https://repositorio.ufpb.br/jspui/handle/123456789/11062 2026-07-02T23:39:51Z https://repositorio.ufpb.br/jspui/handle/123456789/38231 Título: Entre a plantação e a encruzilhada : escrevivência na formação em Letras – Inglês da UFPB Autor(es): Silva, Mayla Hellen do Nascimento Orientador: Araújo, Flávia Santos de Abstract: This study analyzes how the persistence of the Eurocentric canon produces silences, erasures, and epistemological limitations that impact teacher education. I develop such an analysis based on my experiences and lived realities throughout my undergraduate studies in the evening program of the English Language and Literature at UFPB, from an anti-racist and decolonial perspective. As a Black student, I intertwine theory and lived experience through escrevivência (life-writing) to expose the plantation logic that continues to organize academic knowledge. My work is inspired by Grada Kilomba (2019), who helps me name the structural racism and epistemic violence within the university. Other key intellectuals inform this research: Luiz Rufino (2021) offers the notions of unlearning and dismantling as strategies of survival and re- existence; Nilma Lino Gomes (2012, 2017, 2019) grounds my analysis of the coloniality of knowledge and the need for educational policies that truly implement ethnic-racial diversity in curricula; and Aníbal Quijano (2009), whose formulation of the coloniality of knowledge helps me understand how Brazilian universities continue to hierarchize knowledge and silence non- European epistemologies. Conceição Evaristo’s (2013) concept of escrevivência is not only an inspiration for my writing but also serves as an insurgent methodology for plural voices to occupy the university from their own experiences. At the same time, I propose transformative possibilities: expanding literary repertoires, including Black and non-white authors, implementing racial literacy initiatives, and embracing insurgent epistemologies. I argue that transforming the curriculum requires breaking cycles of exclusion and enabling new subjects to recognize themselves as knowledge producers. More than inclusion, this work calls for a profound reconfiguration of what we understand as literature, teacher education, and university knowledge production. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-03-19T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38230 Título: Ensino de língua inglesa para estudantes com TEA e com DI : desconstruindo representações capacitistas. Autor(es): Costa, Rebeca Alana Soares da Orientador: Silva, Rosycléa Dantas Abstract: People with disabilities are often represented through pejorative terms such as abnormal or incapable. According to Moscovici (2003), representations are socially constructed ideas about an object of interest, carrying the power to influence and guide people’s behavior toward the represented object. From this perspective, the present study aims at investigating the representations that shape the professional practice of a novice pre-service English teacher working with students with intellectual disabilities and autism. To this end, the study is grounded in the assumptions of Social Representations Theory (Moscovici, 2003) and in research on the representation of people with disabilities, autism, and intellectual disability (Costa, 2024; Lira, 2025; Silva, 2025). The data for qualitative analysis were generated through a reflective written report produced by the teacher about her initial experiences with two students with autism and one student with intellectual disability. The findings indicate that ableist representations related to students with autism and intellectual disability negatively influence the teacher’s perceptions and practices; however, classroom interaction promotes ruptures and reconfigurations of these representations. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-03-19T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38064 Título: Análise do discurso de ódio e homofobia em relação a jogos com personagens LGBTQIAPN+ Autor(es): Duarte, Juan Carlos da Silva Orientador: Bezerra, Fábio Alexandre Silva Abstract: This study analyzes manifestations of hate speech and homophobia in online comments on AAA video games featuring LGBTQIAPN+ characters. The research adopts a qualitative, interpretive approach grounded in Critical Discourse Analysis, Text Linguistics, and the perspective of Linguística Aplicada Transviada. The corpus consists of five high-engagement comments: four taken from an Instagram post by IGN Brasil about The Last of Us Part II and one from the Metacritic user review page for the DLC Horizon Forbidden West™: Burning Shores, within the 2020-2025 period. The analyses show that these utterances are not isolated opinions; rather, they function as discursive practices that mobilize pejorative lexical choices, ideological intertextuality, algorithmic validation, and mechanisms of symbolic exclusion. Terms such as “woke agenda,” “lacração” (a Brazilian Portuguese pejorative term for ostentatious progressive positioning), “minority,” and “forced” contribute to the delegitimization of LGBTQIAPN+ representation and to the reaffirmation of heteronormative norms within gamer culture. The findings indicate that language operates as a site of dispute, regulation, and resistance, making it essential to critically understand how homophobic discourses are structured and circulated in digital environments. This study contributes to discussions on language, power, sexual diversity, and representation in video games. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-03-19T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38063 Título: O controle social pela linguagem em The handmaid’s tale : discurso, poder e resistência Autor(es): Nascimento, Bianca Dias do Orientador: Lucena, Rubens Marques de Abstract: This study examines the social control exerted by language in the first season of the series The Handmaid's Tale, adapted from Margaret Atwood's homonymous work. The main objective is to investigate how verbal language is instrumentalized as a mechanism of oppression and, simultaneously, as a space for symbolic resistance in the theocratic regime of Gilead. For this purpose, the research adopts a qualitative approach, anchored in Critical Discourse Analysis, with contributions from Sociolinguistics and the theoretical thought of authors such as Ernst Cassirer, Michel Foucault, Pierre Bourdieu, and José Luiz Fiorin. The analysis focuses on the ten episodes of the first season, emphasizing ritualized discourses, surveillance practices, the resemantization of terms, and the silencing strategies imposed by the regime. The results demonstrate that language in Gilead operates as a technology of power, standardizing behaviors, erasing identities, and naturalizing gender hierarchies. However, cracks of resistance are also revealed through minimal linguistic gestures, such as the preservation of proper names, clandestine writing, and the formation of underground solidarity networks. It is concluded that, even in contexts of totalitarian control, language retains an insurgent potential, serving both domination and the re-existence of subordinate characters. This work contributes to studies on language, power, and gender, offering a critical reflection on the political uses of language in contemporary societies. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-03-18T00:00:00Z