https://ri.ufs.br/jspui/handle/riufs/17454 2026-08-23T02:30:09Z https://ri.ufs.br/jspui/handle/riufs/25809 Título: Disfluências como pista de fluência na leitura em voz alta Autor(es): Souza, Gládisson Garcia Aragão Abstract: This thesis investigated disfluencies in reading aloud as cognitive and behavioral indicators of reading processing, understanding them not only as performance failures but also as cues to fluency and the automatization of decoding. Situated within the field of the Cognitive Psychology of Reading, the research is grounded in informationprocessing models, with emphasis on the Dual Route Model (Coltheart et al., 2001), articulating pedagogical and clinical perspectives on reading assessment. The study is part of the project “Impacts of the COVID-19 Pandemic on the Language of Children and Adults” and is based on a secondary analysis of a longitudinal and multimodal database, composed of four data collections over one academic year, involving students from the 6th to the 9th grades of elementary school at the Colégio de Aplicação of the Federal University of Sergipe (CODAP/UFS). Oral reading sessions were audio-recorded, transcribed, and analyzed in terms of reading rate (WCPM), overall disfluency rate, and specific types of disfluencies (pauses, hesitations, repetitions, self-corrections, truncations, omissions, and substitutions). The results indicated a significant effect of data collection on WCPM, with a progressive increase in fluency over time and across grades, and an overall reduction in the disfluency rate, although with intra- and inter-grade variability. Truncations and guessing were more frequent in the earlier grades and among less fluent readers, showing a tendency to decrease with advancing schooling and reading automatization. In the second study, an exploratory investigation of perceptual judgment of reading aloud was conducted, with the development and validation of an instrument whose overall Content Validity Index was 0.802, indicating adequate content validity. Inter-rater agreement for the overall fluency score was moderate at the individual level (ICC(2,1) = 0.483) and high when the mean of the judges was considered (ICC(2,k) = 0.924), demonstrating collective consistency despite variability among raters. There was no significant effect of professional area on overall fluency scores (p = 0.621), nor on scores for pauses, hesitations, repetitions, self-corrections, omissions, and substitutions (p > 0.05 in all cases), indicating that speech-language pathologists, teachers, and psychologists used similar criteria in these measures. In contrast, agreement for the classification of reading profiles was low (κ = 0.228), suggesting greater interpretative instability in categorical decisions. Taken together, the results support the interpretation of disfluencies as functional markers of fluency development, associated with the dynamic balance between phonological and lexical routes, and indicate that reading judgment is more stable in continuous measures than in profile classifications. These findings contribute to a non-pathologizing approach to reading aloud and provide support for more precise assessment practices in educational and clinical contexts. 2026-02-27T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25452 Título: Transtorno de estresse pós-traumático, trauma psicológico e coping em policiais penais da Bahia Autor(es): Bahiano, Milena de Andrade Abstract: Due to the nature of their work, correctional officers face higher security risks than professionals in other fields. This vulnerability stems, in part, from constant exposure to individuals involved in offenses and violent behavior. Within the context of public safety, potentially traumatic events include threats, riots, confrontations, violence, and verbal or physical aggression. Given these conditions, it is common for correctional officers to experience difficulties in their professional, social, and family lives, in addition to a greater propensity for developing PTSD symptoms and suffering psychological trauma. Literature shows that the impact of PTSD in this group directly affects the work environment, generating psychological distress and compromising interpersonal relationships with colleagues, managers, health teams, family members, and incarcerated individuals. In this context, this thesis aims to investigate PTSD by screening its symptoms in active correctional officers in the State of Bahia, in addition to analyzing the occurrence of potentially traumatic events, psychological trauma, and the most frequently used coping strategies by this population. To this end, its objectives are: (I) to conduct a narrative literature review on PTSD, traumatic events, and psychological trauma in public safety; (II) to conduct a scoping review on PTSD and potentially traumatic events among prison system correctional officers; (III) to carry out an empirical study with a quantitative, cross-sectional, and explanatory design, testing a mediation model involving occupational stressors, post-traumatic cognitions, coping strategies, and PTSD symptoms; and (IV) to develop psychoeducational booklets for correctional officers and their families, aimed at promoting the identification and recognition of signs and symptoms related to PTSD. As a methodological development and field-approach strategy, the thesis also included the creation of psychoeducational material in a comic book format, aimed at the children of correctional officers. This material, presented as a methodological note at the end 10 of the thesis, was designed to facilitate access to the field, strengthen the bond with the professional category, and expand family dialogue regarding work within the prison system. 2026-02-27T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25451 Título: As crenças da comunidade escolar sobre leitura: um estudo exploratório no Colégio de Aplicação na Universidade Federal de Sergipe Autor(es): Monteiro, Ludmila Chagas Abstract: Reading is a fundamental element in civic education, enabling a critical understanding of the literate world. Learning to read is considered a commitment for everyone, as stipulated in legal provisions that guide public policies. However, doubts persist regarding the concepts of “reading” and “school community” in official documents, especially in laws and decrees. This research aimed to analyze the beliefs of the school community about reading and compare them to the normative beliefs present in normative acts that govern the legislation in the country. The investigation is based on the Theory of Planned Action (TPA) (Ajzen, 1991), a derivation of the Theory of Rational Action (TAR) (Fishbein; Ajzen, 2015), according to which behavioral, normative, and control beliefs are constructed throughout life through personal experiences, social influences, and cultural references. These beliefs are also expressed in official documents, shaping normative guidelines that mold expectations and school practices. The first stage of the research consisted of a literature review that examined the normative framework related to reading from the 1988 Federal Constitution to 2025. Moreover, the assessment matrices of the National System for the Evaluation of Basic Education (SAEB) were compared with the average proficiency scores in Portuguese Language across published official documents. Scientific publications from the last ten years related to beliefs about reading in the Brazilian context were also analyzed. The results show that there are limiting structural obstacles to the effective implementation of reading policies. Recurring conceptual ambiguity was observed in the analyzed documents regarding the terms “reading” and “school community”, and the constant changes in evaluation scales compromise the continuity of actions and hinder collective accountability for improving reading proficiency. The empirical phase consisted of an observational, correlational, and crosssectional study with 202 participants aged between 13 and 63 years, including students, family members, and professionals from the Colégio de Aplicação – UFS. This diverse composition favored consistent psychometric analyzes of perceptions and beliefs about reading. The instrument used — comprising closed-ended questions, open-ended questions, and a Likert scale — showed evidence of content validity, supported by agreement among experts and by adequate quantitative indicators. In the open-ended questions, most of the participants (63.9%) interpreted reading as a positive commitment, indicating favorable behavioral beliefs and predominantly positive attitudes toward reading practice. However, a significant portion indicated that external conditions impede reading (21.5%), shifting the focus to structural and contextual factors, which relates to beliefs of control and the perception of barriers to engagement in reading practices. Regarding government programs to encourage reading and low levels of proficiency, a strong tendency was observed towards attributing individual responsibility (36.2%) or diffuse responsibility (“blame others”, 35.1%), followed by blaming the education system (28.6%). This model suggests a process of external and internal attribution that influences normative and control beliefs, shifting the axis of responsibility either to the individual or to abstract instances of the system. Furthermore, most participants recognized the centrality of the teacher in teaching reading, but in a way that is integrated with individual will (62.1%) or with the involvement of family, peers, and the environment (24.3%), which demonstrates a more complex and systemic understanding of the phenomenon, aligned with the Theory of Planned Action (TPA), by articulating normative beliefs (expectations about the teacher's role), behavioral beliefs (value of instruction), and control beliefs (environmental conditions). Finally, when asked who constitutes a school community, a minority restricted the concept to students and teachers (8.8%), the majority included school professionals (48.4%) and family (30.2%), and a smaller group broadened the definition to encompass government and other social actors (12.6%). This finding is relevant from the perspective of normative beliefs, as it reveals different levels of recognition of the network of social influences that shape educational and reading practices. The results allow for an understanding of the school community’s beliefs about reading and can support research, pedagogical interventions, and public policies aimed at building school contexts that promote reading engagement. 2025-12-18T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25440 Título: Envelhecimento no cárcere: mulheres, interseccionalidades e a escrevivência de um psicólogo negro em contexto prisional Autor(es): Pereira, Elias Fernandes Mascarenhas Abstract: In this thesis, we invite incarcerated women to speak about time, traces, aging, and old age itself. We propose that they retrieve from their memories stories shaped by the temporality of prison, a temporality that, although deeply inscribed in their lives, also produces subjective folds of “in spite of.” The study investigates how the aging of incarcerated women is produced and traversed by intersectional markers, demonstrating that gender, race, class, and other structural forces shape different ways of experiencing time, the body, and old age in prison. The study also shows how the psychologist’s practice in the prison context is equally permeated by these markers and, therefore, cannot be understood outside a broader political, ethical, and social horizon. This is a qualitative, exploratory study with a biographical approach that articulates autobiography and life history. Two methodological strategies were adopted. In Study 1, narrative interviews were conducted with 11 incarcerated women, who narrated their experiences of aging in prison. The interviews were transcribed, organized, and analyzed based on the recurrence of shared themes and meanings, which enabled the construction of analytical categories and comparative examination of the narratives. In Study 2, first-person narratives were produced, grounded in escrevivência, through which subjective, political, and ethical affects arising from work within the prison system were elaborated. The analyses were interpreted in light of intersectionality, biopower, necropolitics, and psychological frameworks. The results of Study 1 demonstrated that, even before reaching the age legally recognized as old age, participants already experience intense effects of time and imprisonment on their lives. Study 2, in turn, shows that becoming a psychologist within prison units, from the perspective of a Black man and his intersecting identities, positions him as a target within the prison system: a body in constant dialogue with the contradictions of this space, between providing care and being subjected to structural racism and other forms of violence. Narrating the interweaving of my trajectory with theirs, connected through ethnic-racial markers and shared historical violences, is to understand that this writing is also a form of insurgency. This thesis concludes that these women are imprisoned not only physically, but also by symbolic structures that perpetuate inequalities and intensify violence. These are layers that do not close in on themselves, but echo one another, forming a territory of reflection. Thus, the thesis advocates for the formulation and implementation of public policies that guarantee rights to women who age in conditions of deprivation of liberty, for the visibility of their narratives, and for the recognition of the inevitably political nature of psychological care in prison contexts. 2026-02-23T00:00:00Z