https://repositorio.ufu.br/handle/123456789/5058 2026-08-29T15:17:44Z 2026-08-29T15:17:44Z https://repositorio.ufu.br/handle/123456789/49955 2026-08-29T06:25:31Z 2024-04-26T00:00:00Z

Title: Desinformação e misoginia: repercussões no X sobre a série documental “o caso Maria da Penha” produzida pela Brasil Paralelo Abstract: The present work aims to analyze the repercussions of sentiment on the X platform (former Twitter) from the publication of the documentary series "The Maria da Penha Case" produced by Brasil Paralelo and disseminated by the company's profile page, by the digital influencer Bianca Drabzynski and by the deputy Bia Kicis. Audiovisual has characteristics that simulate independent and traditional journalism, thus promoting informational disorder in disguise to mobilize polarization and hate speech against women. The method used to investigate the repercussion of part of the audience was the sentiment analysis, in which the machine learns to read the texts and understand the feeling present in the utterance. The results showed that the negative and positive feelings are about the following factors: the documentary series, the producers, who made the publication, the actors in the case, the discrediting of the victim, misrepresentation of the meaning of freedom of expression and the contestation of the Law. Therefore, the analysis covers issues that permeate Journalism, Law and the manifestations of society while exposing their opinions in the digital arena.

2024-04-26T00:00:00Z https://repositorio.ufu.br/handle/123456789/49948 2026-08-29T06:25:26Z 2026-03-03T00:00:00Z

Title: Indução profissional dos Diretores de Escolas Públicas Municipais de Ituiutaba - MG

2026-03-03T00:00:00Z https://repositorio.ufu.br/handle/123456789/49942 2026-08-29T06:24:45Z 2026-06-05T00:00:00Z

Title: Do “des-existir” à “re-existência”: narrativa autobiográfica de uma pessoa disfêmica na Educação em Ciências Abstract: This dissertation, conducted within the Science and Mathematics Education Research Line of the Graduate Program in Education at the Federal University of Uberlândia, examines the experience of people who stutter within educational contexts, with particular emphasis on its implications for formal schooling and Science Education. The study is grounded in the premise that stuttering, beyond being a condition associated with speech fluency, constitutes a social, cultural, educational, and subjective experience that is produced and mediated by discourses, practices, and power relations, which foster processes of stigmatization, invisibilization, and silencing, thereby shaping forms of participation, belonging, and subject formation within educational settings. Against this backdrop, the study was guided by the following research question: What meanings emerge when individuals who stutter reinscribe their own voices and life trajectories within the field of Science Education, challenging dominant ideals of fluency, rationality, and performance? Alternatively stated, how may reflection on the “stuttering universe” contribute to the construction of an inclusive, responsive, and emancipatory Science Education that recognizes difference as a formative and transformative potential? To address this question, the following objectives were established. The general objective was to explore, through autobiographical narrative, the processes of de-existing and re-existing, understood as the recovery of presence, voice, and agency within educational contexts and Science Education. The specific objectives were: (i) to describe, through autobiographical narrative, the process of “de-existing” experienced by a person who stutters in educational contexts in general and in Science Education in particular; (ii) to examine, through narrative, the presence or absence of scientific, pedagogical, and social discourses that neglect, reinforce, or challenge the invisibilization and stigmatization of people who stutter in schools and within Science Education; and (iii) to identify possibilities for fostering an inclusive school environment and an inclusive Science Education capable of recognizing difference while promoting the emancipation and inclusion of people who stutter. Methodologically, this qualitative study adopts an autobiographical approach in which the narrative of lived experience simultaneously constitutes the source of data, the methodological procedure, and the epistemological device through which knowledge is produced. The analysis is based on the critical interpretation of autobiographical narratives, articulated with discussions concerning normalization, difference, experience, education, and emancipation within the fields of Education and Science Education. The findings demonstrate that the process of “de-existing” experienced by people who stutter is rooted in historical, social, and educational processes that naturalize standards of normality and legitimize exclusionary practices, thereby undermining the recognition of their singularity and restricting their full participation within educational spaces. Conversely, autobiographical narrative emerges as a process of re-existing by enabling the resignification of the experience of stuttering, the critical problematization of mechanisms of invisibilization, and the affirmation of difference as a formative potential. It is concluded that Science Education, when grounded in democratic, emancipatory, and difference-oriented principles, may constitute a privileged space for recognizing the plurality of ways of speaking, learning, knowing, and existing, thereby contributing to the development of pedagogical practices committed to social justice and to the right to difference.

2026-06-05T00:00:00Z https://repositorio.ufu.br/handle/123456789/49875 2026-08-27T06:21:38Z 2026-03-10T00:00:00Z

Title: A dialética do medo: representação cinematográfica, blues e contestação histórica no filme Pecadores (Sinners) Abstract: This study analyzes how the film Sinners (2025), directed by Ryan Coogler, mobilizes codes of Afro-diasporic culture to tension the historical structures of racism and segregation in the Southern United States. To this end, the research adopts a qualitative and descriptive approach, grounded in Dialectical Method, examining the narrative through three axes of tension: Written Law versus Sung Word, Sacred versus Profane, and Memory versus Forgetting. The analysis demonstrates that the work subverts Black Horror tropes, utilizing blues, the figure of the griot, and orality not as folkloric elements, but as technologies of survival and archives of memory. The results indicate that the space of the juke joint and musical performance operate as territories of resistance against the violence of Jim Crow laws, while the protagonists' refusal of vampiric immortality symbolizes the affirmation of humanity and the rejection of co-optation by the colonial system. It is concluded that cinema, by articulating ancestral memory and orality, transcends the function of entertainment to consolidate itself as a living archive and a tool for political emancipation, allowing for the narrative elaboration of trauma and the continuity of Black identity beyond physical death.

2026-03-10T00:00:00Z