https://rd.uffs.edu.br/handle/prefix/4587 2025-12-02T11:38:27Z 2025-12-02T11:38:27Z Kohler, Irene Cristina https://rd.uffs.edu.br/handle/prefix/8953 2025-11-11T18:36:45Z 2025-01-01T00:00:00Z

Title: "Acende uma lanterninha e vai”: o discurso do sujeito-professor de línguas sobre os itinerários formativos Author: Kohler, Irene Cristina First advisor: Stübe, Angela Derlise Abstract: According According to the Brazilian Ministry of Education (MEC), the year 2017 was marked by significant changes in the educational landscape, directly impacting upper second- ary education. Law No. 13,415/2017, which amended the then-current Law of Guidelines and Bases of Education (LDB), introduced a structural reform of this educational stage. In 2022, the year in which the law was implemented in schools across different Brazilian states, teach- er-subjects were confronted with curricular changes, including a reduction in the workload of traditional curricular components and the introduction of optional components known as itin- erários formativos (formative itineraries). In this context, many teachers began teaching con- tent outside the scope of their initial academic training. This study aims to analyze the dis- course of language teacher-subjects regarding the formative itineraries of the New Secondary Education (Novo Ensino Médio). We are grounded in the theoretical and analytical framework of French Discourse Analysis, as developed by Pêcheux ([1988] 2014) and Orlandi (2020a), mobilizing core concepts such as discourse, subject-position, discursive memory, imaginary formation, and interdiscourse. Methodologically, the research archive was constructed from semi-structured interviews conducted between the first and second semesters of 2022, in pub- lic high schools located in the municipality of Chapecó, state of Santa Catarina (SC). These interviews were directed at language teachers who had taken on the responsibility of teaching curricular components within the flexible portion of the New Secondary Education curriculum. From this archive, we extracted a corpus composed of discursive sequences that reveal both contradictions and regularities in the ways of signifying a teaching practice in displacement. We begin with the hypothesis that, within the neoliberal framework that underpins the re- forms of the New Secondary Education, the being-being-a-language-teacher is (re)signified: the being—anchored in a discursive memory that produces effects of continuity through iden- tification with disciplinary teaching—is displaced by a being that is temporary, required by the formative itineraries, which demand flexibility, polyvalence, and efficiency. In this inter- pellative gesture, the teacher-subject is called upon to inhabit other positions, distant from the knowledge that constitutes their teaching practice, producing effects of meaning such as lack, disorientation, and (re)invention. We thus ask: what discourses sustain the narratives of in- service language teacher-subjects in the public school system of Chapecó/SC regarding their experience of being outside the domain of knowledge of their initial training? The results in- dicate that, although the formative itineraries are projected as an innovation, they reactivate mechanisms of regulation of teaching labor, furthering the fragmentation of school knowledge and intensifying the attribution of responsibility to teachers for the structural shortcomings of the educational system. We conclude that, in this scenario, teachers construct strategies of survival, occasional cooperation, and re-creation of knowledge, signaling both resistance and weariness in the face of imposed demands. This study also problematizes the need to recon- sider the institutional condition that sustain Brazilian secondary education, in order to ensure a meaningful space for language teaching knowledge within broader and historically situated formative processes. Publisher: Universidade Federal da Fronteira Sul Type: Tese

2025-01-01T00:00:00Z Both, Bianca Schuh https://rd.uffs.edu.br/handle/prefix/8950 2025-11-10T20:10:44Z 2025-01-01T00:00:00Z

Title: A construção do lugar enunciativo da mulher política pelo discurso jurídico: efeitos de sentido e apagamentos simbólicos nas/das leis eleitorais Author: Both, Bianca Schuh First advisor: Schneiders, Caroline Mallmann Abstract: This dissertation explores the meaning effects related to the enunciative position of the political woman by the Brazilian juridical discourse, focusing on the feminine representation in electoral laws. The central research problem consists in understanding how the discourse contributes to the constitution of the woman in politics, due to a context marked by gender inequality and low feminine representation. We justify our study on the social and academic relevance of the theme, especially in light of the scenario of struggles for gender equity and the regulatory function of the juridical discourse. We aim to comprehend, based on the materialist Discourse Analysis, how the Brazilian juridical discourse constructs the enunciative position of the woman in politics, highlighting the linguistic mechanisms that contribute to the maintenance of the gender inequality and to the reproduction of the dominant patriarchal ideology. The analytical corpus is composed of discursive excerpts from Laws No. 9.504/1997, 12.891/2013, 13.165/2015 and 14.192/2021. The methodology adopted follows an interpretative approach, grounded in the concepts of subject, ideology, ideological state apparatus and discursive memory. The analysis shows the juridical discourse operates predominantly through the erasure of gender markers, (re)producing the figure of a universal political subject, which corresponds to the male subject. Thus, we conclude that the construction of the enunciative position of woman in the Brazilian juridical discourse remains deeply conditioned by a patriarchal logic, that seeks to include women in the political system, without, however, subverting the foundations of this system, reproducing the inequality and subordinative relations. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação

2025-01-01T00:00:00Z Bée, Ricardo Gabriel Menegat https://rd.uffs.edu.br/handle/prefix/8949 2025-11-10T20:07:31Z 2025-01-01T00:00:00Z

Title: O sujeito em questão: um estudo sobre o funcionamento do sujeito nulo versus o sujeito preenchido nas perguntas-wh do Talian/Vêneto Brasileiro Author: Bée, Ricardo Gabriel Menegat First advisor: Gravina, Aline Peixoto Abstract: This study analyzes the presence and absence of subjects in wh-questions (also called wh-interrogatives) in the Talian/Brazilian Veneto language, spoken by descendants of Italian immigrants in Brazil. The research compares Talian/Brazilian Veneto with Brazilian Portuguese and Standard Italian, aiming to demonstrate how Talian/Brazilian Veneto behaves in relation to the null subject parameter. The study is grounded in Noam Chomsky’s Generative Grammar theory, which posits that all languages must have a subject in finite clauses, even if, in some cases, this subject is not overtly expressed (null subject). The justification for this research is based on three main axes: (i) the possible influence of Brazilian Portuguese on Talian/Brazilian Veneto, (ii) the importance of valuing heritage languages, and (iii) the potential for further linguistic studies. Previous research by Bée (2022) showed that the syntax of Talian/Brazilian Veneto is influenced by both Italian dialects and Brazilian Portuguese, highlighting the need for further studies to determine the extent of similarities and differences among these languages. Talian/Brazilian Veneto, a heritage language spoken mainly in southern Brazil, carries significant historical and cultural value. Despite the stigmatization and decline in the number of speakers over the years, Talian/Brazilian Veneto remains a cultural heritage and therefore deserves preservation and scholarly attention. Our research uses a corpus composed of 135 matrix wh-questions (with the wh-element both in situ and ex situ), collected in 2022. Our analysis revealed similarities to Brazilian Portuguese, showing a preference for overt subjects in both in situ and ex situ contexts. We also observed cases of double subject marking, which occur primarily through the use of subject clitic pronouns attached to auxiliary verbs. Thus, this study seeks to contribute to the appreciation and preservation of this language by providing a detailed description of the subject phenomenon in interrogative sentences and its linguistic implications.; Sto lavoro el analisa la presensa e la mancança del sogeto inte le domande wh (chiamà anca domande qu) inte la lengua Talian/Veneto Brasileiro, parlà dai descendenti dei emigranti taliani qua in Brasil. La ricerca la compara el talian/veneto brasileiro col portoghese brasileiro e col talian standard, par mostrar come che el talian/VB se comporta in relazione al parametro del sogeto nulo. La base teorica la xe la Gramatica Generativa de Noam Chomsky, che la dis che tute le lengue le gà da ver un sogeto inte le frasi finite, anca se qualche volta sto sogeto no se mostra in manera esplicita (sogeto nulo). La giustificativa par sto studio la se basa in tre punti principali: i) la pussibilità che el portoghese brasileiro gà influensà el talian/VB; ii) l’importansa de dar valor e preservar le lengue de eredità; iii) el potenzial par altri studi linguistichi. Na ricerca precedente de Bée (2022) la mostra che la sintassi del talian/VB la xe influensà sia dai dialeti taliani sia dal portoghese brasileiro, mostrando cussì che ghe xe bisogno de altri studi par capir fin dove riva le somiglianse e le diferense tra ste lengue. El talian/VB, na lengua de eredità parlà sopratuto nel sud del Brasil, la gà un gran valor storico e cultural. Anca se el numero de parlanti el xe calà e ghe xe stada stigmatizazion co i ani, el talian/VB el resta un patrimonio cultural, che merita de esser preservà e studià. La nostra ricerca la usa un corpus con 135 frasi interrogative wh principali (co l’elemento wh tanto in situ quanto ex situ), coletà inte el ano 2022. La nostra analisi la mostra somiglianse col portoghese brasileiro, con preferensa par frasi che gà el sogeto espreso, sia inte i contesti in situ che ex situ. Gavemo osservà anca la dopia marca del sogeto, che la capita sopratuto co l’uso dei pronomi clitici che i indica el sogeto e i xe unii ai verbi auxiliari. Cusì, sto lavoro el vol contribuir par la valorizazion e la preservazion de sta lengua, dandon na descrision detalhada del fenomeno del sogeto inte le frasi interrogative e de le so implicasion linguistiche. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação

2025-01-01T00:00:00Z Cordeiro, Roselaine de Lima https://rd.uffs.edu.br/handle/prefix/8787 2025-09-18T16:16:59Z 2025-01-01T00:00:00Z

Title: Mediação de leitura: um estudo da metáfora da esquizofrenia produtiva de João Cezar de Castro Rocha, intelectual do presente Author: Cordeiro, Roselaine de Lima First advisor: Prigol, Valdir Abstract: The aim of this research is to investigate the metaphor of productive schizophrenia in the work of João Cezar de Castro Rocha, a professor and contemporary literary critic. In order to accomplish this, we start with three of his books in which this theoretical concept appears most strongly: Exercícios críticos: leituras do contemporâneo, 2008; Crítica literária: em busca do tempo perdido?, 2011; and Por uma esquizofrenia produtiva: (Da prática à teoria), 2015. We assume that this metaphor carries within itself a theory of reading mediation, since it takes into account the audience of each written text, i.e. the non-specialist reader, with a more general profile (or even the non-reader of a given literary text), such as the newspaper reader; and the academic reader who also studies the issues put into circulation by the critic. To follow our path, we divided the dissertation into three parts: 1) In the first one, we show how the metaphor of productive schizophrenia appears in these texts; we discuss the concept of metaphor with which we work based on Michel Pêcheux and the studies of Discourse Analysis; and we analyze the functioning of this metaphor in various writings by Rocha for both the academic world and the wider public; 2) In the second part, we investigate the memory of this metaphor. By doing so, we bring to light the historicity of the term schizophrenia itself and the writing work for both the university and the newspaper of authors such as Antonio Candido, Adolfo Casais Monteiro and Silviano Santiago; 3) Finally, in the third part, we propose a debate on reading mediation and other issues that orbit around the metaphor of productive schizophrenia. From our research, we understand reading mediation as one of the dimensions of the tripod of the productive schizophrenia metaphor, which is also made up of the text and the reader. Thus, we are faced with a way of mediating reading that has as one of its main features considering the text and the reader as fundamental parts of the production of meanings. From this perspective, in line with what Rocha proposes, literature, and therefore reading, is taken as an experience, which allows the reader to experience the text. Furthermore, from this study, we understand how João Cezar de Castro Rocha, teacher, literary critic and contemporary intellectual, allows us to reflect on a way of mediating reading that involves dimensions such as the formation of the reader, creation and the relationship with the socio-political, issues that permeate the lives of subjects on a daily basis. In addition, these aspects are crossed by a relationship with the present time, and therefore with the time of reading. Publisher: Universidade Federal da Fronteira Sul Type: Tese

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