DSpace Collection:http://hdl.handle.net/11422/1012026-07-30T12:50:27Z2026-07-30T12:50:27ZCurrículos discrepantes, docentes confusos: uma análise metapragmática de discursos docentes sobre a implementação e a implantação do Novo Ensino Médiohttp://hdl.handle.net/11422/297952026-07-26T03:00:12Z2026-02-25T00:00:00ZTitle: Currículos discrepantes, docentes confusos: uma análise metapragmática de discursos docentes sobre a implementação e a implantação do Novo Ensino Médio
Author(s)/Inventor(s): Farias, Rafaella Giordano de
Advisor: Vargas, Diego da Silva
Abstract: The implementation of the New Upper Secondary Education reform (Novo Ensino Médio –
NEM) in the public school system of the state of Rio de Janeiro began in 2019 through the
New Upper Secondary Education Program (SEEDUC, n.d.) and was deeply affected by the
COVID-19 pandemic during its curricular implementation process. This study discusses the
neoliberal curricular construction of Brazilian education (Saviani, 2021; Laval, 2019),
specifically focusing on this public policy, as it seeks to understand the metacognitive
(Nobre, 2024; Botelho et al., 2024) and metapragmatic (Signorini, 2017) strategies employed
by participating teachers while experiencing the implementation of the NEM in a public
school in the state of Rio de Janeiro, based on their own discourses. Through the
development of a state-of-the-art review as bibliographic research (Ferreira, 2002) and the
creation of meetings with exploratory potential (Miller et al., 2008), this study aims to
understand teachers’ experiences regarding the implementation of the NEM within SEEDUC,
the evaluations made by teachers in this context, and the practices adopted after their
engagement in reflective processes. To this end, the study aligns with the paradigms of
transdisciplinary Applied Linguistics proposed by Moita Lopes (2006), which emphasize
continuous reflection as a means of better understanding practice. Additionally, the study
dialogues with metacognition research, as “self-monitoring leaves identifiable linguistic
traces” (Verschueren, 2000, p. 445), focusing on metapragmatics (Mertz; Yovel, 2003) to
understand how teachers interpret the implementation carried out by SEEDUC-RJ. The
results indicate that SEEDUC teachers demonstrate having received (1) insufficient
preparation for the diversified curricular construction imposed by the NEM, (2) demands
unrelated to their initial teacher education when assigned teaching hours, and (3) an
imbalance in workload as established by school management, particularly regarding subjects
within the diversified curriculum.
Publisher: Universidade Federal do Rio de Janeiro
Type: Dissertação2026-02-25T00:00:00ZA despossessão de Anderson Herzer entre performances e discursoshttp://hdl.handle.net/11422/297772026-07-25T03:00:11Z2026-01-01T00:00:00ZTitle: A despossessão de Anderson Herzer entre performances e discursos
Author(s)/Inventor(s): Oliveira, João Wagner Barroso de
Advisor: Lopes, Luiz Paulo da Moita
Abstract: Based on studies of identity semiotization in narratives and the process of discursive formation
that legitimizes (as well as operates in the opposite direction), this dissertation, situated within
the field of Indisciplinary Applied Linguistics, investigates identity practices and experiences
of dispossession in the autobiographical work A Queda para o Alto (1982), by Anderson
Herzer, a transsexual man institutionalized at Febem during the Brazilian military dictatorship.
The study analyzes how the author semiotizes his trajectory, examining processes of
subjectivation and resistance in the face of normative regimes. The theoretical framework
articulates Michel Foucault’s conceptions of Discourse (1971; 1975; 1988), discipline, and
biopolitics with Judith Butler’s (1990; 2004) and Vladimir Safatle’s (2015) theorization of
gender performativity and dispossession, in addition to Raewyn Connell’s (1995) concept of
hegemonic masculinity. Methodologically, the research adopts narrative and life stories
analysis (Labov, 1972; Linde, 1993), focusing on indexicality (Silverstein, 1976; 2006) and
“turning points” (Mishler, 2002) in the narrator’s sequentiality. The analysis encompasses four
decisive moments: birth and orphanhood; adoption and disciplinary conflicts;
institutionalization at Febem and gender transition; and political articulation prior to suicide.
The results indicate that, although Herzer’s narrative predominantly indexes Discourses of
institutional violence, the experience of dispossession paradoxically operates as a condition of
possibility for the emergence of a transmasculine existence and of a political voice that
denounces the precariousness of life under biopower.
Publisher: Universidade Federal do Rio de Janeiro
Type: Dissertação2026-01-01T00:00:00ZLiteratura afro-brasileira nas práticas do letramento racial crítico: uma análise dialógica de sequências didáticashttp://hdl.handle.net/11422/297612026-07-24T03:00:11Z2026-02-20T00:00:00ZTitle: Literatura afro-brasileira nas práticas do letramento racial crítico: uma análise dialógica de sequências didáticas
Author(s)/Inventor(s): Santos, Maxwell Souza dos
Advisor: Amorim, Marcel Alvaro de
Abstract: By understanding the educational space as a privileged site for critical racial literacy
practices, and Afro-Brazilian literature as a possible instrument for carrying out this
pedagogical act, this dissertation has as its main objective the analysis of didactic sequences.
This research investigates the spaces available for addressing critical racial literacy in
materials on Afro-Brazilian literature. Thus, it seeks to reflect on which discourses about
literacies and race are (de)legitimized in didactic sequences found in the work Literatura
Afro-Brasileira: Abordagens na sala de aula (Duarte, 2014), aimed at the high school level
and developed from Afro-Brazilian literary texts. This research becomes relevant by
acknowledging, based on Kilomba (2020), that one of the mechanisms for the perpetuation of
racist practices is the concealment of knowledge — literary knowledge included — produced
by Black people in Brazil. Thus, in a preliminary analysis, the book organized by Eduardo de
Assis Duarte stands out as one of the most comprehensive materials, enjoying wide
acceptance among teachers and being easily accessible, as it is available in all major
bookstores in the country. Theoretically, this study weaves a broad discursive fabric, as it
addresses the macrosocial and political perspectives on the events that have shaped discourses
on race in Brazil, and examines how the school becomes a space for the legitimation of these
ideologies. In addition, it proposes a theoretical review of the concept of racial literacy and an
understanding of this practice through Afro-Brazilian literature. To this end, grounded in
Applied Linguistics from an INdisciplinary perspective (Moita Lopes, 2006), I adopt the
Afrocentric paradigm (Asante; Mazama, 2009) and a Bakhtinian research approach (Souza &
Albuquerque, 2012; Souza & Carvalho, 2016). Furthermore, the Dialogic Discourse Analysis
(DDA) framework (Brait, 2004; Sobral & Giacomelli, 2016; Bakhtin, [1953] 2016;
Volochinov, [1929] 2017) serves as the analytical horizon. The analysis made it possible to
observe how rich the material is in detail, with strong encouragement of critical racial literacy,
enabling shifts in the student-reader and, to some extent, also contributing to teacher
education by suggesting readings, practices, and analytical pathways.
Publisher: Universidade Federal do Rio de Janeiro
Type: Dissertação2026-02-20T00:00:00ZEla tá me botando na justiça mais por raiva porque ela nem precisa: (des)construindo estereótipos de gênero na mediação judicial sob a ótica da fala em interaçãohttp://hdl.handle.net/11422/297482026-07-23T03:00:12Z2025-08-28T00:00:00ZTitle: Ela tá me botando na justiça mais por raiva porque ela nem precisa: (des)construindo estereótipos de gênero na mediação judicial sob a ótica da fala em interação
Author(s)/Inventor(s): Ferreira, Juliana Lopes
Advisor: Gago, Paulo Cortes
Abstract: This study investigates how gender categories are mobilized in judicial mediation interactions, drawing on the perspectives of Membership Categorization Analysis and Ethnomethodological Conversation Analysis. It is an empirical study aimed at understanding, in a situated manner, the practices that construct and reinforce gender attributions in judicialized family conflicts. To this end, we structured the research around six mediation cases, using audiovisual and audio recordings transcribed according to Jefferson’s transcription conventions. Additionally, we conducted interviews with judicial mediators to capture their perceptions regarding the role of gender and its impact on family mediation sessions. Our analytical corpus includes mediations in which stereotypical categorizations such as the “vengeful and angry woman” and the “absent or provider father” are mobilized. These framings, often implicit, were made visible through lexical choices, question formats, and sequential organization of turns that reveal the mobilization of commonsense knowledge and an institutional orientation rooted in patriarchal models. The data suggest that mediators, even under the presumption of institutional neutrality, adopt practices that both contribute to the deconstruction of gender stereotypes—by redirecting the focus of mediation toward legal issues rather than moralizing evaluations of women—and reinforce traditional views of parenting, in which the mother is seen as the primary caregiver and the father plays a secondary role. Our analysis also shows that categorizations evoking gender stereotypes guide the course of mediation and can influence practical decisions such as custody and child support agreements, shaping the law through “lay” narratives. We conclude that mediation sessions, far from being neutral spaces, operate as arenas for the production and reproduction of social and legal norms. By highlighting language-in-use, this research contributes to discussions on gender equity and conflict mediation practices within the interdisciplinary legal-linguistic field.; Este trabajo investiga cómo se movilizan categorías de género en interacciones de mediación judicial, desde la perspectiva del Análisis de Categorías de Pertenencia y el Análisis de la Conversación Etnometodológico. Se trata de un estudio empírico que busca comprender, de manera situada, las prácticas que construyen y refuerzan atribuciones de género en conflictos familiares judicializados. Para ello, organizamos la investigación en torno a seis casos de mediación, con registros audiovisuales y de audio transcritos según la convención de Jefferson. Complementariamente, realizamos entrevistas con mediadores judiciales, con el fin de captar sus percepciones sobre el papel del género y su impacto en las sesiones de mediación familiar. Nuestro corpus analítico incluye mediaciones en las que estan movilizadas categorizaciones vinculadas al estereotipo de la mujer vengativa y colérica, así como del padre ausente o meramente proveedor. Estos encuadres, muchas veces implícitos, se evidencian a través de elecciones léxicas, formas de preguntas y secuencias conversacionales que revelan la movilización de saberes del sentido común y una orientación institucional basada en modelos patriarcales. Los datos indican que los mediadores, incluso bajo la presunción de neutralidad institucional, adoptan prácticas que contribuyen tanto a la deconstrucción de estereotipos de género —al reposicionar el foco de las mediaciones en las cuestiones jurídicas y no en juicios moralizantes sobre las mujeres— como al refuerzo de visiones tradicionales de la parentalidad, en las que la madre es la cuidadora principal y el padre desempeña un papel secundario. El análisis también muestra que las categorizaciones que movilizan estereotipos de género orientan el curso de la mediación y pueden influir en decisiones prácticas, como los acuerdos de custodia y manutención, construyendo el derecho a partir de narrativas “profanas”. Concluimos que las sesiones de mediación, lejos de ser espacios neutros, funcionan como arenas de producción y reproducción de normas sociales y jurídicas. Al evidenciar el lenguaje en uso, esta investigación contribuye al debate sobre la equidad de género y las prácticas de mediación de conflictos en el campo interdisciplinario lingüístico-jurídico.
Publisher: Universidade Federal do Rio de Janeiro
Type: Tese2025-08-28T00:00:00Z