https://ri.ufs.br/jspui/handle/riufs/15165 2026-06-01T16:56:57Z https://ri.ufs.br/jspui/handle/riufs/24997 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 https://ri.ufs.br/jspui/handle/riufs/24559 Título: A cultura digital no ensino remoto emergencial: formação inicial dos professores de inglês sob o olhar dos multiletramentos Autor(es): Santos, Iane da Silva Abstract: This thesis analyzes the pedagogical impacts suffered by pre-service English teachers at the Universidade Federal de Sergipe (UFS) after the COVID-19 pandemic, considering the changes in educational concepts and technology use due to the need for emergency remote teaching. It is known that digital technologies are already part of the daily lives of a large part of the population and that there is much discussion about education combined with new technologies. Therefore, it is important for new teachers be able to work with digital culture and understand the proposals of the National Common Curricular Base (BNCC), which implements digital culture linked to the perspective of multiliteracies. Through the perception of the challenges of aligning with the concepts of the BNCC and developing practices based on digital culture in a period of social instability due to the pandemic, this research aims to bring reflections based on interviews with pre-service teachers who participated in the period of emergency remote teaching and are automatically subject to the National Base, characterizing this research as a qualitative case study. Thus, the study will be based on researchers who work in the area of multiliteracies, the new official curriculum document, the Applied Linguistics approach, digital technologies, among others, such as Castells (1999), Levy (1999), Moita Lopes (2006), Santaella (2010), Nascimento (2014), Jordão (2016), Zacchi (2020), among other very important theorists, with the aim of contributing to the thinking and pedagogical practices about digital culture both for the academic environment and for society as a whole. Therefore, the thesis will seek to analyze emergency remote teaching and the training of English teachers at UFS from the perspective of multiliteracies, through the digital culture aspect of the BNCC. 2025-11-05T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/23864 Título: Terminologia e cognição: acessibilidade textual e terminológica sobre diabetes mellitus tipo 2 para pacientes idosos no Sistema Único de Saúde Autor(es): Santos, Silvania Santana dos Abstract: This doctoral dissertation investigated the semantic-terminological structures in the health communication process, with a specific focus on the interaction regarding Type 2 Diabetes Mellitus (T2DM). The study was delimited to a population group of ten elderly individuals, aged 60 or over, with schooling up to the 5th grade of elementary education, assisted by the Unified Health System (SUS) in municipalities of the Central-South region of Sergipe. The research problem stemmed from the observation of a communicational misalignment between the specialized and technical-scientific discourse of health professionals and the linguistic and sociocultural repertoire of the patients, which often results in failures in treatment adherence and self-care (Roter et al., 2006). The central hypothesis was that medical terminology proved to be cognitively inaccessible, forcing patients to resort to intralingual translation strategies (Jakobson, 1959) based on their embodied experiences (Rosch, 1978) to make sense of the information. Thus, the defended thesis was that the misunderstanding of medical information by this public arose, to a large extent, from a terminological, cognitive, and sociocultural inadequacy between the discourses. To investigate this issue, the objectives were: (1) to describe the conceptualization processes of the terms diabetes, health, and disease; (2) to identify the metaphors and discursive strategies that shaped the understanding of these concepts; and (3) to propose an educational product adapted to the needs of this population. The mobilized theoretical framework was the Sociocognitive Theory of Terminology (TST), which understands terms as dynamic cognitive constructions (Temmerman, 2000), and the Conceptual Metaphor Theory (Lakoff; Johnson, 1980; Lakoff, 1987). The methodological procedures employed a qualitative approach, based on semi-structured oral interviews, with the data being examined through content analysis (Bardin, 2011). The analysis results confirmed the hypothesis, showing that the elderly resorted to metaphors and simplifications to understand health terminology. Structural, ontological, and orientational metaphors were identified. Such cognitive constructions revealed gaps in the communicative process that hindered adherence to self-care. For future directions, the thesis was not limited to diagnosis, materializing its conclusions in the production of an educational video titled “Understanding Diabetes with Simple Words”. This audiovisual product was designed to serve as an intervention tool, using accessible language and constructive metaphors, based on the principles of Textual and Terminological Accessibility (Finatto, 2020; Finatto; Paraguassu, 2022) to promote more humanized, citizen-oriented, and effective communication practices in the SUS. 2025-09-09T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/23860 Título: Entre palavras e gestos manuais: uma abordagem multimodal da negação no português brasileiro Autor(es): Cardoso, Paloma Batista Abstract: Negation is a property common to all natural languages. Often understood as indicative of opposition, it encompasses syntactic-semantic and pragmatic processes. Through negation, speakers demonstrate commitment to something, perform subjective evaluations, or alter the propositional status of a sentence. Negation assumes assertive, modal, and propositional functions. Through it, speakers influence the actions of their listeners. In doing so, they perform speech acts that are not solely structured by grammatical items. Speech acts also involve manual gestures, highlighting the multimodal nature of language. Multimodal studies in English, French, and German (Kendon, 2004; Harrison, 2010; Bressem; Müller, 2014) argue that rejection, opposition, and negative evaluation are functions indicated by grammatical items and manual movements. From this perspective, negation operates in layers. In Brazilian Portuguese, studies on negation are traditionally conducted from two perspectives: variationist and/or informational. Não is the quintessential negation adverb. This lexical item can scope over nouns and verbs. When it scopes over verbs, it can appear in pre-verbal position (NEG1), in double position (NEG2), or in post-verbal position (NEG3). From a sociolinguistic perspective, the three possibilities of verbal negation constitute a variable phenomenon. In this framework, the use of one form or another is associated with grammatical and social factors. Conversely, from an informational perspective, the use of NEG1, NEG2, and NEG3 is constrained by the informational status of the negated content and provides clues about the communicative intentions between speaker and listener. Grammatical and informational factors are highly relevant to negation. However, by themselves, they are insufficient to explain the functions of this property. Interactions between speakers and listeners also involve the body, which "speaks" as well. In this thesis, we investigate whether manual gestures within the scope of the particle não constitute multimodal negation structures with distinct pragmatic functions. To this end, we analyzed negation data from 23 interviews in the Embodied Language 2023 sample. From these, we selected instances of NEG1, NEG2, and NEG3 performed simultaneously with manual gestures. Subsequently, we coded the grammatical, informational, and gestural aspects of the negation structures according to the methodology proposed in the Linguistic Annotation System (Bressem; Ladewig, 2011), enabling the analysis of their functions through association tests. We conclude that negation is a speech act that operates in three dimensions. Grammatical factors associated with its function include the semanticpragmatic feature of the verb within the scope of não, the type of verb, the type of subject, the post-verbal constituent of the negated verb, the discourse topic, and the textual type. From an informational perspective, the status of the negated content restricts the occurrence of NEG3, suggesting that there is no free alternation between NEG1, NEG2, and NEG3. Interactional factors influence their functions and uses, and manual gestures are associated with these factors. The sample we analyzed enabled the categorization of a wide range of gestures. Many of these gestures may reflect idiosyncratic patterns, making it challenging to establish generalizations. However, we observed that the distribution of assertive structures includes gestures that signal the speaker's commitment to what is being said. Such commitment is metaphorically presented through the "open hand" gesture, which is highly frequent in Italian (Kendon, 2004) and identified in Brazilian Portuguese by Santos (2021). Modal structures, on the other hand, are performed with gestures indicating distancing from undesirable elements or ideas. Similar movements are less frequent in propositional structures. These findings reinforce assumptions about the multimodal nature of language and the complexity of negation, which extends beyond grammatical structure. 2025-02-21T00:00:00Z