DSpace Collection:
http://hdl.handle.net/11624/149
2024-03-20T13:26:15ZO sobrenatural no documentário : investigando tempos e espaços culturais em três narrativas brasileiras.
http://hdl.handle.net/11624/3747
Title: O sobrenatural no documentário : investigando tempos e espaços culturais em três narrativas brasileiras.
Authors: Mattos, Vanessa Garcia de
Abstract: This research aims to identify the cultural times and spaces evident in Brazilian documentary narratives that address the supernatural theme, within a corpus of three contemporary short documentaries: Phantasma do Paquetá (Paloma Martins and Nilton Ferreira, 2008), Aconteceu no ABC (Bero Carvalho and Jhony Gusmão, 2010), and Em busca do Unhudo (Carlos Carvalho Cavalheiro, 2013). By cultural times and spaces, we understand the markers that allow the analysis of the relationships established between the theme and the narrative product, within a Latin American cultural perspective. The research is grounded on the cultural perspective highlighted in the studies of Jesús Martín-Barbero (2003, 2008, 2009, 2018), in conjunction with Motta's Critical Analysis of Narrative (2013), theoretical and methodological contributions used in the development of an analytical protocol adapted to the investigation. Considering the concentration area of the Graduate Program in Literature, focused on reading, we contemplate in this study the specificities of audiovisual language related to our object of study, based on concepts of cinematic narrative pointed out by Metz (2014) and Martin (2005). Regarding the documentary, for a comprehensive understanding, we anchor ourselves in the consolidated work of Nichols (2016), and concerning the specificities of the Brazilian product, we highlight the analyses of Lins and Mesquita (2011), who focus primarily on contemporary documentary. Regarding the supernatural, we start by clarifying issues relevant to its conceptualization as an element that opposes the real, through the texts of Berger (1997) and Xatara (2004). Subsequently, we seek to highlight its use in the context of the fantastic genre as a r ecurring theme, based on the studies of Todorov (1975) and Furtado (1980). In the analysis of the documentaries, in general, we perceive that the examined works tend to place their stories in a period distant from their contemporaneity but project echoes in the present, both through recovered memory and the lived experience of the portrayed communities. The spaces seem to suggest a connection between popular culture, belief, and religiosity, based on the traditions of groups inhabiting less developed or more remote areas from urban zones.2023-01-01T00:00:00ZDesafios para o letramento de estudantes surdos e o ensino de Língua Portuguesa como L2.
http://hdl.handle.net/11624/3745
Title: Desafios para o letramento de estudantes surdos e o ensino de Língua Portuguesa como L2.
Authors: Silva, João Batista da
Abstract: This study addresses the theme of the inclusion of deaf students, highlighting its relevance in promoting equality of opportunities and diversity. The focus is on the trajectory of deaf education and its inclusion in the Brazilian educational context. To do so, we investigate the challenges and advancements related to bilingualism and the inclusion of deaf students, with an emphasis on the importance of the Portuguese Language as L2 in teaching in inclusive or bilingual schools. We explore legal aspects that support the inclusion of deaf students, highlighting the legal framework, including the Federal Constitution, the Brazilian Sign Language Recognition Act, the National Education Guidelines Law, and the National Common Core Curriculum, among others. We acknowledge the importance of understanding these guidelines in the formulation of inclusive policies. Furthermore, we discuss the concept of inclusion, highlighting the view that all students deserve equal rights and opportunities regardless of their differences. We analyze the role of inclusive and bilingual regular schools, emphasizing guiding principles and challenges in the implementation of bilingual education proposals. We problematize the perspective of literacy in Portuguese as L2 teaching contexts. The study also explores the importance of written Portuguese for deaf students and the challenges it presents. We investigate written production, with an emphasis on the narrative genre. The methodology included bibliographic analysis, consultation of legislation and normative documents on curricular proposals for bilingual education. Data collection involved questionnaires and a qualitative and quantitative case study approach. The results were analyzed, focusing on bilingual teaching, language interaction, and challenges in written production.2023-01-01T00:00:00ZUma cidade entre livros : imagem, espaço e memória na tetralogia El cementerio de los libros olvidados, de Carlos Ruiz Zafón.
http://hdl.handle.net/11624/3635
Title: Uma cidade entre livros : imagem, espaço e memória na tetralogia El cementerio de los libros olvidados, de Carlos Ruiz Zafón.
Authors: Dutra, Viviane da Silva
Abstract: La ciudad es un local de transformaciones que guarda, en su estructura, las historias y secretos vividos por su pueblo. La memoria enclaustrada en cada esquina, en cada predio o plaza revela imágenes que son captadas por observadores atentos, capaces de reconstruir, por la escrita literaria, detalles desvelados por su aguda percepción. En eso sentido, esta tesis tiene por objetivo analizar la imagen, el espacio y la memoria de la ciudad en la tetralogía El Cementerio de los Libros Olvidados, del escritor barcelonés Carlos Ruiz Zafón, bajo la mirada de sus narradores. Analizamos la Barcelona de Ruiz Zafón, en su estatuto de personaje en la narrativa, una vez que pasa por un importante periodo histórico de España, la Guerra Civil Española y el
posguerra franquista, bases para discutir la relación de los narradores de la tetralogía con la ciudad de Barcelona, su historia, memoria e influencia sobre los personajes, narradores e no narradores. La mescla entre ficción y realidad en la tetralogía de Ruiz Zafón aproxima el lector de la historia del país y de las características de la ciudad, ya que parece que se camina por las calles de Barcelona durante la lectura, tal la
precisión de los detalles mencionados en cada página. Metodológicamente, este estudio, de carácter bibliográfico, también recurrió a la pesquisa fotográfica y de documentos provenientes de la Biblioteca de la Universidad de Barcelona y de la Biblioteca de Catalunya. La tesis se divide en cuatro capítulos que abarcan,
inicialmente, conceptos sobre la memoria, la imagen, la ciudad y sus observadores. En secuencia, la pesquisa analiza el contexto histórico de la obra de Ruiz Zafón que comprende dos momentos cruciales de España del siglo XX: la Guerra Civil Española y el franquismo. Después, son presentados los libros, narradores y personajes de la tetralogía, además de su vinculación con la memoria de la ciudad. Al final, los elementos usados por Ruiz Zafón para construir su narrativa que a tornan, en efecto, más fascinante para el lector, bien como lo impiden de determinar el próximo paso de los personajes, lo que no permite que la lectura sea tediosa, pero sí estimulante. Las imágenes construidas, a través de las palabras, auxilian en el montaje de una escena propuesta por el escritor, que entrega detalles suficientes para que el lector pueda componer la escena en su mente, como se estuviese realmente en las calles de Barcelona, interactuando con la historia. Como base teórica para este trabajo, utilizamos los estudiosos Jacques Aumont, Regis Debray, Kevyn Lynch, Michel de Certeau, Walter Benjamin, Charles Baudelaire, Paul Preston, Pierre Vilar, Elizabeth Jelin, Beatriz Sarlo, entre otros que posibilitaran la realización de este trabajo.2023-01-01T00:00:00ZA ação de ler literatura na educação infantil : experiência de compreender-se professora-leitora-mediadora.
http://hdl.handle.net/11624/3626
Title: A ação de ler literatura na educação infantil : experiência de compreender-se professora-leitora-mediadora.
Authors: Bruniczak, Aline Kerber
Abstract: In this study, wereflect on the experiences of and with literary reading in Kindergarten, as constitutive actions of the teacher's praxis who aims to become a mediator. The intention of investigating the training of professionals who share moments of reading with children, promoting their encounter with literary production, led us to question meanings, childhood and adulthood, and also abstract concepts such as teachers, chooland reading,
to the extent that education is understood as a shared language in contexts of multi-agecoexistence. With that, our methodology focused on the experience, in means that, in Kindergarten classes, we perceive the power of reading in mat of different knowledge equally transforming the human in their first time conquers. As dults crossed by othere xperiences, some poetic memories linked to music and dance, amongo thers, madeus recognize a set of children's literature production which is popular with children who had as a narrative characteristic the format of cumulative tale or repetition, exploringrhymes, rhythms and particularly poetic elements. Therefore, based on experiences arising from children's literary reading, the Collection Conta de Novo, by Ana Maria Machado and the trilogy of boys, by Letícia Wierzchowski, we carried out a reflection on our practice, finding, in the experience, the opportunity to re-signify their teaching with very young children, savored as an intense range of mediation opportunities, a joint effort which ends up turning the teacher into a mediator. Reading and listening to the greatness contained in words, theirs trength, their transforming power, the adult teacher under stands him self as a mediator. The production chosen by the children and discovered in their coexistence impressed, mainly, bythe self-confidence in there ading abilities that cause to children, who, by listening to the mand handling the mattentively, ended up reading together, repeating passages tha twere reiterated, transforming them from listeners to readers. In short, sothat the triad – teacher-reader-mediator – could be understood, the determining factor was to experience reading with the children, from action of seeing them reading, as well as reading with them and for them. These experience sproved to be possible to hear the production, leadingus to an unexpected path - the comeback. After all, in view of these encounters with the children and the production, we revisit formation moments to become, again, in other ways, with other viewsand, among them, the mediator - one, educators engaged in the experience of being humans.2023-01-01T00:00:00Z