https://repositorio.ufu.br/handle/123456789/5502 Sat, 03 Oct 2026 08:53:09 GMT 2026-10-03T08:53:09Z https://repositorio.ufu.br/handle/123456789/50510 Title: Anterioridades discursivas nos documentos oficiais para a correção da redação do Enem: em pauta as noções de língua e texto Abstract: The main objective of this study is to analyze the conceptions of language and text that underlie the official documents of Inep (Anísio Teixeira National Institute for Educational Studies and Research), intended for Enem essay-grading trainees, in order to understand the degree to which these official documents align with the National Common Core Curriculum (BNCC), examining the discursive precedents of both sets of documents. In 2020, amid the Covid 19 pandemic, Inep, the agency responsible for the Enem (National High School Exam), released its confidential grading manuals for the first time, with the aim of supporting the teaching of writing. However, this release also posed a risk: that such guidelines would be treated as the primary, sole, or exclusive teaching material, which clearly is not their intended purpose, nor does it meet the objectives of language education, which should fundamentally aim, in my view, at the development of (inter)discursive competence. The notion of pre-discourse (Paveau, 2013) – and its articulation with the concept of interdiscourse, as performed by Mussalim (2020) – will serve as the theoretical foundation for this research, since, based on it, it will be possible to identify, through analysis, the presence of pre-discursive frameworks of knowledge and beliefs that underpin the proposals in these documents – especially regarding conceptions of language and text. In addition, we will draw upon the notions of formal and content stereotypes (Lemos, 1988) and of writing and rewriting as recursive processes (Fiad and Sabinson, 1989), as well as other converging theories. Preliminary results suggest that stereotypes, such as those of form and content, identified in studies from the 1970s in Brazil, are being reproduced today by the testing model established by the Enem, which has generated other stereotypes with a considerable influence on basic education, such as the stereotypes of discourse genres (Mussalim, 2024). Not only that, but this influence extends beyond the school walls, gaining a disturbing destructive force through media coverage (Mendonça, 2014), which disseminates “tricks,” “tips,” and ready-made templates for “perfect essays”, sometimes formulated by students who have just graduated from high school. This situation allows people without training in the field of languages to act as “teachers” (or “profetubers”) of writing. Therefore, and strongly considering the hypothesis that the alignment of Inep’s official documents with the BNCC is minimal and insufficient, given that they are linked to divergent discursive precedents, and that, furthermore, stereotyping regarding language and text phenomena has harmful socio-historical and linguistic implications, this study aims to contribute to a reflection on educational processes of the Portuguese language, as well as on nationwide assessment processes, such as Enem. Fri, 29 May 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/50510 2026-05-29T00:00:00Z https://repositorio.ufu.br/handle/123456789/50431 Title: Concepções de docentes de língua portuguesa sobre o uso de tecnologias digitais no IFNMG antes, durante e após o Ensino Remoto Emergencial Abstract: In this study, I address the context of Portuguese language teaching practices mediated by digital information and communication technologies (DICT). To this end, my general objective is to investigate Portuguese language teachers' conceptions regarding the use of digital technologies at IFNMG, before, during, and after Emergency Remote Teaching (ERT). The specific objectives are: a) to identify and analyze the digital tools used in Portuguese language courses during ERT and determine which ones remained in use afterward; b) to map the challenges Portuguese language teachers faced in adapting their pedagogical practices for ERT during the COVID-19 pandemic; c) to understand the extent to which the teachers' reported experiences allow for a critical examination of whether their pedagogical practices align with or diverge from Restricted CALL, Open CALL, and Integrated CALL approaches; d) to analyze whether teachers’ conceptions regarding digital technology use, before, during, and after ERT, demonstrate a stage of "normalization" or "non-normalization" of digital technologies within the IFNMG educational context; and e) to critically examine the implications of using digital technologies during ERT for teaching practice. The research adopts an exploratory, qualitative, and interpretivist methodological approach, comprising the following stages: literature review; development of the interview protocol; submission of the project to the UFU Ethics Committee; data collection; and data analysis. This work is grounded in Applied Linguistics (AL) studies, which view language as a social practice. The theoretical framework draws on authors such as Bax (2003), Moran (2015), Coscarelli (2021), Ribeiro (2022), Monte Mór (2020), and Paiva (2013, 2015, 2019, 2020), who discuss technology-mediated teaching, digital literacy, teacher education, and the COVID-19 pandemic. The analyzed data revealed that, although teachers used many digital technologies in the classroom prior to the pandemic, this usage still reflected instrumental practices and methodologies; there was a collective effort by teachers to seek training in the use of digital technologies, a process driven not by choice, but by urgency. The intense experience with ICTs during Emergency Remote Teaching (ERE) brought about a shift in the teaching staff: even though their practices were not yet fully integrated with ICTs, there was a distinct movement toward inclusion, adoption, reduced fear and insecurity, and greater autonomy. Teacher accounts pointed to a process of transformation, signaling progress toward the technological normalization discussed by Bax (2003). Thus, I believe there was a shift in teachers' habits regarding lesson planning and pedagogical practices, as well as a reconfiguration of their perceptions of autonomy, competence, and professional identity within the digital landscape. Although the process of normalizing technologies in education is typically gradual, traversing cycles of resistance, introduction, and integration, the COVID-19 pandemic forced a rupture in this gradual progression, as digital technologies were introduced into education urgently, forcibly, and abruptly due to circumstances. While this revealed the potential of digital technologies, it also highlighted issues such as the inequalities and precarious conditions that have long plagued the school environment. Consequently, I consider that the use of digital technologies remains largely within the realm Bax (2003) termed "Open CALL", a stage where technological tools are not yet fully integrated into the daily life of schools. Normalization, as proposed by the author, requires the institutionalization and systematization of ICT-based practices, rather than relying solely on the isolated, individual efforts of specific teachers. Wed, 01 Jul 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/50431 2026-07-01T00:00:00Z https://repositorio.ufu.br/handle/123456789/50040 Title: Da fraseologia à metáfora em corpus de jornalismo especializado: o caso da alimentação em O Joio e o Trigo Abstract: This doctoral thesis aims to analyze and interpret the discursive functioning of phraseological and metaphorical units related to the field of food in the independent digital-native news outlet O Joio e o Trigo, investigating how these units contribute to the construction of critical frames concerning the contemporary food system. With this objective in mind, the analysis is theoretically and methodologically grounded in the articulation between Corpus Linguistics, Phraseology, and Metaphor Theory, conceiving language as social practice and metaphor as a central resource in meaning-making processes and symbolic disputes within journalistic discourse. From a phraseological perspective, we adopt the typology proposed by Corpas Pastor (1996); with regard to metaphor, we primarily draw on the cognitive approach developed by Lakoff and Johnson (2002), as well as Pamies Bertrán’s (2002) contributions to the analysis of iconic models and archimetaphors, in dialogue with discursive and corpus-based approaches to metaphor. The research is classified as documentary and qualitative-interpretive in nature, combining quantitative and qualitative procedures typical of Corpus Linguistics. The study corpus, named CorJT, consists of journalistic texts published on the O Joio e o Trigo website, totaling over 1.3 million words. The analysis was carried out through the extraction and observation of recurring lexical and phraseological patterns, using tools available in Sketch Engine, followed by contextual interpretation of the units in their cotexts and discursive contexts of use. In order to understand the functioning of specialized food journalism and its role in struggles over meaning in the public sphere, we engage with studies on independent journalism, framing, and discursive hegemony, considering the explicit editorial positioning of the analyzed outlet. The findings reveal that phraseological units related to the field of food constitute a relatively stable repertoire in the discourse of O Joio e o Trigo, playing a central role in the construction of evaluations, hierarchizations, and explanations of the food system. We observe that such units are often linked to processes of metaphorization, especially through the iconic models of [CONFLICT], [FOOD], [LANDSCAPE], and [OBJECT], which are distributed across various archimetaphors. These, in turn, attribute agency to specific social actors and naturalize critical diagnoses on issues such as public health, state regulation, and food injustice. The analysis further shows that, even when they do not display an explicit metaphorical character, phraseological units contribute to the stabilization of interpretive frames and to the legitimation of particular readings of contemporary food practices. Thus, metaphor does not function as an isolated or ornamental resource, but rather in articulation with a specialized lexicon that lends technical, scientific, and political density to journalistic discourse. Considering that texts produce social and causal effects (Fairclough, 2003), the results of this research indicate that the discourse of O Joio e o Trigo, by mobilizing specific phraseological combinations and recurring metaphors, actively participates in symbolic struggles around food, challenging hegemonic discourses and contributing to the construction of critical frames concerning the Brazilian food system. Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/50040 2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/49807 Title: Um mergulho nas crenças das mães: navegando nas experiências da inclusão escolar de crianças com deficiência Abstract: The relationship between family and school has been characterized by encounters, disagreements, and other challenges in the developmental processes of children with disabilities. In this context, analyzing the constitution of this relationship from the perspective of the beliefs of mothers of children with disabilities occupies a central place in this research. This occurs once the way mothers interpret their experiences of motherhood –such as feelings of shock, fear, sadness, stigmas, and prejudices present in society – influences how they construct coping strategies. These strategies include seeking information about disability and relying on formal and informal support networks. These elements can favor the process of acceptance, hope, and redefining their expectations regarding the development of their children. In this sense, this research investigated the beliefs of two mothers of children with disabilities about their children’s schooling process. This allowed for an understanding not only of the challenges experienced in daily caregiving but also of the meanings attributed to motherhood, educational practices, and the condition of disability itself, offering insights for the formulation of policies and psychosocial interventions more sensitive to the needs of these families. Thus, the research objectives were to understand the beliefs of mothers of children with disabilities regarding their children’s learning and inclusion in school, and how these beliefs are/have been (re)elaborated in the face of the school inclusion movement for these children; to analyze and discuss the relationship between these mothers’ beliefs and their children’s school experiences; to problematize school inclusion from the perspective of mothers’ beliefs; and finally, to build subsidies for actions that enable inclusive practices that consider the effective participation of families, specifically mothers. At the end of this research, it is possible to say that I believe the mothers’ beliefs are re-signified as they take the lead and provoke the school (in partnership with the institution or not) to rethink its pedagogical practices, inviting the school team to make new arrangements, as well as reviewing their beliefs about the inclusion movement. Wed, 27 May 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49807 2026-05-27T00:00:00Z