https://repositorio.ufpb.br/jspui/handle/123456789/11062 Tue, 07 Apr 2026 11:17:45 GMT 2026-04-07T11:17:45Z https://repositorio.ufpb.br/jspui/handle/123456789/34427 Título: A cultura hip hop na aula de inglês no ensino médio : algumas considerações Autor(es): Delfino, Demerson Filipe dos Santos Orientador: Dialectaquiz, Andrea Burity Abstract: The present final paper aims at thinking critically about the use of Hip Hop Culture in the English language classes in the Brazilian regular schools. My own experience as student, teacher to be and artist of the Hip Hop movement has motivated the will to see Hip Hop, Rap, alive in the English classes. It is presented ethnographic research based on: 1) Brazilian official educational documents, focus on Base Nacional Comum Curricular (2015-2018), 2) concepts of Culture and its doubles (Larraia,2001) and 3) the Hip Hop pioneers, mainly Rap. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 25 Apr 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/34427 2025-04-25T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/33777 Título: Os efeitos da depressão em Bartleby, the Scrivener, de Herman Melville Autor(es): Pereira, Gabriella Aguiar Orientador: Lima, Danielle Dayse Marques de Abstract: This work aims to investigate the aspects of depression present in the famous short story Bartleby, the Scrivener (1853) by American writer Herman Melville. The construction of the protagonist and his enigmatic demeanor offers the reader the possibility of interpreting him from various perspectives, bringing him into contemporary relevance, considering that the narrative addresses issues such as human alienation and the development of mental disorders caused by the work structures of the capitalist system. Bartleby is depicted as an individual who exhibits symptoms of a melancholy that profoundly affects his being. Thus, to understand the figure of the scrivener from the perspective of melancholy, we draw on theoretical considerations in the literary, scientific, and philosophical fields regarding depression, grounded in Andrew Solomon's The Noonday Demon, Byung-Chul Han's The Burnout Society, Sigmund Freud's essays Mourning and Melancholia and Civilization and Its Discontents, as well as the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Furthermore, the analysis of the story is also based on critical positions regarding Melville’s work found in the essays Ah, Humanity... by Xerxenesky, and The Vast Horizon, the Wall Ahead by Ghirardi, as they seek to promote reflection on how the psychological pathology affects the protagonist, allowing for a reinterpretation of the story adapted to contemporary society. Editor: Universidade Federal da Paraíba Tipo: TCC Thu, 17 Oct 2024 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/33777 2024-10-17T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/33776 Título: Ensino bilíngue em João Pessoa : das escolas e seus projetos pedagógicos aos documentos oficiais Autor(es): Alcântara, Pedro Henrique Araújo de Orientador: Bühler, Rosilma Diniz Araújo Abstract: Considering the exponential growth of bilingual educational institutions in Brazil, this study aims to analyze how private schools in João Pessoa propose and implement bilingual education in accordance with national educational guidelines. The research was motivated by the growing expansion of bilingual education in Brazil and the need to understand how these institutions adapt their pedagogical practices to this modality. To achieve this, three specific objectives were established: 1) To present the guidelines on bilingual education as outlined in Brazilian official documents, such as the National Common Curricular Base (BNCC) and the CNE/CEB Opinion No. 2/2020; 2) To investigate the pedagogical approaches used by private schools in João Pessoa in the implementation of bilingual education; and 3) To demonstrate and compare the methodologies used by bilingual schools with the guidelines of the CNE/CEB Opinion No. 2/2020. The theoretical framework of this study draws on the contributions of Leffa (1988); Larsen-Freeman (2000); Brown (2007); Polidório (2014) and Oliveira (2014) regarding methods and approaches to English language teaching, as well as the concepts of bilingualism by Bloomfield (1933); Haugen (1953); Titone (1972); Hamers and Blanc (2000); Macnamara (1967); Savedra (2009); Butler and Hakuta (2004) and Wei (2000). The research is of a descriptive qualitative nature and is based on information collected from school websites, academic papers, official documents, and digital newspapers, aiming to understand bilingual teaching practices in relation to current regulations. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 18 Oct 2024 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/33776 2024-10-18T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/33775 Título: Uma discussão sobre a era pós-método na interface com as metodologias ativas no contexto do ensino de línguas Autor(es): Drezett, Pholvy Moniz de Medeiros Orientador: Costa, Walison Paulino de Araújo Abstract: Post-method pedagogy has emerged as a solution to didactic teaching gaps, especially regarding students' informational needs in language learning. In this context, this study aims to analyze the emergence and consolidation of active methodologies as a viable alternative to the limitations of traditional teaching methods. By situating these approaches within the context of the post-method and considering the integration of digital technologies, we seek to emphasize the relevance of this new perspective. The research is characterized as theoretical and essayistic, based on the reflections of authors such as Paiva (2006), Grandi (2017), Leffa (2016), Filho (2021), Brown (2007), Krashen (1981), Kumaravadivelu (2003), Silva (2008), Castro and Kieling (2021), Luiz (2021), who discuss the methodological transformations in language education and the technological innovations that impact this practice. These theoretical contributions provide a solid foundation that allows us to investigate how active methodologies align with contemporary educational requirements, especially in language teaching. In essence, active methodologies promote greater student protagonism in the learning process. This approach is aligned with the post-method era, challenging traditional practices and seeking more flexible, inclusive alternatives focused on the use of digital technologies. The centrality of the learner and the adaptation of pedagogical methods to their needs reflect an innovative trend in language teaching, requiring a continuous evaluation of conventional practices and an emphasis on the development of more autonomous and critical students. Thus, by integrating active methodologies and digital technologies into language teaching, we not only expand learning opportunities but also prepare students for a world in constant transformation, where the ability to learn continuously is becoming increasingly essential. This approach values the role of the student as the protagonist and establishes an educational environment that is more dynamic and responsive to the demands of the twenty-first century. Editor: Universidade Federal da Paraíba Tipo: TCC Wed, 16 Oct 2024 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/33775 2024-10-16T00:00:00Z