https://ri.ufs.br/jspui/handle/riufs/2155 Mon, 07 Sep 2026 09:59:59 GMT 2026-09-07T09:59:59Z https://ri.ufs.br/jspui/handle/riufs/25879 Título: A compreensão ativa e a ressignificação valorada na leitura de A Metamorfose, de Franz Kafka : uma proposta dialógica para o ensino de literatura no ensino médio Autor(es): Santana, Railda de Jesus Abstract: This dissertation investigates the potential of dialogic reading through valuative resignification in the teaching of literature in secondary education, taking Franz Kafka’s The Metamorphosis as its object of study. The research is driven by the need to overcome reading practices predominantly centered on textual decoding and the transmission of information about literary works, proposing instead an approach that fosters active understanding, responsiveness, and the ethical positioning of students in relation to the text. In this sense, the general objective of the research is to analyze the contributions of dialogic reading of The Metamorphosis, grounded in active understanding and valuative resignification, to the critical formation of secondary school students. Grounded in the theoretical framework of the Bakhtin Circle—particularly the concepts of dialogism, polyphony, bivocality, and axiology—as well as in studies on Reading through valuative resignification (Carvalho, 2024a) and the Neo-Fantastic (Roas, 2014), this investigation understands the Kafkaesque uncanny as an aesthetic strategy capable of eliciting social, ideological, and evaluative tensions in readers. Methodologically, this qualitative case study was developed through a reading workshop conducted over twelve sessions with first- year secondary school students from a public school in the state of Sergipe, Brazil. Data were generated from audio recordings of oral interactions, participants’ written productions, and records produced during the pedagogical intervention. These materials were analyzed in light of the discursive, aesthetic, and ethical dimensions proposed by Carvalho (2024a). The findings suggest that the articulation of dialogic theory, Kafka’s poetics of the absurd, and multimodal progression fostered the shared construction of meaning, the recognition of otherness, and the development of students’ critical positioning. As a contribution to literature teaching in basic education and to the PROFLETRAS program, this research presents the pedagogical guide Voices that Resignify: Dialogic Reading and Valuation in The Metamorphosis, developed as an educational product aimed at supporting literary mediation practices grounded in active understanding and valuative resignification. Fri, 24 Jul 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25879 2026-07-24T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25517 Título: Terminologia da quimioterapia para Leucemia Linfoblástica Aguda: uma análise sociocognitiva com foco na experiência de pacientes pediátricos Autor(es): Alves, Josefa Mônica Almeida Silva Abstract: Childhood cancer, particularly Acute Lymphoblastic Leukemia (ALL), is one of the leading causes of morbidity and mortality in pediatrics, representing not only a clinical challenge but also a psychosocial one, due to its intrinsic cultural association with ideas of vulnerability and finitude (Sontag, 1997). The main treatment for ALL is chemotherapy, which uses different chemical compounds to destroy malignant cells, prevent the formation of new DNA, block essential cell functions, or induce cell self-destruction. As a systemic treatment, it can affect all tissues of the body to varying degrees (Cavalcante et al., 2017). In this context, the present research adopts an innovative approach by investigating how the specific medical terminology contained in Protocol BFM/2009—an international reference in the treatment of ALL used in the state of SE—is understood, interpreted, and re-signified by patients in the pediatric age group. The study is theoretically based on the principles of embodied cognition (Rosch, 1978; Lakoff, 1987), which highlight the inseparable relationship between bodily experience and the construction of meaning. Data collection was carefully carried out in the welcoming environment of the Association of Volunteers in the Service of Oncology in Sergipe (AVOSOS), in Aracaju/SE, using qualitative methodologies that privilege the voices of children. The objectives of the study are organized into three complementary axes: (1) systematic mapping and critical analysis of the technical terms present in the ALL-IC BFM 2009 chemotherapy protocol; (2) investigation, in light of the Sociocognitive Theory of Terminology, of the processes of linguistic appropriation and semantic reconstruction operated by children undergoing treatment for Acute Lymphoblastic Leukemia; and (3) development of scientific parameters for the creation of Textual and Terminological Accessibility (ATT) strategies aimed at mediating medical-oncological discourse with pediatric patients. Methodologically, the research articulates, in an unprecedented way in the context of pediatric medical-oncological terminology, three complementary fronts: (1) linguistic corpus analysis using computational tools for terminological extraction and categorization; (2) a sensitive qualitative approach, through semi-structured interviews adapted to the child universe; and (3) linguistic-cognitive analysis of the processes of understanding and re-signification of medical terms by children undergoing cancer treatment (Vidal-Sabanés, 2021; Ciapuscio, 2003). The theoretical framework integrates contributions from the Sociocognitive Theory of Terminology (Temmerman, 2000a) with the latest advances in studies on simplification and linguistic accessibility in health contexts (Finatto, 2018). The results achieved include, on the one hand, the systematization of a set of terminological categories present in the protocol; on the other hand, an in-depth analysis of the ways in which children undergoing treatment for ALL understand, reinterpret, or reject the medical terms presented to them. These analyses revealed spontaneous linguistic-cognitive strategies, such as the use of metaphors, simplifications, and affective associations, which point to gaps in communicative mediation in the doctor-patient interface. Based on this evidence, parameters were proposed for the development of accessible and ethically oriented resources aimed at humanizing communication in pediatric oncology contexts. This dual perspective—theoretical and applied—positions the study as a relevant contribution to health terminology studies and to the promotion of more inclusive and patient-centered discursive practices.; El cáncer infantil, en particular la leucemia linfoblástica aguda (LLA), se configura como una de las principales causas de morbilidad y mortalidad en pediatría, lo que representa no sólo un desafío clínico, sino también psicosocial, por su asociación cultural intrínseca con ideas de vulnerabilidad y finitud (Sontag, 1997). El tratamiento principal para la LLA es la quimioterapia, que utiliza diferentes compuestos químicos para destruir las células malignas, impedir la formación de nuevo ADN, bloquear funciones esenciales de las células o inducir su autodestrucción. Al ser un tratamiento sistémico, puede afectar a todos los tejidos del organismo en diferentes grados (Cavalcante et al., 2017). En este contexto, la presente investigación adopta un enfoque innovador al investigar cómo la terminología médica específica contenida en el Protocolo BFM/2009 —referencia internacional en el tratamiento de la LLA utilizada en el estado de SE— es comprendida, interpretada y resignificada por los pacientes en la franja de edad pediátrica. El estudio se basa teóricamente en los principios de la cognición incorporada (Rosch, 1978; Lakoff, 1987), que destacan la relación indisociable entre la experiencia corporal y la construcción de significado. La recopilación de datos se llevó a cabo cuidadosamente en el acogedor entorno de la Asociación de Voluntarios al Servicio de la Oncología en Sergipe (AVOSOS), en Aracaju/SE, utilizando metodologías cualitativas que privilegian la voz de los niños. Los objetivos del estudio se organizan en tres ejes complementarios: (1) mapeo sistemático y análisis crítico de los términos técnicos presentes en el protocolo quimioterapéutico ALL-IC BFM 2009; (2) investigación, a la luz de la Teoría Sociocognitiva de la Terminología, de los procesos de apropiación lingüística y reconstrucción semántica operados por niños en tratamiento por leucemia linfoblástica aguda; y (3) desarrollo de parámetros científicos para la creación de estrategias de Accesibilidad Textual y Terminológica (ATT) orientadas a la mediación del discurso médico-oncológico con pacientes pediátricos. Metodológicamente, la investigación articula, de forma inédita en el contexto de la terminología médico-oncológica pediátrica, tres frentes complementarios: (1) análisis de corpus lingüístico con el uso de herramientas computacionales para la extracción y categorización terminológica; (2) enfoque cualitativo sensible, mediante entrevistas semiestructuradas adaptadas al universo infantil; y (3) análisis lingüístico-cognitivo de los procesos de comprensión y resignificación de términos médicos por parte de niños en tratamiento oncológico (Vidal-Sabanés, 2021; Ciapuscio, 2003). El marco teórico integra contribuciones de la Teoría Sociocognitiva de la Terminología (Temmerman, 2000a) con los avances más recientes en estudios sobre simplificación y accesibilidad lingüística en contextos de salud (Finatto, 2018). Los resultados obtenidos incluyen, por un lado, la sistematización de un conjunto de categorías terminológicas presentes en el protocolo; por otro, el análisis en profundidad de las formas en que los niños en tratamiento por LLA comprenden, reinterpretan o rechazan los términos médicos que se les presentan. Estos análisis revelaron estrategias lingüístico-cognitivas espontáneas, como el uso de metáforas, simplificaciones y asociaciones afectivas, que apuntan a lagunas de mediación comunicativa en la interfaz médico-paciente. A partir de estas evidencias, se propusieron parámetros para el desarrollo de recursos accesibles y éticamente orientados, dirigidos a la humanización de la comunicación en contextos oncológicos pediátricos. Esta doble perspectiva —teórica y aplicada— posiciona el estudio como una contribución relevante para los estudios terminológicos en salud y para la promoción de prácticas discursivas más inclusivas y centradas en el paciente. Thu, 10 Jul 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25517 2025-07-10T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25515 Título: O inglês no chão do Quilombo: práticas decolonias de educação linguística em Pau d'Arco Autor(es): Souza, José Raimundo Pereira de Abstract: Systemic inequality in English language education is a persistent challenge in many educational contexts and becomes even more pronounced in rural and culturally diverse communities, such as quilombolas. Thus, this research aims to investigate how (de)colonial practices can make English language education more inclusive and culturally sensitive, promoting the linguistic empowerment of young people in the quilombola community of Vila Pau d’Arco, in them Agreste region of Alagoas. To this end, scholars such as Walter Mignolo (2017), Maldonado-Torres (2005), and Quijano (2005) will be consulted, who have developed a perspective on Eurocentric knowledge production and its socioeconomic, symbolic, and subjective consequences, as well as Gomes (2018), Carneiro (2023), and Passos and Pinheiro (2021) to address the decolonization of the curriculum and Brazilian epistemicide. Furthermore, studies on language education from the critical, transgressive, and nondisciplinary perspective of contemporary Applied Linguistics (Moita Lopes, 2006) will also be fundamental. This approach engages in social research practices that focus on situations of exclusion and social marginalization (Fabrício, 2006) in order to contribute to improvements in the quality of life of AL research participants (Rojo, 2006). From a methodological perspective, this project will follow the interpretivist paradigm (Moita Lopes, 1994) of qualitative research (Bortoni-Ricardo, 2008), based on action research (Tripp, 2005). Thus, a program of language education practices in English will be developed and delivered in partnership with the Associação dos Quilombolas da Vila Pau d'Arco, based on a decolonial and quilombola education perspective. Based on field diaries, pedagogical records, and other interaction data generated in teaching situations, contingent interpretations will be produced regarding the objectives pursued in this research. Given the effects of structural racism in our country, it is necessary to relate this critical decolonization movement to the pedagogical practices of/in quilombola communities, as well as to analyze the critical potential of these practices. Mon, 09 Feb 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25515 2026-02-09T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25465 Título: (RE)construções das histórias de Maria Firmina, Antonieta, Dandara e Maria Felipa nos textos literários de Jarid Arraes Autor(es): Souza, Leticia Santos Abstract: La tesis de maestría, titulada “Reconstrucciones de las historias de Maria Firmina, Antonieta, Dandara y Maria Felipa en los textos literarios de Jarid Arraes”, busca, desde una perspectiva de educación antirracista, dar visibilidad a textos literarios escritos por mujeres negras. En este sentido, el problema de investigación surge de la pregunta sobre la representación de las mujeres negras en la literatura brasileña. Desde esta misma perspectiva, las historias de Maria Firmina, Antonieta, Dandara y Maria Felipa se analizan desde la intersección de raza, género y clase, así como desde la ascendencia que impregna la historia de estas heroínas. Además, se presenta la literatura afrocéntrica, que visibiliza la autoría femenina negra, dado que la narrativa eurocéntrica predominante las margina a través del racismo estructural. Mediante una comparación entre leyenda y cordel (un tipo de literatura popular brasileña), este estudio analiza dos obras literarias: *Heroínas negras brasileiras em 15 cordéis* (2020) y *As lendas de Dandara* (2016) de Jarid Arraes. La Sección I problematiza la literatura como herramienta para la educación antirracista, presenta literatura afrocéntrica y relata la experiencia pedagógica antirracista del autor. La Sección II examina las intersecciones de raza, género y clase que afectan a las mujeres negras. En la sección final, se trazaron diálogos entre la literatura cordelera y la leyenda de Jarid Arraes. Las referencias que contribuyen a la efectividad de este trabajo científico son las de Patrícia Hill Collins (2022); Bárbara Carine (2023); Sueli Carneiro (2009); Cuti (2010); Cida Bento (2022); entre otras. Además, se resalta el papel representativo de Jarid Arraes en la reivindicación de espacios para las mujeres negras como eje estructurador en la historiografía brasileña. Tue, 24 Feb 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25465 2026-02-24T00:00:00Z