This research tried to understand some faces of a growing movement in Brasil and abroad, especially among black women: acceptance their crimped or curly hair. For that, we needed to think over possible imaginary sociodiscursive built over the aforementioned types of hair. Our aim was to comprehend the historical, sociological and cultural reasons which, throughout many years, made black women deny their hairstyle and smooth it using chemical products and on the other hand what took them to assume a natural perspective. We also want to highlight the linguistic, discursive and rhetorical elements that shows why they did accept some African characteristics, among them, their curly hair. The corpus of this thesis is made of eight e-mails written by women who have been or were through the process of hair transitioning. These are stories sent to a blog during a cultural contest promoted by a beauty parlor. The contest was looking for the most impactful stories that would win a haircut, a hair treatment, a makeup production and a professional photo. Through their testimonials, we researched the senses produced by these women and how they help (re)building their identity. This analysis has been done considering: i) understand how the brazilian beauty patterns were built, besides thinking over racism and feminism using concepts from Nilma Lino Gomes (2008), Djamila Ribeiro (2018), Grada Kilomba (2019), Amanda Braga (2015), Joyce Berth (2019), Márcia Tiburi (2018), bell hooks (2019), Carla Cristina Garcia (2015), Chimamanda Ngozi Adichie (2015), Vilma Piedade (2017), Schuma Schumaher e Érico Vital Brazil (2013), Silvio Almeida (2018), Rafael Guerreiro Osorio (2003), Kabengele Munanga (2003), Frantz Fanon (2008), among others. ii) we dwelled over the corpus from references that came from text and speech studies, mainly, using the concepts of life narrative and other that came from authors such as Patrick Charaudeau (2007), Dominique Maingueneau (2011) and Ruth Amossy (2005), Ida Lúcia Machado (2016), Leonor Arfuch (2010), Émile Benveniste (1991) and Stuart Hall (2006). Overall the analysis showed that the process of smoothing these women´s hair, that were traditionally curly or crimped, was a natural condition imposed to black women so that they could feel part of a society in which the beauty pattern is guided by eurocentric characteristics. We also noticed that the capillary transition, far from being an easy process, configures itself as a political movement of rebuilding their identity and self-affirmation.

Starting from the interpretation of Manoel de Barros' poetic production, this work seeks to read the silence, the images, and the useless in the work of this poet. For this, we will start from an approximation of such elements as a line of force to read his poems. Thus, having this objective as a driver of work, we will seek to analyze how the elements mentioned are present in the work of Manoel de Barros. In order to make it possible to better contemplate them, several fragments of the work of the aforementioned poet were selected, which are highlighted throughout the work. We wil resort, in particular, to the philosophers Maurice Blanchot and Roland Barthes to think about silence and some concepts that approach here as nothingness, emptiness, absence, and neutrality. Later, we will establish a dialogue between the philosopher Didi-Huberman and the poet Manoel de Barros to reflect on a reassembled, transitory image and that of the trapeze poet. Still using mainly Didi-Huberman, but in every text making the movement to invite other thinkers, we will verify the presence of the useless in the work of Manoel de Barros. Therefore, starting from articulation between silence, image, and uselessness, we will approach the literary project of the poet from Mato Grosso.

This documentary work’s goal is to analyze the magazine Ciência Popular as a scientific divulgation speech, which has as case study the approach of supernatural themes. This brazilian periodic was published in the post Second World War period, between 1948 and 1960. The research counts with Ciência Popular’s collections available at Historical Library of the State Public Library of Minas Gerais and Faculty of Education of the Federal University of Minas Gerais, in Belo Horizonte, MG. This dissertation's first step is the study of scientific divulgation's concept and the action field's contextualization in the post War’s period. Furthermore, the general features of Popular Science are studied, and also the connection between graphic aspects and how they convey the editorial speech, seeing that visual elements are not considered isolated towards the speech. To delineate the period, the release editorial (n. 1, Oct. 1948) will be discursively analyze according to Eni Orlandi's theory (2013), in order to understand the magazine as a scientific divulgation object, in accordance with the proposition exposed by general-director Ary Maurell Lobo. Later, by the concepts related to “communication situation” and the organization ways of “enunciative” and “argumentative” speechs, presented by Patrick Charaudeau (2010), aims to study the producted effects about supernatural approach by speech analysis, through texts sellection of Popular Science's magazine.

This research is based on the analysys of the conversations mediated by photography, by moving images and by the singing on Eduardo Coutinho’s documentary, highlighting the different body engagements of the character related with the other on-scene materialities.We present the constitution of what is called cinema of conversation on Coutinho’s work, resorting to the concept of conversation as the tracing of a becoming, from Gilles Deleuze and Claire Parnet on A Conversation: What is it? What is it for? pointing outsome convergences between the concepts of conversation of the director and the philosopher, outlining the lines that compose the director’s style: the tendency to minimalism in what concerns to the elimination of elements in the cinematographic language considered unnecessary, centering the forces of the movie around the encounter and conversation; affirmation of the charm in the story-teller character and the minor use they make of the language; the joy of the encounter on the part of the director and the characters; and the care established in both filming and assembly, components that flee from the basic question-and-answer structure on a standard interview of the traditional documentary. When the subjects of the movie, photography or the singing body are added up to the on-scene conversation, we see that the interviewer/intervewee binarism becomes fuzzy, blurred, eventually, the idea of authorship, as the other binarisms chairing the distribution of roles that structure and reassure on the classical interview shape. We emphasized scenes of conversations on the following director’s documentaries: Cabra Marcado Para Morrer (1984), Boca do Lixo (1993), Peões (2004) e As Canções (2011); without failing to mention, nonetheless, moments in Babilônia 2000 (2000), Edifício Master (2002) e O Fim e o Princípio (2005).

La literatura para niños en Brasil ha tenido históricamente un estatus inferior a otras literaturas, lo que puede explicarse por su aparición tardía y estrechamente vinculada al campo pedagógico. El concepto de “independencia editorial”, a su vez, revela más cuestionamientos que definiciones precisas. La inexactitud del término “independiente”, así como su apropiación como estrategia para pertenecer a un segmento atractivo, contribuyen a su propia deslegitimación. Las reflexiones iniciales se desarrollaron en preguntas: ¿Cómo es la relación entre las producciones editoriales independientes y los libros literarios para niños en Brasil? ¿Cuáles son las particularidades del panorama editorial en Belo Horizonte, capital de Minas Gerais, el segundo estado más poblado del país? En este trabajo investigamos los elementos que constituyen la autonomía del subcampo independiente de libros literarios para niños en Belo Horizonte. Utilizamos los conceptos de campo presentes en Bourdieu (1996, 2004, 2006) y Thompson (2013) para presentar un panorama histórico del subcampo editorial independiente en América Latina — basadas en Warth (2005), Barcellos (2006), Muniz Jr. (2010, 2016, 2017), Szpilbarg y Saferstein (2012), Lopéz Winne y Malumian (2016), Oliveira (2017), Amaral (2017), Coutinho (2017), Gomes (2018), Magalhães (2018), Ribeiro (2018), Schierloh (2019) y Coutinho (2020) — y del subcampo de libros literarios para niños en Brasil y, específicamente, en Minas Gerais, desde la obra de Carvalho (1993), Oliveira (2000), Arroyo (2010), Hunt (2010), D’Almeida (2011), Federman et al. (2011), Matarelli (2011), Lajolo y Zilberman (2017), Farias y Fernandes (2019), Pinheiro (2018), Ribeiro y Vinícius (2019), Tolentino (2020) y Barbosa (2021, en prensa). Realizamos entrevistas con los responsables de cuatro editoriales de Belo Horizonte que publican libros literarios para niños y frecuentan ferias de publicaciones independientes en la capital de Minas Gerais: Crivo Editorial, Impressões de Minas, MRN Editora y Mazza Edições. Finalmente, analizamos sus condiciones de funcionamiento y extraemos, a partir de cinco puntos principales, una posible lógica del subcampo en cuestión: 1) el bajo pero creciente grado de codificación de entrada; 2) la búsqueda del equilibrio entre capital económico y simbólico; 3) el desarrollo de proyectos y alianzas; 4) la frecuencia regular a ferias de publicaciones independientes; 5) y la fuerte presencia de "editores conejo", una nueva categoría en la matización metafórica del subcampo.

In this thesis, we propose to analyze Guilherme Mansur’s first editorial project, Poesia Livre, forged by the stamp Fundo de Ouro Preto Tipografia. We will also scrutinize how these project elements will become part of the literary-poetic experimentation pervaded by performance or happenings, called Chuvas de Poesia. We will show Mansur’s adaptation to the digital environment by analyzing photographic experiments published on Instagram from 2017 up to now. We will also analyze the editorial characteristics of Poesia Livre, whose production began in 1977 enduring up to 1985. This publication flourishes as a proposal hooked up in the “Marginal Generation” (Geração Marginal), poetic resistance work of a generation of well-known Brazilian poets. Furthermore, peculiar editorial features distinguish it from most printed works done without rigor by most poets’ movements. Poesia Livre owns its title by a freedom evocation and a wordplay to embrace the most diverse forms of poetry, as can be seen by the historical context of the launching. The youth of its creator, Mansur, then aged 19, created a unique publication with a befitting rhythm, totaling sixteen copies, inspiring several other similar publications and creating a network of connections connecting poets and artists throughout Brazil. In the 1990s Guilherme Mansur started the poetic performances Chuvas de Poesia, which mixes editing and performance, consisting of a radicalization of the assumptions that began with Poesia Livre, elevating the concept of “free” and “freedom” to an even greater power. These performances still take place in the 21st century and unfold into other types of artistic manifestations. We will see some of Mansur’s experiments on Instagram, work with a digital interface which he reinterprets works developed throughout his career, or even creates photographic series as a virtual museum for his photographic collection. Our main goal is analyzing the editorial processes of these three projects, distinguishing their singularities, and also analyzing part of the poetic cartography in Poesia Livre. We also aim to show how the productions presented are connected to a mix of various languages modes: typography, visual arts, performance, and, in his poetry, bits and pieces of the concrete poetics, the poetic movement he is included. Mansur adds baroque elements, giving rise to unique poetics that we call “Barrocobeat” poetry. Poesia Livre presents several poetic productions made by Mansur. In its nine years of existence, Poesia Livre left indelible marks on Mansur’s 

editing work, which was improved, evolving as the typographer-editor-poet (among other denominations) enters our contemporaneity. In addition to analyzing this role played as an editor, the study focuses on the characteristics of Mansur’s poetry, as a poet who, being an excellent typographer, through typographic language, manages to print unique characteristics inherent to his poetics built with movable type, in which the word occupies the axis of the composition of his creations and is always at the center of the work.

Esta dissertação versa sobre a Borrachalioteca, uma biblioteca comunitária localizada em Sabará, cidade da região metropolitana de Belo Horizonte, em Minas Gerais, enfocando algumas características e as atividades que desenvolve em prol do fomento à leitura literária. Desde a sua criação, em 2002, tem chamado a atenção da mídia, das pessoas que trabalham na cadeia de acesso ao livro e à leitura e de alguns pesquisadores que atuam nesse segmento de estudo. A instituição tem o propósito de levar à comunidade onde atua o acesso ao livro, à leitura e à literatura como um direito humano. Ao definirmos como nosso objeto de pesquisa, procuramos enfatizar esse importante equipamento cultural ao contextualizar as bibliotecas comunitárias no Brasil, a partir das peculiaridades de como são criadas, orientações para o desenvolvimento de suas ações de promoção à leitura, lugar onde estão inseridas – a grande maioria nas periferias dos centros urbanos –, e o relacionamento com essa comunidade. Recorremos aos apontamentos teóricos, sobretudo, de Elisa Machado (2008;2009), Fernandez, Machado e Rosa (2018). Na apresentação da instituição, nossas fontes foram os documentos disponibilizados pela biblioteca, bem como as entrevistas realizadas com o seu coordenador, Túlio Damascena, para contar um pouco da história da Borrachalioteca. Posteriormente, ao descrevermos a leitura literária e, em especial, a sua mediação como uma atividade importante para a instituição em estudo, relacionamos a nossa discussão com a literatura, o letramento literário, o conceito de mediação e a sua prática nas bibliotecas comunitárias. Ao final, evidenciamos a atuação do equipamento em tempos de pandemia do coronavírus: uma campanha solidária às famílias que frequentam a biblioteca, liderada pela RNBC – Rede Nacional de Bibliotecas Comunitárias – e a realização de ações literárias no meio digital, como duas edições da FLIS (Festa Literária de Sabará) nos anos de 2020 e 2021. Concluímos que a Borrachalioteca é uma biblioteca comunitária que merece ser (re)conhecida pela sua relevância social e sua importância como instituição potente de fomento à leitura literária e formação de leitores.

Esta dissertação propõe uma investigação sobre como o encontro de olhares dos cineastas Wim Wenders (1945–) e Yasujiro Ozu (1903–1963) no filme Tokyo-Ga (1985) pode estar ligado à noção de espacialidade no cinema. São apresentadas as características relacionadas à construção do espaço fílmico nas obras de cada um dos diretores, assim como influências que moldaram a forma como esses dois artistas entendem a linguagem cinematográfica, para finalmente traçar sugestões de leitura sobre o espaço de Tokyo-Ga. Para fundamentar a análise proposta nesta pesquisa, são utilizados principalmente os conceitos de: filme-ensaio, segundo Timothy Corrigan (2011); espaço literário e narração, a partir de Maurice Blanchot (1987; 2005); espaço cinematográfico, de acordo com Marcel Martin (2005); vazio e perda, segundo Roland Barthes (2004; 2007) e Didi-Huberman (1998); e imagem dialética, a partir de Walter Benjamin (2006). Ao final, conclui-se que duas ferramentas são essenciais à construção do espaço em Tokyo-Ga: a narração por voiceover e a montagem com imagens originais e imagens de arquivo. É sugerido que a jornada proporcionada pelo espaço fílmico eleva o potencial reflexivo da obra e, a partir da postura de respeito e aprendizagem do Zen, refletida de diversas formas nas linguagens dos diretores, os espaços autônomos são preenchidos por dualidades e as imagens do vazio podem tornar-se imagens dialéticas.

This doctoral research in language studies has as its object research, on the one hand, the concept of Digital Teaching Book of Mathematics (LDDM) and, on the other hand, the selection and use of two collections of LDDM, distributed to teachers in the second cycle of Elementary Education (EF), in print and digital form, called type 1 or Teacher's Manual. The digital version contains the same content intended for the student, plus Digital Educational Objects and a supplement for his continued teacher training, in PNLD 2017. The research is based on Semiotics, according to Kress and van Leeuwen in several publications, and is developed in three axes: book technologies, digital didactic material and multimodality-multiliteracies. The central question of research is to understand: (a) what constitutes the concept of these two collections of books, called multimedia in the PNLD, in the view of producers, managers and teachers of mathematics? b) how do teachers select these collections and use them in ten Brazilian public schools? The research, developed in two phases, has an empirical approach to bias, predominantly qualitative, without ignoring quantitative aspects of the data, when possible. In the first phase, I use a descriptive-explanatory method, bibliographic and documentary; In the second phase, I conduct 14 interviews with PNLD managers and an editor of one of the collections and apply 38 questionnaires to math teachers of the schools surveyed. As a result, the research conceives LDDM as a complex, multifaceted, polyphonic and polysemic teaching material, the result of transformations throughout history, moving to the digital form today, depending on the evolution and innovations of book technologies and digital information and communication technologies (ICT). The coexistence of printed and digital forms, called "hybrid" in the editorial environment, must continue indefinitely, as in previous transitions of other reading media. The research points out that, due to unknown knowledge or misinformation, LDDM was chosen, in most schools surveyed, as a printed book and so is used today. In the concept of its producers, LDDM is only a teaching resource. However, in the school environment, this is the main teaching material available to the teacher and the student. In my view, for the effective use of LDDM, the teacher needs new literacies – visual, digital and media. However, a book to be fully multimedia must meet four requirements: portability, navigability, interactivity and connectivity. Thus, LDDM is digital, but partially multimedia, as an editor of the analyzed collection admits.

Esta tese tem como tema de pesquisa as necessidades do professor de inglês na promoção do letramento crítico a partir de uma perspectiva estratégica de abordagem via gêneros. As teorias de gêneros discursivos de Bakhtin e da Pedagogia de gêneros da escola de Sidney subsidiaram os trabalhos nesta tese. O problema de pesquisa passa pelas necessidades que o professor tem com vistas a promover habilidades para o letramento crítico, enquanto ativo intangível de empoderamento dos sujeitos. Novas tecnologias, mídias e novas formas de comunicação implicam, necessariamente, novos letramentos e, dentre esses, está o letramento crítico. O tema letramento crítico vem ganhando destaque no meio educacional, principalmente no exterior e isso porque cada vez mais o nosso cotidiano está ligado a novos gêneros discursivos, novas tecnologias e a internet. Assim sendo e tal como afirmado por JANKS e VASQUEZ (2011) é nessa rodovia informacional, melhor dizendo, nessa internet que fazemos nossas trocas informacionais nos dias atuais. Esta tese se alinha às propostas da Organização para a Cooperação e Desenvolvimento Econômico (OECD), que já incorporou em seus grupos de trabalhos os temas letramento crítico e leitura crítica, com vistas à formação de estudantes. Trata-se, portanto, de uma pesquisa com professores, usando questionários e investigando as necessidades de professores de Inglês no uso sistemático do livro didático de Inglês do Ensino Médio do Programa Nacional do Livro Didático – PNLD.

Nesta tese a pesquisa é de natureza qualitativa e o foco está no ensino de Inglês, nos gêneros discursivos e na promoção do letramento crítico. A tese se baseia numa pesquisa com professores, usando questionários para investigar sobre as necessidades de professores de inglês para a promoção do letramento crítico em sala de aula. O trabalho de pesquisa compreende o estudo de dados coletados com professores, usando questionários para investigar as necessidades e demandas a partir do livro didático de inglês do PNLD e dos gêneros discursivos.

A conclusão deste estudo sinalizou que há necessidade de inclusão do tema letramento crítico no contexto escolar, compreendendo o espaço da sala de aula e ambientes de aprendizagem. Diante de um novo panorama comunicacional, novos modos de produzir significados, contínua transformação dos textos digitais, interatividade e o acesso imediato à informação continuarão a oferecer desafios para os professores de linguagens. No contexto educacional cabe aos professores e educadores promover os letramentos e, inclusive, o letramento crítico.

This thesis presents, as its research theme, the representations of Portuguese as a mother tongue and its teaching in the perspective of freshmen and seniors from a Language and Literature Undergraduation Course. Considering this theme, the guiding questions of this study were: what representations of their mother tongue and its teaching do undergraduate students from Language and Literature Undergraduation Course, especially the ones from Universidade do Estado de Minas Gerais – UEMG - have? When analyzing the discourse of those students (freshmen and seniors), is it possible to notice similarities and differences in the representations related to the mother tongue teaching? Is there a correlation between the speech of those students and the teaching principles and professional profiles outlined in the official Curriculum Guidelines for teaching Portuguese as a native language? Based on these research questions, the general objective of this study was to analyze the discourse of incoming and concluding students from the undergraduate courses of Languages located in Ibirité and Divinópolis, two campi of Universidade do Estado de Minas Gerais – UEMG - aiming at highlighting the representations of their mother tongue and its teaching. In order to achieve this goal, data collection was carried out through a questionnaire applied in person. This instrument consisted of open questions that covered the following points: a) the reasons that led to the choice of the course; b) the knowledge that Languages students, who are also future teachers of their mother tongue should have; c) questions related to the ways in which their relationship with the Language and Literature Undergraduation Course was built; d) concept of mother tongue; and, e) aspects related to the school trajectory in basic education. The research was answered by 43 incoming and 35 concluding students. In total, 78 students answered the questionnaire. The data analysis and the theoretical foundation, were based on Systemic-Functional Linguistics theory (HALLIDAY, 1979; HALLIDAY and MATTHIESSEN, 2004; EGGINS, 2004), and on Brazilian authors, mainly Fuzer and Cabral (2014) and Silva (2012, 2016), who also developed studies based on this same theory. The Evaluative and Ideation Systems (MARTIN and ROSE, 2007) supported the analysis, as well as the following official documents: Parâmetros Curriculares Nacionais (PCNs) [National Curriculum Parameters], Base Nacional Comum Curricular (BNCC) [Common National Curricular Base], Diretrizes Curriculares para os Cursos de Letras (DCNs) [Curricular Guidelines for Language and Literature Undergraduation Course] and Projetos Pedagógicos Curriculares (PPC) [Pedagogical Projects of Language and Literature Undergraduation Course] from UEMG Divinópolis and Ibirité. The Social Representations theory, proposed by the Social Psychology researchers (MOSCOVICI, 2003; 2011; JODELET, 2001) also contributed to the data analysis, as were the conceptions about the mother tongue and its teaching over the last decades. Considering the interpretative character of this research, the methodology adopted was anchored in the qualitative approach. The results showed that the undergraduate students who participated in this study highlight, in their speeches, the following representations about the concept of language and its teaching: a) language as an object of affection; b) language as a complex object; c) teaching language means teaching Normative Grammar; d) teaching language means articulating technical-academic knowledge with teaching practices of basic education; and, e) teacher as a central axis in language teaching. In general, even though there is, in students’ speech, a representation of language and teaching that points to the teaching of Normative Grammar, it is also noticeable that their trajectory in Language and Literature Undergraduation Course contributed significantly to change and expand that representation. The students’ speech demonstrated the need for amore articulated teaching with the practice and use of the language. Also, in case of senior students, their excerpts demonstrated the need for a teaching that is integrated with regular schools. Their speech showed language in all its complexity. However, the data points out that, although there have been changes in perception related to the concept of language and its teaching during the course, there is, on the part of the senior students, an idea of teaching that points to the structure of the language. This may justify, to a certain extent, the speech of freshmen, who afirm that, in basic education, Portuguese classes are geared to the teaching of rules. The panorama exposed by this thesis may contribute for the university to reevaluate the way that pedagogical practices developed in its courses are being absorbed and disseminated among the academic community. Another important point that this thesis highlighted was the need for more articulation between science and society, since it was made clear through the data collected in this research, that the practices of language teaching undertaken today are still below that proposed by the new linguistic trends. In addition to bringing out the students' representations of language and teaching, this study contributed for the researcher’s self-reflection and can also offer other professionals a space for reflection, reinforcing the need for more efforts directed to a more efficient and effective communication between science / academia and society about what is believed to be language and language teaching.

El objetivo principal de este estudio es comprender el imaginario de la relación hombre-máquina en las poéticas digitales, a partir de la cartografía de una red para la creación e investigación de la poesía y el arte digital, compuesta por los grupos: 1maginari0, Ciclope, Tecnopoéticas, Nupill y Labfront. La tesis prioriza el análisis de las producciones de estos laboratorios teóricos y prácticos de poéticas digitales.  La base teórica está formada por autores que investigan el fenómeno de la literatura digital (TORRES, 2005; 2007; MELO E CASTRO, 2014; BARBOSA, 1998; 2006, FUNKHOUSER, 2007), teóricos del posthumanismo (HARAWAY, 1991, BUZATO, 2019) y filósofos del lenguaje (DELEUZE GUATTARI, 1995; GUATTARI, 1993; DERRIDA, 2004) como categorías importantes para la comprensión de las relaciones hombre-máquina y la producción de subjetividades. El resultado de la investigación es una dirección para el reconocimiento de un campo de producción y crítica de las poéticas digitales en Brasil, sus modos de existencia y sus líneas de fuga.

The study object of this thesis is the creation process of the collective ADEUZARÁ (Belo Horizonte, Minas Gerais, Brazil) in an interdisciplinary performing art production inspired by the work Thus spoke Zarathustra by the German philosopher Friedrich Nietzsche. It is a documentary research, whose objective is to investigate how the collective expresses Nietzsche's ideas, phrases, words in the bodies of the performers-researchers and in the creation of their performing actions. The research methodological approach is based on the autoethnography focused on research in performing arts.

The primary and secondary education schools in the Minas Gerais state system have been receiving an increasing number of students from other countries each year, and in 2019 a total of 5036 international students were enrolled in the system (Censo Escolar, 2019), both foreigners and Brazilians born abroad/naturalized Brazilians. The scope of this research comprises of the two mesoregions of the state of Minas Gerais which hold the largest number of immigrants in school age, which are: the Metropolitan Region of Belo Horizonte and of the Rio Doce Valley. Based on the data from the 2019 School Census, it was possible to identify in which Regional Education Superintendences the students fitting this profile were enrolled, which were, in order: the Governador Valadares Regional Education Superintendence, the Coronel Fabriciano Regional Education Superintendence and the Metropolitan Regional Education Superintendence B. In face of the lack of teacher education initiatives aimed at helping teachers of the system to deal with such an increasing demand, this investigation proposes interviews with Portuguese Language teachers that work or have worked alongside this group in order to identify aspects of the teaching practice and to understand the demands for teacher education in each context researched. The conduction of this investigation is supported by the notions of education as a right (BRASIL, 1988; 1996; CANDAU, 2012); the teaching of Portuguese as a Hosting Language (GROSSO, 2010; MATEUS, 2011; LEAL & SANCHES, 2014); and the KARDS teacher education model proposed by Kumaravadivelu (2012).

A partir del estudio de DziCroquettes, un grupo de teatro musical carioca de los años 70, pretendemos analizar con esta investigación un tema muy importante en la actualidad: la afirmación del cuerpo. Es un estudio que busca, sobre todo, discutir y lanzar un enfoque sobre la urgencia imperiosa de pensar la diferencia, desde la propuesta de vida y arte de los Dzi, precursores artísticos de las discusiones sobre género y sexualidad en Brasil, que engendraron una revolución conductual, sexual y estética. Con este fin, la disertación tendrá el refuerzo filosófico de Friedrich Nietzsche (1844-1900) y, algunos pensadores que tuvieron resonancia en este pensamiento, proponiendo un elogio al cuerpo, relacionándolos con las construcciones libertarias del grupo. La disertación también trabaja con Judith Butler y la teoría queer para discutir este cuerpo Dzi que actúa con expresiones de género fluido. 

This work proposes a reflection on the conceptions of space presented in the books A Rosa do Povo (1945) and Claro Enigma (1951) by Carlos Drummond de Andrade, from the perspective of creation. From an interdisciplinary interest, we propose a dialogue between theoreticians of Literature and Geography to initially establish a perspective of the landscape, treated as analogous to the image in processes of production and reception of what makes up the vision. At the limit between the disciplinary fields, derivations of the landscape emerge, which become evident as the notions of country and travel, recurring themes in the selected works. The transition from the poetic forms of the books between the periods of publication reflects the great political and social transformations that are characteristic of the poet, but also of the society and of the cities addressed by him. Such places cross life and the world in constant reaffirmation of “space time”. 

This research intends to think of the ecosystem and the video games industry through the lens of the philosophy of Deleuze-Guattari and other thinkers who densify the readings of the arts and various forms of expression in their relations with other aspects of the social fabric. For this, we seek to use the conceptual apparatus provided by philosophy to examine games in their multiple dispositions in contemporary territory. Putting the video game between difference and simulacrum, that is, showing its diverging powers and its idiosyncratic expressions that transcend representation, but whose meanings, as proposed by Deleuze, emerge through a series of paradoxes, occur in fields of tension between forces that seek to intensify different facets of what makes up the playful experience. It is expressive although it is compulsive, transgressive although alienating, artistic although the product of capital. And in the midst of these tensions and contradictions that are not worth resolving, there is a search for the meaning and symbolic value of works that are the product and production of a technology inseparable from contemporary socius. Creations that are, at the same time, manifestations of an affirmative power brought about by technology and the product of an alienating capitalist system, of a technology that, based on the ideal of a permanent progress, ends up hiding its multiple political, social, economic and environmental developments. We aspire to think how experience and creation, especially in the creation of the game, can serve as an escape route to the utilitarian existence in the control society. Therefore, an approximation between games and other modes of the arts is necessary.

This research aims to verify to what extent the organization and implementation of a didactic device in accordance with the standards of Didactic Engineering can contribute to the construction of the practices for multi-literacy of multimodal texts in the teaching and learning process of 8th grade students. Among the justifications for conducting this research, we highlight that the Didactic Engineering theory brings its contributions as an experimentation methodology and also as promotion of systematic interventional practices, so the students appropriates progressively of the communicative activities in which they are inserted. It is important to emphasize that the interventional action needs to be planned, with clear and defined objectives, as well as consider the means that will be used to achieve the previously established purposes (BNCC, 2017). The proposed hypothesis is that, with the planning and implementation of devices systematically designed through Didactic Engineering, the students of basic education will be able to develop their multi-literacy skills related to multimodal texts, as well as understand the socio-communicative functioning of the institutional advertising genre. As theoretical reference for this work, the research uses authors such as Bahhtin [1929] 2006, Bronckart (1999), Dolz, Noverraz, Schneuwly (2004), Roxane Rojo (2012), Vygotsky, Santaella (2012). As methodology, we developed an applied research project. In this sense, the type of research adopted will be an applied research, which seeks to contribute to a proposal for didactic strategies – mediated and systematized by the teacher - in order to mitigate the difficulties demonstrated by students in relating the multiple languages of the genre institutional advertising with focus in the construction of different semioses. We brought an application of diagnostic activity that assesses some reading skills; sequentially, the realization of the workshops systematically organized from the diagnostic activity and, finally, the application of reading activity with the same purpose as the one previously applied, in order to analyze the practices carried out especially during the development of the workshops. Through comparisons between the results obtained by the students in the diagnostic activity and in the activities of the workshops, it was possible to verify the development of students' reading skills. The results show that, during the workshops, teaching reading skills requires a systematic work, planned by a teacher / engineer who promotes constant learning mediation. Given these systematizations of didactic strategies, we can say that the Didactic Engineering tools were efficient for the development of students' reading skills. They positioned in a participatory and critical way in the construction of new learning. Thus, we believe in the need for investment in the organization of Didactic Engineering projects, which explore the reading of different multimodal texts, in order to allow students to be able to read critically other genres that they face in their social environment, especially those that use multimodal language.

The objective of this work is to identify which images of citizens from the city of Carangola were constructed by the newspapers O Radical(1891) and O Rebate(1893) at the turn from the 19th to the 20th century. We realize the need for more regionalised studies, which involve interdisciplinary research concerning the press, addressing the newspapers in their different possibilities and contexts for analysis development. Given the economic, social and cultural prominence of the city of Carangola, Minas Gerais / Brazil, as a pole that published several journals, still little explored in research, we consider it important to carry out a study of the aforementioned newspapers, published in the city. We understand that these newspapers sought to establish links between news organizations and the community in which they were located. In some reports, we noticed a proximity of the newspapers with their readers, in which we found information about the behavior and events related to people and families considered as models, exemplars. Although at the time these sections did not yet constitute what we now call “social column”, we classified them this way due to their thematic corpus and their textual characteristics. In the “social column”, the construction of the image of the ideal Carangolan citizen, by the newspapers, is more evident, since the characters that make up the narrative are idealized from real beings, named and characterized. In the second session, we return, in a historical overview, to some of the issues that influenced the production of the aforementioned newspapers and discuss in which economic, social, political and cultural scenario they weredeveloped. In the third session, we deepen our debate through the following concepts discussed by Patrick Charaudeau (2014; 2016; 2017): language, discourse and social imaginary. We also define the social column genre and its characteristics. Thus, it was possible to analyze the social imaginary and evaluate the image of Carangolan citizens that was built and supported by these newspapers. We conclude that the image constructed and represented by the newspapers of an ideal Carangolan citizen, also an ideal reader of the news, is characterized by the figure of a successful white man; outstanding in his profession or activity; a powerful, influential and highly esteemed man in the social environment in which he lives; a virtuous man, committed to his family obligations and used to the knowledge and characteristics linked to the ideal models of attitudes and sophistications from European culture. The "social columns" function as a kind of “showcase”, where the personalities of the elites have their ideal values and models of conduct displayed to the whole society.

The research describes and analyzes the elements of the graphic project and the elements of the paratext of the five editions of the series “Os Karas”, by Pedro Bandeira, published by Moderna. “Os Karas” series is formed by A droga da obediência, published in 1984, Pântano de sangue, in 1987, Anjo da morte, in 1988, A droga do amor, in 1993, Droga de americana!, in 1999 and A droga da amizade, in 2014. For this research, the editions were classified according to the publication date. The Edição 80, therefore, includes the books published over the 1980s, the Edição 90, over the 1990s, and the Edições 2003, 2009 and 2014 were published in the respective years. The research was motivated by the attempt to understand the reasons that led to the publication of the new editions of the series. The analysis and the comparison of the elements, thereby, were made in order to investigate the following hypothesis: the changes were made so that the graphic project and the paratext could convey a conception of young people more consistent with the generation of readers of each era. To carry out the research, it was necessary to first investigate the concepts of youth and adolescence, the particularities of the Brazilian young adult literature, its growth and consolidation in Brazil and the questioning about young adult as a “gender” due to its inherent relationship to the school institution. It was also necessary to understand the elaboration of the graphic project of a book, and highlight the notes on image, front cover and paratext, a term coined by Gérard Genette. The research corpus, formed by the 24 books of the series, is part of the collection of public libraries, school and university libraries from Belo Horizonte. The analyzed elements were classified into five groups: book format and type of paper; front cover and attachments (back cover, spine, french flaps, endpapers, binding); illustrations; composition of the written text (typography, text alignment, characters per line, hyphenation, numbering); peritext (title page, copyright page, dedication, table of contents, chapter title, endnote and footnote, colophon, the author bio and pieces of information about the work). It was found that the conception of young people as a forward-looking person and a defender of the values of freedom, equality and justice, remained over the editions. However, some perceptible changes were made to the elements of the graphic project and the paratext in an attempt to update the books and the consequent approach with new generations of readers. Other hypothesis emerged along the research to explain the publication of new editions of the series, as commercial motivations and the need to standardize the book series.

The Urban Sketchers group is destined to artists, architects, designers and people interested in Urban Sketching. It was created in 2007 by the illustrator Gabriel Campanario with the goal to estimulate, promote and conect people interested in the practiceof the Urban Sketching, made through direct observation, in loco, without the use of photography. Estimulated by the manifest of the group, people gather to draw the city, doing a register of time and place, sharing the creations online afterwards. Despite this, one of the most proficient ways to share and propagate the movement is through the book. This dissertation has the goal to create an editorial history about these publications moved by the group, with a focus on the brazilian market. Which are the printed books by Urban Sketchers launched in Brazil since the creation of the group in 2007? Who are the authors and publishing houses responsible for the publication of these books? How was the editorial process of them? What is the reader publicprofileof these books? Those are some questions that were brought and answered during the research. To accomplish that it was usedsome methodological proceduresto create the history of the movement and its editorial outlook that involved research through blogs and sites about the group, a data record sheetwith information collectedfrom the books of the corpus, application of a quiz to some professional behind the material, with focus on the authors, alongside some editors. To know the reader public of these books it was done an online quiz, that collected information to identify the type of people who reads these books inside the Urban Sketchers movement. For the theoretical building of the work it was used researches that dialogues with multiple areas: for theconstruction of a dialogue between the citym the drawing and the book, the works ofBinho Barreto (2007); Brígida Campbell (2014); Karina Kuschnir (2012), Paulo Tôrres (2016; 2017a; 2017b) and Raro de Oliveira (2019); To verify the agents of these publications and the book as an object: Ana Elisa Ribeiro (2016; 2018a; 2018b), Chris Anderson (2006), John B. Thompson (2013), Roger Chartier (2014) and Robert Darnton (2010). For last, to understand the practices of some editorial houses responsible for these publications, it wasnecessary to understand the mechanisms used by these so-calledindependents initiatives, throughthe works of: Alice Bicalho (2007), Gilles Colleu (2007) e José Muniz Jr. (2016).This work itself concluded that it is important to start documenting the history of the Urban Sketchers Movement, that in its brief existence already made important actions about topics such as the drawing and the city, in a global scale, and the dissertationis aware of the possibilities of creating a base work, that can be consulted by other researches to get going with the research itself, that hasmaterial and corpus to be looked at different perspectives, and that showcases important figures behind the books of the corpus, building also an academic platform for the preservation of their works as book professionals.

This study focuses on discussions that have emerged on Facebook about the
role of teacher in the classroom. There are two opposed movements: School without
Party (SWP) and Teachers against School without Party (TASWP). This study aims to
analyze on Facebook comments the discourses of legitimation and the role of teacher
pictured by the two groups. It is used the methodological framework based on French
discourse analysis Michael Pêcheux. The corpora are formed by discourses selected on
the Internet taking into account important dates such as 2004 and 2005 when SWP and
TASWP were respectively created and periods between 2014 and 2019 when bills have
been proposed. The analysis of the discourse aim to question: I) To which extent may
this research contribute to understand the political-ideological polarizations that
interfere in the discourses and the control of meaning of the two groups ideologically
opposed within the Facebook platform? II) Which are the effects of meanings
introduced into subject’s discourses (social, collective and discursive memories) by both
groups taking into consideration the social ideological historical context? III) How can
the representations that reinforce the divergent world’s view and are based on politicalideological
perspective related to the role of teacher and his/her teaching performance
be analyzed on Facebook comments posted by members of both SWP and TASWP
groups?

A presente dissertação tem como objetivo investigar, sob a luz da Análise Crítica de Discurso (ACD), de que forma foram dispostos elementos para a construção de sentido nas elocuções da ex-presidenta Dilma Rousseff nas cerimônias de instalação da Comissão Nacional da Verdade e entrega do Relatório Final. Recorre-se aos conceitos de discurso político de Patrick Charaudeau, de hegemonia de Gramsi e ideologia de Althusser para constituição do arcabouço teórico para a análise. Além desses referenciais, a pesquisa emprega o Modelo Tridimensional da ACD, bem como conceitos de Ordens do Discurso de Michel Foucault para o entendimento das relações de poder e das relações entre o sujeito e a estrutura do Estado expressas na conciliação de interesses na constituição da Comissão e das elocuções. A escolha pelo corpus se deu por se tratar de elocuções marcantes na história brasileira, ocorridas em eventos que marcaram a instituição de uma Comissão capaz de investigar violações de Direitos Humanos durante a ditadura militar no Brasil, uma das iniciativas para recuperação da memória dos anos de chumbo no Brasil e fazer justiça aos mortos e desaparecidos no período. A investigação buscou reconstruir a trajetória de vida de Dilma Rousseff, o histórico de ações em prol da rememoração das vítimas após a redemocratização, além de realizar uma breve contextualização sobre o conteúdo dos relatórios e situação política do governo de Dilma Rousseff, bem como um panorama sobre o trabalho exercido pela CNV. Como resultado, dispõe-se que as falas analisadas apontam forte tendência à valorização de instituições democráticas, projetam que o Governo Federal deve se responsabilizar e agir de forma a inibir novos abusos e tenta incutir valores de que toda a população brasileira deve ser responsável por promover e fortalecer a democracia.

This paper aims at investigating the relation that exists between the knowledge and the assembly in the book O queijo e os vermes, written by the italian historian Carlo Ginzburg, originally published in 1976. This book, reconstitutes and tells Domenico Scandella’s history, also known as Menocchio, a farmer that has had his own ideas repressed by the inquisitorial power in the 16^th century. The knowledge and the readings that Menocchio used to construct his own cosmogony are investigated based on Michel Foucault's thought on discourse, knowledge and power, and also regarding the concept of assembly (montage) from Georges Didi-Huberman. The investigations of Professor Ivan Domingues about transdisciplinarity collaborated in the sense of considering that Menocchio’s cosmogony puts into movement the field of knowledge, reinventing new possibilities.

En esta investigación se busca comprender cómo el Programa Nacional do Livro e do Material Didático (PNLD) concibe la literatura para niños y jóvenes. Para ello, se analiza la convocatoria de solicitudes de registro y evaluación de libros literarios del PNLD Literário 2018 y 2020, que van desde los criterios de evaluación adoptados por el programa hasta la caracterización de obras y del material complementario de apoyo a los docentes. El análisis documental destaca tres aspectos en particular: i) la calidad literaria, ii) la escolarización de la literatura y iii) la concepción del libro como objeto material. El trabajo también presenta una revisión histórica y bibliográfica del campo de la literatura infantil y juvenil, así como de las políticas públicas del libro y la lectura en Brasil. La investigación se basa en el entendimiento de que las políticas públicas, por su carácter legislativo, potencial económico, poder de ejecución y consagración, tienen una gran influencia en el campo editorial brasileño, especialmente en el segmento infantil y juvenil. Desde esta perspectiva, busca dilucidar las bases históricas, políticas, económicas y culturales sobre las que se desarrolla la literatura infantil y juvenil brasileña y la formación inicial del lector literario en el país. Como fundamento teórico se utilizan los estudios de Pierre Bourdieu, Lígia Chiappini, Marisa Lajolo y Regina Zilberman, Kazumi Munakata, Zohar Shavit y Magda Soares. Con ello, se establece un diálogo entre los campos editorial, literario y educativo. Se observa, a partir del análisis, que el PNLD Literario valora una concepción pedagógica de literatura, restringiendo la autonomía de profesores y estudiantes, vetando la condición estética de las obras literarias y transformándolas en material didáctico de apoyo.  El programa asigna objetivos utilitarios y misiones moralizadoras a la literatura, sirviendo como referencia conductual para los niños y como mecanismo de transmisión de contenidos.

This work focus in the analisys of family portraits in studio and itinerance activities by the photografher Assis Horta, born in Diamantina, in period of New State (1937-1945) from the perspective of translation and cultural difference, concepts presented and explored by Jacques Derrida and some of his followers. Postcolonial philosopher Homi K. Bhabha suggests, in a series of articles gathered in the volume The Place of the Culture (2007), from the derridian perspective, that the world can be read like words are read and the several cultures, as interdisciplinary texts, therefore, “translatable” from a historical-political-social context to another. This adaptation process of cultural narratives generates other discursive texts that can be analyzed from cultural products such as photographic portraits, where micro-aspects of scenarios, pose, body gestures, clothing, etc, allow us to glimpse plastic and social compositions that, the one time, contest and settle. In this way, the production of the first photographic records of ordinary people at the beginning of the 20th century becomes particularly interesting.

This research aims to contextualize the biographical genre in the history of children's literature, aligning such perspectives to the Brazilian editorial scenario and discussing issues related to the representativeness of the black character in these works, specifically by Nelson Mandela. To this end, we started from a market survey from which we selected and proposed the analysis of four biographies of Nelson Mandela, produced between 2003 and 2018, based on the following criteria: i) editorial house; ii) graphic design and illustrations, and iii) enunciative voice. We start from the conception that biographical works, when directed to children, tend to have an educational perspective, which leads us to question how the representations of the black character occur since he is a marginalized and invisible subject. Furthermore, we aim to understand to what degree books graphic and editorial aspects can influence the meanings making processes produced. We employed Pierre Bourdieu (1997; 2005; 2006; 2007; 2018), Marisa Lajolo, and Regina Zilberman (2007), François Dosse (2015), and Stuart Hall (2016) as Theoretical foundations, as well as complementary works. It can be observed that the publishing market for children's books has appropriated the biographical narrative so that the tendency points to the growth of the gender in the modality. Regarding the analysis, we perceived the black protagonism on such subjects is proportionally lower than the one granted to white characters, which reinforces the homogeneity of literary representations, even though there are legislation and political movements that seek to fulfill the existing gap of African and Afrodescendant productions in children's literature. Moreover, we realized both Nelson Mandela and South Africa representation tend to be based on a colonialist perception, according to the Negrismo perspective. It's also observed that biographical works about real-life characters tend to cast aspects of their trajectory to weave a life storythat can be used as a tool for children's moral education.

This dissertation has as its main research topic: reflections on the way in which the writing configures itself as a space for political change in the setting of principles of vision and division of the social world, in the theoretical perspective of Pierre Bourdieu, and/or the relationships between seeing, doing and being on the distributions of the sensible, based on Jaques Ranciére’s considerations. And how literature can be a democratic instrument for changing this divisions, claiming the existence, visibility and inclusion of the uncounted portions, supplementary groups that were excluded from the community, by introducing disagreement, the Other, opening up to new possibilities of storytelling and representative settings world. Therefore, aspects of the writing disputes in the Mozambican colonial context will be analyzed, as well as the post-independence conflicts, mainly the literary production in the 1980s. The tensions between the FRELIMO unitary model of combative poetry and the literary works that challenge this model are analyzed from a perspective that considers the written word as a field of political action and the reconfiguration of the space of the distribution of the sensible in a community. To approach the literary work as a factor of disruption and dissent, we will study the literary work Ualalapi, by Mozambican writer Ungulani Ba Ka Khosa, published in 1987 and its relations with official Mozambican historiography.

The hereby dissertation addresses the market surrounding autonomous publishers’ publications at Banca Tatuí (Tatui Newsstand), a newspaper stand repainted to look like a bookstore in Santa Cecília district in the city of São Paulo. Firstly introduced in 2014 by the Lot 42 publishers, João Varella and Cecilia Arbolave, this space currently holds works from over 200 partner producers. Besides the physical store, There is also a virtual store from Banca Tatuí, and on its social networks, there is a character who plays the role of a digital bookseller. For this research, we surveyed partner producers and categorized them to select the publishers who would compose our corpus. The criteria used to do so were: 1) geographic location; 2) to sell at the Tatuí Bank editorial objects considered stricto sensu books; 3) the number of titles available at the virtual store; 4) to also sell through its own virtual store and independent publication fairs. By these criteria, we were able to scope the corpus into the publishers: Nega Lilu Editora (Goiânia), Polvilho Edições (Belo Horizonte), and Editora Barbante (Curitiba). Semi-structured interviews with the publishers were made to start and later in-depth interviews with the booksellers, we aimed the dialogue of these multiple voices, to understand how the market of printed matter in the independent scene works and how the Tatuí Bank is a relevant sales point for these producers. Due to the great heterogeneity of the independent publications field, we brought study cases on selected partner publishers. Our discussion was theoretically based on the works of Pierre Bourdieu (passim) and José Muniz Jr. (2016). These provided us elements to understand how the market of symbolic goods and the independent publication field described in this thesis work in the graphic-publishing microcosm. Our partial conclusions point out that the Tatuí Bank is relevant as the partnership goes beyond the distribution of titles at the physical store, acting as a seal to enter a market and legitimization circuit.

This study aims to evaluate three books that are part of contemporary Brazilian fiction: Feliz Ano Novo originally published in 1975, by Rubem Fonseca, O Cheiro do Ralo (2002), by Lourenço Mutarelli and Favelost (2012), by Fausto Fawcett. The work starts from the concept of tragic, in which Gilles Deleuze appropriates Nietzschean philosophy in order to constitute, together with Clément Rosset's terrorist philosophy, the notion of terrifying as the operator of reading our corpus. To think about the crossings between literature and philosophy, we will adopt the Deleuzian practice of writing that makes aesthetic figures and conceptual characters slide over each other. Allied to the Barthesian writing, we proposethe referred texts inthe avaliationtobe understood as an opening to the outside, aconcept appropriated by Deleuze as the possibility of us tragically deterritorializingand territorializing ourselvesin the literary making.

ABSTRACT

The objective of this study is to investigate the poetry of Augusto de Campos, which is composed of verbal, sound, and visual elements. This research, however, has mainly focused on the graphic-visual aspects of his poetic oeuvre. Surely, these elements are not separable and are integrated in the poem’s unity. However, this choice of analysis has aimed to prove that, in his poetry, although the verbal element is prevalent, it is organized through a graphic-visual structure. The purpose was to show how the visual elements are organized throughout his oeuvre and by which procedures they are placed in circulation within the poem. The processes in realization create a proximity among poems which in turn assemble groupings. The oeuvre itself, perceived as poet and structure, is constituted in this manner, but it was possible to form other groupings. As conceptual framework, the theories of concrete poetry and essays by Augusto de Campos himself were used, through which it was possible to show influence in his poetry. However, other broader references in Décio Pignatari, Fayga Ostrower, Flora Süssekind, Gonzalo Aguilar, Júlio Castañon Guimarães, and Rogério Barbosa da Silva have contributed to the analysis of the oeuvre and therefore reach another perspective for interpretation. Therefore, through a graphic analysis, this study has sought to describe how visual procedures organize the verbal layer of the poem. 

Cette recherche analyse la question des frontières, de l'exil et de la communauté dans  l’élaboration de l'écriture et de la production du film Era o Hotel Cambridge, réalisé par Eliane Caffé, scénarisé par Eliane Caffé, Inés Figueiró et Luiz Alberto de Abreu, avec la participation de différents groupes collectifs. Créé à partir d'un espace occupé par les sans-domicile-fixe, les réfugiés, les exilés, les migrants et les immigrants, par une communauté en construction, le film évoque des tensions esthétiques, politiques et sociales. Cette production essaie de comprendre la période appelée la «Retomada » du cinéma brésilien et les changements possibles d'un point de vue esthétique par le financement des productions filmiques. Les relations établies autour le processus de création du film sont associées à des concepts issus de réflexions philosophiques de Gilles Deleuze, Félix Guattari, Jean-Luc Nancy, Peter Pal Pélbart, Michel Agier et Marie-José Mondzain. L'espace et ses flux peuvent être délimités, perdus, oubliés ou reconfigurés. Dans ce contexte, les territoires  s'effacent et se refont en faisant face à des nouvelles significations. Le film analisé est compris comme un territoire constamment reconfiguré par les relations qui sont territorialisées et reterritorialisées dans le contexte du bâtiment occupé. L'espace offre différentes possibilités de communautés à travers lesquelles le processus créatif et les relations sont réorganisés.

O trabalho apresentado teve como objetivo investigar um projeto da Rede Municipal de Educação de Belo Horizonte (MG), fruto de políticas públicas de incentivo à leitura, denominado “Articuladores de Leitura”. No percurso de pesquisa buscou-se relacioná-lo ao processo de formação de leitores literários, entendendo os caminhos traçados para que o projeto tivesse êxito, desde sua concepção até a execução de ações dentro do espaço escolar. Para tal, foi adotada uma metodologia de natureza qualitativa, com pesquisa bibliográfica relacionada às temáticas investigadas e pesquisa em campo que favorecesse o acompanhamento não apenas do processo de formação dos sujeitos envolvidos nas formações (denominados “articuladores de leitura”) como também os desdobramentos da formação nas escolas de Ensino Fundamental da Rede Municipal de Educação de Belo Horizonte (RME-BH). Para o embasamento teórico e análise dos dados coletados foram utilizados como referenciais teóricos estudos relacionados à área da literatura, formação de mediadores, formação de leitores e leitura literária. No processo de pesquisa em campo, algumas facetas foram investigadas, como: o processo de organização da formação oferecida aos articuladores; a maneira como os encontros de formação foram conduzidos; a forma como os articuladores de leitura se apropriaram dessa formação; os percursos para implementação de um projeto institucional de fomento à leitura literária nas escolas e a contribuição da formação; os impactos desses projetos no processo de formação do leitor literário dentro das escolas. Nesse percurso investigativo, foi constatado que a formação oferecida aos articuladores possibilitou ampliação de seus conhecimentos relacionados a práticas de formação de leitores literários, apresentando metodologia e concepções teóricas que contribuíram para a formação de qualidade. Além disso, as formações proporcionaram, aos articuladores, momentos de trocas e discussão coletivas sobre a escrita e efetivação do projeto, aspecto culminante da proposta do “Articuladores de Leitura”. Constatou-se também que poucas escolas conseguiram construir e colocar em prática o projeto institucional dentro do prazo estipulado, tendo em vista situações como a troca de articulador dentro da escola e a falta de espaços e tempos para momentos coletivos de trocas e reflexões para encaminhamentos. Por fim, a partir da investigação nas escolas, identificou-se que há ainda muito que se avançar em relação a escrita e desenvolvimento de um projeto de fomento à leitura literária. Percebeu-se que ações institucionais contribuem para a formação dos estudantes, despertando a curiosidade e o desejo pela literatura. O uso de diversas estratégias favorece o desenvolvimento dos estudantes e amplia as possibilidades de leitura, formando-os como leitores literários. Entretanto, apesar da qualidade da proposta oferecida pela RME-BH e da formação ofertada junto ao CEALE, ainda é preciso articular estratégias para que haja momentos de reflexão coletiva na escola, bem como criação e efetivação conjunta de práticas de formação de leitores literários.

This study approaches the construction of Underground Heavy Metal and Punk scene individual's identities in the city of Belo Horizonte. Underground scene performs many artistic works: songs, lyrics, album covers, outfits, audiovisual productions, among others. Processes of identifying subjets take place through experiences across senses with signs, social coexistence and further aesthetic elements. To understand this personality formation dynamic, ''The Five Skins'', by Hundertwasser, was proposed: epidermis, attire, home, character, social and global environment. Identity is defined by thoughts,  coexistence and political views before social injustices. Its aesthetic displays doesn't differ from political expressions: they are forms of resistance and survival of a culture.

In this research, we aim to think about the technique –as a sign –in its constitutive power and its unfoldings, considering its complex multiplicity, its mechanisms of control, hegemony and appropriation. The examination will be carried out through a transcendental philosofical bias, based on the analysis of poems that sometimes anounce, sometimes denunciate a world of complex technological devices, which confer new meanings to languages and behaviors and give new forms to culture. Our main question is to study how the accelerated development and the advent of new techniques are shown in Carlos Drummond de Andrade’s –a poet that is essential to read to understand the 20th century’s forces and the ideas of modernity –writing. To this purpose we add that of investigating the link between Drummond’s poetry and its time and context: how Drummond interprets what he observes and experiences. His choice of words to talk about the verified changes and the tone he gives to his poems make him a special type of spectator of that time, able to announce and to critically analyze what was coming. Therefore, we aspire to explore Drummond’s poetry, articulating it with the escalation of technique and highlighting the anticipatory dimension of the machinations, listed by the poet.Although art does not support othercomposition than aesthetics and so the creative plan is always on focus, we do not deal here with the technique of poetry, but with the way Drummond –poet and character –approaches a century marked by the accelerated use of continuously improved technologies and their unfoldings.

This qualitative research aims at investigating the inclusive teaching of English underpinned by the perspectives of critical literacy and complexity theory. These theories were chosen considering their support in Applied Linguistics, as a transdisciplinary area, as well as their theoretical-practical confluences. Based on these confluences, English teachers and a support teacher have elaborated two sequences of activities together with the researcher. These activities were elaborated and implemented for students with disabilities enrolled in high school in two public schools, whose classes were taking place remotely due to the Pandemic of the New Coronavirus (COVID-19). In addition to the activities, this research has leaned on questionnaires and interviews for data generation and consequent analysis and discussion related to them. The results obtained through these instruments have showed that the teaching of English as an Inclusive Foreign Language presents several challenges. For instance, the dissociation of social and economic inequalities in the globalized world and English as a lingua franca; the lack of understanding of the school as a complex adaptive system; the stigmatization of disability and the lack of recognition of the limitations of the medical report at school. Meanwhile, the adoption of an inclusive perspective in the elaboration of activities, underpinned by Critical Literacy and Complexity Theory, has allowed the recognition of diversity and the right to difference; the evidence of students as individuals who are agents and autonomous in their learning; the importance of the use of new technologies and their affordances; the valorization of multiple languages use and the importance of nonlinearity and criticality for inclusion in the English class. Thus, the data showed that, although there were several challenges for an inclusive teaching of English, the teachers were able to resignify their conceptions and teaching practices toward students with disabilities.

This dissertation approaches the representation of women in the construction of the discourse that is perceived in the narrative and conceptual processes performed by the character Lara Croft, at the game franchise Tomb Raider. This research was based on the Grammar of Visual Design, which is mainly related to aspects of nonverbal language connecting technology to speech. The objective of this work is to identify the representation of women through the protagonist, it comprises a timeline
from 1996 to 2016, observing the changes of the character over 20 years time in terms of visual resources, and the discourses related to women involved in these representations. This dissertation was developed through a descriptive and interpretative qualitative research method, and has a historical background to establish the representation of women showed in the evolution of the composition of the protagonist`s image, which was based on three basic axes: the Social Semiotic Theory of language; the Critical Discourse Analysis; and the theory of social representations. The primary sources, composed by eleven games, present the object to be analyzed, Lara Croft. The corpus was delimited by the relevance of the character within the culture of the digital games as well as in other areas such as: cinema, comics and toys. All corpus games were played, protagonist actions were compiled in a catalogue, images were separated, and all of them were analyzed. The different semiotic modes and resources used in the composition of the character and her actions were identified and analyzed from the perspective of the Social Semiotic Theory of language focusing on the ideational metafunction, in order to perceive the semiotic potential produced by the signs, as well as the discursive senses presented by the elements in the representation of women. The results pointed out to the representation of an idealized woman who approaches the male universe, being an erotic, seductive, dangerous and empowered woman. She moves through both patterns desired by men as well as changes that come up in the society concerning female empowerment. It is important that the receivers of the message be aware of the discourses that are implicit in the images so that they will not consume entertainment in an uncritical way, thus allowing a break down of representations rooted in the society.

Within the current national educational scenario, the teaching of English in Brazil, in a certain way, seeks to establish an integration with digital technology. This leads the school to think students outside the classroom, focusing their role in society. As far as schools make this move, they facilitate the learning process, increase students´ expectation and success, make the curriculum meaningful and stimulate motivation, agency and autonomy development (KALANTZIS; COPE, 2010). In this way, learning is extended beyond the classroom and takes place anywhere at any time (COPE; KALANTZIS, 2008). Learner becomes agent of his/her own knowledge and connect learning to his/her own experiences and interests. In order to investigate autonomous students´ motivation departing from their beliefs and actions related to digital technology use to learn English outside school, this study proposed an applied nature research with qualitative approach and exploratory orientation, using a multiple case study design. The study was conducted at a private regular school in Sete Lagoas, MG/ Brazil, called SESI, from elementary and high school students who declared to use the internet as an autonomous English learning strategy, and accepted to participate. By analyzing a recorded semi-structured interview, applied to each participant: (1) students´ beliefs were elicited (2) students’ actions involving digital technology use to practice or learn English were identified; and (3) motivational elements emergent from the data were highlighted. These motivational elements influence on students´ probable learning was discussed. It was possible to verify that motivation and autonomy are totally inter-related and such inter-relation reflects on and upon students´ beliefs. It was realized that most autonomous students are also the most motivated ones. Students´ motivation enhance due to their outof-class learning success and this fact stimulates even further the progress of students´ autonomy development.

Globalization and internet popularization processes have profoundly affected the learning and
use of English as a foreign language (L2) in Brazil and around the world (TAVARES, 2015).
Our hypothesis is that there are new reasons to learn and use English in daily communication
exchanges and online social networking platforms like Facebook, for example, which
functions as an inviting environment for language research in general (PAGE et al., 2014;
DAVIES, 2015). The objective of this study was to investigate the reasons why non-native
English speakers seek to learn and/or use language nowadays, by evidencing the motivational
components present in language learning narratives. The theoretical foundation for this
research is on contributions of the motivational theory in Applied Linguistics in its sociodynamic
perspective, represented especially by Gardner's (2010), Dörnyei’s (2005; 2009;
2017), Dörnyei and Ushioda’s (2011), Dörnyei and Ryan’s (2015), and Bambirra’s (2009,
2016, 2017a; 2017b) work. This is an applied research, whose data collection was carried out
in the page Humans of All Accents, created on Facebook for the purposes of this research.
Narratives of English language learning and usage were analyzed by categories which were
created based on Dörnyei and Ryan (2015) and Dörnyei (2017), following the methodology
of L2 learning experiences proposed and consolidated in Brazil by Miccoli (1997-2018) and
associates. The results indicate that issues related to learners’ beliefs and feelings about
themselves (their self-concept) stand out on the other motivational influences. These identity
aspects are deeply contextualized in time and space, by means of internal and external events
and/or circumstances related to those who narrate their experiences (MICCOLI; BAMBIRRA
s/d). We conclude that motivation, as a dynamic experience, consists of experiences of
different natures that nestle together (MICCOLI; LIMA, 2012), forming and theoretically
expanding what Dörnyei (2009; 2011) understands as motivational constellations,
conglomerates or amalgams.

The late twentieth and early twenty-first centuries witnessed major changes in how we interact and communicate, largely due to the use of digital technology. With its democratization, the ways in which people produce meaning in social practices also change (KRESS, 2006). In this context, Kalantzis and Cope (2009) and Cope and Kalantzis (2010) remark the emergence of Participatory Generation in schools, due to the agentive and autonomous posture assumed increasingly by students, breaking with the traditional authoritarian teaching paradigm, centered on the teacher, according to which teaching is knowledge transferring. In order to understand the production of meaning currently made by adolescent students in the interior of Minas Gerais, this research, of an applied nature, qualitative approach and exploratory orientation, was proposed in a multicase study format. We have the voluntary participation of nine English students between 12 and 16 years old, enrolled in a private English course in Matozinhos/MG. The data collection process comprehended: the production of two home videos, created in English by the participants, in two moments - beginning and end of the semester; as well as the collection of a semi-structured interview with each participant, at the end of the semester. We sought to identify with the data analysis: (1) how each literacy manifested itself in the videos; (2) whether the participants developed multiliteracies and, if so, how and at what knowledge process of the pedagogy of design; and also (3) whether participants can be recognized as belonging to the Participatory Generation. When comparing videos 1 and 2, it was possible to notice that, in general, in the elaboration of video 1, participants failed to observe the main characteristics of the genre ‘personal profile’ and its conditions of textual production in video format, favoring the linguistic mode of representation. After experiencing the processes of knowledge (COPE; KALANTZIS, 2012; 2015): 'experiencing', 'conceptualizing' and 'analyzing', in which they had feedback from their colleagues, participants produced video 2. In this production, they used all other modes of representation (KRESS; VAN LEEUWEN, 2006), in a more balanced way in relation to the use of the linguistic mode, surpassing, to a greater or lesser extent, the deficiencies of the previous production. Finally, it was verified that, in the case of this research, the knowledge process that more broadly fostered multiliteracies development was 'analyzing'. It was through it that the participants consolidated the theoretical knowledge built in the phases of 'experiencing' and 'conceptualizing'. This seems to make evident the singular importance of reflection to learning a foreign language, as defended, among many others, Arruda and Bambirra (2008) and Bambirra (2009). Furthermore, it was possible to characterize the participants as representatives of the Participatory Generation, since all of them presented at least four of the six characteristics that define the concept, according to pre-established criteria of analysis.

The activities of selection, organization, hierarchization and construction of coherent narratives concern the work of a curator, a profession that arose connected to the visual arts in environments such as museums and galleries. In contemporary times, such practice, which still lacks bibliographic delimitation and even recognition (as in Brazil), was appropriated by several areas, such as the Editing field.The purpose of this study is to understand aspects of the work of a curator in order to assist the demarcation of a territory of action and, at the same time, to observe how a Literature event, more specifically the Fórum das Letras de Ouro Preto, uses important elements to curation to congregate activities that bring together exponents of Literature and many other cultural activities. Our text is structured in eight chapters. In the first four chapters we present a historical and current panel of curation. In the fifth, we present the methodological trajectories; and in the last three chapters we observed the Fórum in the context of Literature events in Brazil, reconstructing the memory of the event and observing, from a transdisciplinary perspective, the appropriation of curation in the practices of this literary festival. The study was developed from a qualitative and exploratory approach, which involved the techniques of bibliographic research (especially regarding curation) and a case study, undertaken from an in-depth and semi-structured interview with the founder and curator of the event of the city of Ouro Preto/Brazil. At the end, and based on our analysis of the curation of the Forum das Letras, we identified how the event is endowed with curatorial power as an intellectual, creative and integrative work among diverse semiotic systems. At the same time, we traced the paths of contemporary curation, which increasingly opens the way for dialogue between disciplines and enables future appropriations, especially in literary and editorial spaces.

The subject of this research is enunciative subjectivity. Its general objective is to analyze in the materiality of the written text the linguistic marks responsible for making explicit evaluations or comments formulated on elements of the thematic content, based on the hypothesis that every empirical text is marked by linguistic traits representative of the decisions taken by the agent -producer, triggered by the communicative situation. To this end, the linguistic modifying units were analyzed as evidence of the representations of the enunciators, in the elaboration of the textual genre Police Report produced in formative instance (military school).The texts that were part of the corpus were produced and collected in two distinct didactic stages: writing and rewriting steps. For the analysis of the data, we adopted the theoretical and methodological framework of Sociodiscursive Interactionism (BRONCKART, 1999, 2006, 2008), specifically regarding the third level of textual architecture, that is, at the level of declarative accountability mechanisms. In the course of analysis, we aim to: a) compare the texts from the initial stage with those from the final stage, to identify whether there was an increase, reduction, maintenance or absence of the logical, deontic, appreciative and pragmatic modifications; b) analyze the movements of increase, reduction, maintenance or absence of the marks of modifications in the texts produced in the two stages, seeking to raise hypotheses that justify the decisions made by the agent-producer; c) analyze the contributions of modifying brands to the identification of the social role that the agent-producer plays in the interlocutive act; d) list the strategies of declarative departure found in the corpus and compare them with the strategies of approximation triggered by the linguistic modifying marks, in order to obtain other data that contribute to the understanding about the process of construction of the social profile of the agent-producer. We observed that the texts produced in the final stage registered a greater number of linguistic modifying marks indicative of the social profile played by the agent-producer in the interlocutive act and, above all, provided important data to understand some unfolding of the production process of a textual genre Police Report whose writing practice was not known by the students participating in the research, since they were still in the stage of preparation for the effective practice of military work. We conclude that the writing and rewriting practices of the texts have been efficient in the process of writing skills of the Police Report and that there is a need to implement, in the discipline that works the said genre, teaching practices that lead the student to use the modalizations as an argumentative strategy.

Fanfictions can be defined as fictional stories created, edited and published by fans in digital environments, called fandoms. The people interested in this practice write collaboratively and create narratives that combine different languages. From this process of writing emerge strategies of texts editing that contribute in the release of the stories published. These strategies were used as baseline for the creation of a dynamics of collaborative writing, which was proposed and executed in a languages class. Therefore, this dissertation analyzes the texts produced by the students and their perceptions about the adaptation of this practice to the school enviroment. In order to investigate if the hypothesis that considers the viability of the transposition of fanfictions processes into a school environment can be confirmed. The methodological follow the guidelines of Minayo (2007) and Hissa (2012) about research and creative methodologies. The theoretical reference of this study is based mainly on the theoretical ones that deal with the fanfictions (ALVES, 2015, PARIS, 2018, JENKINS, 2015, VARGAS, 2005), the New Literacies (SOARES, 2004, KLEIMAN, 2010; STREET, 2012) and Collaborative Writing (PINHEIRO, 2011, CARVALHO, 2015, PAIVA, 2014 and LOWRY, 2004). Theresults and analyzes show that a strategy of collaborative writing based on fanfictions production methods is an efficient education tool, because it contributed significantly to the textual production of the students. The conclusions also point out that the different interaction among the students, provided by the stages of the dynamics, reshaped their positions in the processes of collaborative writing, in order to generate a greater engagement in the production of the texts. A circle of textual production, as a result of the interpretations constructed by the research, also contributes to the confirmation of the hypothesis of this study, showing that it is possible to transpose the processes of fanfictions production to the classroom and obtain significant results.

Based on the existing gaps in Brazilian publishing history, in the Brazilian literary canon and in the Brazilian publishing market, and invoking perspectives from other areas, this study provides an overview of the genre poetry, as produced by Afro-Brazilian authors, focusing on their individual production to then, based on them, establishing analyses arranged by topics like the relationship between the author and the amount of his individual publications; periods and frequency of their publications; number of copyright publications per publishing house and geospatial distribution of such publications in Brazil, aiming to understand the evolutionary trajectory of black/Afro-Brazilian poetry, beyond editorial and, even, social dynamics that enable their emergence, production and circulation.

This dissertation presents a study of narratives of people who are or have already been in a homeless situation in the city of Belo Horizonte, Minas Gerais, mainly based on Benedictus Spinoza's theory of affections, relating it to the concept of care of the self discussed by Michel Foucault. The objective was to describe and analyze seven narratives, verifying if they express characteristics related to "freedom" and "care of the self". After analyzing the narratives, we identified three themes that led to the chapters of this dissertation: passive affections and their relationship with care of the self; the freedom of affection and the care of the self and the other; the "street’s no place" and the affection of those who inhabit it. The research was applied in nature with a qualitative approach. Ethical criteria were used in research with human beings, according to Resolution No. 196/96 of the National Health Council. After the preliminary interview, it was considered not to be more relevant, in view of the objectives of this dissertation, to make use of a script with questions. In the light of Gilles Deleuze and Claire Parnet, it is understood that an interview in the form of a conversation could be more fruitful with the interviewees, with only one pre-established question about the participant's life history. Thus, it was sought to perceive the care of the self and the affections in the narratives through meetings that could favor the access to the multiplicities, and thus to go beyond the already constructed criteria about the people who are or who already were in homeless situation.

This research proposes as a theme the investigation of how the actions of the mediators of reading in the school library contribute to the formation of literary readers at elementary school. The basic objective is to dialogue with the theoretical and practical conceptions that support the formation of readers in this school phase, taking into account the processes of literacy, literary literacy and multiliteracies in school practice. The theoretical frame is based on a sociocultural and anthropological conception of literacy, extended to the concept of multiliteracies. The target audience to this study will be students of the third level of elementary school in a public and private school in Contagem city, Minas Gerais. As methodology, a case study is proposed. For data collection and analysis, the observation of mediation of reading in the school library, the analysis of documents and semi-structured interviews will be used. The main theoretical and relevant references adopted, by the concern about the democratization of reading, are represented here by Soares (2002, 2011), Lajolo (2003, 2008) and Paulino (2004, 2010). This study points to the relevance of knowing the reality of schools, the daily life of the school library, the reading practices developed in this space, the subjects involved in the process of formation of readers and what actions are carried out in the school library that contribute to the formation of small readers.

The widespread use of digital commercial games by people of all ages today gives relevance to
their study in the area of Applied Linguistics to learning English as a foreign language. Outside
of Brazil, renowned researchers have been working on this topic for decades now (Gee, 2003;
2007, Thorne; Black; Sykes, 2009, Thorne; Fischer, 2012, among many others). Taking for
granted the Brazilian context, in an attempt to face the challenge, this thesis aims to: (1) analyze
a game experience lived by a 10-year-old student of English as a foreign language at the basic
level when playing Scribblenauts Unmasked; and (2) discuss the use of the foreign language
made by her in achieving goals of the game. This research proposed in a case study format, has
an applied nature, qualitative approach and exploratory character. The data were generated by
means of screen capture of a gameplay session and the recording of a semi-structured interview,
in an audio file format. During the interview, the participant reviewed his game experience and
explained the choice of words and expressions made in trying to achieve game goals. In the
analysis phase, the participant's gaming experience was described, with the intention of
verifying the occurrence of episodes of probable incidental learning of English. From the
emerging content, based on the framework of formal learning experiences of English as a
foreign language proposed by Miccoli (Miccoli, Bambirra, Vianini, 2019), some preliminary
categories of foreign language incidental learning through videogames were created and
validated externally. By using the new categories, it was possible to raise and discuss the nature
of the learning undertaken by the participant, what broadens the scope of Brazilian experiential
research (Miccoli, 1997-2019) once it opens reflection and discussion about learning through
digital games. Finally, it could also be verified that the game Scribblenauts Unmasked has
potential to contribute to the learning of vocabulary in English, and can be used in both formal
and informal learning circumstances.

Este estudo apresenta uma análise discursiva sobre as estratégias de edição de um programa feminista. Partindo da produção do Programa Mulhere-se da Rede Minas de TV, uma TV pública do Estado de Minas Gerais. Foi proposto um estudo de caso sobre um episódio representativo da série, que aborda o manifesto “Uma por minuto” em que seis entrevistadas, se revezam em declarações a respeito do assunto, construindo, portanto, as projeções etóticas e seus imaginários nas falas. Nos interessa entender também o modo de organização discursiva do episódio, conforme o tratamento dado pela edição. Para entendermos as escolhas e estratégias de edição, vamos analisar, sob as mesmas categorias de análise o material bruto referente ao episódio em questão. Partimos do referencial teórico e metodológico da análise de discurso, a partir da Semiolinguística de Charaudeau (2010), de onde selecionamos como categorias de análise, principais, os imaginários sociodiscursivos e os modos de organização discursiva, além da categoria do ethos, a partir de Maingueneau (2014). Queremos entender as diferenças marcantes entre o material bruto e o editado para encontrar pistas sobre alinhamento ideológico ou a identificações feministas específicas. O Programa Mulhere-se considera-se o primeiro programa feminista do Brasil. Os feminismos são múltiplos e diversificados, possuindo diversas correntes de pensamento e práticas diferentes. Qual a imagem de feminismo e feminista que é projetado pelo Programa feminista? Para isso, analisamos tanto das falas das entrevistadas, quanto o enredamento dado no episódio editado. Ao buscar entender se o discurso do programa é abarca a multiplicidade de representações e vozes, chegamos à conclusão de há uma tendência a alguns feminismos específicos e se evitam outros, assim como podemos perceber que as crenças, experiências e saberes são mobilizados de forma a legitimar certas falas, e construir um argumento. Além do referencial teórico e metodológico, abordaremos o conhecimento produzido sobre os feminismos, sobre televisão e sobre os processos de edição televisiva.

This reseach intends to study the practice of Editora Sabiá, publisherhouse founded in 1967 by the writers Rubem Braga and Fernando Sabino. During itsshort existence it published a series of national and foreign authors, gathering aseries of characteristics that made it possible to project into the cultural scenary ofBrazil. Bringing together a set of theories about symbolic capitals, the editorialmarket, editorial History and Brazilian literature, the cultural production as a meetingfactor for intellectuals, the study envolves different areas (literature, editing,journalism, Brazilian culture) aiming a clearer and more objective comprehensionthan meant by two prestigious writers work in the publishing industry, demonstratingthe interference of the support and the editing in the literary reception by thereadership.

In the present work, we will immerse ourselves in the intimate space of feelings and memories, because the life narrative (self-narrative) does not represent the mere materialization of the speech, but, in addition, it’s the modeling of the world, of the other and of who takes the floor.Therefore, the central proposal of our investigation is to understand the process of transposition of the saying to the discourse through the life narratives of the visually impaired person.Life narratives, Semiolinguistic Theory, argumentative dimension, ethos and identity facets are the basic theoretical frameworks of this study.Through a careful reflection, we question whether the narratives of themselves and the discursive strategies mobilized in them allow us to observe the construction of a framework for the lived experiences and the reconfiguration of the identity of the subjects with visual impairment from the examination of enunciative linguistic markers evidenced in the reports.To answer this question, four semi-structured interviews will be carried out for people with visual impairment, aged between 20 and 65 years.With an average of at most (one) 01 hour of duration, the interviews will be recorded and transcribed for the elaboration of the data analyzes.The interview will cover six specific themes in which the interviewed will be invited to reflect and talk about: life (childhood, adolescence and adulthood), relationships (affective relations), school and professional trajectory, inclusion and accessibility, public policies and the social context, historical and cultural of adversities.Our hypothesis meets the premise that the visual deficient, by assuming the direction of his voice, would pass through the sphere of the senses and could be able to produce, by means of a constituent enunciator subject, a discourse that would manifest an opposing position to stereotypical crystallizations, creating, finally, identity marks of resistance and reconfiguration of its image.

This research deals with Lifelong Education (FLV) in teaching. This topic was researched with the purpose of investigating how it is and what were the benefits of the teacher's FLV in their pedagogical practices through narratives, starting from their capacity of agency on what they want to learn. The theoretical foundation of this research is based on the notion of lifelong education (FERREIRA 2012, MEIRIEU, 2005; MERLE, 2006) that carries the idea that the central post of the professional or personal training course is occupied by the subject himself (in this specific case, the in-service teacher), who has autonomy and awareness about what he or she chooses to learn, without feeling forced by external demands from the labor world and the education system. Thus, his or her interests and desires converge on the logic of self-realization and his/her motivation comes from the emancipation projects that he/she establishes for his/her development in life and work. Therefore, this research aimed to identify moments dedicated to the FLV of the researched teachers, through life narratives. The choice of narratives as an instrument of data generation is justified by providing centrality to the issuer, thus, in direct contact with their experiences and life and career experiences. Given the characteristics of the type of investigation and in function of the data that make up the corpus of the research, we chose to develop a qualitative research from the perspective of the case study, considering that it is an investigation into filling knowledge gaps left in the initial teacher education and make a difference in their teaching practice. From the description of the problem, solutions were sought in the literature. As a result of the research, we observed that even without receiving professional encouragement from the state of Minas Gerais to undertake efforts in continuing education, the teachers provided practical aspects of the profession to meet this need, although they did not neglect the importance of academic studies. Thus, we contribute with this work to draw attention to the importance of valuing teacher education within the profession in conjunction with postgraduate academic education.

This research proposes a reading of Michel Laub’s novel (2011), Diário da queda, reflecting upon the relations between literature, memory and oblivion. This study aims at investigating the presence of the different memories in the book validated through temporal transit across various subjects, contexts, experiences: by trauma, by objects, by writings, by the senses. Furthermore, it is important to think about the signs of silence, considering the interactions that say a lot even not using words. It is worth mentioning the forms of oblivion that will be analyzed: Auschwitz, which concerns the experiences in the concentration camp, silenced, possibly as a strategy to proceed despite traumatic stories experienced/observed; Alzheimer – the narrator’s grandfather receives this diagnosis, and his memory then goes through a process of destruction due to illness. As a power in the building of the narrative, the lack of memory takes place in many levels, including the familiar context, working as a connective of tenses, having in silence, a refuge, a way to hide the experiences, the undesirable histories and the feelings that are still there after the events. The existence of the gaps is the aspect that moves the narrator and makes him pass through memories, having in the past, present and future, support. The writing used by grandfather, father and grandchild as a way of generating and communicating memory. Thinking about these three movements, verifying how to remember, how to keep silent and how to forget are worked in the novel, the structure of the work will be developed, woven of notes and theoretical foundation.

The purpose of this study is to investigate the former president Dilma
Rousseff’s female identity discoursive construction at the speeches she
gave during the period in which she was provisionally removed from office
due to the impeachment process. To that end, as a methodological
contribution will be used the Patrick Charaudeau’s Semiolinguistic,
especially the concepts involving political discourse and ethos. In
addition, the notion of Silence (ORLANDI, 1995) will be used. In this way,
it is intended to observe if a specific ethos was constructed for the woman
in a leadership situation in a moment of political fragility, as well as to
analyze the presence or not of the evocation of the feminine in the
mediatic scene in which the discourses of the former presidente happened.

In this doctoral dissertation, the central objective is to investigate Clarice Lispector's enunciation as a press professional, in order to unveil the reconstruction of the enunciative scene and the discursive ethos in the book Correio Feminino, a work that, published posthumously in 2006, gathers part of her production for female columns, in the 50s and 60s, in different newspapers.This objective is linked to two central issues that guided the research. The first one came up from the interest to know how the construction of the enunciative scene and of the discursive ethos in the texts that integrate this journalistic production of Clarice Lispector. Based on Maingueneau's theoretical-methodological assumptions (1995, 2001, 2004a, 2008b, 2014, 2015) and adopting his conception that gender as a discursive practice should be approached as a socially agreed ritual and subject to criteria of success, I tried to analyze the feminine column from the observation of the relation between generic scene and scenography, to answer, the first questioning. The second question relates to the book Correio Feminino and to the hypothesis that there would be the creation of another scene of works whose nucleus is the book and its editing process, more specifically the work done by the organizer of the book and the designer responsible for the graphic design of the book. Thus, considering (i) that this book does not constitute a mere reproduction of the newspaper texts as other books that shelter a collection of this type of texts, and (ii) that the rescue of this production happens through a process of mediation occurred by the publication of this work, allowing the text to become a book and proposes itself as such to the reader, the question arose of how, in this activity, a new enunciative scene is constructed - a hypothesis that guided this investigation. In search of the answers to such questions, besides the Maingueneau theory, a theoretical apparatus about the literature related to the book and its edition became necessary. To that end, we have brought, for our discussion, theorists such as Chartier (2014, 2002, 1999, 1996), Hendel (2005), Gruszynski (2008), Genette (2009), among others. The work of Aparecida Maria Nunes, who researched the activities of Clarice Lispector as a reporter and interviewer, as a chronicler and columnist, since the 1980s, has been of great importance, so that, in the course of research, it was possible to answer to several questions and conclude the objectives of this research, confirming the hypothesis that guided this research: in Correio Feminino, through the articulation of other voices - of the organizer and the designer responsible for the graphic design, ensure that the construction of a new scene of enunciation, as well as of the ethos - the specialist of the work of Lispector - that participates of it, to fulfill the purpose of this work: to offer the reader of Clarice Lispector another Clarice Lispector - the female journalist.

 This study presents a study on the appropriation of the English language teaching material distributed in public schools by the National Textbook Program (PNLD). The inclusion and distribution of English language textbooks for elementary and high school levels education in public schools began in 2011 and 2012 respectively. Despite the detailed call notice, the bibliographic production related to this material is still incipient and mandatory for the consolidation of its path, especially regarding its appropriation. Therefore, this study aims to investigate the appropriation of the English textbooks of the PNLD by teachers and students from 9th grade of elementary public schools in the Zona da Mata Mineira. To achieve this goal, interviews with teachers and students, questionnaires, and field notes were carried out, which consisted of the research corpus. To analyze it I turn to the theory of Systemic-Functional Linguistics (HALLIDAY, 1979; HALLIDAY and MATTHIESSEN, 2004; EGGINS, 2004) and Brazilian researchers, especially Fuzer and Cabral (2014) and Silva (2012, 2016) that have been developing studies using this theory. The Systems of Appraisal and Ideation (MARTIN and ROSE, 2007) also support the analysis, as well as official documents and studies by experts in the field. The methodology of the research is anchored in the qualitative approach that values the production of knowledge through the method of dialogue (BOGDAN and BIKLEN, 1994; DEMO, 1995). The results show that, in spite of the global recognition of English as a lingua franca and its inclusion in the PNLD, in public schools it remains undervalued as a studying subject. There is a lack of PNLD support to teachers, still dependent on assignments and work alternation. This causes ignorance of the program and the absence of continued training for a more beneficial appropriation of the teaching material. Therefore, the distribution of textbooks does not guarantee the viability of the pedagogical action according to its proposals and guiding theories. By appropriating the textbook, teachers expect to have it as an ally, hoping to legitimize its use in the classroom. That’s a cause of disappointment with the teaching material, when, because they were not prepared for the pedagogical innovations that the book suggests, or linguistically to accompany the flow of readings and activities, teachers end up using it in a monolingual, structural and vertical form. However, the appropriation of the teaching material impacts positively in the professional preparation of the teachers, leading them to seek proficiency. The results also show that students appreciate the activities done with the PNLD material, preferring them to the routine activities of copies and translations, or grammar exercises out of context. Considering that the PNLD encourages the use of differentiated teaching materials, this study is expected to contribute to a critical view of the subject, proposing actions to prepare teachers for the use of the material, adapting it to the public schools in Zona da Mata. Especially in small cities, access, or perhaps even interest in the literature of new methodological approaches, experiences, official documents, participation in events, etc. is very restricted. This distancing from academic productions can be remedied through shortterm projects on the appropriation of the material as a means of promoting the empowerment of professionals and English subject, thus contributing to the improvement of basic education. 

In this work, we studied strategies of memory’s construction in the characters Camacho
and Varguitas of Aunt Julia and the Scriptwriter, a novel by Mario Vargas Llosa. We
aimed to identify and to analyze the processes by which the literary creation took place
in this novel, as well as the results of it. We took into account the Vargas Llosa's project
in which he claimed to perform an autobiography and narrative of the acts of a character
he had met in his youth. The Aunt Julia and the Scriptwriter is a discourse triggered by
memory, about literature and literary vocation, in which the characters and writers were
materialized, immersed in melodramatic art. In the first part of these work, we identified
the memory as the protagonist of literary creation based on analysis of the terms
"deicide" and "demon", used by Vargas Llosa in García Márquez: History of a Deicide.
Next, we detach the time of the novel narrative under study: the present in which the
narrator has cut the past to make it fiction. In this context, the story presents Vargas
Llosa's conception of literature and the role of the writer. Later, when we find that the
Llosa's autobiographical pretension resulted in autofiction, we analyze the formation of
the writer's characters from the study of autofiction types by Vincent Collona,
specifically in the specular type, whose axis is the narrative techniques of
communicating vessels and the Chinese box operated by Vargas Llosa. We conclude
that the writer's characters, the sum of memories and non-memories, serve to construct a
self-image as a “writer”, a fiction of itself, as a support for the literary vocation apology.

One of the main features of Brian Friel´s work is to represent memory on stage. Dancing at Lughnasa is one of his plays classified by critics as a "memory play" because it presents, like The Glass Menagerie by Tennessee Williams, a narrator who narrates the events taken from his memories. The play is also Friel´s autofiction and contains some autobiographical traces of the playwright.

However, Dancing at Lughnasa's relationship with memory goes beyond the thematic and becomes the playwright's procedure and way of making theater in memory of the theater itself, bringing back its origins in rituals and tragedy, and re-reading the main elements of the foundation of the Irish Literary Theater. Dancing at Lughnasa is not only a memory play, but also refers to theater, which is also memory, and thus can be considered a metatheatrical text, as it enables discussions about drama, its techniques and its functioning.

By analyzing the notions of time, space and body in the play, essential elements for both the theater and memory, this research intends to delineate the conception of memory brought by Friel and how it relates to theater, referring to the tradition and at the same time, corroborating to an idea of community different from the one imagined by the members of the Irish Literary Theater. As a dramatic text first presented in the 1990s, aiming at opening the Irish theater to an international context, this research also intends to consider its adaptation to the Hollywood cinema directed by Pat O'Connor, and the treatment given to the local memory in this media that allows its globalization.

From life to writing, from writing to stage, from stage to cinema, memory as a repetition in difference is in constant movement and in a continuous process of making meaning in time and space, according to the bodies and communities involved.

In this paper, we aim to study the mode of configuration of the poetic writing of Laís Corrêa de Araújo (1928-2006), taking into account the processes and procedures created by the writer in confluence with the demands of the media and new technologies. The corpus will be the poems published in the author’s first book, Caderno de poesia (1951) until the last, Geriátrico (2002). In order to better understand the creative process of these compositions, we consider not only the text itself, but the elements related to the production circuit, circulation and reception of the poems, allied to the materiality of the means in which they are configured. Thus, the development of the research is structured on the main poetic axes of Araújo’s diction: its relationship with the present and the resonances of his personal and professional experiences in his creative process, the implications of the critical recognition of his work, the selection of his own poetic and political strategies, as well as the dialogue with the multiple voices and the communicative techniques that engender them, seeking to articulate discussions about how these manifestations evolve in the course of their poetic production. In our analysis, we identified that there is, in Araújo’s poetry, a potential existence of rhizomatic and hypertextual practices. In consideration of the vocation of this poetry to the digital, we present a project of poetic experimentation in an electronic context, in order to dialogue with the theoretical scope developed in this thesis, in an attempt to enrich academic research.

No âmbito da educação superior, são várias as ações de internacionalização em casa (KNIGTH, 2008 e 2011) impostas pela globalização. Nesse cenário, destacam-se o ensino de línguas adicionais e os letramentos acadêmicos. Filiando-se aos Novos Estudos do Letramento em diálogo com os pressupostos teóricos sobre os gêneros do discurso, esta tese apresenta um estudo sobre como se ensina escrita e leitura acadêmicas em português como língua adicional (PLA) em um contexto de imersão linguística. Na literatura, encontram-se poucas pesquisas sobre essa temática, razão pela qual se considera a produção científica dessa área ainda incipiente e escassa. Diante dessa lacuna, tem-se por objetivo, com o desenvolvimento deste trabalho, analisar os eventos de letramento acadêmico em PLA que vivenciam os estudantes universitários estrangeiros, falantes de espanhol, matriculados em uma instituição de ensino superior pública localizada em uma das tríplices fronteiras do Brasil. Para tanto, investigam-se (i) quais são os eventos de letramento acadêmico em duas turmas da mesma disciplina de PLA − nível intermediário; (ii) como são promovidos letramentos acadêmicos de hispanofalantes nas turmas investigadas; (iii) em que medida as propostas de letramentos acadêmicos das turmas sob investigação se assemelham aos modelos de letramento propostos por Street (2010) e Lea e Street (2014) e (iv) se semelhanças e/ou divergências entre as línguas espanhola e portuguesa são exploradas por professores de PLA a promoção de letramentos acadêmicos. Os dados analisados foram gerados durante o segundo semestre de 2017, a partir de um estudo de caso de cunho etnográfico, em classes universitárias voltadas para o ensino de PLA, especificamente, para a leitura e a escrita universitárias nesse idioma. Foi concebido e organizado um corpus composto por gravações de áudios de aulas de duas turmas da mesma disciplina, produções textuais elaboradas pelos participantes da pesquisa, questionário, diário de campo da pesquisadora e material didático utilizado pelos professores colaboradores. Os resultados indicam que (i) os docentes, colaboradores desta pesquisa, adotam estratégias diferentes para alcançarem os mesmos objetivos de aprendizagem, contudo priorizam práticas de leitura e de escrita distintas; (ii) propiciam-se, nessa disciplina, letramentos por intermédio da leitura, da análise e da escrita de gêneros discursivos presentes no contexto acadêmico brasileiro; (iii) o modelo de letramento socialização acadêmica, proposto por Street (2010) e Lea e Street (2014), é o mais evidente nos registros gerados e (iv) apenas um dos professores colaboradores explora semelhanças e divergências entre as línguas espanhola e portuguesa por meio da gramática contrastiva, principalmente. Os resultados apontam, ainda, para a importância do ensino de línguas adicionais e da garantia aos letramentos acadêmicos ao aprimoramento do processo de internacionalização em casa em universidades brasileiras.

In this paper, we seek to verify the extent to which literacy practices experienced by the professional in training in the context of corporate education have an effect on their literacy for the exercise of functional activities. In this modality of teaching, the student does not only experience literacy practices systematized for pedagogical purposes, but several others that are part of his or her routine as a member of the organization that promotes the event. With support in the framework of Literacy Studies, we understand literacy as a situated practice (BARTON, 1998, BARTON, HAMILTON, 2000), which therefore occurs in specific contexts of human life, influenced by cultural, social and historical aspects. Taking the experiences of students of corporate education as a construct and unit of analysis (MICCOLI, 1997, 2007, 2014), we will seek, through questionnaires, annotations, interviews and copies of textual genres; identify literacy events that occur in the organization in which the students are inserted, however, outside the classroom. Through interviews, we will seek to understand the reflections of the informants about the identified events and describe literacy practices (STREET, 1984; 2014) from the perspective of these same informants. The group of informants will be composed of three students from the Training Course of Soldiers of the Military Police of Minas Gerais, and the collection will be done during the period of the course, from September 2017 to June 2018. We expect that the research will allow us to reflect on the literacy practices not formally considered in the course plans and their implications for the training of the military police officer. 

The present thesis discusses the analysis regarding the application of a Unit of a referred textbook of teaching of Portuguese Text Book adapted to Libras, and, thus, the issues of this unit that guide actions for teaching and learning of LP as L2 for deaf children will be discussed based on phenomena that define the multimodality and different modes of significant resources KRESS, 2010, KRESS; VAN LEEWEEN, 2006 and VAN LEEWEEN, 2005)); for the vision of language as Social Semiotics (BARBARA, 2009, FUZER; CABRAL, 2014, HALLIDAY, 1979, 1998, HALLIDAY; HASAN, 1989 and SILVA, R. C., 2016) and by the assumptions of the Deaf Studies that discuss bilingualism (ANN, 2004, GROSJEAN, 2016, SILVA, G. M., 2017, 2018 and QUADROS, 1997, 2005, 2019), language acquisition and second language teaching (QUADROS; CRUZ, 2011; PLAZA-PUST, 2012, 2014, GÁRATE, 2014 and LEBEDEFF, 2007) and finally technological tools for sign language access (AMORIM, 2012, BASSO, 2003, SOUZA, 2015, MOSES, 2018, KRUSSER, 2017). Thus, when investigating the aspects related to the use of the textbook, it is the intent to verify the modes of appropriation and use, by the teacher and the deaf student, of the resources of meaning used in textbooks and their influence on the stimulus for the understanding and learning of LP as L2. The methodology used was qualitative, with ethnographic characteristics, in this case, the researcher was present in the classroom throughout the period of data collection. There were 70 –hours/class video recordings related to the application of a teaching unit, chosen by the participant teacher, of a textbook of teaching LP adapted in Libras. Three teachers and 16 deaf students participated in the research, the investigation took place in three different schools, two in the city of Belo Horizonte and one school in the city of Divinópolis, west of Minas Gerais and, at the end of each unit applied, there was a conversation with those involved questioning them about the use of the teaching material. The data collected reveal the Sign Language circulating in educational spaces; the non-use of the textbook with students; teachers´ non consideration or use of digital technological tools ; the low use of image resources as didactic support and the lack of knowledge of teaching strategies of Portuguese as a second language in written modality; identified several obstacles in the performance of the activities, arising from activities with correspondence to orality (graphophone exercises); non consideration of the different ways of reading texts; among others observed that the different modes of language were not aligned or not complementary. It is concluded, in line with the initial hypothesis of the research, the adapted Portuguese – Sign Language textbook does not offer conditions for the deaf child to learn Portuguese as a second language. Thus, it is believed that this research contributes to greater reflection on the development of adapted teaching materials with the use of Sign Language regarding the teaching of Portuguese as L2 for deaf children.

The rupture of the dam Fundão of Samarco company (Vale/ BHP), in 11/05/2015, caused the destruction of Bento Rodrigues, a subdistrict that belongs to Mariana city. Due to the big impact of the tragedy, jornalistic staffs from all world dedicated their agendas to cover this happening. This dissertation aims to study the underlying agreements to the production of special notebooks about the tragedy, based on the final product of the newspapers O Tempo e Lampião. For that, we resorted to authors from the Communication area for the definition, classification and characterization of the concept of Happening (ANTUNES, 2008; FRANÇA, 2012; QUÉRÉ, 2012; DOSSE, 2013) and the notion of Framework, both in Journalism (PORTO, 2004; GUTMANN, 2006), and in Discourse Analysis (CORTEZ, 2013; EMEDIATO, 2013; CHARAUDEAU, 2015). As a theoretical- methodological aspect, our research is based on the Discourse Analysis through the Semiolinguistic Theory. (CHARAUDEAU, 2001; 2005), and the management of the points of view. (RABATEL, 2013; KOCH; CORTEZ, 2015). To assist us in the elaboration of the aspects relating to the Contract of Communication (CHARAUDEAU, 2015) that the means follow, we have interviewed the publishers responsible for the newspapers, in order to identify the conditions of production and orientation that culminated in the elaboration of special notebooks from their respective frameworks and points of view represented by the announcers- journalists. From the analysis, we could consider the local cover of the newspaper Lampião, with framework characterized by the accountability of the tragedy and the national cover of the newspaper O Tempo, with focus on the environmental consequences of the dam rupture. Thereby, we expect to contribute to the reflection about the production of special and laboratory-notebooks, pointing subjacent characteristics to the contracts that rule them, considering, therefore, the conditions of production and the linguistic-discursive aspects that cross the journalistic productions.

The present dissertation analyzes some possible relations between the Technique and the Promethean and Faustian imaginary recurrent in the Heavy Metal, privileging the bands Sepultura and Overdose. The reason why these bands are listed for analysis in the dissertation is that Sepultura and Overdose are pioneers of Heavy Metal in the territories of Minas Gerais and Brazil. Nevertheless, both of them are bands from Belo Horizonte, it is considered the capital of Brazilian Heavy Metal due to the vast number of bands and the recognition of these worldwide. In this sense, we have been working with Sepultura and Overdose as a metonymy of the national Heavy Metal, since they were the ones that exerted more influence on the other national bands than they were influenced by other. Hermínio Martins, philosopher of the Technique, resorts to the myths of Prometheus and Faust as guiding researchers and addresses the technical question by observing two interrelated paths: how it can serve justice, democracy and social welfare (the Promethean project) and from which point the Technique responds to a will of itself in an infinite, and sometimes, in a perverse way (the Faustian image). Complementally, the imaginary studies in Gilbert Durand add to the dissertation the perspective of the understanding of the imaginary as organizer of the “real” and not as its opponent, establishing itself as the creative and organizing dynamic force that reacts to death and the passing time. Following the methodology of Gilbert Durand, we have divided our approach from three recurrent mythemes in the lyrics of the bands approached, in order to undertake a mitochristic research: war, biotechnologies and mass media. From a Text perspective, in the Barthesian sense, we observed possible slips between imaginary studies, the philosophy of Technique and the lyrics of the bands Sepultura and Overdose, trying to analyze some possible Faustian and Promethean tessitura, between different fields of art and knowledge.

This research presents a study about houw teaches of Ouro Preto evaluate the English textbooks provided by the National Textbook Program (PNLD). The textbook is an important resource in teaching English as in most contexts it is one of the main sources of information as well as the linguistic input of the foreign language. As Coracini (1999) states, the textbook defines what and how it should be taught and learned, and also establishes a profile for students and teachers. In 2011, the Modern Foreign Language was included in the National Textbook Program (PNLD), enabling public, elementary and high schools, from all over Brazil to receive English and Spanish teaching materials, compounded by the student's book and their respective audio CDs, and by the teacher's manual. In this sense, the main objective of this research was to identify and analyze the evaluations expressed in the discourse of the teachers of English of the public schools of Ouro Preto, Minas Gerais, about these textbooks. In order to achieve these objective, semi-structured interviews were conducted with 11 teachers. The analysis of the collected data was based on a discursive perspective based on the Appraisal System (MARTIN and WHITE, 2005). The results show that although they recognize the quality and importance of these materials, teachers do not consider them appropriate to the context in which they work. It was also possible to conclude that most of the evaluations were expressed by the Apreciation regarding the composition of the books, especially their contente, which suggests an overestimation of the content in detriment to other constituent aspects of LD. Teachers also reveal a desire for a book that is less complex, smaller, and more appropriate to the teaching conditions experienced in public schools. In this perspective, most teachers seek an LD based on structural methodologies, revealing that they are not aware of the theoretical assumptions underlying the PNLD, and of the most recent official documents that base the teaching of English in basic education in Brazil. Thus it is possible to see that the creation of public policies that are close to the continued formation of teachers linked to the existing ones, such as PNLD itself, is imminent. It is hoped that this paper will be able to create possible subsidies that contribute to the problem of the adequacy of English-language textbooks in the context of Brazilian public schools, and to provide data that will minimize the lack of academic studies that address this subject.

The research has as a proposal a comparative discursive analysis of speeches conveyed by President Dilma Rousseff and the fictional character Dilma Bolada on Facebook, during the process of impeachment. Through the analysis, the research aims to analyze the ethos and imaginary projected by Dilma Rousseff in digital social networks during the impeachment process, in two different genres, verifying if there is a difference between the images projected in the official discourse and in the publications of the fictional character Dilma Bolada. For this, we also used the analysis of biographical reports and the presence of controversy in both communication situations, as well as the use of humor by the fictional character Dilma Bolada. The analyzes carried out in this research are based on two corpora: the first one is formed by three speeches of the president Dilma Rousseff, published in video on its official page of Facebook during the process of impeachment, and the second constituted by five posts published on the page entitled Dilma Bolada, also during impeachment. Through the analysis, the research has as proposal the study of the processes of constitution of the discursive identity of the political subject, through the verification of the different ethos and imaginaries evoked by the discourses. In our theoretical course, we approach the political discourse as an object of analysis (CHARAUDEAU, 2006), as well as some of the transformations that it has undergone over time (COURTINE, 2006; PIOVEZANI FILHO, 2007, 2009). Studies on rhetoric and the argumentative dimension of discourse will also be addressed (AMEDY, 2001; AMOSSY, 2007; PERELMAN & OLBRECHTS-TYTECA, 1996), as well as the controversy present in the political field (AMOSSY, 2014). We will also address different researches about the use of digital social networks in the delivery of political discourse and image management of political actors. Studies about different aspects of humor and their use in political discourse will also be raised (POSSENTI, 2013; CHARAUDEAU, 2006b; FALCÃO DA SILVA, 2009; ZEPEDA, FRANCO E PRECIADO, 2014; BONHOMME, 2016). Finally, we will cover researches about the presence of biographical reports (MACHADO, 2008, 2012, 2015, 2016) and socio-discursive imaginaries in political discourse (CHARAUDEAU, 2006), as well as different studies on the constitution of the ethos of political actors (CHARAUDEAU, 2006; AMOSSY, 2005; MAINGUENEAU, 2005, 2007, EGGS, 2008, MAIA, 2015). Through the analysis, we can observe certain proximity between the projected images of Dilma Rousseff, through the discourses on her Facebook page, and the images projected through the publications made on the page of the fictional character Dilma Bolada.

This research proposes a comparative analysis of the discourse of transparency, diachronically appropriated by the Brazilian governmental organization responsible for promoting policies of transparency, access to information and social control, the Comptroller General of the Union (CGU), in 2015, or Ministry of Transparency Supervision and Control (MTFC), in 2016. The name and status change in march 2016, shortly after the impeachment process of former President Dilma Rousseff, was one of the main reasons for this analysis. Based on the understanding that the attribution of promoting compliance with the Law on Access to Information (12.527/2011) places the office in a position of legitimate issuer to deliver discourses on the legislation regarding transparency of access to information. We also understand that a good amount of the ideas and discourses which have circulated and circulate the social context about the theme were established from the statements of this office. There were three research hypothesis, the first one is that in 2015 the transparency discourse was often more entangled by that of social participation and, in 2016, by the fight against corruption; the second hypothesis is that the citizen, during both periods of time, was rarely positioned as an indispensable agent in the process; the third is that the discourses conveyed, both in 2015 and in 2016, prioritized institutional interests, projecting diverse ethos, especially those of credibility and efficiency. This research is exploratory and descriptive, with a qualitative approach. The corpus analyzed consists of 243 news produced by CGU and, later, MTFC, on the performance, skills, projects and actions performed by the office. In the set of 243 news, aspects related to contractual restrictions, specifically regarding subjects and legitimacy, were compared, followed by thematic selection strategies, with theoretical contribution in sémiolinguistique (CHARAUDEAU, 2015). A minor set of 37 news, referred to as “public transparency”, was the subject of an analysis of the frequency of application of the word “transparency” and meanings attributed to it, interdiscourse indices and of selfimage attribution (ethos), based on interdiscourse and intertextuality (MAINGUENEAU, 1997), heterogeneity (AUTHIER-REVUZ, 2004), and discursive and pre-discursive ethos (MAINGUENEAU, AMOSSY, 2013). The results show that, in both periods, it is possible to identify indexes of intertextuality with the prescribed discourses, but in 2015, participatory democracy was the discursive formation from which it was more frequently expressed. The ethos most attributed to the office were democratic leadership and social articulator. By 2016, the most striking discursive indexes point to representative democracy as a discursive
formation from where it was most enunciated in that period. The focus was on designing ethos of efficiency.

This work aimed at analyzing the elements of the instructional design on a proposal of interaction dynamic for English language learning management by students of Secondary Level and Technological Education (EPTNM) based on sociointeractionists learning theories. The emphasis on instructional design based on sociointeracionism has been researching themes developed by several authors such as Piaget (1994), Vygotsky (1933), Freire (1996), Krashen (1987), Swain (2005), Ellis (1991, 1999) Paiva (2010), Leffa (2003), among others. Thus, what is proposed is to analyze the interactions between: (i) student and student; (Ii) student and teacher and (iii) the interactions of these actors supported by the usage of the technologies for the language learning and improvement. This research is interpretative nature and the perspective of the case study used as a research strategy. The study was conducted under one subgroup of English Language learners of the third year of EPTNM at The Federal Center of Technological Education of Minas Gerais (CEFET-MG) in Belo Horizonte, when these students developed activities under the textbook adopted and pre-defined tasks production by planning to run over two months. This research expects to contribute to alternative management of the processes of teaching and foreign language learning through the management of the "interaction design" by these actors involved in their locus of action, besides the researcher reflections on the relationship between instructional design and the English language learning and improvement. The instructional design may have elements that favor interactional aspects that promote and sustain the commitment of the participants and encourage the process of language learning by students of EPTNM. In this proposal, the participant teacher prepared an interactional dynamic especially for the management of the English language learning process.

The Brazilian deaf community gained access to two languages, Libras and written
Portuguese, when the Law 10.436 / 02 was approved and later regulated by Decree
5.626 / 05. With this, there has been greater visibility for deaf people in education and
society. Specifically in the educational context, there is still a gap for the teachers that
work with deaf students, many of them from hearing families who have late contact
with sign language. The researcher‟s teaching and teacher orientation experiences show
that the deaf are impaired in the teaching of content, the methodologies and the
teaching material not directed to the listening community but to listeners. Based on this,
this master's research proposes a contribution to the teaching of written Portuguese to
deaf students. A methodology for teaching Portuguese to such students in the initial
years is, proposed, through a material elaborated by the researcher, basic with a story for
children as the text, and characterized by the integration of written and visual codes.
The theoretical basis is the writings of Quadros (2005) on bilingualism in deaf
education, Fernandes (2006) and Soares (2009) on literacy, Kress (2001, 2006 and
2010) on multimodality and education, Leffa (2007) on the creation of material. The
methodology and the material were used in two distinct realities: a classroom with a
deaf student among listeners, and a classroom with only deaf students. In
methodological terms, the research is a participant observation in which the researcher
was able to make interventions throughout the observations, counting on written record
in loco and quiz with the teachers. The analysis of the data reveals: the greater adequacy
of the proposal to one of the contexts, the positive and critical opinions of teachers
about the proposal and the viability of the use of images and linguistic elements in the
process of literacy in Portuguese to deaf people. It also revealed actions of teachers and
students with the material. In general, the proposal is considered by the teachers as
interesting, requiring time and specific training for its execution and can provide
teaching actions beyond what is foreseen in the teaching material.

This research presents, from an editorial-historiographic perspective, the
course of football books published in Brazil between 1903 and 1930,
focusing its contribution and other editorial processes for the
development, diffusion and legitimation of the sport, since the studies
about football publishing and reading are scarce. The interval was defined
based on the date of publication of the first book of rules translated into
Portuguese in Brazil in 1903 entitled Guia Esportivo, written by Mário
Sérgio Cardim, and the date of the end of Primeira República – or
“República Velha”. This is a qualitative, bibliographical and documentary
study, according to Antônio Carlos Gil (2002). For that, an interlacement
was made among the history of football, the history of the sports press,
the history of reading and the history of the publishing, in the Brazilian
national scenario, with theoretical support, respectively, by Hilário
Franco Jr. (2007), Marcos Guterman (2009) and Thomaz Mazzoni (1950); André
Ribeiro (2007), Luiz Henrique de Toledo (2002) and Wilson Gambeta (2014);
Marisa Lajolo & Regina Zilberman (2002; 2011) and Alessandra El Far (2006);
and Laurence Hallewell (2012). In addition, we analyzed editorial paratexts
of books of the period, consulted and photographed in the Centro de
Referência do Futebol Brasileiro, located in the Museu do Futebol de São
Paulo, in the Pacaembu Stadium. This evaluation was based on the
theoretical precepts of Gérard Genette (2009) and Pierre Bourdieu (1996)
and had as purpose to establish relations among these elements, the content
of the works and the period to which they belong. Some newspaper and
magazine clippings collected in the Hemeroteca Digital Brasileira are also
used to complement and prove information. The results of the study
reiterated the importance of football books in the history of the sport and
evidenced the need for deeper documentary studies for the recording and
memory of these materials.

This dissertation intends to investigate how the same group of images is used in three works by the filmmakers Karim Aïnouz and Marcelo Gomes, especially in the film Viajo porque preciso, volto porque te amo (2009). From the ideas of the French philosopher Georges Didi-Huberman in his studies of other thinkers, this work analyzes the cracked aspect of the image and its condition of file of memories. Resulting from Northeastern’s sertão filming made by the directors on a trip in 1999, the images are explored from their surviving to time intervals. Its cracked nature is what allows to create new senses with each dis-montage and later re-montage. In that way, the 2009 film can take advantage of the recognition of the images as “reality” documents to reconfigure the memories perceived there, in other words, to fable. The concept of fabulation as a creative act devised by the French philosopher Gilles Deleuze joins the discussions on the montage as a method of knowledge in Didi-Huberman to explain the pervivência of images over time in the works produced by Aïnouz and Gomes.