https://repositorio.ufu.br/handle/123456789/5501 2026-08-23T17:27:47Z 2026-08-23T17:27:47Z https://repositorio.ufu.br/handle/123456789/49380 2026-08-08T06:22:23Z 2026-02-24T00:00:00Z

Title: 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 9 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 https://repositorio.ufu.br/handle/123456789/49314 2026-08-07T06:23:19Z 2026-05-22T00:00:00Z

Title: Polari e identidade queer na radiodifusão: uma investigação dos diálogos de Julian e Sandy em Round the Horne Abstract: This master's research aims to discursively analyze the discursive humor strategies of humor employed by the characters Julian and Sandy in an episode of the British radio program Round the Horne. The central premise is that these characters employ Polari, a sociolect historically associated with the British gay community, in conjunction with humor to challenge, strain, and simultaneously negotiate the prevailing social norms and expectations of gender and sexuality of that time. Based on a corpus consisting of the complete transcription of one episode and the selection of 14 fragments, the study investigates how queer representations mediated by wordplay, puns, ambiguities, and vocal performances are constructed in the dialogues. Theoretically, the dissertation articulates Discourse Analysis from a semiolinguistic perspective (Charaudeau) with contributions from Queer Theory and Queer Linguistics, understanding discourse as a staging device crossed by communication contracts, sociodiscursive imaginaries, and power relations. Methodologically, it combines qualitative analysis of fragments with an interpretive mapping of 137 occurrences of laughter, distributed according to humor strategies such as superiority, incongruity, relief, ambiguity, puns, and the use of Polari. The results point to the existence of a double communicative contract: a broad audience, which receives the sketches as "harmless" entertainment, and an audience with some prior knowledge, capable of decoding camp references, homoerotic allusions, and Polari lexicon. It is shown how humor, while reproducing stereotypes, operates as a discursive practice of resistance, allowing queer identities to circulate ambiguously within a regulated communicative context. In the end, the research contributes to expanding knowledge about Polari and to the debate on language, media, and sexual dissidence within the scope of Brazilian linguistic studies

2026-05-22T00:00:00Z https://repositorio.ufu.br/handle/123456789/49305 2026-08-06T06:19:47Z 2026-02-24T00:00:00Z

Title: O processamento anafórico de surdos na leitura do português brasileiro Abstract: This dissertation investigates the processing of anaphoric direct objects during the reading of Brazilian Portuguese (BP) by deaf individuals in a bimodal bilingual context, users of Brazilian Sign Language (Libras) and written BP, taking hearing readers as a comparative reference. In light of experimental psycholinguistics, the study focuses on the mechanisms involved in maintaining and resuming referents, which are fundamental to textual coherence, such as working memory, information load, and discursive integration (Almor, 1999; Gordon; Grosz; Gilliom, 1993; Leitão, 2022). Two strategies of coreferential resumption in the direct object position are analyzed: lexical pronouns (PR) and repeated nouns (NR), based on the Information Load Hypothesis (ILH) and the Repeated Name Penalty (RNP), according to which more informationally dense expressions tend to impose a higher processing cost (Almor, 1999; Gordon; Grosz; Gilliom, 1993). Considering the specificities of bimodal bilingualism and the modal differences between Libras, which is visually-spatial, and written BP, which is linear, we start from the hypothesis of a higher cost associated with NR resumptions in L2 reading (Gadelha, 2012; Sendek et al., 2023; Silva, 2025). Methodologically, a comparative experimental design was adopted between deaf and hearing readers, using the non-cumulative self-monitored reading technique to measure online processing (Leitão, 2005; Souza; Franzen; Schlichting, 2019). Adults with a minimum of higher education participated, characterized by self-declared proficiency and the Brazilian Portuguese Lexical Verification Test (TVLPB) (Sá et al., 2021), whose results showed wide variability in proficiency among the deaf. The independent variables included type of resumption, participant profile, and mode of participation, while the dependent variables included reading times, response times to comprehension questions, comprehension question accuracy rates, and proficiency rates. Multiple linear model analyses indicated combined effects of linguistic and individual factors on reading times. The Wilcoxon test revealed differences between resumption conditions in specific groups, while the chi-square test did not indicate significant associations in most comparisons, suggesting greater instability in performance only in the GE (Libras-L1/PB-L2) - face-to-face. In general, listeners had lower reading times and greater stability, with clear evidence of PNR only in the GC (PB-L1/Libras-Ø) - face-to-face. Deaf participants had higher reading times and greater variability, with a tendency toward PNR, especially among participants with greater proficiency. The results contribute to the understanding of anaphoric processing in BP by deaf individuals, from the perspective of PNR under the effect of multifactoriality, broadening the scope of experimental literature by incorporating a population that has been little investigated, offering theoretical and applied subsidies for bilingual education of deaf individuals (Quadros, 2004, 2005, 2006; Karnopp, 2004; Ferreira Brito, 2010).

2026-02-24T00:00:00Z https://repositorio.ufu.br/handle/123456789/48921 2026-07-21T06:27:47Z 2026-02-26T00:00:00Z

Title: PresVoc: proposta de vocabulário contrastivo a partir de discursos de presidentes do Brasil Abstract: This dissertation presents the development of PresVoc (http://presvoc.votec.ileel.ufu.br), a contrastive vocabulary compiled from corpora of speeches delivered by presidents of Brazil, with particular emphasis on the administrations of Luiz Inácio Lula da Silva and Jair Bolsonaro. Guided by Corpus Linguistics, Terminology, and the Communicative Theory of Terminology, the study adopts a data-driven approach that enables the systematic observation of patterns of use, recurrence, and deployment of lexical items in Brazilian political discourse. The corpus comprises speeches from Lula’s second and third terms and from Bolsonaro’s single term, allowing for a contrastive analysis across distinct political periods. All speeches used to build the corpus were retrieved from the Library of the Presidency of the Republic, the Brazilian government’s official repository of presidential speeches, ensuring the reliability and authenticity of the material analyzed. The research encompasses the collection, organization, and processing of the corpora, using WordSmith Tools 9 for lexical analysis to identify recurrent and semantically relevant units. PresVoc is based on the VoTec model (Fromm, 2007), from which it inherits a systemic structure and definitional organization principles, adapted to the specificities of Brazilian presidential political discourse. The contrastive analysis highlights different discursive strategies and ideological projects, showing how particular lexical items are mobilized to construct specific meanings across each administration. As a result, PresVoc provides a methodological and technological proposal that brings together linguistic analysis, public transparency, and political memory, offering a consultation platform that supports a critical understanding of Brazilian presidential discourse.

2026-02-26T00:00:00Z