https://ri.ufs.br/jspui/handle/riufs/2155 2026-06-04T02:14:49Z 2026-06-04T02:14:49Z Chaves, Vitória D’Almas Andrade https://ri.ufs.br/jspui/handle/riufs/25015 2026-05-27T12:02:47Z 2026-02-23T00:00:00Z

Título: Autoetnografando a criação: uma leitura de Fala baixo, senão eu grito Autor(es): Chaves, Vitória D’Almas Andrade Abstract: In this dissertation, I address the intersection between autoethnography, dramaturgical text, and creative processes, investigating how subjective and academic experiences produce knowledge. The central focus was the reading of the play Fala baixo, senão eu grito (1969), by Leilah Assumpção, articulated through a reading diary, which was analyzed with emphasis on the relationship between reader, text, and identities. As a general objective, I sought to understand, through research, how the experience of reading, traversed by subjectivities, enables reflections on identity, creativity, and social tensions, while problematizing the marginalization of dramatic literature within academic spaces. The specific objectives included analyzing reading as a performative and investigative experience, examining the role of the reading diary as an autoethnographic instrument, and exploring the relationship between feminine, creativity, and writing, considering identity displacements and ethical, epistemological, and political reflections, as well as developing an understanding of the identities present in the reading diary as a character constructed throughout the process. I adopted autoethnography as a qualitative methodological approach, grounded in the theoretical frameworks of Carolyn Ellis (2004), Daniela Versiani (2005), Eline Marques dos Santos (2016), Josalba Fabiana dos Santos (2020; 2023; 2024), and Daniel Manzoni-de-Almeida (2021), using my personal experience as the basis for analysis. The reading diary recorded impressions, reflections, and ongoing interpretations of Assumpção’s work, enabling the examination of the intersections between subjective experience and the construction of meaning within the text. The results showed that autoethnographic practice made it possible to understand reading and the creative process as spaces in which multiple identities, particularly those of woman, actress, and creator, manifest and transform. The study also revealed that these identities emerge in the diary as a character constructed through the very process of reading and writing, analyzed in light of theatrical theoretical frameworks, especially those of Bertolt Brecht (1967) and Constantin Stanislavski (2001). The research reinforced the autonomy of the dramaturgical text and highlighted the potential of autoethnography to produce critical knowledge by articulating lived experience, reading, and writing, while simultaneously legitimizing subjective experiences traditionally rendered invisible.

2026-02-23T00:00:00Z Silva, Victor Ernesto Silveira https://ri.ufs.br/jspui/handle/riufs/24997 2026-05-12T19:07:58Z 2025-08-19T00:00:00Z

Título: Professor-jogador de videogames: o impacto da prática de jogar videogames nos processos de construção identitária do docente Autor(es): Silva, Victor Ernesto Silveira Abstract: The present work is an analysis of how the habit of playing video games can impact the construction of teachers’ identities based on their narratives. This is a qualitative research based on Polkinghorne(1995) and Barkhuizen, Benson e Chik (2014) approach about research with narratives. The histories were collected by semi structured interviews and the data were analyzed by the coding system of Grounded Theory Methodology (VOLLSTEDT; REZAT, 2019), which allowed the discovery of recurrent themes in the narratives and the establishment of relationship between the video game and the participants’ identities, namely the teacher-identity. For this work it was necessary to converge theoretical areas mentioned here as axes: education, multimodality and identity. Education axis comprises Gee (2003) association between education and video games and Cazden et. al.(2021) and Cope and Kalantzis (2000) with the multiliteracy perspective. Multimodality axis is based on videogame studies from Salen e Zimmerman (2004), Castronova(2005) and Juul (2010) as well as multimodality conceptions from Cope e Kalantzis(2020) e Kress e Van Leeuwen (2001). Identity axis is grounded on Gee (2001), Bauman (2004), Appiah (2005), Hall (2006), Crawford (2011) and Zacchi (2018; 2020). Kirkpatrick’s(2015) work on gamer culture was also fundamental to this research. The analysis of the data generated from narratives points to a strong association of the video game playing with teacher identity formation; this is possible due to the fact that playing games was a sociocultural aspect of the teachers’ life prior to their institutional teacher education. Moreover, it was proved that gamer and teacher identities establish connections between other identities promoting opportunities to rethink and change educational practices, as well as nurture reflections about the contemporary status of education.

2025-08-19T00:00:00Z Santana, Lucila Teles de https://ri.ufs.br/jspui/handle/riufs/24993 2026-05-08T11:34:18Z 2025-08-28T00:00:00Z

Título: Letramento ambiental e caatinga : experiência em escola da zona rural no município de Cícero Dantas/BA Autor(es): Santana, Lucila Teles de Abstract: This study aims to investigate and promote environmental literacy at the Marinho Gomes de Oliveira Municipal School, located in the São João da Fortaleza District, in the municipality of Cícero Dantas, Bahia, aiming to strengthen environmental education among students, educators, and the community. To this end, a mixed methodological approach is adopted, combining qualitative and quantitative methods. Educational activities will be developed, such as workshops, field trips, mapping of caatinga flora species, discussion groups, lectures, and other activities focused on raising awareness and environmental education. The theoretical framework encompasses core concepts of environmental literacy, environmental education, sustainable development, and innovative pedagogical practices, drawing on the contributions of Freire (1996), Morin (2001), and Araújo (2012), among others. The research is grounded in approaches that promote meaningful learning, critical reflection, and transformative action in the face of environmental issues. The study's relevance lies in the growing urgency of environmental education in the face of global challenges such as the climate crisis, biodiversity loss, and ecosystem degradation. In this context, schools play an essential role in developing critical and conscientious citizens capable of acting responsibly and sustainably. The research is expected to contribute to strengthening environmental literacy among students, teachers, management, and the school community, encouraging sustainable practices and fostering a culture of participation, engagement, and socio-environmental responsibility.

2025-08-28T00:00:00Z Santos, Ananda Keila de Souza https://ri.ufs.br/jspui/handle/riufs/24702 2026-03-05T18:42:16Z 2026-01-28T00:00:00Z

Título: Vozes indígenas na educação linguística em Língua Espanhola: uma análise potencialmente decolonial e intercultural acerca de uma unidade didática Autor(es): Santos, Ananda Keila de Souza Abstract: La Ley n.º 11.645/08, que hizo obligatoria la inclusión del estudio de la historia y la cultura afrobrasileña e indígena en los planes de estudio escolares, representa un hito legal que tiene como objetivo contribuir al reconocimiento de la diversidad étnico-cultural en el contexto educativo brasileño. Sin embargo, la presencia de los pueblos indígenas, especialmente las mujeres indígenas, ha estado representada durante mucho tiempo de forma limitada y marcada por el silencio, los enfoques superficiales y la reproducción de visiones coloniales y estereotipadas que ignoran la pluralidad y la contemporaneidad de estos pueblos. Ante las inquietudes suscitadas por la observación de este escenario, este trabajo parte de un material didáctico contemporáneo en lengua española, además tiene el objetivo general de analizar la construcción y el contenido de una unidad didáctica sobre los pueblos indígenas desarrollada en el contexto de un PIBIC, centrándose en la representación de las mujeres indígenas y en la promoción de enfoques potencialmente interculturales y decoloniales. Para ello, se utilizó un enfoque cualitativo, de base interpretativista, mediante un estudio de caso, analizando la unidad didáctica y su planificación, basándose en la generación de una narrativa realizada con la autora del material, para comprender el proceso de construcción. Esta investigación se sitúa en el área de la Lingüística Aplicada, en sus vertientes Indisciplinar (Moita Lopes, 2006) y Suleada (Silva Júnior; Matos 2019; Matos; Silva Júnior, 2024), al cuestionar las perspectivas eurocéntricas y proponer desplazamientos epistémicos. En este sentido, se articula con supuestos teóricos que se conectan con una educación lingüística descolonial e intercultural (Mignolo, 2007; Walsh, 2007, 2012, 2017; Matos, 2014, 2018, 2020; Mendes, 2017, 2022). Además, se busca dialogar con voces indígenas para discutir sobre la (in)visibilidad y las visiones distorsionadas que se difunden sobre este grupo social, principalmente en el contexto educativo (Paredes, 2014; Nascimento, 2019; Kayapó, 2019; Munduruku, 2019; Kaingang, 2019; Cardoso, 2020; Potiguara, 2023; Oliveira, 2023). En relación a los enfoques que se han utilizado tradicionalmente, los resultados del análisis demuestran que la unidad didáctica presenta avances significativos acerca de los pueblos indígenas, promueve la valorización cultural, la visibilización de las voces indígenas y el protagonismo femenino. De este modo, el análisis realizado permite comprender que, a pesar de los retos, la producción de materiales didácticos comprometidos con perspectivas potencialmente decoloniales e interculturales contribuye a la representación y el protagonismo de los pueblos indígenas.

2026-01-28T00:00:00Z