https://repositorio.ufpb.br/jspui/handle/tede/5440 PPGL Fri, 05 Jun 2026 13:16:56 GMT 2026-06-05T13:16:56Z https://repositorio.ufpb.br/jspui/handle/123456789/38047 Título: O estereótipo problematizado em orange is the new black: colonialismo, intermidialidade e políticas da metaficção Autor(es): Silva, Juliana Miranda Cavalcante da Orientador: Azerêdo, Genilda Alves de Abstract: The process of colonization is anchored in the delegitimization of the colonized as an individual being. In this regard, the inferiorization of the colonized caused by the use of stereotypes (as it acts directly on the construction of otherness and on the resulting relations of that process) is the main tool of the colonizer (Bhabha, 1998). By assigning a fixed block of characteristics to a person or a group of people, stereotype erases individuality, delegitimizes and dehumanizes the stereotyped, silencing their voice. The potential of art to contribute to the reinforcement of stereotypes (and thus, to the maintenance of the ruling power) is connected to the tentative representation of "truth" by fiction through realism, sold as a mirror to the world without any important opposition until the second half of the 20th century, when the correspondence between truth and realism started to be bluntly questioned (Certeau, 1998; Barthes, 2004, 2011; Genette, 2015). In the production of aesthetic texts, the use of metalinguistic and intermedial artifices to lay bare the narrative procedures with a critical distance provided, mainly, by irony (Hutcheon, 1995), gained force. Therefore, it is possible to say that the Netflix TV series Orange Is the New Black, produced between 2013 and 2019, is both product of the social and artistic momentum as it is vanguard and an inspiration for other works. Diverging from the exploitation genre, so common in the fictional pieces about incarcerated women, the show focalizes on the inter and intrapersonal relations that permeate the lives of those women, addressing matters of race, gender, mental issues, sexual orientation, privileges (or the lack thereof), without avoiding stereotypes, but confronting them instead. This study aims to analyze how stereotypes are presented and confronted in Orange, focusing on two events (Judy King’s auction and the game Fantasy Inmate) and two characters (Piper Chapman and Poussey Washington). The analysis is the final step of a process that includes the theoretical contextualization of the stereotype concept, metafiction and intermediality, at first, and the problematization of stereotype (in relation to metafiction and intermediality) later. The research methodology included reading and systematizing theoretical-critical material about our object (focusing on the authors we consider more relevant to our research), including audiovisual material, as well as debates in the classroom about theory of narrative, metafiction and audiovisual resources. The study acknowledges that Orange Is the New Black confronts stereotypes mainly through metafiction and intermediality, with irony as an effect in both cases. Editor: Universidade Federal da Paraíba Tipo: Dissertação Wed, 31 Aug 2022 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38047 2022-08-31T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38013 Título: O maravilhoso satirico em As Intermitências da Morte, de José Saramago Autor(es): Ossaka, Larissa Souto Aragão Orientador: Araujo, Arturo Gouveia de Abstract: This work aims to analyze the presence and communion of magical realism and satire in the construction of the novel As Intermitências da Morte (2005), by José Saramago. The central objective of this research is to examine not only the individual presence of each category, but also how these literary procedures coexist and interrelate, culminating in a unique aesthetic and critical effect, which we call satirical marvel. Throughout the narrative, Death's actions are responsible for the events that unfold, since, from its strike, various concerns related to social activities arise. Humanity, which has always longed for immortality, finds itself in absolute chaos when it glimpses the realization of this great desire, in a situation where fear and self-interest intertwine. In this context, the work is organized into three moments: the sudden cessation of death, its return to activity, and its personification. The methodology adopted is bibliographic in nature and is based on an analytical reading of the novel, in addition to dialogue with theoretical contributions that support magical realism, according to Irlemar Chiampi (2015) and David Roas (2014), and satire, based on the conceptions of György Lukács (2011) and Mikhail Bakhtin (2010). The results obtained demonstrate that satirical wonder is configured as the structuring axis of the work: the unusual is naturalized by the narrative voice, transforming itself into a vehicle that intensifies criticism and exposes the ethical bankruptcy of the characters and social institutions, while satire operates the debasement of figures of power and the elevation of popular wisdom and the art's transformative force, validating the satirical wonder as a key to the understanding social criticism and the philosophical reflection in the poetics of José Saramago. Editor: Universidade Federal da Paraíba Tipo: Dissertação Mon, 15 Dec 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38013 2025-12-15T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37774 Título: O ensino de estratégias de leitura na Educação de Jovens e Adultos (EJA): a literatura como proposta para compreensão textual Autor(es): Guedes, Kilma Cristeane Ferreira Orientador: Souza, Renata Junqueira de Abstract: This study is linked to the line of research named "Literary Readings" of the "Theory, Literature and Critique Concentration Area of the Postgraduate Program in Language Arts-PPGL., from Universidade Federal da Paraiha/UFPB, and to "Teacher training and the relationship between educational practices in reading, literature and literary text assessment Research Group Probeli. This is a doctoral thesis that aims at analyzing how reading strategies taught to high school studens in Young and Adult Education (EJA) can add to text comprehension in literary mediation moments. To that end, a practice was applied to a Cycle VI class (which corresponds to the 3rd year of High School) at Escola Estadual de Ensino Médio and EJA Dostor Otávio Novais, located in the suburbs of the municipality of João Pessoa PB. The qualitative investigation followed a methodological approach to action research. Thus, in the aforementioned practice, the students participated in reading workshops and textual comprehension activities. The theoretical methodological contribution is based on studies conducted by Koch and Elias (2017), Sole (2014), Cosson (2021a, 2021b), Silva (2023), Girotto and Souza (2010). Harvey and Goudvin (2007), among others. Furthermore, in order to investigate the specificities of EJA as teaching modality and its target audience, we revisited the studies conducted by Artoyo (2017), Freire (2001) and others, and related legislation and documents, such as: Lei de Diretrizes e Bases da Educação Nacional (LDH) (Law of Guidelines and Bases of National Eshwarion 9.394/1996, in its 7th edition (Brazil, [1996], 2023) Diretrizes Curriculares Nacionais para a Educação de Jovem e Adultos (National Curricular Guidelines for Youth and Adult Education/ opinion n 11/2000 (Brazil, 2000), and Diretrizes Operacionais para a Educação de Jovem e Adultos (Operational Guidelines for Youth and Adult Education) resolution n° 01/2021 (Brazil, 2021). The practice carried out with the students was analyzed based on observing its stages ("before", "during" and "aller" reading) and the set of activities proposed portfolios highlighted significam contributions from teaching reading strategies applied to literary texts, such as mobilization of previous koowledge by students, establishing connections, inferences, visualizations and questions to construct senses and meanings (both individually and shared) that are appropriate to unknown words or other textual eletnents (theme, setting, characters, problem etc.), preparation of personal summary to facilitated the partial or fiall comprehension of the text, and development of reading skills, particularly those related to the descriptors of the Sistema de Avaliação da Educação Básica (SAEB) (Basic Education Assessmew System). (Brazil, 2001), which are fundamental for textual comprehension and, as sach, for the promotion of a rich literary experience. Thus, the practice contributed both to facilitating textual comprehension by students and encouraging them to practice literary reading, which, in turn, guarantees them the exercise of the right to literature.; RESUMEN. El presente estudio está vinculado a la linea de investigación "Lecturas Literarias", del área de concentración "Teoria, Literaturn y Critica", del Programa de Posgrado en Letras-PPGI, de la Universidad Federal de Paraiba UFPB y al Grupo de Encuesta "Formación de Profesores y lus relaciones cotre prácticas educativas en fectura, literatura y evaluación del texto literario-Probeli Se trata de una tesis de doctorado que tiene como objetivo analizar como las estrategias de lectura enseñadas a los alumnos de Educación Secundaria de Jóvenes y Adultos (EJA), en momentor du mediación literaria pueden contribuir para la comprensión de textos. Para alla, sa realizó una práctica que se aplicó en una clase del Ciclo VI (que corresponde al 7 grado de la Escuela Secundaria), en la Esesla Estadual de Ensino Medio e EJA Doutor Otávin Novais, ubicada en el subrurbio del municipio de João Pessoa/PH. La investigación, cuyo enfoque es cualitativo, tiese como recorrido metodológico la investigación-acción. Así, en la práctica mencionada, los alumnos participaron en talleres de lectam de diversos textos literarios y realizaron actividades asociadas a la comprensión sextual. El aporte teórico-metodológico se basa en los estudios de Koch y Elias (2017), Solé (2014), Coecson (2021a, 20216), Silva (2023). Girotto y Souza (2010), Harvey y Goudvis (2007), entre otros. Además, para investigar las especificidades de la EJA, como modalidad de enseñanza, y de um público objetivo, se revisaron los estudios de Arroyo (2017), Freire (2001) y otros La investigación, cuyo enfoque es cualitativo, tiene como recorrido metodológico la investigación bibliográfica y la investigación acción, etapa en la que los alumnos participaron en talleres de lectura de diversos testos literarios y realizarón actividades asociadas a la comprensión textual. La legislación y los documentos rectores como: la Ley de Directrices y Hases de la Fiducación Nacional (LDB), п 9.394/1996, en su 7 edición (Brasil, (1996), 2023); las Directrices Curriculares Nacionales para la Educación de Jóvenes y Adultos, opinión nº 11/2000 (Brasil, 2000); y las Directrices Operativas para la Educación de Jovenes y Adultos, resolución nº 01/2021 (Brasil, 2021). Los unálisis de la práctica realizada con los alumnos, a partir de observaciones de sus etapas ("antes", "durante" y "desques" de la lectura) y del conjunto de actividades propuestas portafolios, señalaron importantes contribuciones de la enseñanza de las estrategias de lectura aplicadas a los sextos literarios como: la movilización de los conocimientos previos por los alumnes, estableciendo conexiones, inferencias, visualizaciones y preguntas para construir sentidos y significados (de forma individual y compartida) adecuados a las palabras desconocidas u otros elementos textuales (tema, escenario, personajes, problema, etc.); La elaboración de la sintesis personal, facilitando la comprensión parcial o global del texto, y el desarrollo de habilidades relacionadas con la lectara, especialmente las relacionadas con los descriptores del Sistema de Evaluación de la Educación Básica (SAEB), (Brasil, 2001), que son básicas para la compresión textual y, en consecuencia, para el fomento de una rica experiencia literaria. De esta manera, la práctica contribuyó tanto a facilitar la comprensión textual realizada por los alumnos como a dentarios a practicar la lectura literaria, garantizando a estos sujetas el ejercicio del derecho a la literatura Editor: Universidade Federal da Paraíba Tipo: Tese Tue, 16 Dec 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/37774 2025-12-16T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37728 Título: O letramento literário na formação continuada de professores: uma prática para a rede estadual de Pernambuco Autor(es): Albuquerque, Rosimere Pereira de Orientador: Mota, Rildo Jose Cosson Abstract: This thesis addresses the continuing education of Portuguese Language teachers who, in high school, are also responsible for teaching Literature. Its purpose is to develop a practice for the Continuing Education of Teachers in the state education system of Pernambuco in the area of Literature teaching, with a focus on the formation of literary readers. Therefore, a theoretical and methodological exploration of Continuing Education on course around the country, especially at the state of Pernambuco. Furthermore, theoretical perspectives were consulted for elucidating the formation of literary readers (Galvão & Silva, 2017; Melo & Silva, 2018; Souza & Carvalho, 2019; and Antunes, 2019), Literature teaching (Todorov, 2023; Osman Lins, 1977; and Cosson 2020) and Literary Literacy (Paulino, 2004; and Cosson, 2010, 2019, 2020, 2021). To direct the research course, Educational Design Research (Tjeerd Plomp, 2010, 2013; Mckenney & Reeves, 2012; Akker, 2013; Nieveen & Folmer, 2013; and Bernardo, 2021) was selected. The starting point was the development of a teacher profile through which it was identified that the high school Literature teachers, collaborators in this study, needed broader literary reader training. Arguing that continuing education is a space for strengthening reflection and teaching practice with teachers and not for teachers, we sought to build together with the teachers a way to address this need through the reading circle strategy. The result is a formative path that presents itself as a proposed practice/prototype, tested and validated, whose design principles can help in other interventions aimed at the formation of literary readers in continuing teacher education practices.; RESUMEN. Esta tesis aborda la formación continua de profesores de lengua portuguesa que, en secundaria, también son responsables de la enseñanza de literatura. Su objetivo es desarrollar una práctica de formación continua para docentes del sistema educativo estatal de Pernambuco en el área de la enseñanza de la literatura, con énfasis en la formación de lectores literarios. Para ello, se realizó un estudio teórico y metodológico de los programas de formación continua desarrollados a nivel nacional, con especial atención en el estado de Pernambuco. Además, se consultaron perspectivas teóricas que dilucidan la formación del lector literario (Galvão y Silva, 2017; Melo y Silva, 2018; Souza y Carvalho, 2019; y Antunes, 2019), la enseñanza de la literatura (Todorov, 2023; Osman Lins, 1977; y Cosson 2020) y literacidad literario (Paulino, 2004; y Cosson, 2010, 2019, 2020, 2021). Para guiar el camino de la investigación, optamos por utilizar el método de Investigación de Diseño Educativo (Tjeerd Plomp, 2010, 2013; Mckenney & Reeves, 2012; Akker, 2013; Nieveen & Folmer, 2013; y Bernardo, 2021). El punto de partida fue el desarrollo de un perfil docente, mediante el cual se identificó que los docentes de literatura de secundaria que colaboraron en este estudio necesitaban una formación más integral en lectura literaria. Partiendo de la base de que la formación continua es un espacio para fortalecer la reflexión y la práctica docente con docentes, no para docentes, intentamos desarrollar, junto con ellos, una manera de abordar esta necesidad por medio de la estrategia del círculo de lectura. El resultado es una ruta de formación que se presenta como una propuesta práctica/prototipo probada y validada, cuyos principios de diseño pueden inspirar otras intervenciones dirigidas al desarrollo de lectores literarios en las prácticas de formación continua docente. Editor: Universidade Federal da Paraíba Tipo: Tese Tue, 10 Jun 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/37728 2025-06-10T00:00:00Z