https://rd.uffs.edu.br/handle/prefix/4587 Wed, 27 May 2026 23:46:05 GMT 2026-05-27T23:46:05Z https://rd.uffs.edu.br/handle/prefix/9295 Título: Entre a sustentabilidade e a divisa das terras: uma análise do discurso ecopolítico do corredor ecológico do rio Chapecó Autor(es): Fagundes, Gabriela Serena Primeiro Orientador: Ferreira, Eric Duarte Abstract/Resumen: In this study, we conduct an analysis of the emergence of a dispositif of governance of life in the western region of Santa Catarina, grounded in ecopolitical discourse. This analysis is carried out through an investigation of the implementation of the Chapecó Region Ecological Corridor (Chapecó EC). The research encompasses the analysis of strictly linguistic statements in dialogue with non-verbal materialities, mobilizing the construction of discursive memories. The aim is to elucidate the formulation of a discursive field that sustains a specifically local ecological-environmental form of governance, while situated within a global model. Within this framework, we understand that a deeper engagement with issues such as the technical- scientific and legal apparatus, sustainable rural economic development, and environmental education oriented toward ecological subjects is crucial for understanding the features that support the emergence of a dynamic between the constitution of subjectivities and landscapes. We are guided by the conception that the environmentalized ecological discourse surrounding the Chapecó EC is configured as a field of political struggle, in which distinct perspectives on the conduct of conduct in relation to forms of life are in dispute. The chapters of the research are organized to jointly examine: the institutionalization of the Chapecó EC as an application of public policies of environmentalization based on a logic of ecological protection; the interaction between ecological discourse, as a scientific foundation, and economic practices in the agricultural sphere, as well as their implications for defining the agricultural frontiers of the region; how ecological discourse is mobilized in official educational representations aimed at biodiversity protection; and how the control of landscapes engages with modes of territorial and subjectivity construction in western Santa Catarina. The adopted methodology is grounded in Discourse Analysis inspired by an archaeogenealogical approach, working with linguistic and imagetic discursive sequences in order to contribute to a local political theory that elucidates established forms of governance and fosters a critical reading of the present. Instituição: Universidade Federal da Fronteira Sul Tipo: Tese Wed, 01 Jan 2025 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9295 2025-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9285 Título: O dicionário no contexto escolar: conhecimento e habilidades de uso Autor(es): Menezes, Cintia Marangoni Primeiro Orientador: Finger-Kratochvil, Claudia Abstract/Resumen: Reading is an essential component of the educational process, and within this context, the school dictionary stands out as a relevant tool for supporting textual comprehension, fostering vocabulary expansion, and stimulating metalinguistic reflection. Despite its recognized pedagogical potential, studies and school practices demonstrate that dictionary use remains limited, predominantly focused on the search for definitions, and insufficiently explored in the development of more complex consultation skills. In this scenario, this study aimed to investigate the knowledge, perceptions, and dictionary-use skills of teachers and 6th-grade students in the Municipal School Network of Chapecó/SC, examining how this resource is understood, mobilized, and integrated into pedagogical practices, as well as the factors that facilitate or hinder its use in daily school life. The research adopted a mixed-methods approach, combining quantitative and qualitative procedures to produce a multifaceted understanding of the phenomenon. In the quantitative phase, questionnaires were administered to teachers and students to map knowledge of macrostructure and microstructure, identify the frequency and purposes of dictionary use, determine difficulties encountered, and investigate possible associations between variables related to its use. The data were analyzed statistically using Kendall’s tau-b correlation coefficient, which made it possible to observe significant relationships among reported practices, structural knowledge, and perceived effectiveness. In the qualitative phase, focus groups were conducted to deepen participants’ perceptions, conceptions, challenges, and representations associated with dictionary use. The session transcripts were subjected to content analysis, enabling the identification of regularities, tensions, and gaps related to the pedagogical use of dictionaries. The integrated analysis of the data revealed that both teachers and students demonstrate limited mastery of essential structural elements of school dictionaries, predominantly recognizing the definitional function. Other functionalities, such as grammatical information, usage labels, semantic relations, and contextualized examples, are rarely identified or mobilized in reading or writing practices. The results also revealed structural and pedagogical barriers that limit a more qualified use of this resource, including insufficient teacher training in Pedagogical Lexicography, the low frequency of systematic instruction on consultation skills, and, in some institutions, limited access to various types of dictionaries. Despite these constraints, participants acknowledged the value of dictionaries as learning tools and expressed willingness to expand their use when provided with adequate guidance and pedagogical support. Based on these findings, the study highlights the need to strengthen lexical literacy in schools through explicit and systematic instruction in dictionary consultation skills, considering not only the mastery of macrostructure and microstructure but also the exploration of contemporary lexicographic resources, both print and digital. It also proposes pedagogical strategies aimed at integrating the dictionary into reading practices, writing development, and linguistic analysis, along with continuing education initiatives that expand teachers’ understanding of the pedagogical potential of lexicographic tools. By revealing gaps, challenges, and potentialities, this research contributes to the field of Pedagogical Lexicography and to the improvement of teaching and learning practices, promoting vocabulary expansion, the development of reading autonomy, and the formation of more critical and proficient language users. Instituição: Universidade Federal da Fronteira Sul Tipo: Tese Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9285 2026-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9284 Título: A educação estética no trabalho com o texto literário na escola: contribuições da psicologia da arte de Vigotski Autor(es): Arruda, Nilson Júnior Primeiro Orientador: Cavalheiro, Aline Cassol Daga Abstract/Resumen: La presente investigación trata sobre la educación estética con el trabajo con textos literarios desde las contribuciones del psicólogo bielorruso Lev Semionovich Vigotski en la obra Psicologia da Arte (1999). La cuestión norte del estudio es: ¿cuáles son las contribuciones teóricas de la obra Psicologia da Arte (1999), del autor Lev S. Vigotski, para pensar la educación estética en el trabajo con textos literários en la escuela? Desde ella, el objetivo, por intermedio del Materialismo Histórico-Dialético, i) desarrollar las investigaciones teóricas en lo que se refiere a la psicología del arte vigotskiana; ii) discutir la importancia de la fruición estética del texto literario en el proceso de la humanización; y iii) deprender las contribuciones de las teorizaciones de Vigotski y de autores de la Pedagogía Histórico-Crítica para el trabajo pedagógico con el texto literario en la escuela. Para eso, además de Vigotski (1999a; 2007b; 2018c), utilizamos, de manera general, Martins (2013; 2016), Marx (1989); Netto (2011); Prestes et al. (2015); Saviani (2009; 2015) y Britto (2012a; 2012b). El trabajo sigue la estructura seis movimientos principales, ellos son: la contextualización de la investigación y del método adoptado; los fundamentos de la Psicología Histórico-Cultural y de la Pedagogía Histórico-Crítica; una amplia discusión sobre la literatura y la su enseñanza; discusión y síntesis sobre los conceptos principales de la obra Psicologia da Arte (1999), de Vigotski; consideraciones sobre la educación estética histórico-cultural en el trabajo con el texto literário; y consideraciones finales de la investigación. Entre las contribuciones de mayor relevancia evidenciadas a lo largo de la pesquisa, está la importancia de crear el objetivo de concebir el texto literário como obra de arte para, partiendo de eso, ejercer el trabajo en el aula. Además, en una clase de literatura es necesario viabilizar una experiencia estética para que los estudiantes alcancen la catarsis, importante para la elevación y transformación de los sujetos pertenecientes al género humano y su formación omnilateral. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9284 2025-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9276 Título: Sentido pessoal nas trilhas de aprofundamento da área de linguagens: uma investigação com egressos do ensino médio Autor(es): Stasiak, Camila Primeiro Orientador: Cavalheiro, Aline Cassol Daga Abstract/Resumen: This research is linked to the Graduate Program in Linguistic Studies at the Federal University of Fronteira Sul, in the research area of Discursive Practices and Subjectivities. It is also part of the Vigotski School Study and Research Group and is funded by the Santa Catarina State Research and Innovation Support Foundation (FAPESC). The study aims to investigate the process of attribution of personal senses by high school graduates to study activities related to the flexible part of the curriculum, more specifically to the Language Area Deepening Tracks. To this end, it is theoretically based on the assumptions of Historical-Cultural Psychology and Historical-Critical Pedagogy, both grounded in historical-dialectical materialism. This theoretical contribution highlights the importance of language and social interactions in human development, as well as advocating the appropriation of knowledge for conscious free activity. We adopt historical-dialectical materialism as a theoretical-methodological principle, which guides the analysis through the movement of mediations and contradictions to overcome the immediate appearance of the phenomenon under study and, thus, apprehend its essence. First, we conducted theoretical research, presenting the history of secondary education in Brazil and highlighting the uniqueness of this stage in the state of Santa Catarina, particularly with regard to the configuration of the Language Area Deepening Tracks that make up the flexible part of the curriculum. Next, we conducted empirical research with four high school graduates students who took a Language Area Deepening Track at a public school in Santa Catarina. The data generation procedure was carried out through interviews. Based on the data, the analysis was carried out in three stages: 1) description and organization of data based on significant recurrences; 2) abstractions into categories of analysis; 3) return to the concrete with an explanation of the observed phenomenon. Thus, the research is relevant because it contributes to the field of language education by articulating language and social factors as formers of consciousness, which, in turn, supports the internalization of social meanings into personal meanings. This has implications for the field of education, since we have shown that such meanings and senses are closely related and directly impact the way in which students relate to studying and learning. Having established the singular-particular-universal dialectical relationship, we understand, when analyzing the motives and their relationship with actions and meanings, that the personal meanings attributed to the activities of the Language Area Deepening Tracks were unequal and contradictory. This is because some of the initially extrinsic motives were transformed in the course of the activity, while in others, the Tracks already contained motives aligned with the students' interests and mobilized meanings for learning. Finally, we conclude that these movements remain conditioned by the material and curricular limitations of the New High School, structured under the logic of pragmatism and flexibility, which are inscribed in the context of the alienation of class society. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9276 2026-01-01T00:00:00Z