Doutorado em Letras e Linguística (FL)

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

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Subversão de estereótipos misóginos: representações de gênero em A sibila de Agustina Bessa-Luís
(Universidade Federal de Goiás, 2026-03-16) Pereira, Nair Fernandes; Araújo, Márcia Maria de Melo; http://lattes.cnpq.br/4274917871675439; Fonseca, Pedro Carlos Louzada; http://lattes.cnpq.br/6114671436176153; Ferreira, Elizete Albina; Araújo, Márcia Maria de Melo; Ribeiro, Renata Rocha; Sales, Paulo Alberto; David, Nismária Alves
This work aims to analyze the representations of gender and the deconstruction of misogyny in Agustina Bessa-Luís's A Sibila (2000), highlighting how the author breaks away from misogynistic stereotypes by portraying human complexity beyond traditional gender roles. The central hypothesis is that Agustina does not limit herself to representing stereotypical female or male figures but explores universal conflicts that transcend gender boundaries. In A Sibila, the protagonist Quina and other characters, such as Maria, Estina, Germa, Francisco Teixeira, Abel, and Custódio, are not defined by simplistic categories of "good" or "evil," but rather by their psychological and emotional nuances, which reflect purely human dilemmas. Thus, the work not only critiques social and gender structures but also redefines the representation of femininity, offering a multifaceted and deeply human perspective on its characters. This is a bibliographic and theoretical research project, situated within the field of Literary Studies, with an emphasis on the analysis of the characters Quina, Maria, Estina, Germa, Francisco Teixeira, and Custódio. From a critical-reflective perspective, the study seeks to identify how Agustina Bessa-Luís displaces traditional misogynistic discourses, promoting a re-signification of gender representations. To this end, we reference the misogynistic topoi outlined by Bloch (1995), contrasting them with Agustina's characters. We aim to confirm the hypothesis that the author, by portraying the human complexity of her characters, transcends misogynistic stereotypes and offers a critical and innovative view of gender relations, contributing to contemporary debates on literature and feminism. The analysis of A Sibila demonstrates that Agustina Bessa-Luís does not rely on stereotypical representations but instead constructs characters that challenge social and cultural expectations, offering new perspectives on femininity and expanding the interpretive possibilities of her literary work. In doing so, it is confirmed that Agustina's work not only questions misogyny but also proposes a broader and more humanized view of gender relations, reaffirming its relevance to literature and gender studies. For this purpose, we draw on studies by Pomeroy (1995), Bloch (1995), Butler (2017), Beauvoir (2016), Moisés (2013), Lourenço (1993; 1994), Décio (2001), Saraiva and Lopes (2008), Rio Novo (2019) and others.
Anatomías fronterizas: representación del cuerpo migrante en la literatura latinoamericana contemporánea
(Universidade Federal de Goiás, 2026-03-09) Magne, Brayan Gabriel Mamani; Silva, Rogério Max Canedo; http://lattes.cnpq.br/4622711395003234; Silva, Rogério Max Canedo; http://lattes.cnpq.br/4622711395003234; Távora, Adérito Schneider Alencar e; http://lattes.cnpq.br/3141932044440061; Leal, Cristina Dayana Gutiérrez; http://lattes.cnpq.br/2419540811909874; Landaeta, Oscar Esteban Gracia; Ribeiro, Renata Rocha; http://lattes.cnpq.br/9766358738375689
El presente trabajo tiene como objetivo rastrear y analizar las formas en que los escritores latinoamericanos contemporáneos que abordan los movimientos del tránsito articulan, por intermedio de sus narrativas, la intersección cuerpo-migración. De ese análisis pretende desarrollarse un estudio de la relación entre las violencias en los cuerpos derivadas de los procesos de desterritorialización, además de una exploración en las poéticas que acompañan a las mismas. Las novelas a ser estudiadas son La maravillosa vida breve de Óscar Wao, del dominicano Junot Díaz (2009); El exilio voluntario, del boliviano Claudio FerrufinoCoqueugniot (2019); y Huaco retrato, de la peruana Gabriela Wiener (2021). La naturaleza de los campos seleccionados requiere una conjugación de diferentes vertientes de análisis: los estudios migratorios, las teorías sobre el cuerpo, las teorías decoloniales y los estudios literarios sobre desterritorialización. La tesis toma como marco teórico, en primer lugar, las propuestas de Mayblin y Turner (2021) en su Migration Studies and Colonialism, que coloca la discusión sobre la premisa de que el colonialismo y la esclavitud fueron la base para los movimientos y migraciones del futuro, al tiempo de condensar elementos de autores decoloniales como Anibal Quijano (2020) y de autores poscoloniales como Frantz Fanon (2009) En la misma línea, el texto se nutre de la epistemología migrante-céntrica desarrollada por Abdelmalek Sayad (1998), que propone una teoría sobre las migraciones a partir del migrante y no del Estado acogedor, en el entendido que la relación entre ambos es desigual e históricamente ha estado caracterizada por el nacionalismo exacerbado estampado por la segunda. Finalmente, se conecta ambas corrientes con la obra Literatura sem morada fixa, del teórico Ottmar Ette (2018), la cual pone en manifiesto que, más que los espacios, lo que importan son los movimientos y, en específico, las formas que produce el movimiento en las literaturas de desterritorialización, con lo cual la figura del migrante –y la construcción de su identidad y corporeidad– se introduce en una lógica siempre dinámica y despojada de esencialismos. La metodología seguida en este trabajo parte de una teorización sobre el fenómeno migratorio que sirve para iluminar la comprensión de las dinámicas corporales dentro de las obras seleccionadas. Esto con el fin de encontrar la intersección entre cuerpo y migración y, con ello, confirmar la hipótesis de este trabajo: que las estructuras coloniales determinan la forma en la que entendemos las migraciones sur-norte y que tal situación, ilustrada por las obras literarias analizadas en este estudio, delinea las identidades nacionales y desemboca en una constante y orgánica vulneración de los cuerpos racializados.
As relações de maternidades/maternagens em Verão no aquário, de Lygia Fagundes Telles
(Universidade Federal de Goiás, 2026-04-10) Lima, Eduarda Cristina; Ribeiro, Renata Rocha; http://lattes.cnpq.br/9766358738375689; Ribeiro, Renata Rocha; http://lattes.cnpq.br/9766358738375689; Ribeiro, Lucilene Canilha; http://lattes.cnpq.br/6726106142659984; Borges, Luciana; http://lattes.cnpq.br/2021968844060161; Ferreira, Elizete Albina; http://lattes.cnpq.br/7838155117795661; Brito, Tarsilla Couto de; http://lattes.cnpq.br/2701726448999657
This study analyzes the dynamics and effects of mother-daughter relationships in Lygia Fagundes Telles’s novel Verão no aquário (1963), focusing on the conflict-ridden coexistence between Raíza and Patrícia and its repercussions on the formation of female subjectivity. Set in the urban bourgeois milieu of São Paulo in the early 1960s, the study examines how the domestic space, far from being a neutral setting, functions as a site for the production of affections, silences, and normative expectations, articulating motherhood, filiation, authority, and social judgment. In addition to the mother-daughter relationship, the study considers the roles of other female characters, such as Marfa, aunt Graciana, and Dionísia, as they embody distinct positions regarding work, care, and the hierarchies that permeate the home and daily life, challenging the notion of motherhood as a homogeneous and natural destiny. By identifying Dionísia’s motherhood as a key interpretive framework for the novel, this thesis shifts the reading of Verão no aquário to show that its mother-child tensions are also intersected by the hierarchies of race, class, and care that underpin the bourgeois household. The research draws on feminist literary criticism and decolonial thought to shift away from readings traditionally centered on the characters’ inner lives and psychology, observing how the novel is also structured around historically persistent power regimes. In this sense, it engages with the notion of the coloniality of power (Quijano, 2005) and the coloniality of gender (Lugones, 2020), articulating them with contributions from Brazilian and Latin American feminism that allow us to understand inequality among women and the social distribution of care (Gonzalez, 1984), as well as the materiality of reproductive labor (Federici, 2017). Additionally, the study draws on research on motherhood and parenthood (Badinter, 1985; O’Reilly, 2007) and reflections on women’s writing and feminist criticism in Brazil (Telles, 1997; Hollanda, 2019/2020), also considering the home as a symbolic operator in fiction written by women (Xavier, 2012). By linking these references to the corpus, the hypothesis guiding this study is that Verão no aquário problematizes, on a symbolic level, the normative patterns of motherhood, filiation, and women’s identity by exposing the contradictions, silences, and conflicts that run through the relationships between mother and daughter. From this perspective, the novel demonstrates that female identity is not reduced to the fulfillment of a socially imposed destiny, linked to the idealization of the good mother and the good daughter. Thus, we propose that the narrative functions as a form of symbolic contestation of the idealizations that condition women’s experiences.
Formação inicial do professor de língua portuguesa: Análise Dialógica do Discurso da BNCC (2018), da BNC-Formação (2019) e da Resolução CNE/CP n. 02/2019
(Universidade Federal de Goiás, 2024-10-15) Almeida, Anapaula de; Fernandes, Eliane Marquez da Fonseca; http://lattes.cnpq.br/6909779518031618; Fernandes, Eliane Marquez da Fonseca; http://lattes.cnpq.br/6909779518031618; Luterman, Luana Alves; http://lattes.cnpq.br/5424036056231106; Pietri, Emerson de; http://lattes.cnpq.br/5614646426944850; Carreira, Rosangela Aparecida Ribeiro; http://lattes.cnpq.br/5379976363126935; Sousa Filho, Sinval Martins de; http://lattes.cnpq.br/5359385370592200
This research investigates the conception of initial training of Portuguese Language (PL) teachers inherent to the Common National Curricular Base (BNCC) (2018) and the dialogical relations established with the CNE/CP Resolution n. 2, of December 20, 2019, and the Common National Base for Initial Training of Basic Education Teachers (BNC-Formação) (2019). With this understanding, it is also possible to point out the implications for the teaching-learning of Portuguese and for the Bachelor's Degree courses in Letters. The BNCC (2018), approved by the Ministry of Education in 2018, defines the essential learning and development rights of Basic Education (EB) students. The CNE/CP Resolution n. 2, of December 20, 2019, defines the National Curricular Guidelines for Initial Teacher Training for Basic Education and establishes the Common National Base for Basic Education Teacher Training (BNC-Formação) (2019). The study is based on the assumption that the competencies and skills prescribed in the documents outline a profile of Basic Education teachers, undergraduate courses, future teachers, and teacher trainers, leaving a latent conception of initial teacher training. The elaboration and implementation of common national bases are measures taken by neoliberal and conservative reforms, which have evoked curricular reform movements to align education with the demands of international organizations and the market demands of the capitalist economy and globalized society. The objective of these reforms is to increase economic efficiency and control individual behavior through the effectiveness of educational systems (Apple, 2013; Libâneo, 2016; Saviani, 2011). This research supports the idea that in the BNCC (2018), in the CNE/CP Resolution n. 2/2019 and in the BNC-Formação (2019) there is an underlying conception of initial training of the Portuguese Language teacher based on economic efficiency, with a technicist, utilitarian and instrumental tendency due to the articulation of national education with the ideals of neoliberalism and conservatism. To reach this interpretation, we investigate how these documents are discursively inscribed in the curricular field, in the field of initial teacher training and in the field of Portuguese Language teachinglearning, seeking to highlight, mainly, with which theoretical, pedagogical and ideological perspectives the BNCC (2018), the CNE/CP Resolution n. 2/2019 and BNC-Formação (2019) establish dialogical associations. The investigation of the inscription of documents in the curricular field addresses the broader and more immediate context of elaboration, circulation and reception of BNCC (2018), CNE/CP Resolution n. 2/2019 and BNC-Formação (2019) and is dedicated to the analysis and interpretation of some aspects of the curricular proposal of these documents, such as the notion of prevalent curriculum, the configuration of these bases as prescribed curricula and the proposal of competence-based training. To achieve this end, it is based on scholars in the field of Education, such as Aguiar and Dourado (2019a, 2019b), Dias (2010), Farias (2019), Lenoir (2016), Libâneo (2016), Moreira and Tadeu (2013), Sacristán (2000), Saviani (2011), Silva (2010), Silva (2019), Zabala and Arnau (2014) and the works of Bonini and Costa-Hübes (2019), researchers in the field of Applied Linguistics. The investigation of enrollment in the field of initial teacher training uses Facci (2004) as a reference to discuss the theoretical-pedagogical ideas that permeate Resolution CNE/CP no. 2/2019 and BNC-Formação (2019) (2019), essentially, the training of the reflective practical teacher, the new school and constructivism. In the investigation of the inscription of documents in the field of teaching-learning of Portuguese, the works of Geraldi (2011) and Travaglia (2021) are the references for discussion and analysis of the conceptions of language that are present in the documents. The studies of Cazden et al. (2021), Dudeney, Hockly and Pregum (2016), 8 Lankshear and Knobel (2007), Rojo (2009, 2012, 2016, 2017), Soares (2002a, 2009) and Street (2014) support the analysis and interpretation of how the concepts of literacy, digital literacy, new literacies and multiliteracies are addressed in the BNCC (2018), in Resolution CNE/CP n. 2/2019 and in BNC-Formação (2019). The notions and concepts proposed by the Bakhtin Circle (Bakhtin 2002, 2003, 2016; Volóchinov, 2013, 2021) are called upon to support the Dialogical Discourse Analysis (ADD) of the BNCC (2018), of the CNE/CP Resolution n. 2/2019 and of the BNC-Formação (2019). The methodology adopted for this study, of an interpretative and reflective nature, is documentary research (Cellard, 2012; Lüdke; André, 1986) with a qualitative approach from a socio-historical perspective (Freitas, M., 2002; Freitas, 2007). The possible meanings highlighted by the dialogic analysis of the discourse of the BNCC (2018), of the CNE/CP Resolution n. 2/2019 and of the BNC-Formação (2019) confirm the hypothesis and show that, when articulated with neoliberalism and conservatism, the theoretical, pedagogical and ideological perspectives that underpin the prescription of competencies and skills for teaching activity and the construction of the profile of the future Portuguese language teacher reveal a conception of traditional initial training, with a technicist, efficiencyist, utilitarian and instrumental tendency.
Representações do desejo homoerótico masculino em narrativas de Allex Leilla
(Universidade Federal de Goiás, 2026-03-26) Silva , Edimar Pereira da; Silva, Edimar Pereira da; http://lattes.cnpq.br/5015485726957185; Camargo, Flávio Pereira; Anjos, José Humberto Rodrigues dos; Silveira, Micaela Sá da; Silva , Alex Bruno da; Araújo, Rubra Pereira de
Our thesis investigates the representations of male homoerotic desire in contemporary Brazilian literature. To that end, she chooses as her analytical corpus three narratives by the baiana writer Állex Leilla. These are the novel Henrique (2001), the story O sol que a chuva apagou (2009), and the short story “Cara de fumaça”, which is part of the book Obscuros (2000). In our analysis, we start from the premise that contemporary Brazilian literature, more specifically the fiction of Állex Leilla, constitutes a privileged space for making visible and problematizing the experiences of dissident subjects. Therefore, our goal is, through an analytical reading of the three fictional texts, to scrutinize how these works articulate, in their plots and narrative forms, affections and desires between men who challenge heterosexual norms. To that end, our theoretical foundation is based on studies by philosophers and theorists in the field of Cultural Studies, more specifically Gender and Sexuality Studies, with an emphasis on concepts such as "gender performativity" (Butler, 2018). We also use the "epistemology of the closet" (Sedgwick, 2007), as well as, of course, reflections linked to "sexuality devices" (Foucault, 1990, 1999, 2000), and the concept of homoeroticism pointed out by Costa (1994). Our analysis of Leilla's narratives demonstrates that the writer not only represents gay characters, but, above all, inserts them into complex relational contexts that challenge family, social, and moral structures. In the narrative Henrique, we follow the protagonist's identity construction amidst taboos and family conflicts; in O sol que a chuva apagou, we encounter strategies for managing homoerotic desire in a heteronormative environment; In "Cara de fumaça" (Smoke Face), our critical attention focuses on the abject and age-related transgressive dimension of eroticism between men. At the end of our reflections, we concluded that Leill's writing, by giving voice and complexity to male homoerotic experiences, contributes to the expansion of the literary imagination regarding sexual and gender dissidence in Brazil, since his fiction promotes ways of thinking critically about dissident sexuality, both through affective records and through political gestures that question hegemonic norms.
Constituição e funcionalidade de construções-suporte prototípicas no português brasileiro
(Universidade Federal de Goiás, 2026-04-17) Flores, Eduardo Almeida; Galvão, Vânia Cristina Casseb; http://lattes.cnpq.br/4483153034836149; Galvão, Vânia Cristina Casseb; Barros, Déborah Magalhães de; Justino, Agameton Ramsés; Silva, Leosmar Aparecido da; Cerqueira, Mirian Santos de
The general objective of this thesis is to analyze and describe the constructional properties of the support-verb construction in Brazilian Portuguese (BP), aiming to contribute to a better understanding of this construction from the perspective of Construction Grammar (CxG). The analyses presented here are primarily based on studies of Construction Grammar (Croft, 2001; Langacker, 2008; Goldberg, 1995, 2006; Traugott and Trousdale, 2013), in addition to being anchored in theoretical assumptions of Cognitive Linguistics (Langacker, 1987; Lakoff, 1990; Bybee, 2010) and conceptions of Functional Linguistics (Martelotta, 2011; Neves, 2011; Castilho, 2018; Casseb-Galvão, 2023). The methodology adopted consisted of qualitative and quantitative analyses. In our research, we employed data from the Corpus do Português; this database comprises approximately 2 billion words, encompassing the Brazilian, European, and African varieties of Portuguese. The platform is divided into three sections: Genre/Historical, Web/Dialects, and NOW. For this study, the Web/Dialects collection was utilized, which comprises 1 billion Portuguese words from various countries. This choice enabled more precise searches, such as dialect-specific queries, allowing, for example, the exclusive analysis of Brazilian Portuguese. For the analysis and description of the occurrences of the support-verb construction, the inductive method was used. This method is characterized by moving from specific observations to reach broader conclusions and premises about the phenomenon. This meant that the observation of the occurrences in the corpus allowed us to formulate generalizations regarding the properties of the support-verb construction. The study starts from the definition of Support-Verb Construction as a predicative constructional pattern with two open slots. At the formal level, this construction exhibits a prototypical morphosyntactic configuration composed of a Support Verb and a Noun Phrase (NP). At the semantic level, it can represent types of states of affairs such as Events and Situations. This form-meaning pairing establishes a construction within the linguistic network configured as a predicate subschema, as it features properties such as the opening of argument slots and the coding of grammatical categories like tense, mood, and agreement. Some hypotheses were raised in this research. Firstly, it is postulated that a restricted number of desemanticized verbs exhibit greater productivity when integrating the support-verb construction. In structural terms, it is proposed that this construction allows for morphosyntactic configurations with varying degrees of prototypicality. Regarding meaning, we postulate that the support-verb construction is partially compositional in nature and describes States of Affairs categorized as actions, states, or processes. Furthermore, the support-verb construction would operate in a specific manner within the subsystems of transitivity and voice. The research results demonstrate that this construction is productive in Brazilian Portuguese. Frequency analysis revealed that the most productive verbs for this constructional pattern are the verbs give, do/make, and have. The analysis of the schematicity of the support-verb construction, in turn, demonstrated that this construction can present different morphosyntactic configurations: the prototypical constructional pattern (support verb and noun phrase) and non-prototypical constructional patterns. Regarding the meaning of the construction, the results demonstrated that compositionality is a property that manifests in degrees within the use of the support-verb construction. In more compositional contexts, the sum of the meanings of all elements integrating the construction contributes to the formation of its overall sense. To a large extent, the support verb contributes to the representation of meaning; however, the noun phrase plays a more prominent role in the semantic encoding of the construction. In certain contexts of low compositionality, the meaning of the noun phrase does not exhibit a fully transparent correspondence with the encoded state of affairs; consequently, the construction is less analyzable and less compositional. In such cases, the meaning is encoded by the construction as a whole and cannot be easily derived from the sum of its constituents. The results obtained in this thesis can serve as a foundation for future research, especially regarding the constructional properties of the support-verb construction and its network integration. The aim is to contribute to a deeper understanding of constructional studies of the predicate category in Brazilian Portuguese, providing a basis for future academic research and, consequently, contributing to the improvement of grammar teaching in our country.
Práxis docente no ensino de língua inglesa: reflexões sobre as emoções, experiências colaborativas e a construção da identidade docente de três estagiários da UniRovuma, Nampula, Moçambique
(Universidade Federal de Goiás, 2026-03-09) Ruco, Rosita Ana Paulo; Figueiredo, Francisco José Quaresma de; http://lattes.cnpq.br/1701940743664871; Figueiredo, Francisco José Quaresma de; Silva, Barbra do Rosário Sabota; Ussene, Assane; Figueredo, Carla Janaina; Rezende, Tânia Ferreira
This study aims to understand the process of English teacher education for working with large classes, with particular focus on the emotions and collaborative experiences that shape the construction of teacher identity. We seek to interpret the meanings attributed to the representations produced regarding English language teaching and the development of professional teacher identity. The study is grounded in Vygotsky’s sociocultural theory, which holds that the teaching practicum, developed through collaborative interactions, is a decisive stage in the education of future teachers. It is in this practical context that student teachers begin to grasp essential aspects of teaching, such as the learning-to-teach process, the phenomena that emerge in school settings, the challenges encountered in the classroom, and the strategies mobilized to address them. As Vygotsky (1998) argues, cognitive development occurs through interactions between more and less experienced participants, reinforcing the importance of social interactions in shaping professional growth. Methodologically, we conducted a qualitative case study during the second trimester of General Secondary Education, at Escola Secundária 12 de Outubro, a public institution located in the city of Nampula, Mozambique, between May and July 2023. Data were generated through semi-structured interviews, classroom observations, and field notes. Interactions with the student teachers and the observed classes were recorded with authorization in audio and video. The results show that strong influences from emotions, social interactions, and collaborative experiences shape teacher identity. The practices developed between student teachers and their supervisor created mediational spaces that fostered joint reflection, the sharing of experiences, and the development of pedagogical strategies. Furthermore, the use of Portuguese as pedagogical support and the adoption of flexible, diverse methodologies proved essential both for supporting students’ learning and fostering a reflective stance among trainee teachers. Overall, the findings indicate that becoming a teacher is a socially mediated process, marked by emotional involvement, context-sensitive practices, and opportunities for collaborative learning, elements that, together, contribute to the development of a more critical, confident, and culturally responsive professional identity within the Mozambican educational context.
Backlands and canefields: João Cabral em inglês
(Universidade Federal de Goiás, 2026-04-09) Orlandi, Décio Tadeu; Franchetti, Paulo|; http://lattes.cnpq.br/3100951008080573; Yokozawa, Solange Fiuza Cardoso; http://lattes.cnpq.br/5485415308754463; Yokozawa, Solange Fiuza Cardoso; Saraiva, Arnaldo Baptista; Marques, Ivan Francisco; Milton, John; Oliveira, Waltencir Alves de
Embargo
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
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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
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