http://repositorio.ufc.br/handle/riufc/232 2026-07-27T12:13:07Z 2026-07-27T12:13:07Z Negreiros, Daniele Jesus http://repositorio.ufc.br/handle/riufc/87245 2026-07-24T13:12:53Z 2026-01-01T00:00:00Z

Título: “Entre fronteiras e feridas”: violência estrutural, direitos humanos e práticas de cura no percurso acadêmico de estudantes universitárias no Brasil e nos Estados Unidos Autor(es): Negreiros, Daniele Jesus Abstract: This study addresses practices of structural violence that permeate and undermine the concept of human rights, as well as processes of healing, care, and resistance as possibilities for confronting the oppressions resulting from these structures. The study was operationalized based on the following general objective: to analyze the relationships between structural violence, human rights, and healing processes in the discourses of female university students in Brazil and the United States. The following specific objectives were developed: a) to describe my experience as a Brazilian researcher and immigrant in the U.S. university context; b) to understand the immigration experiences of Brazilian female students in the United States, with an emphasis on forms of intersectional violence; c) to compare university students’ conceptions of human rights and their violations in daily university life in Brazil and the United States, based on intersectional markers; and d) to systematize healing and reparation practices and strategies that contribute to the construction of an intervention program committed to human rights in university spaces. The research articulates four qualitative empirical studies, including autoethnography, semi-structured interviews, and focus groups as methodological procedures conducted with female university students in Brazil and the United States, revealing the effects of racism, sexism, xenophobia, and coloniality in university spaces. Records were made through audio recordings and field diaries, with the proper authorizations. The work proposes the intervention program “Raízes de Cuidado” (Roots of Care), grounded in Afro-diasporic healing practices and structured around pillars of socioeconomic support, comprehensive mental health, and sociocultural assistance. The university is understood as an ambivalent space, simultaneously a reproducer of oppressions and potentially transformative, making the presence and centrality of Black, peripheral, trans, and counter-hegemonic women indispensable in the construction of a university project committed to situated and localized human rights in the Global South. Tipo: Tese

2026-01-01T00:00:00Z Bezerra, Talita Silva http://repositorio.ufc.br/handle/riufc/87242 2026-07-24T12:58:32Z 2026-01-01T00:00:00Z

Título: O diploma e as “novas ruralidades performadas”: trajetórias formativas, mobilidade social e reconfigurações territoriais em Araquém – CE Autor(es): Bezerra, Talita Silva Abstract: This thesis analyzes the social, economic, and symbolic effects of higher education graduation among young people and adults from rural areas who represent the first generation in their families to access university education. The research takes as its empirical locus the district of Araquém, located in the municipality of Coreaú, in northwestern Ceará, and investigates how higher education is converted into new forms of professional insertion, social recognition, and the construction of life projects, producing transformations that go beyond individual trajectories and impact the territorial and symbolic configuration of the rural space.Based on na ethnobiographical and long term approach, following educational trajectories for more than a decade, the study articulates life narratives in order to understand the meanings attributed to the diploma by subjects from farming families marked by experiences of child labor, economic precariousness, and difficulties in their schooling processes. The research dialogues with Brazilian rural sociology, studies on social mobility, and the sociology of education. As its main analytical contribution, the thesis proposes the category of “performed new ruralities,” constructed through dialogue with the notion of the “new rural” and with interactionist anthropology. This category makes it possible to understand that transformations in rural áreas are not limited to economic diversification or the expansion of services, but also involve identity performances, narratives of social ascent, and forms of self-presentation that resignify the social position of subjects, redefine collective expectations, and produce new grammars of belonging. Graduates thus become mediators between tradition and change, articulating territorial permanence, professionalization, and pluriactivity. By highlighting higher education as a vector for the reconfiguration of ruralities, the research demonstrates that the permanence of graduates in their territory does not represent immobility, but rather an active process of reinventing the rural as a “space of life.” The thesis contributes to sociological debate by showing how educational policies, individual trajectories, and territorial structures intertwine in the production of inequalities, as well as in the concrete possibilities for social mobility and symbolic transformation in the contemporary rural world. Tipo: Tese

2026-01-01T00:00:00Z Sousa, Cleisylene Menezes http://repositorio.ufc.br/handle/riufc/87212 2026-07-22T17:32:26Z 2026-01-01T00:00:00Z

Título: Tecnologias emergentes aplicadas ao ensino de história: (re)descobrindo o Theatro José de Alencar através de visitas virtuais Autor(es): Sousa, Cleisylene Menezes Abstract: This research stems from an investigation into emerging technologies and their relationship to history teaching, motivated by the following research question: how can digital tools contribute to historical knowledge? How can the digitization of heritage and archives problematize historical learning? To answer this question, our main objective is to study how interactive virtual tours can aid in understanding the past and developing historical thinking, taking into account the daily challenges of balancing the use of technology with the study of historical science, so that evidence, narrative, and interpretation are not reduced to mere entertainment. Considering the educational context, this work begins with a bibliographical analysis of legislation aimed at implementing digital education as a subjective right. Following this, we will conduct a theoretical analysis of the discourses used by certain dominant classes for the implementation and use of technologies in the classroom. We will also analyze the use of the digitization of heritage sites as a space for preserving dominant colonial memory and the representation of symbolic power from the perspective of Pierre Bourdieu (2005) and Manuel Castells (2003) in relation to the phenomenon of the internet and the network society. Observing the use of digital platforms as a pedagogical tool associated with the digitization of heritage sites for learning historical concepts also allows us to engage with concepts of heritage education from Átila Tolentino (2019) and Carmem Gil (2020). Therefore, this work utilizes the digitization of the José de Alencar Theater, carried out by the Documenta platform, aiming to adopt an approach of interpretation and meaning-making regarding the cultural heritage of Fortaleza, with the purpose of assisting in the learning of concepts necessary for understanding History. To achieve this objective, workshop-style classes will be conducted in a primary school within the Fortaleza municipal network, using the aforementioned platform which allows for observation of the heritage and immersion in the studied space. The research product will consist of lesson plans following the steps of the workshop-style class designed by Isabel Barca and will be intended for history teachers for use in primary school classes. The material aims to facilitate the understanding of historical concepts and the reinterpretation of Fortaleza's cultural heritage. Tipo: Dissertação

2026-01-01T00:00:00Z Maia, Alinne Moura do Nascimento http://repositorio.ufc.br/handle/riufc/87198 2026-07-22T14:13:29Z 2026-01-01T00:00:00Z

Título: A tradução como recurso pedagógico no ensino de alemão como língua estrangeira: uma proposta de sequência didática para o ensino de diálogos formais e informais em alemão Autor(es): Maia, Alinne Moura do Nascimento Abstract: Translation in foreign language (FL) teaching has proven to be a valuable resource, providing pedagogical benefits by facilitating the assimilation of new information into learners’ prior linguistic knowledge. Translation also enables the comprehension of the FL through the mother tongue, promoting more direct cultural contact and expanding the command of a new culture. It is considered that the use of translation activities as a teaching tool through a didactic sequence can be an excellent pedagogical resource for teaching German as a foreign language. In this regard, the proposal of this paper emerged from studies on pedagogical translation and the advantages of working with translation activities in the FL classroom (Costa, 1998; Klaudy, 2006; Corrêa, 2016). The general objective of this research was to propose a Didactic Sequence (DS) for teaching formal and informal dialogues at a beginner level of German as a foreign language, using translation as a didactic resource based on the model by Dolz, Noverraz, and Schneuwly (2004, p. 82), the definition of which is “a set of school activities systematically organized around an oral or written genre.” Supported by this didactic sequence, we discuss the objectives of the activities, the development of translation tasks, the elements proposed to be addressed, and the stages developed so that learners of German as a foreign language can understand the formal and informal components that define communicative situations in German, as well as comprehend translation as an intercultural communicative activity (Pertel, 2014). This work aimed to promote translation as an activity that mediates information, taking into consideration the purpose and function of the lexical items from a Source Text (ST) to a Target Text (TT) (Nord, 2012), thereby contributing to the teaching practice of the German language in Basic Education. As a result, this study presents a proposal to systematize the development stages of a pedagogical translation activity modeled after a didactic sequence. Tipo: Dissertação

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