https://tedebc.ufma.br/jspui/handle/tede/3629 Wed, 24 Jun 2026 23:08:38 GMT 2026-06-24T23:08:38Z https://tedebc.ufma.br/jspui/handle/tede/7066 Título: A construção de na produção textual do ensino médio maranhense: Reflexos AUTORIA heterogeneidade enunciativa e da subjetividade Autor: NEVES, Carmosina Araújo das Primeiro orientador: RIBEIRO, Mariana Aparecida de Oliveira Abstract: Este estudio tiene como objetivo realizar un análisis de disertaciones escolares que toma como objeto de investigación la construcción de la autoría en la producción textual de la educación media maranhense, vinculada a la heterogeneidad enunciativa y a la subjetividad. Su objeto de estudio está compuesto por redacciones disertativo-argumentativas producidas por estudiantes de secundaria de escuelas de la red pública y de una de la red privada, observadas y recolectadas durante clases de Portugués/Producción Textual en ciudades del interior del estado de Maranhão, durante los años de 2016 a 2020, resultando en un banco de datos desarrollado y mantenido por el proyecto colectivo La producción textual en las clases de Lengua Portuguesa: objeto de enseñanza y estilo. A partir de este corpus, la heterogeneidad enunciativa, la subjetividad y la autoría constituyen, respectivamente, las tres categorías de análisis de datos esenciales para la investigación, cuya cuestión central a discutir es: ¿cuáles son los indicios que, asociados a las dos primeras categorías teóricas, establecen —o no— la autoría en la producción textual de la educación media maranhense? De este modo, de manera más amplia, nos proponemos analizar cómo la autoría y/o sus indicios se construyen en el texto escolar en cuestión. Y, más específicamente, buscamos: i) verificar cómo la heterogeneidad enunciativa y la subjetividad son construidas y expresadas en los escritos de los estudiantes de secundaria; ii) discutir si la autoría en la producción textual escolar maranhense está influenciada por la heterogeneidad enunciativa y por la subjetividad; y iii) analizar qué posicionamiento —de locutor, de portavoz de enunciados u otros— es asumido por el alumno en las producciones escritas destacadas. Para ello, se hace necesario un examen discursivo y (para)lingüístico, basado en una investigación-acción de enfoque cualitativo y de carácter etnográfico. Como marco teórico, al tratar la producción textual escrita de manera general y situada en el aula, tomamos como base los estudios de Foucault (2001), Antunes (2003), Riolfi y Barzotto (2011), Calkins (1989), Geraldi (2013; 2012; 2011) y Marcuschi (2008). Al abordar las formas de remisión a lo ya dicho, nos basamos en Bakhtin/Volochínov (2014; 2011), Pêcheux (1995; 1997; 1999), Eni Orlandi (2007; 1988), Ducrot (1987) y Authier-Revuz (2004; 1990). En Benveniste (1991) y Manso (2017) fundamentamos nuestros estudios sobre la subjetividad de los sujetos. Con el fin de discutir los conceptos de autor, autoría y los indicios que conducen a tales estatus, nos alineamos con los presupuestos de Possenti (2009a; 2009b; 2002; 1995) y Oliveira (2004).; This study aims to carry out an analysis of school essays that takes as its research object the construction of authorship in textual production in Maranhão’s high school education, linked to enunciative heterogeneity and subjectivity. Its object of study consists of argumentative essays produced by high school students from public schools and one private school, observed and collected during Portuguese/Text Production classes in cities in the interior of the state of Maranhão, between the years 2016 and 2020, resulting in a database developed and maintained by the collective Project Textual production in Portuguese Language classes: object of teaching and style. Based on this corpus, enunciative heterogeneity, subjectivity, and authorship constitute, respectively, the three essential data analysis categories for the investigation, whose central question to be discussed is: what evidence, associated with the first two theoretical categories, establishes — or does not establish — authorship in textual production in Maranhão’s high school education? Thus, in broader terms, we aim to analyze how authorship and/or its indicators are constructed in the school texts under discussion. More specifically, we seek to: i) verify how enunciative heterogeneity and subjectivity are constructed and expressed in students’ writings; ii) discuss whether authorship in Maranhão’s school textual production is influenced by enunciative heterogeneity and subjectivity; and iii) analyze what positioning — as speaker, spokesperson of discourses, or others — is assumed by the student in the highlighted written productions. To this end, a discursive and (para)linguistic examination is required, grounded in a qualitative action-research approach of an ethnographic nature. As a theoretical framework, when addressing written textual production in general as situated in the classroom, we draw on the studies of Foucault (2001), Antunes (2003), Riolfi and Barzotto (2011), Calkins (1989), Geraldi (2013; 2012; 2011), and Marcuschi (2008). When discussing forms of reference to what has already been said, we rely on Bakhtin/Volochínov (2014; 2011), Pêcheux (1995; 1997; 1999), Eni Orlandi (2007; 1988), Ducrot (1987), and Authier-Revuz (2004; 1990). In Benveniste (1991) and Manso (2017), we ground our studies on the subjectivity of subjects. In order to discuss the concepts of author, authorship, and the indicators that lead to such status, we align ourselves with the assumptions proposed by Possenti (2009a; 2009b; 2002; 1995) and Oliveira (2004). Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Fri, 29 Apr 2022 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7066 2022-04-29T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6965 Título: O ENVELHECER FEMININO EM DISCURSO NA MÍDIA DIGITAL: Imaginários, memória e desigualdades  Autor: CARVALHO, Randélkya Pollyanna Aquino Primeiro orientador: FRANÇA, Glória Da Ressureição Abreu Abstract: This research aims to analyze the modes through which meanings about Brazilian female old age are constituted in articulation with beauty discourses circulating in digital media. Grounded in Materialist Discourse Analysis, the study investigates the social effects produced and reproduced regarding women's aging through discursive formations that stabilize and shift around hegemonic beauty standards within the Brazilian media context. In this scenario, the study examines how such aesthetic references contribute to legitimizing a socially valued body associated with youth, socially appropriate appearance, and symbolic visibility. The research corpus consists of discursive excerpts collected through screenshots of news articles, posts, and testimonials published about female old age. The analysis is organized around the following materialities: the Statute of the Elderly; official documents from the World Health Organization (WHO); and texts circulating in digital media, such as journalistic websites and blogs, interviews, documentaries available on streaming platforms, as well as testimonials, trends, digital filters, and memes shared on the social media platform Instagram. In light of the notions of discourse, ideology, discursive formations, interdiscourse, and discursive memory, as proposed by Pêcheux (1975; 1983; 1999) and Orlandi (1986; 1999; 2009; 2015), as well as the concept of the place of enunciation developed by Zoppi-Fontana (1999; 2017), the study analyzes how elderly women are interpellated by different discourses that produce distinct subject positions and regulate forms of visibility, control, and invisibility in the social space. In dialogue with media studies, particularly the works of Sampaio (2025) and Dela-Silva (2022), with the concept of the digital proposed by Dias (2016; 2017; 2018), and with reflections on the meanings of care, female aging is understood as a contradictory discursive process shaped by patriarchal, capitalist, and racialized rationalities that organize contemporary ways of signifying female old age. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Wed, 25 Feb 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6965 2026-02-25T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6943 Título: As práticas de leitura e escrita em uma comunidade rural do município de Bacabal – Maranhão: uma pesquisa de campo Autor: SAMPAIO, Thyago Ferreira Primeiro orientador: RIBEIRO, Mariana Aparecida de Oliveira Abstract: The dissertation investigates how working with the textual genre of literary memoir contributes to the development of reading and writing practices among 8th-grade students in the rural area of Bacabal, Maranhão. The guiding question is: how are reading practices related to these students’ text production? The specific objectives were: to understand how students mobilize personal and collective experiences from the rural community in their writing; to identify structural and linguistic characteristics present in the texts, such as markers of subjectivity, orality, and temporality; and to analyze the potential of the literary memoir genre in valuing local identity. Methodologically, the study is applied, exploratory, and descriptive, based on authors such as Antunes (2001, 2005, 2009), Bakhtin (2003, 2006), Freire (1999, 2006), Geraldi (1984, 2004), Marcuschi (2002, 2008), and Soares (2004, 2009). The research results indicate that the literary memoir genre serves as a significant resource for integrating reading and writing within the sociocultural context of the rural area under study. Students’ texts show that reading and writing practices allow for the organization of personal and cultural experiences. There is evidence of temporal progression, textual operators, and incorporation of a repertoire drawn from affective memories, ensuring coherence and comprehension. Literary memoirs prove effective in articulating reading and writing. It is concluded that reading and writing practices in the rural area of Bacabal favor textual organization and the expression of personal and cultural experiences. The production of literary memoirs articulates memory, affectivity, and language, demonstrating the importance of the sociocultural context in teaching, even in the face of formal limitations. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Fri, 26 Sep 2025 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6943 2025-09-26T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6942 Título: Ensino de língua materna na Educação de Jovens Adultos e Idosos (EJAI): o livro didático e a autobiografia como objeto de aprendizagem e de reflexão para e sobre estudantes da ejai Autor: PEREIRA, Cristiane da Silva Primeiro orientador: FRANÇA, Kátia Cilene Ferreira Abstract: This research aims to investigate the conception of language teaching combined with the importance of students' life stories in Youth, Adult and Elderly Education (EJAI), based on the Portuguese language textbook and teaching activities planned for sensitive listening to the students' voices. The problem developed is guided by the questions: How is the teaching of the mother tongue conceived and explored in the textbook Meta do Saber 8th and 9th grades EJA? What do the autobiographies of students, specifically adults and the elderly, reveal about the relationship between access to and permanence in school? The general objective is to investigate the conception of language teaching guiding the textbook Meta do Saber for students in EJAI, as well as to pedagogically explore autobiography as learning content that makes it possible to know and value the (school) life history of students. This is a qualitative investigation, with an exploratory approach and document analysis. As objects of analysis, we delimited the student textbook *Meta do Saber* for 8th and 9th grade, 4th Edition, 2022, published by IMEPH, and also the autobiographical writing produced by adults and elderly students in the 8th and 9th grades, based on an intervention activity developed in the classroom, as a methodological procedure for data generation. To achieve the proposed objective, we mobilized authors who understand language as a dialogic activity, among whom Bakhtin (1986) stands out, contributing to the conception of language as a social practice and interaction; Geraldi (2005), who discusses language teaching in a situated way; and Freire (1996), whose perspective of emancipatory education guides the valuing of the experiences of EJAI (Youth and Adult Education) students. The results obtained invite us to a critical reflection on the need to adapt teaching materials to the specificities of EJAI students. This connection highlights how the experiences lived by students are still not adequately addressed by textbooks, reinforcing the importance of improving pedagogical practices aimed at this audience. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Thu, 26 Feb 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6942 2026-02-26T00:00:00Z