http://hdl.handle.net/11624/144 2026-05-18T18:22:38Z 2026-05-18T18:22:38Z Piccin, Stéla http://hdl.handle.net/11624/4293 2026-05-14T20:21:58Z 2026-01-01T00:00:00Z

Title: Eu professora de mim mesma – escrever para existir : as mulheres, a palavra poética e a educação. Authors: Piccin, Stéla Abstract: This doctoral thesis concerns the act of educating through sharing the poetic word among women. It aims to lead a reflection on the poetic dimension of writing as an educational experience, examining how the act of writing, experienced and shared by women, constitutes a way of thinking, feeling, and educating oneself in the world. The main objective is to share the poetic word among current and prospective female teachers. More specifically, the study approaches education as a language event, understanding literature as poetics, and philosophy as an experience of relearning how to question the living world. Therefore, this study focuses on valuing and celebrating the poetic word of these women. From a methodological perspective, the research brings together education, philosophy, and literature, comprising the writing process as a formative, political, and sensitive event in teacher education. Three strategies are interconnected: poetic reveries written by undergraduate students in a Pedagogy teacher-education program; reveries written by teachers (all women) from different educational contexts; and my own research-writing process. These reveries are comprehended as presences; they are read and interpreted through a phenomenological and poetic lens. Throughout the research process, the reveries’ writings allowed the women’s words to emerge as a gesture that inaugurates, resists, and affirms a formative experience that transforms those who write, not by distancing them from reality, but by enabling a more sensitive, reflective, and engaged way of inhabiting the world and educating oneself through language. By pointing to the poetic dimension of writing, this investigation recognizes writing as an action that involves body, language, and imagination. Reflecting on this dimension means examining the act of writing from an ethical and aesthetic commitment to the sensitive word, involving teaching, education, and educational thought. Considering this purpose, the thesis constitutes itself as a tribute to the words of female teachers who dare to write.

2026-01-01T00:00:00Z Junges, Jordan http://hdl.handle.net/11624/4292 2026-05-14T14:11:01Z 2026-01-01T00:00:00Z

Title: Multimodalidade sensorial como auxílio ou obstáculo à compreensão linguística. Authors: Junges, Jordan Abstract: Reading comprehension, the ability that combines general language comprehension with the visual recognition and decoding of words (Hoover; Gough, 1990; Scarborough, 2001), is a fundamental skill for living fully in our literate society. Despite this status, reading activities, which demand a large amount of cognitive processing, are constantly carried out in suboptimal scenarios, almost always competing against the myriad of distractions of the contemporary world. Attention is the gateway that defines which stimuli – among them, reading – receive privileged cognitive treatment and can reach consciousness and also memory. When it comes to linguistic, or more broadly, semiotic materials, these stimuli are usually mixed in multiple simultaneous sensory modalities. With this in mind, this study aims to analyze possible interferences, ranging from providing assistance to generating obstacles, caused by the association, in a single text, of visual and auditory sensory modalities over the language comprehension of college students. In order to conduct an investigation on an undergraduate population (n = 25), a test was designed consisting of nine short narratives (with approximately 150 words each), presented in nine different formats (written, spoken, written and spoken, in subtitled video, in narrated video, sung, with instrumental background music, with sound distractions, and with visual distractions) to measure language comprehension as a process, applying eye tracking, and as a product, using questionnaires with short open-ended questions. Additionally, a profile questionnaire was applied, aimed at understanding the participants' reading and media consumption habits, and a perception questionnaire about perceived preferences during the reading comprehension test. The reaction time metrics for answering the comprehension questionnaires and the accuracy scores did not show any statistically significant differences among the experimental conditions; however, the latter measure revealed a tendency for silent reading to be more efficient than the spoken, sung, and instrumental music-accompanied text formats. Eye tracking data showed leveled effects across all experimental conditions based on static text, masking possible variations in working memory processing in this segment. Differences were observed in audio and video formats, particularly larger pupil dilation, whose interpretation is not conclusive. Considering all data, including participant preferences, the unimodal visual text format performed best and most consistently. In general, the results indicate that undergraduate students process language comprehension with great flexibility in dealing with multimodality and distractions. The number of sensory modes occupied by the communicated information seems to have less impact than parameters such as conciseness, structuring, and native effectiveness of the applied encoding. Future studies with more informationally dense texts, instruments calibrated to measure more complex reading comprehension processes, or considering audiences with less proficient reading and less adaptability to distractions will likely present different conclusions that will help put the findings of this research into perspective.

2026-01-01T00:00:00Z Iser, Bruna Maria http://hdl.handle.net/11624/4291 2026-05-14T13:03:07Z 2026-01-01T00:00:00Z

Title: Um olhar sobre o uso de plataformas digitais no ensino e aprendizagem de gramática. Authors: Iser, Bruna Maria Abstract: This Master’s Thesis aimed to investigate the teaching of grammar in the contemporary school context through the articulation of different grammatical conceptions and the use of digital platforms from a media literacy perspective. In light of recurring criticisms of traditional grammar instruction, characterized by normative, prescriptive, and decontextualized approaches, the study proposes a reflection on more dynamic, interactive, and meaningful pedagogical practices mediated by digital technologies. The objective was to analyze Portuguese language teachers’ views on grammar teaching and the use of the digital platforms Kahoot! and Wordwall, seeking to understand their potential, limitations, and challenges in the teaching-learning process. Methodologically, the research is characterized as qualitative and exploratory, grounded in a literature review and the implementation of a focus group with four teachers working in the final years of elementary education (6th, 7th, 8th, and 9th grades). The results indicate that, although grammar instruction remains predominantly oriented toward normative practices, the teachers recognize the potential of digital platforms to foster student engagement, incorporate playful elements into classroom activities, and support a more reflective and descriptive approach to language. However, challenges were identified, including insufficient continuing education focused on media literacy, structural constraints, and the need for intentional pedagogical planning. The study concludes that the critical and conscious integration of digital technologies can contribute to the re-signification of grammar teaching, provided that it is articulated with conceptions of language that value usage, linguistic variation, and social language practices.

2026-01-01T00:00:00Z Longo, Samantha Lopes de Moraes http://hdl.handle.net/11624/4290 2026-05-14T11:56:16Z 2026-01-01T00:00:00Z

Title: A relação das políticas públicas de saúde, trabalho, educação e participação da sociedade civil sobre o índice de reincidência penitenciária : um estudo em presídio do estado do Rio Grande do Sul. Authors: Longo, Samantha Lopes de Moraes Abstract: Introduction: With the third largest prison population in the world, Brazil lacks effective strategies for the reintegration of formerly incarcerated individuals into society. Prison recidivism emerges not only as a legal issue but also as an indicator of social vulnerabilities and failures in public assistance policies, being closely related to the Social Determinants of Health (SDH). General objective of the dissertation: To analyze the rate of prison recidivism and its relationship with resocialization projects, particularly regarding public policies in health, work, education, and civil society participation aimed at the incarcerated population. Abstract of Manuscript I: This study aimed to evaluate the impact of public policies in health, education, and work on social inclusion and prison recidivism, using the Social Determinants of Health as an interpretative framework. A mixed-methods design was employed. The quantitative phase consisted of a retrospective observational study using data from the Penitentiary Information System (2019–2023), including 1,349 formerly incarcerated individuals. The outcome investigated was prison recidivism, defined as return to the prison system after release. The Chi-square test was used to assess associations between recidivism and categorical variables, identifying statistically significant associations with work during incarceration, receiving visits, and age group. These associations were then quantified using Odds Ratios. The qualitative phase involved two focus groups (n=25) with inmates from the State Prison of Lajeado, with textual analysis conducted using Iramuteq and a thematic approach grounded in the Social Determinants of Health. Data integration occurred at the interpretative stage through convergence of quantitative and qualitative findings. The recidivism rate was 86.5%. Working during incarceration (OR=2.44), receiving visits (OR=2.20), and being older than 34 years (OR=1.71) were protective factors associated with lower recidivism. Focus groups highlighted the pursuit of life transformation, emphasizing professional insertion and educational development. These factors act as structural elements of protection; however, stigma and post release barriers, particularly regarding access to employment, limit reintegration. Reducing recidivism requires intersectoral policies and strengthening of post-release social support networks. Abstract of article II: This study aimed to analyze the structural determinants of crime in Brazil, particularly the lack of access to education, poverty, unfavorable living conditions, lack of opportunities, and insecurity, articulated with social inequalities and institutional weaknesses. This is a qualitative and analytical study based on a narrative literature review. The findings reveal a complex scenario marked by increasing violence and overburdening of the prison system. Socioeconomic inequality and weaknesses in public policies related to education, health, and social assistance were identified as central factors in the cycle of crime. Education emerges as a key strategy for prevention and social inclusion, acting as a tool for reducing violence. Addressing crime requires integrated public policies combining prevention, repression, and control, along with investment in education and resocialization programs. Technical Product: The objective was to develop a tool based on machine learning algorithms to predict the risk of prison recidivism by identifying patterns in data from incarcerated individuals, aiming to optimize screening processes and support resocialization strategies within the prison system. The results demonstrated the feasibility of using predictive models as decision-support tools, without replacing professional judgment. Improving data quality and integration is recommended to enhance model accuracy. General conclusion of the dissertation: The high prison recidivism rate (86.5%) highlights structural weaknesses in post-release support, despite the presence of protective factors such as prison labor, receiving visits, and being over 34 years old. The mixed-methods analysis, grounded in the Social Determinants of Health, emphasized that social support networks, access to education, and addressing stigma are central elements for resocialization. Qualitative findings reinforce that individual efforts are insufficient in the face of systemic barriers. Machine learning proved to be a promising decision-support tool, although improvements in information systems are necessary. Reducing prison recidivism requires humanized management, technological investment, and strengthening of intersectoral public policies in the post-release context.

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