http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8559 Sun, 12 Oct 2025 10:39:00 GMT 2025-10-12T10:39:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9796 Título: A semântica do agir do professor de literatura na plataforma digital do youtube : conexões com a educação literária aberta em tempos de cibercultura Autor: MOREIRA, Ana Luiza Brito Primeiro orientador: SILVA, Ivanda Maria Martins Abstract: The COVID-19 pandemic in 2020 was a milestone for the transition from classes that were previously taught in person. During this pandemic, Brazil adopted Emergency Remote Education (ERE) in teaching and learning processes mediated by digital technologies in order to ensure the maintenance of academic activities in schools and universities in the context of social isolation. Faced with these realities, some education professionals, involved in different teaching models, found ways to virtually share knowledge on platforms that are well-known and constantly accessed by students, such as YouTube. Therefore, the general objective of this research is to analyze the semantics of the literature teacher's actions on the YouTube digital platform, with a view to supporting Open Literary Education in cyberculture. We take as a basis the statement by Machado (2007), who presents teaching actions as a situated, personal, unique, prefigured, interactional, interpersonal, transpersonal, conflictual activity, and a source of learning new knowledge (Bronckart, 2012). This message, then, carries semantics specific to the subject of the action, expressing his/her actions through discourse. However, according to Open Literary Education, this discourse needs to dialogue with the current demand that technologies promote (Silva, Pedroza and Silva, 2023). Therefore, our corpus is formed by excerpts from the discourses used by a literature teacher in his video class on the YouTube digital platform. Therefore, this is an exploratory qualitative-interpretative research and case study, as it sees reality with a range of meanings and seeks to understand this point based on bibliographic studies and interpretations (Minayo, 2009) and investigates a specific contemporary phenomenon in the real context (Gil, 2002). The study is based on the methodology proposed by Sociodiscursive Interactionism (ISD) by Bronckart (2004), Machado and Bronckart (2009), and on the teaching work of Clot (2007), analyzing the discourse of the literature teacher on YouTube. Finally, we found in the discourse of the teacher-actor a type of interactive discourse, in which he reveals his subjectivity explicitly, in the same way that the theoretical discourse, the object of the teacher, deals with theoretical and assertive questions about the theme of his class. In addition, we were able to identify enunciative marks and predicative relations that reveal a discursive adequacy for the digital platform, which dialogues - indirectly - with the recipients of the message, the viewers. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Tue, 25 Feb 2025 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9796 2025-02-25T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9795 Título: Uma análise semiológico-enunciativa da escrita científica Autor: BEZERRA, Maria Carolina Cordeiro Pessôa Primeiro orientador: FERREIRA JÚNIOR, José Temístocles Abstract: Analyser un texte d’un point de vue sémiologique-énonciatif nécessite tout d’abord de comprendre ce qu’implique l’expression “sémiologique-énonciatif”. L'aspect sémiologique concerne la production de significations par un certain système signifiant. L'aspect énonciatif, quant à lui, est lié à la mise en oeuvre du système signifiant de la langue. Ce travail cherche à analyser le texte académique dans une perspective qui combine la sémiologie avec les études énonciatives d'Émile Benveniste (1988 et 1989), notamment en ce qui concerne les processus de syntagmatisation et de sémantisation, afin de comprendre des aspects plus larges de l'énonciation écrite dans les introductions d’articles scientifiques.Cela dit, l'intérêt réside dans la compréhension de la manière dont ces processus sont utilisés dans la rédaction d'introductions d’articles scientifiques dans le domaine de la linguistique et de la littérature. Bien que ces disciplines proviennent d’une même branche, elles présentent des approches disciplinaires différentes. À cet effet, des articles publiés dans des revues Qualis A1 (période quadriennale d'évaluation CAPES 2013-2016) ont été collectés, parmi lesquels dix introductions de linguistique et dix introductions de littérature ont été sélectionnées afin d’observer comment il est possible d'identifier des mouvements réguliers et singuliers dans l’écriture de textes de cette nature. Il s'agit d'une recherche quali-quantitative. La perspective théorique de Benveniste (1988 et 1989) a été adoptée pour soutenir la compréhension des aspects de l'acte énonciatif (tels que l'acte lui-même, la situation dans laquelle il se déroule et les instruments permettant son accomplissement) ainsi que des plans sémiotiques et sémantiques sous-jacents à l'organisation et à la production des textes écrits. L’écriture est donc envisagée ici à la fois du point de vue sémiologique, comme un système sémiologique subordonné au système interprétatif de la langue, selon Benveniste (1989 et 2014), et du point de vue de l’énonciation écrite. Ainsi, pour comprendre les processus de syntagmatisation identifiables dans les introductions des articles, il est nécessaire de considérer les aspects sémiotiques et sémantiques récurrents dans le domaine discursif dans lequel s’inscrivent ces textes. Les analyses révèlent que, à travers ces observations, il est possible de comprendre comment le scripteur du texte signale ses positions et son engagement discursif à l'aide de syntagmatisations. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Tue, 04 Feb 2025 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9795 2025-02-04T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9792 Título: O lado sombrio dos memes - uma análise crítica discursivo-jurídica da violência digital direcionada ao gênero feminino : crimes invisibilizados pelo Estado Autor: FERREIRA, Matheus Henrique Menezes Campos Primeiro orientador: BORBA, Vicentina Maria Ramires Abstract: Among the language studies inserted into today's, Critical Discourse Analysis (CDA) studies are one of the most prominent for observing power relations in society and how these relations are constructed and constituted by discursive elements. Thus, in order to promote studies that already have a large space in academia, this research sought as a subject of observation the discursive phenomena that occur on the internet, more specifically the phenomena intrinsic to the production and transmission of memes. Furthermore, aiming to achieve the expansion of transdisciplinarity and be able to contemplate the social sciences from a more cohesive perspective, an analysis of discursive phenomena was chosen not only by CDA, but also by postulates in legal sciences. For the purpose of enable such a study, it was limited to an investigation process whose corpora are the reproductions/productions and transmissions of memes in which hate speeches towards feminine (misogynistic, homophobic and transphobic) are intertwined in their content, mischaracterizing the which would be an internet production focused on humor and composing a possible typical, anti-legal and culpable act. Therefore, the aim of the study was to a) identify what memes would be, and the mechanisms used in memes to spread hate speech against women under the distortion of humor; b) prove that certain meme productions do not comply with legality, but rather commit an illicit act, using as corpora memes that discursively violate the feminine; c) reflect on the existing impunity for the creation and dissemination of this specific kind of memes and point out possible effects of these on social relations. To enable the studies to be carried out, a qualitative research methodology was adopted, through the review of existing literature such as these, articles, dissertations and the theoretical postulates of central authors in the areas of memetics, CDA, sociology and criminal and constitutional law. Finally, after research and considerations, a three-dimensional analysis of the corpora was carried out — sociological, linguistic-discursive and legal. In this way, achieving conclusive and provocative results for the State and the academic community in relation to the discursive and legal phenomena related to the meme. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Mon, 23 Sep 2024 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9792 2024-09-23T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9791 Título: Gênero e sexualidade em grafitos latrinários de banheiros masculinos em escolas públicas Autor: COSTA, Melk Andrade Primeiro orientador: MELO, Iran Ferreira de Abstract: The present dissertation, Gender and Sexuality in Latrine Graffiti Found in Male Bathrooms of Public Schools, undertakes an analysis of cis-heteronormative textual productions inscribed within male restrooms of public high schools and Reference Schools in Secondary Education (RSSE), examining the discursive mechanisms that constitute what is here referred to as latrine discourse. The primary objective of this research is to identify the ways in which distinctions between gender and sexuality are negotiated and reaffirmed through latrine graffiti, particularly in manners that exclude individuals with dissident sexual orientations. To that end, this study adopts an interdisciplinary theoretical framework grounded in Cultural Studies (Cuche, 1999; Endo, 2009, among others), Linguistics (Soares, 2020; Vieira, 2018; Souza, 2013, among others), Queer Theory (Butler, 2018; Foucault, 1988; Moita Lopes, 2002; Melo, 2024), and Discourse Analysis (Maingueneau, 1997, 2004, 2008, 2020; Orlandi, 1987, 2001, 2007, 2013; Amossy, 2011; Magalhães & Cavalcante, 2007). Among its specific aims, the study seeks to examine the discursive strategies employed by (re)producers of sexually violent discourse directed at gender and sexuality dissident bodies. In this context, particular attention is paid to how normative discourse operates within power dynamics that both enable and sustain social exclusion. The findings reveal the presence of disruptive linguistic practices that, while challenging the normative function of male restrooms, simultaneously reproduce gender hierarchies. These spaces, marked by their heterotopic condition (Foucault, 2013) and their designation as “nonplaces” (Augé, 1999), are understood as both subordinated to—and capable of subverting—the school as an ideological state apparatus (Althusser, 1985). Within this framework, the exclusion of dissident sexual orientations and the reinforcement of gender binaries materialize through cis-heteronormative graffiti, which operate as mechanisms for the reproduction of male domination (Bourdieu, 2012). The discourse analysis undertaken herein reveals the presence of violent discourses against dissident bodies, articulated through verbal and non-verbal elements that reinforce and perpetuate hegemonic masculinity, while contributing to the symbolic and material violence directed at bodies marginalized by gender and sexual dissidence in the institutional spaces under investigation. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Tue, 25 Feb 2025 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9791 2025-02-25T00:00:00Z