https://repositorio.ufu.br/handle/123456789/35815 2026-04-04T18:41:36Z https://repositorio.ufu.br/handle/123456789/48059 Title: As tecnologias digitais na formação docente: analisando a oferta de disciplinas em cursos de letras-inglês Abstract: This study aimed to conduct a survey of the courses that address digital technologies in English Language and Literature (Letras–Inglês) undergraduate programs at universities located in the Southeast region of Brazil. More specifically, the research sought to describe and analyze the courses offered within English Language and Literature programs at universities in this region. To achieve this objective, an exploratory documentary study was carried out, grounded in Gil (2008), with data collection based on pedagogical course projects, syllabi, curricular flowcharts, course descriptions, and other curricular documents available on institutional websites. From a theoretical perspective, this study was supported by research on the importance of digital technologies in teacher education, as discussed by authors such as Paiva (2013), Freire (2009), Souza (2007), Marzari and Leffa (2013), Caixeta (2024), Crescitelli and Valério (2021), Coscarelli, Glória, and Alecrim (2022), and Ribeiro (2020).The results of the investigation suggest that most of the universities analyzed offer courses focused on digital technologies, although with different approaches, which may foster significant advances in the critical and reflective education of future teachers. It was also observed that some of the courses analyzed do not address important aspects of teacher education, according to the perspectives of the authors that underpin this study, such as the promotion of innovation in teaching practices and/or the democratization of knowledge. The findings of this research may contribute to undergraduate and graduate students, as well as to teachers and researchers interested in teacher education and in the inclusion of technology-related courses in the curricula of English Language and Literature programs. 2025-09-24T00:00:00Z https://repositorio.ufu.br/handle/123456789/47928 Title: Navegando por experiências de um estudante de letras/inglês e professor em (trans)formação: uma pesquisa autobiográfica Abstract: This autobiographical narrative research was motivated by my desire to understand my transformations based on my experiences as a distance learning student of English Language and Literature, in my professional daily life, and in my teacher training through practicum. My research objective was to narrate and discuss the experiences of an English Language and Literature student and teacher in transformation. I sought to follow the theoreticalmethodological path of narrative research to conduct this autobiographical investigation. In a retrospective movement, I revisited my memories and wrote the following narratives: (1) The pandemic and remote work, (2) Transcription tools supporting my studies, (3) Resorting to ChatGPT, (4) Artificial intelligence (AI) from my perspective, (5) Moodle in my distance learning experiences, (6) Graduation and practicum. By sharing the six narratives, in the process of composing meanings, I identified three emerging themes for which I mobilized a theoretical framework and related them to the narratives: (1) digital tools, (2) teaching, and (3) gender issues. My autobiographical research shows that my experiences constitute me as a student and teaching professional in constant (trans)formation. 2025-12-05T00:00:00Z https://repositorio.ufu.br/handle/123456789/47807 Title: Representações de língua(gem) em um debate sobre linguagem “neutra” Abstract: Gender-neutral language – also referred to as “neutral language”, “non-binary language”, or “inclusive language” – is situated within the linguistic field and is likewise intertwined with identity and social issues. Its use is more common among non-binary and/or intersex individuals and is widely recognized through the adoption of pronouns such as “elu/delu” and the replacement of the vowels “-a” and “-o” with “-e” in adjectives, as in “bonite” (from “bonita/bonito”) or “maravilhose” (from “maravilhosa/maravilhoso”). However, its uses are not limited to grammatical changes; they also encompass processes of identity construction and political disputes. Considering that, in recent decades, the discussion on gender-neutral language has increasingly gained ground in public debate and become a source of controversy within the educational sphere, understading how this issue is represented and contested in political discourse is essential for the critical analysis of school-based discursive practices. From this perspective, the present study aimed, within the fields of Discourse Analysis and Applied Linguistics, to contribute to discussions on the use of gender-neutral language in school discursive practices. Specifically, it sought to: (i) map the representations of language that emerge in a political debate on the adoption of gender-neutral language in school contexts; (ii) identify the representations of gender constructed and mobilized in this debate; (iii) problematize the discursivization of the dispute over gender-neutral language in school settings. The corpus comprised the video Debate – Nikolas Ferreira x 5 esquerdistas (Pronome Neutro), published on the YouTube channel of the aforementioned politician. The analysis, guided by the theoretical and methodological approach of the French-Brazilian Discourse Analysis (DA), revealed multiple representations of language among the participating parliamentarians, including conceptions of language as a limited, constrained, and patriarchal tool, and, conversely, as a dynamic, identity-related, mutable, fluid, and living phenomenon. With regard to gender representations, both the reaffirmation of the male-female binary and the articulation of possibilities that challenge this dichotomous logic were observed. Concerning the discursivization of the debate over gender-neutral language in school contexts, tensions were identified between conservative discursive formations – framing it as a threat to the norm – and progressive ones – defending it as a practice of resistance and inclusion of dissident subjects. 2025-09-18T00:00:00Z https://repositorio.ufu.br/handle/123456789/47802 Title: Uma análise discursiva das representações de língua e aluno em materiais midiáticos de escolas de idiomas Abstract: This study aims to analyze, from the perspective of the Franco-Brazilian Discourse Analysis, the representations of the English language and the student in advertising materials of language schools. The research is based on the understanding that language, both verbal and visual, is permeated by ideological formations that produce specific meanings and interpellate subjects to occupy certain positions. Six media pieces promoting the teaching of English were examined, identifying discourses that sustain a hegemonic and neoliberal view of learning. The analyses reveal that the language is represented as a commodity, associated with social mobility, personal success, and integration into a global symbolic market. It is also mainly portrayed as an oral practice linked to the idea of global communication, while other aspects, such as writing, remain absent. Likewise, the student is interpellated as a performative, autonomous, competitive, young, and emotionally prepared subject, erasing social inequalities, historical processes, and the singularities that shape language teaching in Brazil. It is observed that these representations are not presented as separate: representing the language also means representing the student, and vice versa, reinforcing meanings that naturalize certain subject positions. It is concluded that, by promoting idealized and meritocratic images, these materials reinforce stereotypes and contribute to the maintenance of an exclusionary imaginary about learning and teaching English. 2025-09-19T00:00:00Z