https://repositorio.ufpb.br/jspui/handle/123456789/11062 Thu, 24 Sep 2026 07:21:22 GMT 2026-09-24T07:21:22Z https://repositorio.ufpb.br/jspui/handle/123456789/39265 Título: Educação cristã clássica : scientia do ensino da língua inglesa na fase da gramática no Trivium Autor(es): Batista, Kamilla Santos Orientador: Andrade, Barthyra Cabral Vieira de Abstract: This paper reflects on the Grammar Phase, included in the Trivium within the Classical Christian Education. It aimed to explain how the teaching of the English Language is presented in Classical Christian Education, specifically in this phase. The specific objectives were: to differentiate Crhstian Education from Classical Education; to present what the Trivium and the Grammar Phase in Classical Education are; to expose the relevance of starting the English Language teaching from the perspective of the Classical Christian Education. Regarding to methodology, I conducted research of a basic nature and bibliographic type, with a descriptive approach. I used authors such as Clark; Jain (2023), Sayers (2023), Wilson (2018) and others with the purpose of answering the following questions: whats is the difference between the Christian Classical Education and the Classical Education? Whats is the Trivium and the Grammar Phase? Why is it significant to start teaching the English Language on the perspective of the Classical Christian Education? In view of what has been studied and presented, I understand that the Classical Christian Education has proven to be the educational path that should be adopted, inclusdin the teaching of the English language. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 27 Mar 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39265 2026-03-27T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39264 Título: Letramento crítico em inglês : uma análise de letras de música em um livro didático do ensino médio Autor(es): Marinho, Mateus Henrique Vitorino Orientador: Maia, Angélica Araújo de Melo Abstract: The presence of the English language in the Brazilian school curriculum is guided by official documents, such as the BNCC and the PNLD, which break with strictly grammatical views in favor of a contextualized language education, focused on critical literacy and interculturality. From a socio-interactional perspective, texts which are used in a language classroom are not empty structures, but concrete utterances that reflect their spheres of communication. Among the various texts that can be read in an English lesson, the song lyrics genre stands out as an authentic textual genre intrinsically linked to youth culture. By arousing great empathy, songs configure themselves as pedagogical tools with a high potential for reflective engagement. Therefore, the objective of this study was to analyze the English-language song lyrics fragments present in the high school textbook New Alive High (2020) and their respective activities. To substantiate the discussion, this paper draws on the ideas of theorists such as Bakhtin (1997; 2006) and Vygotski (2008), in addition to using the Revised Bloom's Taxonomy (Ferraz; Belhot, 2010) to discuss the levels of cognitive complexity of the tasks. Methodologically, it sought to identify how these tasks could favor a socio-interactional, critical, and intercultural approach in teaching the language. The results pointed out that the mere presence of the song lyrics genre in the textbook does not guarantee critical literacy; the differential lies in the complexity of the task. It is suggested that it is up to the teacher to complement the didactic material, when necessary, to ensure that students engage in discourse analysis, intercultural debates, evaluation of sociocultural stereotypes, and the creation of original texts, mediated by peer collaboration. In this way, the song lyrics genre can effectively elicit learning aligned with interculturality, critical literacy, and socio-interactionism in the classroom. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 31 Jul 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39264 2026-07-31T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39263 Título: Writing beyond stereotypes : self-reflexivity and black masculinity In Erasure By Percival Everett Autor(es): Oliveira, Janio Alves de Orientador: Araújo, Flávia Santos de Abstract: This undergraduate thesis aims to analyze how Percival Everett’s self-reflexive writing in Erasure (2001) exposes the processes through which Black masculinities are produced, interpreted, and regulated by racial, social, gendered, and commercial expectations. This study examines the construction of the protagonist Thelonious “Monk” Ellison, a Black writer whose work is rejected because it does not correspond to the expectations regarding representations of Blackness considered marketable by the U. S. publishing industry. Through the analysis of metafiction, parody, intertextuality, intermedial references, and linguistic experimentation, the study investigates how the novel questions the transformation of Black identity and male experience into commercial literary categories. This investigation leads into the examination of My Pafology, a novel created under the authorial persona Stagg R. Leigh, demonstrating how Monk reproduces and exaggerates images of violence, hypermasculinity, misogyny, absent fatherhood, and social vulnerability in order to reveal the artificial character of stereotypical representations of Blackness. Drawing on the theoretical contributions of scholars such as Madelyn Jablon (1997), bell hooks (1992, 2004), Patricia Hill Collins (2004), Raewyn Connell and James W. Messerschmidt (2005), E. Patrick Johnson (2019), and Linda Hutcheon (1980, 1985), the thesis further discusses how Monk’s close relationships present contradictory creative and negotiated forms of masculinity shaped by care, vulnerability, authority, and emotional restraint. The study demonstrates that Erasure presents Black masculinity not as a fixed identity, but as an unstable and situated construction continuously marked by individual experience, affective relationships, literary conventions, and institutional expectations. Editor: Universidade Federal da Paraíba Tipo: TCC Thu, 30 Jul 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39263 2026-07-30T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39177 Título: Diversidade e representação no livro didático : uma análise do livro Se Liga na Língua Inglesa (PNLD 2024) Autor(es): Medeiros, Geovanna Maria de Orientador: Martiny, Francieli Freudenberger Abstract: This work has as its main objective to investigate the presentation of diversity in the English language didactic book. The corpus of analysis is the Unit 4 of the didactic book Se Liga na Língua Inglesa, having as its title One language, different realities, the unit suggests discuss about the use of English in different social and cultural contexts, which leads to reflections on perceptions of identity, representation and stereotypes in English language teaching. The research arises from the understanding that the didactic book is a social and discursive resource, constructor of meaning, and that its representations are capable of influencing the way students see themselves and the society in a globalized context. Methodologically, this work refers to qualitative research, based on interpretive analysis of the texts, images and exercises presented in the didactic book. It presents a theoretical grounding on various authors, such as Paulo Freire, Stuart Hall, Rajagopalan, and others. The specific objectives can be summarized as identify how cultural and linguistic diversity is represented in Unit 4, analyze how identity is (or is not) addressed, examining whether students are encouraged to reflect on representation, belonging, and the construction of identities; and investigate the presence or absence of stereotypical representations or superficial approaches to sociocultural diversity. The results of the research imply that, even though there is an increase in cultural repertoire presented by the referred unit, when observing the presence of the English language in different territories, the diversity tends to be portrayed mainly in the shadow of a descriptive and territorial view, with limited depth regarding identity processes and representations in the material. It concludes by understanding that the material contributes to contextualizing a monolithic perspective of English by highlighting its use in diverse social and cultural contexts. However, it still reveals limitations with regards to critical problematization of diversity, restricting the possible development of a more in-depth critical discernment on the part of the students. Editor: Universidade Federal da Paraíba Tipo: TCC Mon, 15 Jun 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39177 2026-06-15T00:00:00Z