http://repositorio.jesuita.org.br/handle/UNISINOS/9983 Letras Wed, 08 Apr 2026 17:32:15 GMT 2026-04-08T17:32:15Z http://repositorio.jesuita.org.br/handle/UNISINOS/13081 Como os leitores-comentaristas se manifestam em notícias de feminicídio em comentários digitais no twitter Silva, Suélen Martins Sortica da With the electronic devices and Web 2.0 arrival came the biggest medias and social medias, which provided a wider interaction between producer (the press) and consumer (readers). In this paper, we analyze this interaction from comments made by readers-commentators of Twitter in pieces of news that inform feminicide cases. Therefore, the main objective of this research is to verify how users react while receiving this news. The corpus of the research is made up of 41 comments, which were selected from tweets of four pieces of news published on the microblog network Twitter, two of these are from the Folha de São Paulo’s newspaper and the other two are from Jornal O Globo. The methodology used is divided into quantitative and qualitative analysis; the quantitative analysis consists of collecting comments from the publication of the four pieces of news selected and classify their typology; the qualitative analysis corresponds to the comments content description and how the hyperlink integrates the user’s discourse. In this part of the reasearch, we consider the following studies: Paveau (2013; 2015; 2021;), with her contributions on technodiscourse, digital discourse and digital comment analysis; Araújo and Mattioli (2004), with their studies about inequality and violence against women; and Instituto Patricia Galvão (2017), with the perspective notions of gender and the feminicide concept. With the result of our analysis, we conclude that readers-commentators react to feminicide news to censor the crime or the journalistic practices. We observed that when they censor feminicide, the readers-commentators present three types of positions: (I) a disagreement review on the motive that caused the feminicide; (II) information about which are, or should be, the consequences to who committed the crime; and (III) the condolences to the families and the grief for the victim’s death. About the journalistic practices, the commentators-readers react showing their disagreement to the pictures used to illustrate the news or with the way the journalist informed the case. Fri, 10 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13081 2021-12-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13080 Na corda bamba das emoções: a representação de Lygia Bojunga, através da linguagem, do processo traumático infantil e sua importância na literatura Alves, Patrícia Fri, 17 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13080 2021-12-17T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13074 A structural analysis of Cards On The Table by Agatha Christie Wietzke, Milena Carolina Detective stories captivate readers’ attention as they face dazzling surprises in the reading journey. This characteristic comes from the structure of the narrative and elements regarding the fair play of the game the story proposes as Todorov (1977) discusses. The aim of this study was to conduct an analysis of the narrative structure and the fair play in Cards on the Table (2016) by Agatha Christie through a review of literature about the topics. The research presented here identifies the story analysed as a masterpiece created by Christie. This structure differs from the common narrative structure of detective fiction the author is known for because the story is a narrative experiment that breaks not only its pre-elaborated structure, but also the rules of fair play. This study also encourages other approaches which can contribute to the understanding of the techniques applied by Hercule Poirot to solve the crime. Tue, 14 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13074 2021-12-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13073 A profissão docente e o acontecimento da docência: um exercício de escuta com jovens professores e professoras Carvalho, Mateus Santos de This study aims to investigate how new teachers recognize, or not, themselves as education professionals throughout their journey in the university and the school, taking into consideration the various possibilities involved in the practice of teaching and the studies about it. To this end, it consists of an online questionnaire aiming at new teachers who had graduated in 2019, 2020, or 2021 and teach currently in regular schools. To analyze the participant's answers, the definitions of professionalization, de-professionalization, phenomenon, and vocation. The analysis was organized into four different categories: Teaching Individuals; The choice for teaching; The paths up to teaching; The teaching as a path. It was possible to realize, from the analysis, that the phenomenon of teaching individuals is a complex and continuous process and that is why it is hard to define a moment when someone becomes a teacher. It led to the conclusion, then, that the process of studying the teaching professions and the academic qualification of teachers is complex and intricate, which leads to the necessity of more studies on this topic. Thu, 09 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13073 2021-12-09T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13072 A argumentação e o discurso das mídias: um olhar sobre a argumentação no gênero editorial Souza, Luísa Fernanda de Thu, 09 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13072 2021-12-09T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13071 O componente curricular Projeto de Vida como prática educativa: reflexões sobre o papel desta disciplina no percurso da formação escolar e sua operacionalização nas práticas pedagógicas Cardoso, Luciana Maximo From the concept of integral education, emphasized in official documents and more recently in the latest version of Base Nacional Comum Curricular (2018), it is understood that the school must assume the commitment to the development of the student in a global way understood no longer only in the cognitive and citizen dimensions as the only ones to be developed, but also in the personal, social, professional, affective dimensions, among others. It is in this context, from the need for the school to form subjects in their completeness, that the Life Project curricular subject is inserted as part of the state public schools curriculum from 2020. Through the analysis of pedagogical tasks in the light of the Base Nacional Comum Curricular (2018) and from Referenciais Curriculares (2009), and also from an interview with a teacher of the subject, this research aimed to verify the role of the Life Project curricular component in the formative path of students in the final years of Elementary School, and how skills and content can be operationalized in pedagogical practices that contribute to their life projects. It was found that the practices offered contributions that were still modest, but with the potential to be worked on by redirecting the design of the tasks. Fri, 10 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13071 2021-12-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13070 Letramento familiar: reflexões acerca do contexto doméstico escolar remoto Santos, Lorenza dos Wed, 01 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13070 2021-12-01T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13069 O papel das memórias: o despertar das emoções e o processo do envelhecimento em A Varanda do Frangipani e A Máquina de Fazer Espanhóis Valandro, Laiana Eduarda Mon, 13 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13069 2021-12-13T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13068 O profissional de Letras atuante em aulas privadas de Inglês: o conceito de teacherpreneur e as competências necessárias para um fazer pedagógico transformador Soster, Juliana Teixeira This study aims to understand and reflect on the skills needed by a Letras professional who works in the segment of private classes of additional languages, specifically, English. To determine the objective of this work, I present concepts related to teaching an additional language which, in the scope of this research, is focused on teaching English, and the definition of the entrepreneurial teacher today, as well as their role in the digital world (Lafford and Ramírez (2018), Gómez (2016), Berry, Byrd, Wiede, (2013), Schlatter and Garcez (2009), Crystal (2003), Nóbrega (2016). In order to verify how undergraduates and graduates in Letras who work in this environment perceive their professional practices and what skills and competences they consider necessary for a Letras professional who works or wants to work in the segment of private additional language classes, six entrepreneurial teachers and two students from private English classes were interviewed using semi structured questionnaires. The results show that an entrepreneurial teacher who wants to act autonomously in the field of private English classes needs to acquire many skills that interact with each other, such as linguistic skills, management and digital skills, and also to be able to correlate all the necessary skills to manage their classes and their business. Tue, 07 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13068 2021-12-07T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13067 Canção e emoção no ensino de Inglês: impactos no filtro afetivo Camara, Gabriela Emotions, described by Scherer (2005) as a set of affective reactions of the body to significant stimuli, whether internal or external, which generate automatic and unconscious complex cognitive responses, are a significant factor for learning. A resource used by many teachers in English language classes, and that can be a way to generate good emotions is the use of songs as an input. One possible reason for this implication is the potential of the emotions aroused by the songs in impacting what Krashen (2003, 2009) calls affective filter. The affective filter hypothesis highlights that the emotional variables can interfere in the process of acquiring the second language, preventing the input from reaching the cognitive language acquisition device. This research presents the development of a case study through an English language class using a song as input, with subsequent collection of students' data about the event with the application of a questionnaire to map their emotional reactions. We sought, from the analysis of the data obtained, to evaluate the impact, on the emotions of the students, caused by the use of the song as an input, in order to understand the benefits of this approach for the teaching and learning of English language; and understand whether the use of songs is able to generate emotions positive enough to lower the affective filter and stimulate learning. Fri, 10 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13067 2021-12-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13066 Os homens que nunca foram meninos: o Neorrealismo e as personagens coletivas nas obras Capitães da Areia, de Jorge Amado, e Esteiros, de Soeiro Pereira Gomes Manganeli, Évelin Dara Rodrigues Thu, 09 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13066 2021-12-09T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13065 Literatura no Ensino Médio: os princípios da vivência literária como proposta metodológica Santos, Carolina Cunha dos This study aims to comprehend if the methodologies used to teach Literature in high school promote literary experiences. Therefore, this paper proposes a dialogue between Riter (2009), Cosson (2006), and Duarte and Vier (2020) about the formation of literary readers. The question that orientated the writing of this paper was: do the methodologies used in the Literature classroom promote literary experiences? To answer this question, interviews were conducted with high-school students from E.E.E.M. Profª Gregória de Mendonça, located in Santo Antônio da Patrulha. In general, the data shows that the methodologies used in the Literature classroom do not promote literary experiences, consequently students do not comprehend the aesthetic and human dimensions of Literature, seeing the act of reading literary texts as an opportunity to improve writing and reading abilities. As an alternative to the reality perceived in the interviews, it is suggested a literary experience planning about the book “Quarto de despejo: diário de uma favelada” by Carolina Maria de Jesus. In conclusion, the students need to be introduced to aesthetic and human experiences, which can be provided by literary experience, so that they are able to become sensitive toward differences and develop a critical sense about their realities. Thu, 16 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13065 2021-12-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13064 Residência pedagógica: uma análise das aprendizagens possibilitadas para profissionais em formação na área de licenciaturas Tondin, Caren Rosane With the constant reinvention and movement of the education area, thinking about teacher training within universities is of supreme importance, because, by participating in programs such as Pedagogical Residence, undergraduates improve their training and teaching practice, in addition to discovering their teacher identities. In this research, the Pedagogical Residence Program is presented, which was implemented at the Universidade do Vale do Rio dos Sinos - UNISINOS in the second half of 2020, in order to discuss experiences and challenges, seeking to reflect on the learnings made possible and formative opportunities for undergraduates of degree courses. This work aims to understand what learnings are made possible by this formative process and where they direct us as professionals in training in the field of licensure. For that, my experiences as a resident were brought, some materials developed by me and a semi-structured interview with the other 5 residents who worked at the same school as me, and with the tutor and head teachers. To carry out the analyses, discussions by Garcez and Schulz (2016) and Spolsky (2016) on the topic and the National Policy for Teacher Education, where PR is inserted, were used. Considering that the implementation of PR occurred during the Covid-19 pandemic, studies on multimodality, multiliteracies and digital literacies permeated the discussions, which were based on the studies by Rojo and Moura (2012, 2019), Street (2014), Coscarelli (2016) and Dudney, Hockly and Pegrum (2016) who are so important for the discussion of these concepts, since both students and teachers had to reinvent themselves and give new meaning to “being in the classroom”. The analyzes showed the importance of this program for undergraduates as teachers in training, as well as the challenges faced by them during its implementation, in addition to showing how this program benefits the university while promoting academic production. Fri, 10 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13064 2021-12-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13063 As potencialidades pedagógicas do Dicionário Olímpico Rodrigues, Bruna Colares The use of dictionaries in mother language teaching is a standard practice, since, for a long time, this tradition was rooted in the checking of word spelling and in the limited exploration of meanings. With the advent of Pedagogical Lexicography, it became clear that the classroom dictionary offers “a privileged place for lessons about language” (KRIEGER, 2012). Facing this scenario, this body of work intended to reflect upon the possible application of Dicionário Olímpico [Olympic Dictionary] (CHISHMAN et al., 2016), also known as DO, in Portuguese language teaching when it comes to the productive and oriented use of dictionaries in schools. The main objective was to investigate the DO’s pedagogical potential from the theoretical-methodological background of Pedagogical Lexicography (PL) and Frame Semantics. In order to accomplish this, the methodology was divided in two stages: i) critical appraisal of the DO in the light of the PL principles and the lexicographic proposals of the Type 4 collections present in the work Com licença à palavra: dicionários em sala de aula [Excuse the Word: classroom dictionaries] (BRASIL, 2012), prepared by PNLD Dictionaries, in order to verify similarities and divergences; ii) the development of a didactic activity using the DO to illustrate its pedagogical potential. The results reveal that the Olympic Dictionary relates to most of the criteria proposed by Pedagogical Lexicography, closely aligning to some more than to others. Besides, it was observed that the DO has didactic features, since its theoretical basis provides a structural organization which enables the understanding and learning of the different semantic extensions of a word, since meaning is understood from an encyclopedic point of view. This study has also indicated the possibility of new investigations about the rise of Digital Pedagogical Lexicography and the development of an Activity Guide with the DO. This would promote the use of the dictionary as a valuable tool for Portuguese language classes. Thu, 16 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13063 2021-12-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13062 Análise de comentários on-line no Facebook: a ciberviolência e a representação da figura do jornalista Padilha, Anderson de Farias Fri, 10 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13062 2021-12-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13061 “Não sou mais quem eu era”: o diálogo construído na construção da identidade em narrativas de uma pessoa com Doença de Alzheimer Dornelles, Ana Isabel Eltz The population’s aging is a reality that has creating preoccupation in different scopes. Because they demand specific care, the elderly are an attention group on the Health Area. Between the pathologies whose aggravating factor is the age, lies the Alzheimer’s Disease (DA). In recent studies (BATEMAN; MC MADE, 2017), it was estimated that, until 2030, one in each three people eighty years old or more will have developed the DA. Although this prognosis, it’s causes, and treatments are still undefined. Therefore, it is clear how important is to turn the attention to the way those individuals interact with the social world that surrounds them. In this context, this monography presents an interpretative qualitative study in which narratives that emerged in interviews with a participant with the DA were analyzed. Those narrative interviews, posteriorly transcribed, were conducted by the Group NIL (Narrative Interaction and Language). The study is based on the conception that narratives are a co-construction between the interactors, reflecting and developing meanings and identities (FREITAS, 2017; BASTOS; ANDRADE, 2015; FLANERRY, 2015). Inside those narratives and the process of identity construction, the study focused on the uses of the constructed dialogue, according to the proposition of Tannen (2007). This way, it was aimed to comprehend the ways the participant used the constructed dialogue to construct identity on her narratives. To do so, it was done a search for cases when this linguistic resource was used, its classification according to how the author previously mentioned describes, and an analysis in the interaction. The results have shown that there are evidence of the usage of constructed dialogue as a way to express complex thinking, as well as validation of characteristics and arguments. It was noticed that, although the difficulties caused by the DA, the participant was able to keep active in the interactions, using linguistic resources. In the analysed narratives, it was also clear how the reasearcher has a relevant role in the interactions, promoting the narratives and helping in the construction of meaning. Tue, 14 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13061 2021-12-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13060 Círculos de leitura: o desenvolvimento de letramento literário em aulas de Língua Inglesa em turmas de 5º ano de uma escola com currículo bilíngue Escobar, Amanda Medeiros The present work uses the methodology of literature circles, as it is defined by Cosson (2014) and Daniels (2002) in the bilingual education context. It is characterized as a form of action research, as we intervened in pedagogical practices by using the methodology of literature circles to work with a literary text inside a language classroom and reflected on the practices implemented. The data collection was made during four weeks in Applied English and Arts classes in three 5th grade groups, which were part of a bilingual curriculum school (Portuguese English) in the state of Rio Grande do Sul. The short story The Wizard and the Hopping Pot, by J.K. Rowling, was the reading material of the classes that were divided in three moments: pre-reading, reading and post-reading. The main objective of this research is to understand how literature circles can help students in developing literary literacy and abilities to understand the text. Therefore, the data analysis is grounded on the principles of literary literacy (COSSON, 2015), literature circles (COSSON, 2014; DANIELS, 2002), mediation of literature comprehension (SANTANA e ANDRADE, 2018), bilingual education (MEGALE, 2019), CLIL (COYLE, HOOD and MARSH, 2010), reading strategies (PRESSLEY, 2002 apud SOUZA and COSSON, 2011), ZPD (VYGOTSKY, 1978), scaffolding (WOOD, BURNER and ROSS, 1976; DEVOS, 2016) and reading/learning as a social practice (SCHLATTER and GARCEZ, 2012). The results involve reflections about students’ perceptions prior to the literature circles classes, about the reading strategies that were noticed in learners’ contributions and about scaffolding development between the participants in order for the comprehension of the short story to be possible. Wed, 15 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13060 2021-12-15T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12416 Emotions and the oral development of teenage students of english as an additional language Machado, Tamires Maria Rocha Additional language learning and its relationship with emotions has been an ongoing research topic over the past decades, and it has been discussed by many authors (ARAGÃO, 2007, 2008, 2011, 2017; ARNOLD, BROWN, 1999; ARNOLD, 2011; BARCELOS, 2006, 2015; ROSIEK, 2003; VYGOTSKY, 1997 (originally published in 1926); VYGOTSKY, VAN DER VEER, VALSINER, 1994). Furthermore, authors have also vastly researched language learning anxiety (GREGRERSEN, HORWITZ, 2002; GREGERSEN, 2003; ELAINE HORWITZ, MICHAEL HORWITZ, JOAN COPE, 1986; HORWITZ, 2001; SILVEIRA, 2020; YOUNG, 1991) in the fields of Education and Applied Linguistics. Another popular research topic is the concept of perezhivanie (MOK, 2017; VERESOV, 2019; VYGOTSKY, 1994), which may not have a literal and exact translation, but is often translated as “emotional experience”. In that sense, the present study aims at analyzing (a) what pedagogical practices seem to promote emotions that hinder or improve learners’ oral development; (b) if (and how) teenage learners of English try to overcome their negative emotions while communicating in the target language. The methodological procedures included the elaboration of collages by the participants, as well as semi-structured interviews related to the collages and the participants’ emotions and experiences. The results indicated at participants’ level of awareness of their own emotions, as well as to a close connection between students’ emotions and activities which allow for emotional scaffolding. Wed, 29 Jun 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12416 2022-06-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12413 Complexo de Deus na literatura: análise das obras Frankenstein e Jurassic Park Faller, Paulini Santanna de Mello Thu, 23 Jun 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12413 2022-06-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12412 "Parecia-me que todas as coisas ruins aconteciam com as mulheres": o universo feminino de Lya Luft a partir da construção das personagens protagonistas Rodrigues, Luisa This research is dedicated to studying the construction and trajectory of female characters in the literary creation of Brazilian writer Lya Luft, taking as objects of analysis the following works: As Parceiras (1980), A asa esquerda do anjo (1981) and Reunião de Família (1987). Based on bibliographic research and literary analysis, as well as character and gender issues, the proposal aims to reveal the way in which Lya Lufts’s protagonist characters denounce female pain and discomfort, associated, above all, with the impositions of patriarchy's identity. The similarities in the way the characters are presented, the shared traits and the characteristic melancholy of the protagonists promote the implication of intertwining stories, simultaneously within the same literary universe. Since the search for authentic and personal female identities is still a challenge for contemporary women, the contact with Lya Luft’s writing and, especially, with her characters, offers ample space for (self)reflection about the condition of being a woman. Tue, 21 Jun 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12412 2022-06-21T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12411 Translanguaging on online platforms: a netnographic study on K-Pop Stan Twitter Motta, Júlia Fauth da The world is facing an era of technological expansion, in which our offline and online lives are blending and in mutual transformation. The youth is highly connected and social media have allowed them to interact with people beyond geographical borders. Fans of different idols may build communities of practice (CoP) online, towards achieving a common goal: supporting the artists and making bonds. Twitter is a platform where people can easily interact with others who share similar interests, regardless of where they are from, and allowing for language exchange. It is in this online environment that this final thesis aims to analyze how Brazilian fans of K-Pop use translanguaging in their fandom practices online. To achieve this, an outline of the History of K-Pop was drawn in order to understand how this musical genre became popular among Brazilians. Then, the existing literature on translanguaging was reviewed to provide an overview on how people use language to perform social practices. Finally, a qualitative netnographic research method was applied to analyze how Brazilian K-Pop fans resource to translanguaging practices on stan Twitter. The generated data suggests that Brazilian K-Pop fans interact as a community of practice, making use of different translanguaging strategies in their online activities. Tue, 21 Jun 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12411 2022-06-21T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12410 Os subsistemas do marco temporal passado e a produção de sentidos: um olhar enunciativo Jacob, Alice Hendler Wed, 22 Jun 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12410 2022-06-22T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11569 Entre líder e santo, vertentes de um herói guarani: Sepé Tiaraju Orth, Viviane Maria Werner Fri, 02 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11569 2021-07-02T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11568 Language play: an analysis of interactions in context of ESL classroom Schmitz, Taís Crestani This research paper approaches Language Play (COOK, 1997; COOK, 2000; TARONE, 2000; BELL 2005; BELL, 2011; WARING, 2012), which, despite not being a widely researched field, as it is a considerably recent area of study, has positive aspects for ESL classroom and language learning. LP happens when participants use language with the purpose of enjoyment. It does not serve directly to manipulate the environment nor to form and maintain relationships (COOK, 1997). It can be done through linguistic, semantic and pragmatic levels and it is natural and important to human beings (COOK, 2000). The objective of this research is to understand how LP happens during classroom interaction and game play of UNO. To accomplish it, the method used was a qualitative analysis of naturally occurring interactions that happened in an English advanced classroom. The participants are two teenage girls aged 13 and 14 years old and their female teacher. The data was transcribed in the light of Conversation Analysis and the moments of playful language were identified and categorized, which led to three main categories: Biographical play, Creation play, and Game rules play. Even though these classifications enable us to see the distinct moments in which LP happens, the greatest conclusion of this research is the importance of the role of alignment among the participants, as it has leveraged the occurrences of LP in the interactions. Another contribution is the understanding that there is space and opportunities inside ESL classrooms for the use of LP, no matter its taxonomies. What is important is to maintain mutual respect and to preserve the moments of teaching and learning. Mon, 05 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11568 2021-07-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11567 Project based learning in private english classes Antunes, Suélen dos Santos The use of Project-Based-Learning (PBL) has been studied in different learning contexts, however, there are still few studies available that focus on the use of this approach in the context of private English classes. Thus, this study aims to analyze the pedagogical practices in a specific context of English as an Additional Language (AL) and reflect on the benefits of the union of PBL and English teaching in contexts of private lessons. To support the analysis, a theoretical background for project based teaching in English language classes is presented. This study also presents alignments to Base Nacional Comum Curricular (BNCC, 2017), a Brazilian document designed to guide the work of teachers in regular schools in Brazil, the goal is to present possibilities of how this document can be used to assist the work of teachers of AL in the context of private lessons. For the analysis of this study, a structured project for private English lessons is presented. From the perspective of teaching English as a social practice (SCHLATTER AND GARCEZ, 2012), and English as a lingua franca (BNCC, 2017), the study of this project explains the benefits of using PBL in the contexts of private English classes, highlighting important learning opportunities. This study seeks to contribute to teachers interested in teaching through projects and teachers who work in the context of private classes, so instruments and teaching materials prepared for the project analyzed in this study are left available. Mon, 05 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11567 2021-07-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11566 The lord of the rings – the fellowship of the ring: a comparative analysis of the book and the screenplay Araujo, Raquel Casco This final thesis seeks to undertake a literary comparative analysis of the book The Lord of the Rings – The Fellowship of the Ring (2004) by J. R. R. Tolkien and the screenplay of the movie The Lord of the Rings – The Fellowship of the Ring (c2001) whose screenwriters are Fran Walsh, Philippa Boyens, and Peter Jackson. Most studies on adaptation and literature are about the book and the movie; however, it is important to highlight that the script is the one being analyzed and compared in this thesis, even though the movie is mentioned and used to complement the analysis and the final remarks. This work is organized in four chapters. The first chapter is the introduction, which states the objectives of this project and its importance. The second chapter – the theoretical background – is divided into two subchapters. The first subchapter focusses on the theories of adaptation and presents several lenses of adaptation which include Hutcheon (2006), Stam (2000a), Balázs (1953), Bazin (1967), Andrew (1984), Bluestone (1961), Kraucauer (1960), Mitry (1971), and Leitch (2007). The second one gives an overview of the script and explains how it was turned into a screenplay. The third chapter is dedicated to the comparative analysis of the book and the screenplay through its similarities and differences – more specifically, the similarities and the differences regarding narrator, language, characters and characterization, plot, and poetic insertions. The fourth chapter presents the final remarks arising from thesis which aligns with the theories of Hutcheon (2006), Stam (2000a), Balázs (1953), Bluestone (1961) and Mitry (1971) which portrays an adaptation as a new entity containing a kernel of truth (concerning the main source). Furthermore, I encourage new studies in the literary and cinematic areas. Mon, 05 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11566 2021-07-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11565 Katniss Everdeen as a heroine: an analysis of the Hero’s Journey and the role of the mentor Hartz, Milene Rafaela Out of a compilation of the archetypes developed by Carl Gustav Jung, Joseph Campbell creates his theory of the hero’s journey. Campbell (2004) develops this theory as a way of tracing patterns on how individuals’ character is developed, by understanding that these myths proposed by Jung follows a pattern intrinsic to our society. Christopher Vogler (2007) applies The hero’s journey to the sphere of movies in order to create a manual for screenwriters to write successful narratives. This thesis has as a goal to analyse both the heroine’s journey and the role the mentor in the dystopian novel The Hunger Games (2008). For this paper, Campbell’s hero’s journey adapted by Vogler (2007) is used. It is observed that The Hunger Games follows the structure of the hero’s journey, from the very beginning to the end of the narrative. The role of her mentor, Haymitch Abernathy, is crucial for the success of the heroine in the mission. Mon, 28 Jun 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11565 2021-06-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11564 Narrativas conectadas: (re)construções identitárias no contexto das aulas remotas Klein, Mateus Souza Tue, 29 Jun 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11564 2021-06-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11562 Sala de aula online de língua adicional e inclusão: reflexões a partir da prática Utzig, Luiza Special education only received special attention from 1970 onwards, but only in mid-1988 that the children with special needs were guaranteed their rights to access regular schools. There are a lot of educational laws that guarantee the rights of these people, (Lei Nº. 8.0698, 1990; Declaração de Salamanca, 1994) but for this to happen in a meaningful way, the teaching part must reflect and think about appropriate pedagogical practices. In the context of Additional Language teaching, this reflection becomes even more salient, since teachers generally have few weekly moments with each group of students, which can make the work of understanding the need and profiles and, based on these, planning inclusive pedagogical practices more complex. Added to this, in the specific case of this work, the fact that classes are taking place in an online environment, with synchronous meetings between teacher and students, which makes the task of planning and conducting classes in the context of inclusion even more complex. For this scenario, the objective of this work is to analyze the inclusive pedagogical practices that are used in an English language classroom with a student with Autistic Spectrum Disorder (ASD). Therefore, a qualitative study work was developed (Dias, 2000) with the description in a logbook of 17 English classes at a private high school. After the data collection, an analysis was performed in order to understand how this context is organized and which pedagogical practices are used. By analyzing the practices, the aim is to understand which are the inclusive movements that the teacher performs and how the student, and the class, project themselves in these movements. The analysis supports the importance of pedagogical planning having a careful look that is both welcoming and inclusive, (Silveira et al, 2015) and reinforce that there are no unique steps or methods for the inclusion process. (Provin; Klein, 2015) Fri, 02 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11562 2021-07-02T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11561 Para além da oralização da escrita: em busca de uma pedagogia para o ensino de práticas sociais de oralidade na escola Teixeira, Lucas Espindula Tue, 29 Jun 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11561 2021-06-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11560 O ato de documentar na educação infantil: um olhar argumentativo Mello, Joseane Lucia de Wed, 30 Jun 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11560 2021-06-30T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11559 Quando a gente lê com o coração aberto, a magia acontece: a leitura do mito indígena “Wuhu Sirubu, Peneira De Arumã” como experiência humana Rocha, Jade Garcia Thu, 08 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11559 2021-07-08T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11558 O tempo histórico nas estruturas narrativas: um estudo sobre as obras O continente e Um farol no pampa Zacher, Isadora Scherdien Fri, 02 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11558 2021-07-02T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11555 “Ah, sora! se eu não vou falar inglês com ninguém, pra que eu tenho que aprender inglês?” construindo significado e relevância para a aprendizagem da língua inglesa na educação básica através de projetos Camargo, Francisco Jesian Lemes The main objective of the present research is to analyze the development and application of a project in order to understand how project-based learning (LARMER, MERGENDOLLER e BOSS, 2015; KRAUSS e BOSS, 2013; STOLLER, 2006; SCHLATTER e GARCEZ, 2012) can contribute to an integrated and contextualized teaching that integrates language and content (COYLE, HOOD e MARSH, 2010; DALE & TANNER, 2012). In their discussions Larmer, Mergendoller e Boss (2015), they argue that project-based learning creates opportunities for students to realize a real need to know something, so they can use this knowledge to solve a problem or answer a question that matters to them. To conduct this research, we adopted the perspective of a qualitative research (Dias, 2000). The data collection considered the project's teaching plan and the final report prepared for the Supervised Curricular Internship discipline. The research is justified because, in the context of teaching and learning in AL, project-based learning presents itself as one of the options for the development of the general competences that must be developed throughout basic education and is defined as a way of organizing learning based on topics relevant to students and the content needed to develop the referred theme. Thus, it is understood as important to understand how language teaching can be integrated into content teaching. The data analysis points out that project-based learning enables an integrated teaching of language and content, and, for this reason, it can contribute to the perception of value and purpose of learning AL. Fri, 02 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11555 2021-07-02T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11554 George Eliot, Female Roles and education: an analysis of Middlemarch Klering, Emily Haubert Roles and expectations have traditionally shaped the lives of women. For a long time, gender determined where one would socially stand and the places they could go to (COSTA, 2020), and access to proper and meaningful education was denied. This research aims to analyse the relationship between women, knowledge, and authorship, as displayed in George Eliot’s Middlemarch (1871), under a feminist approach to literature (COSTA, 2020; ROCHA, 2016; ARMSTRONG, 2006; WEIL, 2006), considering the Victorian context in which the book was written. For this purpose, this thesis focuses on Rosamond, Dorothea and Mary, and their relationship with knowledge and education. From Rosamond’s traditional education and accomplishments to Dorothea’s desire for knowledge and Mary’s questioned authorship, it can be noticed that women’s abilities and capacities are frequently questioned in the novel. Furthermore, Dorothea’s desire to connect to a higher power through instructions is not fulfilled. The conclusion is that Eliot keeps her characters from achieving the enlightenment which she highly praises, advocating for better access whilst bound to the mindset which restrained girls from gaining complete independence and achieving remarkable things. Mon, 05 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11554 2021-07-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11552 Currículo na etapa do ensino médio: entre a estética e a estetização Soares, Caroline dos Reis While perceiving and investing to understand the current context of humanist formation and arts decrease on Brazilian basic school curricula, this work aims to analyze the aesthetic dimension in curricula documents for the Brazilian high school. For this purpose, the investigative materiality is three curricula documents, they are The National Curricula Parameters, the National Curricula Guides, and the Nacional Comum Curricula Base. Considering those documents, it asks how is the articulation between curriculum and aesthetic dimension on the Brazilian high school stage? To answer this question, the working concepts are curriculum, aesthetics and aestheticization. Through 67 excerpts from the three documents, it was elaborated three analytical groups, they are Aesthetic and Education, Aesthetic in the Languages Area, and Aesthetic for Social Welfare. The analyses point to a tendency to empty the sense of aesthetics, being replaced by a utilitarian version of sensitive and art, the aestheticization. It concludes that aesthetic formation in the curriculum of the Brazilian high school stage, which is related to ethics and art, is essential for young people to be able to develop the critical, reflective, and analytical thinking of events, as well as it is fundamental for the formation of the sensitivity, and from looking at the constitutive differences of culture and life with the other. Fri, 02 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11552 2021-07-02T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11551 Identidade e alteridade: os cantos VII e VIII de Os Lusíadas Mattana, Carla Fri, 02 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11551 2021-07-02T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11550 Mitologia grega e animais fantásticos: a ressignificação dos monstros mitológicos no universo de Harry Potter Oliveira, Bruno Evaldt de Fri, 23 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11550 2021-07-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11549 Questions about the self: a psychoanalytic approach on E. A. poe’s work Santos, Andressa Flores dos Edgar Allan Poe was an important Romantic writer who had a troubled life during the 1800s. The present work aims to realize a bibliographical analysis of three short stories written by Poe, they are: “William Wilson”, “The Fall of the House of Usher” and “Ligeia”. Each of these stories reveal specific psychoanalytic aspects of the characters that allow the reader to understand them in a deeper way. In this paper, the psychoanalytic approach has the main objective to comprehend the aspects that stand out in Edgar Allan Poe’s work and to analyze the points where those literatures were similar. The specific objectives of this paper include analyze how the uncanny feeling is established in the stories written by Poe; examine how the double is constructed in “William Wilson”; recognize the three aspects of the mind studied by Sigmund Freud in “The Fall of the House of Usher”; and associate the Oedipus complex with the main character of “Ligeia”. The results revealed the human contradictions in William Wilson; the house being the shelter of the characters, just as the mind is the shelter of the unconscious in “The Fall of the House of Usher”. In this sense, the ego is represented by Rodrick Usher, the id is related to Madeline and the superego is the narrator of the story. Finally, the results also showed how the obsession emerges by the failure of the character to overcome the Oedipus complex in “Ligeia”. From a fundamented perspective, this study emphasizes the importance of psychology during the analysis of a literary work. Through the psychoanalytical approach it was possible to understand the stories from a new perspective. Tue, 28 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11549 2021-12-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11547 Literatura e educação no século XXI: um olhar sobre o pensamento crítico e as aulas de literatura Boff, Amanda Ottmann Many teenagers show a lack of interest in literature classes and reading in general, disregarding its importance in their education development. The aim of this paper is to understand the way literature classes contribute to the development of the analytical skills and their role in the educational landscape of twenty-first century. The methodology used to develop the research was a structured questionary, of open and closed questions in order to analyze the conception of literature and analytical skills of four teachers. According to the analysis, it was possible to understand that teachers who are engaged in the literary practices and in proposing literary experiences for students can involve their groups, providing more dynamic and integrative classes. Besides, this kind of classes provides an environment that is likely to provide the development of analytical skills. The conclusion is that the school of the twenty-first century is a school with literature classes since they are crucial to cause the development of the analytical skills. Mon, 28 Jun 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11547 2021-06-28T00:00:00Z