http://hdl.handle.net/11624/149 Wed, 06 May 2026 13:43:42 GMT 2026-05-06T13:43:42Z https://repositorio.unisc.br:443/jspui/retrieve/4792/para biblio.png http://hdl.handle.net/11624/149 http://hdl.handle.net/11624/4247 Title: O true crime no Brasil : o caso dos livros-reportagem de Ullisses Campbell. Authors: Abreu, Vitória Rössler de Abstract: This study aims to investigate whether the work of the writer Ullisses Campbell embodies the characteristics associated with the category of qualified media known as true crime. To this end, the study is based on the theoretical assumptions of Intermediality, with the aim of characterising this type of media, as well as on the theoretical and methodological proposal developed by Punnett (2018), which systematises a set of elements that constitute real crime narratives, namely: Justice, Subversion and Crusade, Geographic, Forensic, Vocative and Folkloric. Based on these references, a descriptive-qualitative analysis of the writer-journalist's production is carried out. The research corpus consists of Campbell's entire body of work, comprising the non-fiction books Flordelis: a pastora do diabo (Flordelis: the devil's shepherdess) (2022), Suzane: assassina e manipuladora (Suzane: murderer and manipulator) (2024) and Elize Matsunaga: a mulher que esquartejou o marido (Elize Matsunaga: the woman who dismembered her husband) (2024). The results indicate that the selected corpus can be understood as a type of media classified as true crime, since three narrative codes were identified, namely: Forensic, Vocative and Folkloric. Furthermore, the analysis showed that some of these codes manifest themselves partially, insofar as they present substantive divergences in relation to the conceptualisation proposed by Punnett (2018), highlighting differences between Brazilian and English-speaking true crime narratives. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/11624/4247 2026-01-01T00:00:00Z http://hdl.handle.net/11624/4245 Title: A memória e a identidade na obra A chave de casa, de Tatiana Salem Levy. Authors: Zago, Cassimere Elisa Abstract: This research uses the novel A chave de casa (The Key to the House) by Tatiana Salem Levy as its corpus of study and aims to analyze the interrelation between memory and the protagonist's identity, considering how the themes of immigration, exile, and family heritage permeate her lived experiences and contribute to her identity construction. To this end, a qualitative methodological approach is adopted, with an emphasis on literary analysis, grounded in the conceptions of memory and identity from the perspective of theorists such as Stuart Hall (2022), Zygmunt Bauman (2009), Maurice Halbwachs (2024), Joel Candau (2023), and Julia Kristeva (1994). It starts from the idea that identity is constructed in the transit between time and space, articulating past and present, and contributes to understanding how history, permeated by geographical and affective displacements, opens space for links between personal narrative and collective memory, based on the memories and silences transmitted between generations. In this context, it also focuses on understanding the body as a space for the inscription of memory, which manifests suffering, pain, desire, and resistance; while acts of naming can indicate tensions between belonging and silencing. By discussing these issues and their insertion into the novel within contemporary Brazilian literature, this study proposes to broaden the debate on how fiction can problematize and resignify the relationships between memory and identity. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/11624/4245 2026-01-01T00:00:00Z http://hdl.handle.net/11624/4244 Title: A compreensão leitora de alunos do ensino médio : um estudo a partir das questões de linguagens do ENEM. Authors: Gomes, Monique Carolina Corrêa Abstract: The goal of reading is comprehension (Seidenberg, 2013; 2021). In this sense, it is essential that the most structured social institution in terms of education – the school – provides students with an education that seeks to develop them for productive reading practices, enabling them to actively participate in the literate society in which we live. Therefore, the objective of this study is to contribute to studies on reading comprehension in high school, proposing a qualified pedagogical intervention, aligned with the science of reading, based on the identification of the reading skills required for the comprehension and resolution of questions in the Languages, Codes, and their Technologies section of the National High School Examination (ENEM). The pedagogical intervention, aligned with the skills foreseen by the National Common Curricular Base (BNCC) for this stage, was based on research in the field of reading sciences. Thus, to determine which skills should be considered in developing the proposal, the methodology includes an analysis of questions from the Language, Codes, and their Technologies sections of the ENEM exam over the last five years (2020-2024), highlighting the main cognitive demands of participants in solving the questions. This analysis also served as a basis for developing a reading comprehension test, which was administered to students before and after the intervention to verify whether the pedagogical strategies employed through the teaching sequences were effective in helping students develop comprehension skills. To participate in the study, the sample consisted of 60 second-year high school students from a public school in the interior of Rio Grande do Sul. This selection was based on observations of the results of recent large-scale surveys conducted to assess the reading levels of students entering high school (and therefore potential participants in PISA - Programme for International Student Assessment), completing the cycle (Basic Education Assessment System), and testing the knowledge acquired in basic education (ENEM). Furthermore, the second year is an intermediate stage of high school, so it is possible to see what the student has already consolidated and what skills they still need to develop, with sufficient time to do so before the end of their schooling. The results indicate a low level of reading comprehension among the students, corroborating the data collected in the large-scale surveys. However, when pedagogical interventions focused on reading skills are applied, student performance improves, highlighting the need to align classroom strategies with studies in the science of reading, particularly regarding vocabulary knowledge. Therefore, this study can be considered an important contribution to research on reading comprehension in high school students, given that there are few surveys that collect data in this area with the aim of analyzing such data in order to propose interventions that help this population improve the quality of their reading. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/11624/4244 2026-01-01T00:00:00Z http://hdl.handle.net/11624/4238 Title: [Inter]midialidade em ondas sonoras : uma proposta de categorização para os audiolivros. Authors: Garcia, Jaimeson Machado Abstract: This thesis, developed in a multipaper format, aims to propose a categorization for audiobooks based on Intermedial Studies. The first axis establishes the conceptual foundations of the study, drawing on the theoretical model proposed by Lars Elleström (2021) to expand the understanding of audiobooks within an intermedial context. In this regard, concepts such as archimediation and affordance are discussed as distinguishing categories among different sound media types, as well as the boundaries between reading, oralization, and remediation, particularly with regard to the performance of synthetic voices generated by Artificial Intelligence. Still within this axis, the figure of the voice agent is examined, proposing the term “lector” as a central category and distinguishing different types of sound performance based on Peircean semiotics. The second axis focuses on the analysis of transmediation processes, exploring how narratives originating from different media types, such as literature, cinema, comics, and video games, are reconfigured into the audiobook format. Through case studies, the transformations of visual and narrative qualities into sound elements are examined, with particular attention to how sound performance, music and sound effects contribute to the construction of narrative immersion. In this context, the relationships between audiobooks and other forms of sound media types, such as fiction podcasts, are also discussed, as well as the adaptation of comics into the format of audio comics, highlighting the multisemiotic complexity of these productions. The third axis culminates in the formulation of a classification of audiobooks. By considering the audiobook as an autonomous medium, the study identifies three main categories: (I) theatrical audiobooks, which emphasize vocal expressiveness and the dramaturgical dimension of narration; (II) cinematic audiobooks, which recreate an immersive experience akin to cinematic language through the articulation of multiple voices, musical scores, and sound effects; and (III) conventional audiobooks, characterized by a continuous and apparently neutral reading, similar to the experience of silent reading. This proposed categorization aims not only to organize audiobooks but also to broaden the understanding of the role of sound in narrative construction, demonstrating how different combinations of sound performance, music, and sound effects produce distinct forms of aesthetic experience. Finally, the study discusses the potential effects and applications of this categorization in both academic research and the publishing market, pointing toward new avenues for investigation and practice. Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/11624/4238 2025-01-01T00:00:00Z