DSpace Collection:https://repositorio.ufu.br/handle/123456789/55012026-09-12T17:26:37Z2026-09-12T17:26:37ZInterpreters in the machine: exploring human role in the development of speech-to-speech translation systemshttps://repositorio.ufu.br/handle/123456789/502132026-09-11T06:17:13Z2026-05-05T00:00:00ZTitle: Interpreters in the machine: exploring human role in the development of speech-to-speech translation systems
Abstract: Esta tese examina o papel dos intérpretes profissionais (IPs) no campo da interpretação
automática (S2ST, do inglês speech-to-speech translation), indo além da suposição
convencional de que sua participação se restringe, em grande medida, à coleta de dados, à
anotação e à avaliação de sistemas. Embora a tecnologia S2ST tenha avançado
substancialmente como resposta tecnológica às necessidades de comunicação multilíngue, o
potencial mais amplo da competência do intérprete permanece ainda pouco explorado na
literatura. Diante dessa lacuna, o presente estudo investiga de que maneira os conhecimentos e
as habilidades que constituem a competência do IP podem contribuir para uma gama mais
ampla de etapas no desenvolvimento de sistemas S2ST, ao mesmo tempo em que reconsidera
a relação entre intérpretes humanos e tecnologias da linguagem sob uma perspectiva de
complementaridade, e não de substituição. Metodologicamente, a pesquisa adota uma
abordagem de métodos mistos com base na compilação de dois corpora, compostos por
publicações acadêmicas de acesso aberto recuperadas no Google Scholar por meio do software
Publish or Perish. O primeiro corpus, centrado em Interpretação, é composto por 264
publicações, enquanto o segundo, dedicado à S2ST, contém 953 publicações. Após a
recuperação, a limpeza dos metadados, a seleção e a organização dos arquivos, ambos os
corpora foram submetidos à análise semântica e contextual com o uso do ChatGPT-o1. O
modelo foi empregado para identificar, por um lado, os principais domínios da competência do
IP e, por outro, as principais etapas de desenvolvimento dos sistemas de S2ST. Os relatórios
resultantes foram então examinados comparativamente com o objetivo de determinar em quais
etapas a expertise dos intérpretes poderia oferecer contribuições significativas. Considerando
as limitações conhecidas da inteligência artificial generativa, especialmente o risco de
alucinação, as análises foram restringidas aos corpora anexados ao ChatGPT-o1 e,
posteriormente, submetidas à verificação manual com base nos materiais-fonte. Os resultados
indicam que a competência do IP é um fenômeno que abrange domínio linguístico e
comunicativo, sensibilidade cultural e contextual, agilidade cognitiva, gerenciamento
discursivo, manejo terminológico e julgamento ético-profissional. Do mesmo modo, o estudo
identifica sete etapas principais no desenvolvimento de sistemas S2ST e demonstra que a
competência dos IPs pode ser relevante em muito mais etapas do que se costuma reconhecer.
Em vez de atuarem apenas como fornecedores de dados de treinamento ou avaliadores da
qualidade das saídas do sistema, os intérpretes emergem como potenciais colaboradores no
design de sistemas, na modelagem comunicativa, no refinamento de interfaces, na calibração
prosódica e pragmática, na mitigação de vieses e na avaliação de riscos éticos. Esta tese
sustenta, portanto, que o desenvolvimento da tecnologia S2ST pode se beneficiar de uma
integração mais sistemática da expertise dos intérpretes. Ao propor um quadro teórico que
posiciona os IPs como colaboradores no desenvolvimento de tecnologias mais centradas no
humano, inclusivas e eticamente responsáveis, o estudo contribui para as discussões em curso
na interseção entre os Estudos da Interpretação, a inteligência artificial e a comunicação
multilíngue.2026-05-05T00:00:00ZA tradução do manuscrito Agamemnon e a teoria do valor de Ferdinando de Saussurehttps://repositorio.ufu.br/handle/123456789/502032026-09-11T06:18:28Z2026-03-25T00:00:00ZTitle: A tradução do manuscrito Agamemnon e a teoria do valor de Ferdinando de Saussure
Abstract: C'est la réflexion de Saussure sur la langue qui guide ce mémoire, lequel propose une
investigation sur les articulations entre la théorie de la valeur et les études de la traduction. Pour
ce faire, l'étude se base sur l'analyse du manuscrit Eschyle. Agamemnon, que l'auteur a élaboré
et que la Bibliothèque de Genève conserve sous la cote Ms. fr. 381/3. Tout au long des pages
du document, la recherche se penche sur les notes et les ratures afin de comprendre l'effort de
réflexion sur le texte de départ et le passage vers la langue d'arrivée. L'accent est mis sur
l'identification des passages qui permettent d'examiner le fonctionnement du langage dans la
traduction. L'objectif est d'observer de quelle manière les choix de Saussure peuvent indiquer
des conceptions concernant le signe et la signification. La recherche porte son attention sur les
annotations de lecture des vers d'Eschyle et sur les cas de refus de solutions de traduction mot
à mot, de manière à se demander si le sens exige davantage que l'isolement des vocables. À
partir de tels indices, ce travail soulève l'hypothèse que, dans l'exercice de la traduction,
Saussure s'applique à penser la valeur comme un effet des relations de différence et d'opposition
entre les signes à l'intérieur de la langue. Pour tester cette prémisse, le mémoire demande si la
pratique de traduire aurait mis en évidence l'absence d'équivalence de termes entre les langues,
ce qui exigerait la recherche de solutions respectueuses du fonctionnement de la langue cible.
La recherche cherche à établir des points de dialogue entre cet aspect et les thèmes que Saussure
a développés dans ses cours universitaires et qui ont été consignés dans le livre Cours de
linguistique générale ([1916] 2012). Dans l'étape de conclusion, il est proposé une comparaison
entre les notes que le manuscrit esquisse et les prémisses présentes dans le Cours et dans
l'édition critique de Tullio De Mauro (1967). Face au laps de temps et à la formulation d'idées
entre les deux moments, l'étude construit des étapes méthodologiques pour démontrer de quelle
façon la réflexion sur le métier de traduction a pu nourrir la création de concepts. L'objectif
consiste à examiner dans quelle mesure les fondements de la théorie de la valeur se trouvaient
en germe dans la pratique traductive, en vue d'ouvrir des voies de dialogue entre la réflexion
linguistique et les théories de la traduction.2026-03-25T00:00:00ZO processo de letramento de alunos migrantes: um estudo de caso em uma escola pública brasileira de educação infantilhttps://repositorio.ufu.br/handle/123456789/501412026-09-05T06:21:29Z2025-08-29T00:00:00ZTitle: O processo de letramento de alunos migrantes: um estudo de caso em uma escola pública brasileira de educação infantil
Abstract: Literacy is the process by which individuals develop reading and writing skills, understanding not only how to decipher letters and words, but also the meaning and use of spoken and written language in a social context. This process allows for the active participation of individuals, who come to understand the role that spoken and written languages play. In Early Childhood Education, literacy can be promoted through playful and contextualized activities that introduce children to the world of spoken and written language: conversation circles, storytelling, games, music, dramatizations, reading, textual genres, etc. Children are part of migratory flows. Cantinho (2017, p. 156) states: "millions of children move in an attempt to escape conflicts, natural disasters, poverty [...] in search of better living conditions." In Brazil, there has been an increase in the enrollment of migrant children in Early Childhood Education. This topic has become part of daily school life, including in municipal Early Childhood Education schools in Uberlândia, Minas Gerais, with the arrival of international migrant students (MIL). Therefore, the integration of these students into school requires actions that promote acceptance and foster their literacy development, considering linguistic and cultural particularities, as well as the literacy practices they bring from their countries of origin. Therefore, this research aims to investigate the literacy process of MIL in a Brazilian public early childhood education school, with a special focus on teaching, concentrating on the daily school life of 4- and 5-year-old children. Within the scope of this investigation, the following questions arise: "How does the literacy process of MIL occur in a Brazilian public early childhood education school?"; "What strategies do teachers implement (or could implement) to support MIL in their literacy development?"; and "What challenges do teachers experience in the literacy process of MIL?" In attempting to answer these challenges, the specific objectives are: 1) to map the literacy events in which MIL are involved in the school under study; 2) to analyze the strategies adopted by teachers to contribute to the literacy process of MIL; and 3) identify the main challenges encountered by teachers in the MIL literacy process. The study is based on the theories of: Soares (1999, 2004, 2005, 2009); Tfouni (1995); Street (1984, 2003, 2008); Kleiman (1995 and 2005); Freire (1989); Rojo (2012); Rojo and Almeida (2012); Bakhtin/Volochinov (1988); Vygotsky (1934, 1978, 1984, 1995, 1996, 2002, 2007). This is an ethnographic case study. The data collection instruments consisted of structured interviews with two teachers, field diaries, and observation notes from the researcher/master's student, seeking to understand the literacy process of MILs using a qualitative methodology. The results indicate, despite the challenges faced, teaching initiatives in the literacy process of MILs, the need for ongoing training focused on practices that consider the specificities of these children, and academic research on this topic, supporting the development of proposals that recognize and integrate the different literacy practices present in Brazilian schools.2025-08-29T00:00:00ZFormação de docentes mediadores de leitura literária na perspectiva do letramento: possibilidades e desafios na utilização do kit formaliterahttps://repositorio.ufu.br/handle/123456789/493802026-08-08T06:22:23Z2026-02-24T00:00:00ZTitle: Formação de docentes mediadores de leitura literária na perspectiva do letramento: possibilidades e desafios na utilização do kit formalitera
Abstract: The school environment constitutes a privileged space for the mediation of literary reading to
take place in a full and meaningful way. Although it is not the only possible context, it presents
itself as one of the main pathways through which a significant portion of Brazilian children and
young people in the process of schooling come into contact with books (Rocateli; Franco,
2019). From this perspective, the promotion of literary reading should be associated with
mediated proposals, since the absence of specific training in the mediation of literary reading
is one of the variables that directly affects the lack of effective literary reading practices with
children in the early years of Elementary School (Cavalcanti, 2023). In light of this scenario,
the present study, developed within Research Line 3 – Language, Education, and Society of the
Graduate Program of the Institute of Letters and Linguistics at the Federal University of
Uberlândia, with support from the Coordination for the Improvement of Higher Education
Personnel (CAPES), aims to understand the contribution of a training project that uses a
gamification resource called the Kit Formalitera to the process of continuing education for
teachers as reading mediators. To achieve this objective, the study sought to: identify the main
possibilities and challenges related to the use of the Kit Formalitera as a training resource for
teachers who mediate literary reading; present the difficulties encountered in the process of
training these mediators in the school context; evaluate, based on the workshops implemented
and the feedback collected, whether the Kit Formalitera fulfilled the function for which it was
designed; and, as a further development, reflect on the possibilities of implementing the training
workshops as a project that can be replicated in different institutions, especially within the
public school system. The Kit Formalitera consists of a bag containing a base doll, initially
without hair, clothing, or accessories, as well as surprise bags identified by codes and cards
with theoretical challenges. This material was developed within the research conducted by
Cavalcanti (2023) with the aim of promoting training moments based on gamification. The
collected data were analyzed qualitatively, in light of a theoretical framework that includes
studies on play by Huizinga (2019), Leffa and Vetromille-Castro (2019), and Souza (2022);
literary literacy from the perspective of Cosson (2020, 2021); and discussions on reading,
literary mediation, and the formation of literary readers by Colomer (2007, 2017), Bajour (2012,
2023), Petit (2009, 2010, 2013, 2019), Rezende (2013, 2022), and Dalvi (2018). The study is
also grounded in the perspective of dialogism formulated by Bakhtin (2011), as well as in
commentators such as Brait (2021), Faraco (2009), and Fiorin (2022), among other authors who
support the themes addressed. Finally, in the concluding remarks, this research seeks to
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contribute significantly to deepening reflections on the appropriate schooling of literature in the
school context from the perspective of literary literacy, recognizing the role of teachers as
mediators of literary reading and the importance of partnerships between teachers and librarians
in the development of projects aimed at promoting reading in schools.2026-02-24T00:00:00Z