https://repositorio.ufu.br/handle/123456789/5500 2026-04-20T03:32:51Z https://repositorio.ufu.br/handle/123456789/39282 Title: O mundo interno nas páginas infantis de Clarice Lispector: história, literatura e criação cultural Abstract: In the late 1960s and 1970s, writer Clarice Lispector, known for an extensive work produced for adults, wrote five children's books: The mystery of the thinking rabbit, The woman who killed the fish, Laura's intimate life, Almost real and How the stars were born: twelve Brazilian legends. At the same time that she wrote for newspapers and books for adults, she dedicated herself to writing children's books. This thesis has as its source and object of research the narratives aimed at children, with the intention of analyzing literary writing for children and its meaning from a historical perspective. It is interesting to understand the representations that these works produce about the internal world of children, understanding their production immersed in a complex cultural context. In the pages of these works, it is possible to observe, through words and images, constructions about childhood in which themes such as death, revenge, love, longing, desire and fear are central to the stories told, showing the ambivalent and complex character of human existence. We can see the problematization of the "inside", in which subjectivities become the center of the narrative. The psychological universe, already present in the works of Clarice Lispector for adults, takes the pages of books aimed at children, allowing to situate these stories as pieces of a single puzzle that composes her work and marks her artistic style. 2020-11-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/39212 Title: As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019) Abstract: This research revolves around special education in Brazil, with a particular focus on the municipality of Uberlândia, MG, during the period from 2005 to 2019. The objective is to examine the educational and social inclusion of students with disabilities in regular 1st to 5th-grade classrooms, with a specific emphasis on a municipal school located in the southern zone on the outskirts of the city. The research question aims to understand how this school has promoted the educational and social inclusion of students with disabilities. The central question raised is whether the pedagogical practices in regular classrooms promote inclusion or reproduce inequality and social exclusion. The main goal is to describe and analyze how the education institution has promoted the education and social inclusion of students with disabilities, seeking to understand the relationships within this process using the interpretative paradigm of inclusion, with a focus on the convergence between theory and practice. The methodology employed was a qualitative approach with a historical, descriptive, and content analytical character, utilizing documents, speeches and interviews. Critical analysis was conducted on various sources, including official documents (laws, decrees, resolutions, opinions, regulations, and minutes), semi-structured interviews, questionnaires, and specific and extensive bibliographies related to the topic. The analyses were guided by Bordieu’s concepts such as “excluded from within”, “legitimate culture”, “culture capital”, “rational pedagogy”, and others. The interviews made use of oral history methodologies and techniques, involving eighteen teachers and two analysts. Observation reports were generated during the research period, which were used for analysis and interpretation of the accounts. The research revealed the challenges and limitations faced by the interviewed teachers, including difficulties in relationships between regular classroom teachers and those involved in Specialized Educational Assistance (AEE), the absence of or limited specialized training, limited family participation and collaboration, and overcrowded classrooms. Although the school has had special education as a mode of instruction since its inception in 1994, individual efforts have driven moments of inclusivity with some successful outcomes. In general, social integration still occurs in regular classrooms. Both educational and social inclusion are irreversible paths, and both perspectives, learning and socialization, should go hand in hand while respecting each student’s limitations. It is important to note that the fundamental social function of educational institutions is to facilitate the teaching and learning of all their students. 2022-09-28T00:00:00Z https://repositorio.ufu.br/handle/123456789/37936 Title: Por uma literatura afro-brasileira: Memória, subjetividade, afetividade e maternidade na obra de Maria Firmina dos Reis. Abstract: This thesis aims at resuming the literary historiography study of Maria Firmina dos Reis' place of writing in the political and cultural debates of the nineteenth century. To do so, we propose to put her work in the context of public discussions regarding slavery and its abolition in Brazil. From this perspective, we review her anti-slavery intellectual production, two of which are the novel Úrsula (1859) and the short story A escrava (The female slave, 1887). Based on this bibliographic overview, which includes pieces she wrote for several Maranhão – the state where she was born – newspapers, we gathered elements that allow us to analyze how the author represents (enslaved) Black people as political subjects with their own voice, through which she expressed her memory, subjectivity and affectivity in the context of enslaved motherhood. In this way, we highlight the role Maria Firmina dos Reis played in the daily life of her time through literature. An examination of her writings allows, after all, to re-signify the history of Black people, but this time conducted by a woman, writer and African-Brazilian. Moreover, this reopens the discussion about her production inclusion in or exclusion from the national literary and historiographical criticism. 2022-03-31T00:00:00Z https://repositorio.ufu.br/handle/123456789/37915 Title: A complexa teia do novo historicismo: percursos e contribuições para a escrita da história Abstract: The present doctoral thesis seeks to understand what is the place of the proposal of new historicism to reflect the changes and challenges of the historian's activity in its various approaches and fields of research in the history of historiography. To this purpose, we seek to establish an analysis of classical historicism and new historicism in order to understand which are their particular paths and characteristics. We tried to trace the path of emergence of new historicism by situating it to understand if it was a movement and what it brings as new, since it deals with how the work of art can be understood, especially literature, as well as historical narrative, its function, methodology and style. Our methodology consisted of developing a discussion of the changing regime of historicity and historiography to demonstrate the fundamental concepts of classical historicism and new historicism from documentary, digital sources and classical texts. We then build up the fundamental concepts of the new historicism, its targets of criticism, its sayings, unsaid, and considerations. The analysis of the main themes of the new historicism was built from an empirical research with articles from the journal Representations in the period between 1983 and 1999, this approach was possible through a lexical analysis executed by the software Iramuteq. Subsequently, we presented a more qualitative verification of the collection of articles with a more vertical approach on some texts, so that it could exemplify how the main themes appear in the magazine. This allowed a more careful apprehension to understand how and if the issues of the journal Representations contributed to the dissemination and fixation of the new historicist canon. In addition to working with the journal, we mobilized other sources such as interviews with the founding members of the journal, images, and other digital discourses in order to conclude whether the proposal of new historicism was ventured from a movement, or whether it was only a trend of reading and writing practices. Finally, we develop a reflection on the possible contributions of the new historicism to historiography. 2022-05-31T00:00:00Z