PROLING https://repositorio.ufpb.br/jspui/handle/tede/5441 2026-07-21T19:20:54Z 2026-07-21T19:20:54Z Rolim, Janaíne dos Santos https://repositorio.ufpb.br/jspui/handle/123456789/38358 2026-07-18T06:36:11Z 2025-12-16T00:00:00Z

Título: The power of play: a social and cognitive analysis of children’s narratives about women through barbie dolls Autor(es): Rolim, Janaíne dos Santos Orientador: Leite, Jan Edson Rodrigues Abstract: Considered a cultural artifact (Almeida, 2006), the Barbie doll has undergone significant transformations in its representation, incorporating greater diversity in physical attributes, ethnicities, professions, and contexts of inclusion, thereby reflecting contemporary social changes (Rolim, 2020; Sarinho Júnior, 2023; Prochner, 2024). In this context, as a development of my master’s research (Rolim, 2020), this doctoral thesis addresses the scientific need to investigate such changes and their implications, going beyond the analysis of the doll’s physical attributes and the packaging that accompanies it. Thus, grounded in Systemic Functional Linguistics (Halliday, 1978, 1985), in the Appraisal System (Martin; White, 2005), in Conceptual Metaphor Theory (Lakoff; Johnson, 1980; Lakoff, 1987; Lakoff; Turner, 1989; Lakoff; Johnson, 1999), and in complementary studies within Cognitive Linguistics, such as those focusing on Frames (Bateson, 1972) and embodiment (Johnson, 2017), this study aims to investigate children’s interactions during play with Barbie dolls and their subsequent reflections on this experience. The goal is to examine whether and how such interactions indicate, through the children’s discourse, elements of women’s empowerment, particularly in the four dimensions of power proposed by Charlier and Caubergs (2007): power over, power to, power with, and power within. The research also examines the conceptual metaphors and metonymies used by the children and their impact on the formation of perceptions about social roles and the diversity of female bodies. The purpose is to understand how children’s cognitive faculties articulate their feelings and reactions toward the woman represented by Barbie, who embodies, in her figure, representations of real adult women, and how children are shaped by their accumulated life experiences, even at an early age. Based on a qualitative and interpretive approach, the investigation was conducted with elementary school children in a quilombola school in the city of João Pessoa, in the state of Paraíba, recognized for valuing Afro-Brazilian culture and promoting the inclusion of historically marginalized groups. The specific objectives included: i) identifying the processes, based on the System of Transitivity (Halliday; Matthiessen, 2014), in children’s narrative discourses about power and empowerment derived from their experiences during play with Barbie dolls and in their subsequent reflections; ii) interpreting the most prominent processes in children’s narrative discourses, both during play and after it, about power and empowerment, using the evaluative mechanisms of the Appraisal System (Martin; White, 2005), by examining clauses according to the actions, events, or states in which the participants are involved; iii) identifying, from a cognitive perspective (Lakoff; Johnson, 1980; Lakoff, 1987; Lakoff; Turner, 1989; Lakoff; Johnson, 1999), through cross-domain mapping, the conceptual metaphors present in children’s discourses during play and in their subsequent reflections, with particular attention to discussions of power and empowerment, while also examining the role of conceptual metonymies; iv) examining, from a cognitive perspective, how the metaphorical patterns in children’s narrative discourses, both during play and in later reflections, construct their perceptions about Barbie and about women; and v) discussing how the four levels of power outlined by Charlier and Caubergs (2007) are linguistically configured in children’s narrative discourse, from both social and cognitive perspectives, with the aim of understanding how playing with Barbie dolls, considered empowered (Rolim, 2020), can promote struggles for representation, respect, and inclusion regarding the diversity of women and their roles in society. The research corpora consist of: i) discourses emerging from the spontaneous interactions of eight (08) female quilombola children while playing with Barbie dolls, who were divided into two groups, namely Group 1: children playing with Barbie Career Dolls (representing varied professions), and Group 2: children playing with Barbie Fashionistas (dolls representing physical or intellectual disabilities reflected in their bodies and clothing); and ii) discursive reflections on this experience, obtained through a focus group conducted using a carefully designed script with questions aimed at thematizing empowerment during and after the play experience. The analysis of the children’s discourses indicated that they demonstrated a deeper understanding of the meanings they attributed to their lived experiences, both socially and cognitively, when reflecting on the role of women in the context of empowerment and in broader social discussions, though this understanding was built gradually and collectively throughout the play sessions. These discourses thus provided analytical support for addressing issues such as autonomy, diversity, inclusion, agency, representation, and respect for different types of female bodies, including aspects related to disabilities, as well as other categories that emerged from the data analysis. Finally, by integrating social and cognitive perspectives, the analysis provided important and academically necessary empirical evidence on how cultural objects, such as Barbie, can promote women’s empowerment and encourage values of equity and respect for diversity from early childhood. Regarding the linguistic-analytic theories adopted, I observed that the convergence between Systemic Functional Linguistics and Cognitive Linguistics enabled me to understand, through the analyses presented, how evaluative language and embodied experiences intersected in the children’s discourse to produce new symbolic meanings. Editor: Universidade Federal da Paraíba Tipo: Tese

2025-12-16T00:00:00Z Azevedo, Gioconda Maria Medeiros https://repositorio.ufpb.br/jspui/handle/123456789/38356 2026-07-18T06:36:14Z 2026-04-07T00:00:00Z

Título: Produção de recontos através do ciclo de ensino e aprendizagem: um estudo com base em gêneros de texto a partir da linguística sistêmico-funcional Autor(es): Azevedo, Gioconda Maria Medeiros Orientador: Baldissera, Elaine Espindola Abstract: In the contemporary context of Portuguese Language teaching in the early years of Elementary Education, it becomes imperative to implement pedagogical practices that transcend fragmented approaches and promote an organic integration between reading, writing, and linguistic reflection in a systematic, contextualized, and socially meaningful manner. Within this framework, the reading and production of children’s narratives emerge as highly effective pedagogical tools, as they foster not only the development of discursive and textual competencies, but also the expansion of students’ cognitive, interpretative, and critical-reflective capacities. It is within this theoretical and methodological framework that the present study is situated, whose general objective is to investigate the production of retellings by 4th-grade students, taking the Teaching and Learning Cycle (TLC) as its structuring axis. This approach organizes the teaching process into a carefully planned pedagogical progression, beginning with detailed and guided reading of texts, advancing to the joint construction of knowledge—within a collaborative and mediated perspective—and culminating in individual production, at which point students mobilize, with relative autonomy, the linguistic and discursive resources appropriate to the genre under study. The study is grounded in the principles of Systemic Functional Linguistics (SFL), as outlined by Halliday and Matthiessen (2014), which conceptualizes language as a system of socially situated semiotic choices, as well as in the genre-based approach developed by Martin and Rose (2007), according to which genres are understood as staged, goal-oriented social processes. From this perspective, the context of situation and culture is realized through lexico-grammatical patterns, highlighting the intrinsic relationship between language, use, and social practice. Considering the conditions of teaching and learning language through genres, the Teaching and Learning Cycle (Rose & Martin, 2012) is operationalized through strategies that include: (a) Deconstruction of Model Texts, in which close and detailed reading of high-quality texts is carried out; (b) Joint Construction, in which students collaboratively produce a text within the target genre; and (c) Independent Construction, the stage in which each student produces their own version of the genre. This study is also informed by the propositions presented in Modelling and Mentoring: Teaching and Learning from Home Through School (Martin & Matthiessen, 2014), which emphasize the role of modelling and teacher guidance in the teaching and learning process. By articulating the Teaching and Learning Cycle with Systemic Functional Linguistics, this research seeks to understand how modelling and mediation strategies contribute to the appropriation of linguistic resources and to the development of reading and writing competencies, particularly in the production of children’s story retellings. Thus, the analysis will be conducted based on retellings produced by students, taking previously selected children’s stories as reference texts, with the aim of modelling writing processes and expanding students’ awareness of language. The research will be developed through exploratory methods, combined with action research (Fonseca, 2002), enabling an in-depth understanding of pedagogical practices and their effects within the school context. The exploratory dimension includes the analysis of students’ retellings, aiming to guide writing based on the characteristics of the textual genre, thereby fostering the production of meaningful and coherent texts. Editor: Universidade Federal da Paraíba Tipo: Tese

2026-04-07T00:00:00Z Gomes, Ivanilza Cinesio https://repositorio.ufpb.br/jspui/handle/123456789/38028 2026-05-12T06:11:28Z 2025-09-26T00:00:00Z

Título: Estudos do léxico Potiguara (PB): linguagens do mangue e identidade Autor(es): Gomes, Ivanilza Cinesio Orientador: Aragon, Carolina Coelho Abstract: Indigenous peoples who, at some point, have suffered incisive contact with non-indigenous people, losing distinctive aspects of their ancestors, have been undergoing prejudice, mostly due to stereotypes linked to the indigenous people. As a study with the Potiguara people of Paraíba, this master's thesis aims to demystify the stereotype related to ethnic identity linked to the use of the indigenous ancestral language. The object of this study is the Potiguara lexicon used in the mangrove (manguezal). This research aimed to answer the following problem: how does the lexical repertoire of the Potiguara people of Paraíba, specifically the vocabulary used in the mangrove, relate to their ethnic identity? To solve the question, the research was based on the following general objective: to analyze lexical items used in the context of the mangrove by the Potiguara people of Paraíba to support the ethnolinguistic characteristics marked along the Potiguara territory. The specific objectives are the following: identify the lexical items present in the speech of the Potiguara people related to the mangrove experience; examine how the study of mangrove lexicon is articulated with the social aspects of Potiguara life; investigate the meanings and uses of these lexical items in the utterance of Potiguara identity. To achieve the objectives, field research employed observation and application of social forms (Bortoni-Ricardo, 2004) and a questionnaire. The study featured five Potiguara employees who work or have worked on the mangrove. The lexical data collected were compared to academic papers and the following dictionaries: Dicionário de Silveira Bueno - Vocabulário Tupi-Guarani Português (1998); Dicionário de Eduardo de Almeida Navarro - Dicionário Tupi Antigo: A língua indígena clássica do Brasil (2013); Dicionário de Candido de Figueiredo - Novo Diccionário da Língua Portuguesa (1913); and the Dicionário Michaelis Online. The results showed that, through the analysis of lexical units and discourses of belonging and connection to the mangrove environment, the Potiguara people of Paraíba use lexical items socio-historically motivated by the relations of speakers to the territory and their territorialities.; MIMOMIRĨ A'e abaeté anama, a'eibé nabaeté ruãetá remierobykatãnamo sekóreme okanhem o amyipaguama rekoabeté mba'e aé, a'e oiporará a'epuerabé tekomonhangaíba inã, ta'angabatãa'uba abé a'e abaeté apytĩndaba resé. Kó nhembo'esaba Potĩguara anama Paraíbyguara resenduara rupi, kó dissertação oipotar 'anga'umombora ta'angabatã'auba oioguerekó i anama rekoesaba i anama abanhe'engypy poru resenduara. Kó morabykyaba oguerekó nhembo'esaba mba'eetéramo Potĩguara nhe'endybeté guapara'ytyba pupé i porupyra. Kó minguabekara osobaixuara'ang kó marandaba: marãngatueté Potĩguara Paraíbyguara nhe'endybeté tyba a'e nhẽ i nhe'endyba guapara'ytyba pupé i porupyra, a'e oioguerekó serã i anama rekoesaba resé? Oré aipo robaixuapotara resé, oré reminguabekara remiekarusu nã: nhe'endybeté mba'e ra'anga, a'e Potĩguara Paraíbyguara remiporu guapara'ytyba pupenduara, ananhe'egakuapaba rekoaba moatãndaguama resé Potĩguara retãme sa'angypyra resé. A'e miekara paraba resé, oré orosa'ang: nhe'endybeté mba'e Potĩguara nhe'enga pupé oikoba'e guapara'ytyba pupé sekó resenduara supé guasema; marã nhe'endybeté resé nhembo'esaba guapara'ytyba resé Potĩguara anama rekobesaba resé ioguerekó ra'anga; iekuapabesabetá kuabekara aipó nhe'endybeté mba'e poruaba Potĩguara rekoesaba mba'emombeguaba pupé oikoba'e, miekara supé îekosupápe, oré oroimoingó nhũme miekara mba'eandupaba rupi, oroimoingó anamaresé-papera (Bortoni-Ricardo, 2004) morandutyba abé. Kó nhembo'esaba oguerekó mbó Potĩguara moropytỹboana a'e guapara'yba pupé umã oporabykýba'e. Oré orosa'ang aipó nhe'endybeté iekuapaba i po'opyra nhembo'esabusu porabykyabetá resé kó nhe'enguru resebé: Dicionário de Silveira Bueno - Vocabulário Tupi-Guarani Português (1998); a'e Dicionário de Eduardo de Almeida Navarro - Dicionário Tupi Antigo: A língua indígena clássica do Brasil (2013); a'e Dicionário de Candido de Figueiredo - Novo Diccionário da Língua Portuguesa (1913); a'e Dicionário Michaelis Online abé. Oré iekuapaba ra'anga moauié riré, oré oroiandub, nhe'endybeté mba'e ra'anga rupi guapara'ytyba mba'e resé abá nhe'engabetá rupi guapara'ytyba tekoaba resé abá ioguerekosaba, Potĩguara Paraíbyguara oiporu nhe'endybeté mba'e anamboranduba ri i mopyatãmbyra onhe'engyba'e setama setama resenduara abé ioguerekosaba suí. Editor: Universidade Federal da Paraíba Tipo: Dissertação

2025-09-26T00:00:00Z Vega, Milena Socorro Rocha Gaspar https://repositorio.ufpb.br/jspui/handle/123456789/37856 2026-03-12T06:07:08Z 2025-07-31T00:00:00Z

Título: Processamento da coesão correferencial na leitura de parágrafos por adultos com e sem TDAH Autor(es): Vega, Milena Socorro Rocha Gaspar Orientador: Ferrari Neto, José Abstract: This research is based on the general hypothesis that different types of anaphoric coreferential cohesion impose distinct cognitive demands during reading processing in adults with and without ADHD, such that certain types of retrieval become more costly, and that this cost differs between groups. The general objectives are to explain aspects of anaphoric referential cohesion processing in Brazilian Portuguese, observing this process in adults with and without ADHD, and to investigate possible differences in relation to individuals with typical development. Specifically, the objectives are to characterize linguistic and cognitive aspects of ADHD with regard to coreferential processing; to contribute to studies that interrelate disorders that affect language with linguistic processing; and to provide evidence that can support the development of pedagogical or clinical interventions for individuals with ADHD. We also aim to explain whether online processing is affected by the different types of cohesion: explicit, implicit, and broken, and whether the types of anaphora (repeated noun, pronoun, and hypernym) have different processing costs. A sample of 32 participants voluntarily participated in this experiment: 16 adults with a medical diagnosis of ADHD and 16 adults with typical neurodevelopment, aged 18 or older, who met the inclusion criteria and were pursuing at least a bachelor's degree. A self-paced reading experiment was conducted to analyze the processing of anaphoric coreferential cohesion in paragraphs and the types of cohesion. The data showed no significant differences between the groups with and without ADHD. A statistically significant effect was observed in both groups regarding the different types of cohesion (explicit, implicit, and broken) and the different types of anaphora (pronoun, repeated noun, and hyperonymy), indicating more costly processing of implicit cohesion, when the subject requires inference to reach the antecedent, and less demanding processing of pronoun coreference. Therefore, it can be concluded that there are different processing costs for the different types of cohesion, especially implicit cohesion, in individuals with and without ADHD, when compared with each other and in the type of task proposed here. However, ADHD does not appear to present greater processing difficulties. Further studies need to be conducted with a larger sample, including testing of executive functions, controlling medication use by the clinical group, and considering the reading habits of both groups. Editor: Universidade Federal da Paraíba Tipo: Dissertação

2025-07-31T00:00:00Z