https://repositorio.ufba.br/handle/ufba/517 Mon, 04 May 2026 09:15:03 GMT 2026-05-04T09:15:03Z http://repositorio.ufba.br:80/retrieve/dd7a16bb-be1d-42cc-b720-11ade511ba9a/logo letras.PNG https://repositorio.ufba.br/handle/ufba/517 https://repositorio.ufba.br/handle/ri/44313 Título: Discursos sobre gênero, raça e classe nas tiras Os Santos Autor(es): Cruz, Clériston Jesus da Primeiro Orientador: Batista, Adriana Santos Abstract: This research aims to analyze the discourses mobilized from the comic strip series Os Santos, seeking to understand how discursive formations of gender, race, and class contribute to the discourse of the strips as a production of denunciation and social critique. Os Santos is a series of comic strips, authored by Triscila Oliveira and Leandro Assis, which were released between December 2019 and August 2023. The study focuses on the field of Discourse Studies, therefore adopting a qualitative approach, characterized by analytical-interpretative research. The corpus consists of twelve strips selected from publications on the social network Instagram @leandro_assis_ilustra. As a theoretical framework, the following concepts from Discourse Analysis were used to examine the comic strips: discourse, discursive formation, interdiscourse, and memory, based on the studies of Michel Pêcheux (1990, 1999, and 2014), Orlandi (2005, 2012, and 2015), and Dias (2023, 2024). In addition, to discuss gender, race, and class, we used the studies of authors such as Gonzalez (1988, 2018, and 2020), Crenshaw (1989), Akotirene (2019), among others. Regarding the results, it was observed that the comic strips materialize in their panels discourses stemming from discursive formations of race, which are permeated by racist and anti-racist statements; discursive formations of gender, materialized in sexist and anti-sexist speech and images; and class. Furthermore, it was observed through access to memory that the already-said elements present in the chain of interdiscourse are updated through the speeches and drawings produced by the comic book artists, provoking an effect of denunciation and social criticism. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Tese Tue, 16 Dec 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44313 2025-12-16T00:00:00Z https://repositorio.ufba.br/handle/ri/44311 Título: Vozes que ecoam: saberes docentes, crenças, identidades e formação continuada de professores de inglês das escolas públicas em Eunápolis-Ba Autor(es): Sampaio, Roselma Vieira Cajazeira Primeiro Orientador: Mendes, Edleise Santos Oliveira Abstract: This study aims to analyze how teachers’ knowledge, beliefs, and identities influence the pedagogical practices reflected in the narratives of English teachers working in public schools in Eunápolis-BA, especially those participating in continuing education courses. These courses are considered to foster reflection on theory and practice and contribute to changes in teaching practices. The study emerges from the researcher’s experience as a public school English teacher and her work in Applied Linguistics (AL) as a student-researcher, also considering the context shared by teachers and students in the city. Conducted during the Covid-19 pandemic, the research is qualitative and ethnographic, developed through field research and netnography. Data were generated in stages through triangulation of narratives and semi-structured interviews with participating teachers. The analysis is grounded in AL and draws on contributions from authors such as Paiva (2003; 2005; 2013); Aragão (2007; 2009; 2010; 2021; 2022); Barcelos (2006; 2007; 2011; 2024); Moita Lopes (1996; 2008; 2013; 2021); Hall (2005; 2009; 2016); Mota-Pereira (2016; 2022); Cruz (2017); Mendes (2008; 2015; 2020; 2022); Tardif (2014), who discuss language teaching, beliefs, identities, and teacher education. The results show that teachers attribute great importance to continuing education courses, despite facing difficulties in participating. They also reveal that their practices are grounded in personal and professional experiences, aiming to make lessons more dynamic and engaging to foster students’ interest in learning English. According to the participants, teachers’ beliefs are constantly reconfigured throughout their trajectories, strengthening a more reflective and contextualized practice. Furthermore, teachers express the need for greater support from the Municipal Department of Education and advocate for partnerships with universities to expand training opportunities and enhance the dialogue between theory and practice. The findings highlight the importance of promoting English teaching that is culturally sensitive and aligned with the local reality. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Tese Tue, 14 Oct 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44311 2025-10-14T00:00:00Z https://repositorio.ufba.br/handle/ri/44271 Título: O léxico no ensino de português língua estrangeira em perspectiva decolonial Autor(es): Monteiro, Jonas dos Santos Primeiro Orientador: Pereira, Fernanda Mota Abstract: In line with advances in Applied Linguistics in Brazil and the rise of lexical studies, this dissertation focuses on the importance of the social aspect of the lexicon in language practices, from a decolonial perspective. It is well known that, in the teaching of Portuguese as a Foreign Language (PFL), few studies have addressed the treatment of the lexicon in terms of how it is taught, whether in teaching practices, teacher education, or teaching materials. Previous research still points to the lexicon as a marginalized space, treated decontextually, with activities largely limited to word lists, focusing on memorization and systemic knowledge. In response to this scenario, the research from which this dissertation resulted analyzed, from a decolonial perspective, the treatment of the lexicon in PFL teaching units, aiming to highlight its didactic, ideological, cultural, discursive, and social aspects. Thus, the aim was to determine whether the treatment of the lexicon in teaching units keeps pace with societal advances in linguistic plurality and the social aspects of language. The methodological approach consisted of analyzing teaching units in PFL textbooks, specifically three selected books (Novo Avenida Brasil 1, Samba, and Brasil Intercultural). This was a documentary study of a qualitative-interpretative nature, based on Critical Discourse Analysis (Fairclough, 2001) and from a decolonial perspective (Oliveira; Candau, 2010; Walsh; Oliveira; Candau, 2018; Mota-Pereira, 2020; 2022; 2024). The research focused on three categories: textual selection, discursive practice, and social practice. The aim was to reflect on how the teaching material addresses issues related to the treatment of the lexicon, the subjects represented, cultural representations, the linguistic plurality of Portuguese, and the decolonial aspects of race, gender, and social class. To this end, excerpts were made to allow for a detailed analysis of each category and to make critical considerations about them. For this study, I based myself on the theoretical constructs of Applied Linguistics (Celani, 1998; Cavalcanti, 1986; Moita-Lopes, 2006; Menezes et al., 2009; Tomaselli and Lucena, 2024), Critical Applied Linguistics (Pennycook, 2001; Rajagopalan, 2007), Decoloniality (Oliveira; Candau, 2010; Walsh; Oliveira; Candau, 2018; Mota-Pereira, 2020; 2022; 2024) and studies in Lexicology that deal with the interface between Lexicon and Teaching (Antunes, 2012; Basilio, 2004; Biderman, 2001; Ilari, 2004; Ferraz, 2015; Polguère, 2018). The analysis revealed that the lexicon still requires more attention in PFL textbooks. Teaching units fail to provide it with due pedagogical treatment, often presenting it in a decontextualized, repetitive, structural, and systemic manner. Furthermore, there is a gap in discursive and social practices, with the erasure of Brazilian social groups and realities, in addition to little attention being paid to linguistic plurality and the pluricentric nature of the Portuguese language. Therefore, the research highlighted the need for a new vision for language teaching based on linguistic education and a decolonial perspective. This vision aims to represent minority groups and question colonialities by redefining the teaching of the lexicon as it relates to the social realm, with the goal of promoting teaching that is closer to reality, and that is more authentic, and more socially engaged. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Mon, 22 Sep 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44271 2025-09-22T00:00:00Z https://repositorio.ufba.br/handle/ri/44143 Título: A TRAVESSIA (AUTO)ETNOGRÁFICA DE PROFESSORAS NEGRAS E UMA PROFESSORA BRANCA DE LÍNGUA INGLESA PELOS MARES DA MODERNIDADE/(DE)COLONIALIDADE Autor(es): Santos, Isabela Lima Primeiro Orientador: Baptista, Lívia Márcia Tiba Rádis Abstract: Considering that racism is structuring the world-system, it becomes urgent that teachers of all races problematize modernity/coloniality. As a white teacher in an English degree program, I recognized that I had not complied with Law No. 10.639/03 and that my inertia regarding ethnic–racial relations perpetuated racism in my teaching practice. That recognition motivated this doctoral research, situated in Applied Linguistics (AL), whose objective was to understand how the experiences of black English teachers within modernity/coloniality affect my perspective and praxis as a white teacher. I sought to (1) reflect on how Black teachers’ understandings of ethnic–racial relations influence their teaching and how this displaces my praxis; (2) discuss if and how coloniality crosses black teachers’ experiences and how that echoes in me; (3) uncover whether teachers have strategies of resistance, what they are, how they are activated, their effects, and how they impact me as a white teacher; and (4) understand similarities and differences between our experiences and their consequences for our personal, academic, and professional trajectories. The theoretical references articulated decolonial and anticolonial perspectives (Baptista, 2019, 2021; Fanon, 2008; Grosfoguel, 2020; Kilomba, 2019; Maldonado-Torres, 2016a; Mignolo, 2018), afrodiasporic approaches (Gonzalez, 2020; Nascimento, 2019; Ribeiro, 2019), whiteness studies (Bento, 2022; DiAngelo, 2018; Frankenberg, 1993; Ramos, 1957; Schucman, 2020), Critical Applied Linguistics (Pennycook, 2021; Pennycook; Makoni, 2020), and critical (racial) literacy (Ferreira, 2019; Menezes de Souza, 2011). The study, which involved five English teachers (four black and one white, this researcher), is qualitative/interpretivist, narrative and (auto)ethnographic in type (Bruner, 1986, 1990; Erickson, 2018; Adams; Jones; Ellis, 2022). Data collection employed a form, interviews, autobiographical narratives, a questionnaire, and a field diary. Results revealed a systematic coloniality that permeates the personal, academic, and professional lives of black teachers, ranging from explicit retaliation to subtle mechanisms of silencing and devaluation. Although the black person is constituted as alterity, it is we, white people, who must examine our psyche, marked by a fallacious internalized superiority that we seldom admit. Some resistance strategies to the coloniality of being include valuing the body, marking the locus of enunciation, questioning, problematization, denunciation, and demands for retraction. Their effects on teachers’ personal lives could be broader if we white people engaged collectively in the face of racial and cognitive injustices. In teaching, through critical multiliteracy practices that emphasized the body and the arts, results were visible among the teachers’ students: they began with aesthetics and extended to knowledge construction. As a white teacher, I recognized my privileges and an inwardness that, in the past, prevented me from encountering other epistemologies. I have then sought to prioritize pluriversality and ethnic–racial issues across different disciplines, mark my locus of enunciation, and learn alongside my students. The process of becoming aware of whiteness and/or racism proved complex, since I had to confront my nonideal self. As Kilomba (2019) states, it is more a psychical process than a moral one. All in all, it can be liberating, and antiracist language education benefits from it. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Tese Fri, 12 Dec 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44143 2025-12-12T00:00:00Z