of poems from the works Poesia, by José Godoy Garcia (1999) and Obra poética, by Manuel da Fonseca (1984). As a theoretical contribution, texts that consider poetry as a response to social contradictions will be used, such as “Palestra sobre lírica e Sociedade”, by Theodor Adorno, “Poetry and Resistance”, by Alfredo Bosi, and “Literatura e Sociedade”, by Antonio Candido, in addition to research related to the literary movements in which Godoy and Fonseca participate and critical texts linked to them.
A narrativa juvenil testemunho-formativa: aproximações éticas e estéticas
(Universidade Federal de Goiás, 2025-04-07) Dourado, Mônia Franciele de Souza Dourado; Paula, Marcelo Ferraz de; http://lattes.cnpq.br/0511967639373534; Paula, Marcelo Ferraz de; Pantoja, Tânia Maria Pereira Sarmento; Souza, Abílio Pachêco de; Ribeiro, Renata Rocha; Ferreira, Yvonélio Nery
This study aims to propose ethical and aesthetic approaches to the Bildungsroman theory together with the theory of testimony in youth literature through two narratives: Uma vez (2005), by Morris Gleitzman and Um caminho na noite (1990), by Lois Lowry. Both are classified as youth literature and have as their main characteristics youth protagonism and the horrors of the Second World War as a backdrop, so that they are marked by the memory of trauma, characteristic of a singular event in the past, which aims at a process of resignification in the present. Furthermore, the works have formative traits analogous to the Bildungsroman theory, due to the relationships they weave with the individual and collective improvement of their main characters, an aspect of important content for the narrative aimed at young people. The present study focuses on investigating the contribution of fictional narrative to address issues related to the physical/cognitive/psychological growth of the subject, in addition to an active memorialistic formation that is related to the relevance of the testimonial content present in such works. Furthermore, we intend to suggest the term testimonial-formative narrative to designate the works that bring the fusion between formation and testimonial content in their plot. As results obtained, the convergence between testimony and formation in youth narratives is observed as fruitful, in the sense that they act in the identity recognition of the new reading generations, and contribute to a reflective resignification of life in the present, in addition to bringing important topics to be discussed with young people, which contribute to their development and general formation. As a theoretical framework, the study uses the considerations of Seligmann-Silva (2000, 2003, 2006 and 2008), Sarmento-Pantoja (2012, 2013 and 2021), Paula (2021), Kokkola (2009), Bosmajian (2002) about testimony; Cruvinel (2009), Maas (2000), Mazzari (1999, 2010 and 2020), Moretti (2020) and Bakhtin (2003), on the Formation Romance. In addition to Adorno (1975, 1998), Felman (2000), Colomer (2003) and Ceccantini (2000 and 2010), among other theoretical sources.
Intra-ações e emaranhamentos pós-humanistas em aulas de língua inglesa em um Instituto Federal de Ensino
(Universidade Federal de Goiás, 2025-02-21) Magalhães, Victor Hugo Oliveira; Pessoa, Rosane Rocha; http://lattes.cnpq.br/3633216363498900; Pessoa, Rosane Rocha; Silva, Simone Batista da; Sousa, Laryssa Paulino de Queiroz; Takaki, Nara Hiroko; Martins, Eduardo Espíndola Braud
The main aim of this dissertation is to discuss an experience of language education in English with a posthumanist engagement. As specific objectives, I intend: to discuss the intra-actions and entanglements (Barad, 2007) between human and non-human entities that emerged from the context of the study; to establish new understandings of what language, curriculum, and assessment are; to develop new ways of doing language education from a posthumanist praxiology. The study was carried out with a group of 16 students who attended an English course in which I was the teacher. The classes took place at a federal institute for secondary, technical, and higher education in the city of Urutaí, Goiás, between August and November 2022. The study follows a postqualitative perspective (Kerasovitis, 2020; MacLure, 2013; St. Pierre, 1997, 2014a, 2014b, 2017, 2020), drawing on the emergence of the following apparatuses for the generation of the study material: a) registration forms of the students participating in the course; b) audio and video recordings of the 21 lessons of the course; c) audio recordings of conversations with the students at the end of the course; d) teacher’s diary; and e) various activities and records resulting from intra-actions throughout the course. The study material is first related to the concepts of the Anthropocene (Amorim, 2021; Shaw, 2018) and the Anthropo-scene (Torres, 2017), through which the contemporary global dystopian context is discussed, focusing on events related to the covid-19 pandemic and the Brazilian social context more broadly. From this scenario, I elaborate on the need to think about new ways of living (in) the world, supported by the concept of the Chthulocene (Haraway, 2016), which advocates the creation of fairer narratives for relations between human and nonhuman beings. To promote this world in language education with a posthumanist engagement, I propose a sociomaterial understanding of language (Pennycook, 2018b; Canagarajah, 2018a), which connects to the ideas of translanguage (Canagarajah, 2013; Veronelli, 2019) and polysemiosis (Canagarajah, 2018a; Toohey et al., 2015) to highlight the fluidity of linguistic repertoires and the breadth of semiotic elements that intra-act in meaning-making. Next, the curriculum is discussed in rhizomatic (Deleuze; Guattari, 2005) and tentacular (Haraway, 2016) terms, highlighting the unpredictable nature of how it develops, encompassing the intra-actions between the beings involved. Finally, assessment is addressed as a tension-free moment in which students can creatively produce language from semiotic resources of their linguistic repertoires, receiving feedback focused on their potentialities rather than on structural mistakes in the target language. Through this discussion, I intend to generate reflections for problematizing and deconstructing the vast humanist history of education so that we can reconfigure how we perceive the human figure and the materialities involved in language education contexts, while also considering the ethical implications of this change for all those involved.
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 Rocha
This 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.
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 Sabota
Embargada.
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 de
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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 children
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 da
Embargado.
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 Ferreira
Embargada
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 Morato
The 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.
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 Lima
This 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.
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 Andréa
This 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.

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