http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8560 2026-04-10T01:40:59Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9816 Título: A autorreferência no discurso literário : por uma análise semiológico-enunciativa da obra “São Bernardo”, de Graciliano Ramos Autor: SILVA, Viviane Rufino da Primeiro orientador: FERREIRA JÚNIOR, José Temístocles Abstract: This paper addresses self-reference from a semiological-enunciative perspective with the aim of analyzing the character Paulo Honório, protagonist of the novel São Bernardo, by Graciliano Ramos, and how self-reference, materialized in full signs, is essential to understanding the discourse of the literary character who is the protagonist of the plot. The investigation starts from the question: how is self-reference performed in the construction of the subjectivity of Paulo Honório, narrator-character of São Bernardo? To reach the answer to this question, it is essential to recognize that this study is based on the theoretical concepts of Benveniste (1958, 1989) and on the most recent research on the foundations of this author's studies, such as the writings of Flores (2013, 2019), Flores and Teixeira (2013), Ferreira Júnior (2014) and Laplantine (2008) in the field of Enunciation. Furthermore, we sought to analyze the work "São Bernardo" in light of the ideas of Antonio Candido (2006), a renowned author who addressed the work in a set of essays called fiction and confession. As part of our study, we chose to conduct theoretical research with a qualitative-interpretative character through which we undertook a reading of Émile Benveniste's semiological-enunciative reflection, seeking elements to understand the role of self-reference in literary discourse. The aim of this study was to demonstrate how linguistic studies, especially those related to self-reference, can serve as a basis for understanding an enigmatic character who is considered one of the most significant in Brazilian literature, not only due to the complexity of his construction, but also due to the role he plays in the social critique present in "São Bernardo". Thus, the way Honório presents himself and those around him reveals a lot about his social position and the power relations that surround him. In addition, the protagonist's discourse was viewed from a world constructed through the contradictions and social conflicts of the time in which the plot is set. Therefore, the analysis presented in this study based on Benveniste's semiological-enunciative concepts goes beyond the simple description of a person's behavior. That is, self-reference reveals the complexity of Paulo, as a character and narrator, inviting the reader to reflect on the relationship between subjugation and social construction. In view of this, the importance of interdisciplinarity between linguistics and literature is confirmed, establishing, between these two areas, a relationship of complementarity with regard to language studies. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2024-08-15T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9815 Título: Dialogismo na obra “Casa de alvenaria”, de Carolina Maria de Jesus : o gênero diário nas relações (trans)dialógicas entre literatura, sociedade e educação Autor: BARRETO, Fernanda Ferreira Primeiro orientador: SILVA, Ivanda Maria Martins Abstract: The work "Casa de Alvenaria" (1961), by Carolina Maria de Jesus, deals with the author's social rise after the success of her previous book, "Quarto de Despejo" (1960). The writer recounts her daily life, exposing the bourgeois hypocrisy of the city of São Paulo and the racial and gender discrimination she suffers for being a black woman from the periphery. The author narrates her day-to-day life through a diary, which became a literary genre after various studies and discussions during the 19th century, with the valuable help of literary critics. This paper will therefore investigate the diary as a literary genre (Lejeune, 1997; Amo, 2019), looking at its historical context as a text that reports (and denounces) social reality. At the same time, the research will address the phenomena of dialogism and polyphony, based on the thinker and philosopher of language Mikhail Bakhtin. These concepts are responsible for involving a plurality of voices and social representations. That said, the central aim of this dissertation is to investigate the constitution of dialogic marks in the work “Casa de Alvenaria”, by Carolina Maria de Jesus, considering the characteristics of the diary genre in the relations between literature, society and education. In addition, it will also problematize the invisibility of the black female voice in elementary school classrooms, coming up with pedagogical ideas that strengthen feminist, anti-racist and dialogical literary education (Brasil, 2003; Freire, 1989, 2001, 2018; Hooks, 2017, 2019; Gomes, 2011, 2014; Carneiro, 2011, 2019; Ribeiro, 2018; Pinheiro, 2023). To do this, the bibliographical research method was used, following the stages of Tozoni-Reis (2009): research design, bibliographical review, data collection, data organization, data analysis and interpretation and final writing. Therefore, the results of this dissertation highlight that Carolina Maria de Jesus saw the diary as an opportunity to present real and direct accounts due to the polyphonic and dialogic characteristics of the genre. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2024-08-16T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9814 Título: Literatura e games : potencialidades dos visual novels para letramento literário em tempos de cultura digital Autor: SANTOS, Richard Cavalcanti Primeiro orientador: SILVA, Ivanda Maria Martins Abstract: This research stems from the premise that visual novels, hybrids of digital games and literature, are fertile materials for providing literary literacy; they are particularly interesting to elementary school students, who have an often frowned upon and misunderstood relationship with games. In our work, we suggest combining this interest in digital games with the commitment to knowledge required by learning, by developing literary literacy activities using visual novels. Thus, we ask: “In what ways can visual novels contribute to literary literacy practices?” To this end, we seek a better understanding of this hybrid genre in what we believe to be the points of interest for this research. We analyzed what digital literature is, its main elements and characteristics, based on the readings of Lévy (2010), Murray (2001), and Santaella (2005); we also observed the relationship between game and literature, based on Iser (2011) and Barthes (2004); we listed the elements that characterize the visual novel genre, based on Azuma (2009), Cavallaro (2010) and Melo (2021). We carried out a bibliographic review on literary literacy and the educational possibilities provided by visual novels, using Cosson (2022) and Camingue; Melcer; and Carstensdottir (2020). Finally, we analyzed the visual novel Higurashi: When They Cry Hou – Ch. 1 Onikakushi; ultimately, we sought alternatives for its use in literary literacy practices. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2024-08-27T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9813 Título: Ensino de literatura e Recursos Educacionais Abertos (REA) na cultura digital : interações dos discentes leitores com os contos “Restos do carnaval” e “Felicidade clandestina”, de Clarice Lispector Autor: PEDROZA, Maria Kaline de Lima Primeiro orientador: SILVA, Ivanda Maria Martins Abstract: Thinking about the teaching of literature today, as well as the practices that guide this teaching, means thinking about the kind of student we want to educate. An autonomous, critical and reflective subject requires literary practices that favor his/her development and take into account his/her reading of the world. From this perspective, our research is outlined based on questions and inquiries about the way in which literature is approached in high school in an increasingly fast-paced and digital world. Based on the above, the general objective of this work is to investigate the interaction of third-year high school readers with the short stories “Restos do Carnaval” and “Felicidade Clandestina”, by Clarice Lispector, considering articulations with Open Educational Resources (OER) to rethink the teaching of literature in digital culture. In line with the general objective, the specific objectives are: 1) To map Open Educational Resources (OER) portals to support didactic planning in the artistic-literary field; 2) Develop a didactic sequence to address the short stories “Restos do Carnaval” and “Felicidade Clandestina”, by Clarice Lispector, in the 3rd year of high school, with the support of OER; 3) Evaluate the perceptions of the reading students of the 3rd year of high school, considering the literary experiences lived during the applied didactic sequence. Regarding the theoretical contribution, the research is guided by the following approaches: in the Aesthetics of Reception, we focus on Iser (1979, 1996); Jauss, (1976, 1994) and on the critical considerations of Zilberman (2015) on this theoretical aspect, in the teaching of literature in Cosson (2009, 2020); Dalvi, Rezende, Jover-Faleiros (2013) Silva (2003, 2005, 2006, 2014, 2017) among others, regarding reflections on cyberculture, we resorted to the approach of Lévy (1999). In the thematic axis of Open Educational Resources - OER, we contemplated the studies of Pretto (2012); Starobinas (2012); Baraniuk (2015); UNESCO (2011), Amiel (2010), among others. In methodological terms, the present investigation is of an applied nature, as it is action research, developed through a field study in a public school of the state high school network of Pernambuco. Regarding the organization of the didactic sequence for teaching literature, we resorted to the studies of Cosson (2009), through the proposal of the Basic Sequence, consisting of four stages: motivation, introduction, reading and interpretation. The research highlights the qualitative approach, with some quantitative data, and uses a Diagnostic Assessment Guide (RAD) as a data collection tool to identify the reading profile of the class in question. Regarding the proposed objectives, the research fits into the descriptive/interpretative design. The results show us that it is possible to rethink the teaching of literature, and that students, when engaged, can become active readers. The students' testimonies provide us with possible paths on how working with short stories in school can motivate them in the “game of literary reading” (Iser, 1979), through literature classes supported using OER. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2024-08-26T00:00:00Z