https://repositorio.ufba.br/handle/ri/17898 2026-04-17T17:07:13Z https://repositorio.ufba.br/handle/ri/44313 Discursos sobre gênero, raça e classe nas tiras Os Santos Cruz, Clériston Jesus da Batista, Adriana Santos 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. Universidade Federal da Bahia Tese 2025-12-16T00:00:00Z https://repositorio.ufba.br/handle/ri/44311 Vozes que ecoam: saberes docentes, crenças, identidades e formação continuada de professores de inglês das escolas públicas em Eunápolis-Ba Sampaio, Roselma Vieira Cajazeira Mendes, Edleise Santos Oliveira 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. Universidade Federal da Bahia Tese 2025-10-14T00:00:00Z https://repositorio.ufba.br/handle/ri/44143 A TRAVESSIA (AUTO)ETNOGRÁFICA DE PROFESSORAS NEGRAS E UMA PROFESSORA BRANCA DE LÍNGUA INGLESA PELOS MARES DA MODERNIDADE/(DE)COLONIALIDADE Santos, Isabela Lima Baptista, Lívia Márcia Tiba Rádis 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. Universidade Federal da Bahia Tese 2025-12-12T00:00:00Z https://repositorio.ufba.br/handle/ri/43985 ELEMENTOS PARA UMA HISTÓRIA DA DIALETOLOGIA E DA GEOGRAFIA LINGUÍSTICA BRASILEIRA: A IMPORTÂNCIA DA CASA DE RUI BARBOSA E OS EFEITOS DO DECRETO 30.643, DE 20 MARÇO DE 1952 NASCIMENTO, Ivan Pedro Santos MOTA, Jacyra Andrade This thesis aims to prove the importance of Decree 30.643, from March 1952, regarding the establishment of a Philology Commission and the development of studies for the construction of a linguistic atlas within the context of Casa de Rui Barbosa. It examines the decree as a determining element in the constitution and scientific institutionalization of Brazilian dialectology and linguistic geography, as well as research on Brazilian Portuguese. To achieve this, from the perspective of linguistic historiography and the history of sciences, a mapping of knowledge and practices was conducted regarding the establishment of scientific and cultural activities through documentary and bibliographic research. The period under study spans from 1952 to 1986, using as a corpus records of activities related to Casa de Rui Barbosa, along with journalistic texts, decrees, scientific journal publications, and manuals. The general discussion and analysis model follow the stages of contextualization, immanence, and theoretical adequacy proposed by Koerner (1995). As results, activities between 1953 and 1983 were identified and defended, eight of which are considered relevant for reflecting the decree’s effects and the importance of Casa de Rui Barbosa in linguistic research. These include: the lexicographic research on Brazilianisms (1953-1959) developed by Antenor Nascentes; the dialectology course and linguistic geography exhibition (1954) organized by Sever Pop; the conference and publication on the Phonetics Laboratory in Bahia by Nelson Rossi (1958, 1961); the elaboration and publication of Bases para a elaboração do Atlas Linguístico do Brasil (1958, 1961); plans for supporting and publishing atlases such as the Atlas Linguístico do Estado do Rio de Janeiro (1975-1984), Esboço de um Atlas Linguístico de Minas Gerais I e II (1977-1979), and Atlas Linguístico de Sergipe (1979-1987); and the publication of the Questionário Básico do Trabalho de Campo by Mônica Rector (1983). Universidade Federal da Bahia Tese 2025-10-31T00:00:00Z