http://repositorio.ufc.br/handle/riufc/232 2026-09-12T14:55:49Z http://repositorio.ufc.br/handle/riufc/87872 Título: Tradução de sentenças inglês - português no presente perfect: uma pesquisa de recepção com base na psicolinguística Autor(es): Sousa, Gloubérlia Maria Bezerra de Abstract: This research is developed under the area of Translation Studies from the perspective of Psycholinguistics and aims to analyze the translation of sentences in the Present Perfect from English into Portuguese. It tried to gain a deeper understanding of how this tense is interpreted during the translation process. Furthermore, the research had the specific objectives of identifying and classifying the types of translation inadequacies present in the translation choices of the Present Perfect from English to Portuguese and analyzing the accuracy of the participants in translating these sentences in the English-Portuguese (IN-PT) direction. This is a quasi-experimental research study. The theoretical framework of this work was divided into five subsections: Translation Studies, Pedagogical Translation and the Role of Translation Activities in Language Teaching, Psycholinguistics of Translation, the use of the Present Perfect in psycholinguistic studies, Present Perfect: teaching process in Brazil, grammatical and cognitive aspects. The volunteer participants were 18 years of age or older, Portuguese as their native language, knowledge of English as a foreign language up to the A2 level of proficiency (basic level – QECR), and totaled 64 participants. All participants completed a single experimental session that included a profile and linguistic questionnaire, an English reading comprehension test, and a sentence translation task from English to Portuguese. All participants completed the translation task, which consisted of 50 questions translating sentences in the Present Perfect tense from English to Portuguese (IN-PT). The stages of this study were presented via an electronic form. The data were organized longitudinally and analyzed using descriptive statistics, with the calculation of frequencies and percentages of accuracy and qualitative categorization of translation inadequacies. The results revealed patterns of accuracy in the translations of sentences in the Present Perfect from English to Portuguese, allowing the identification of recurring difficulties associated with this verb tense in the translation process, especially related to the loss of aspectual value and substitution by the Portuguese past perfect. The findings contribute to the understanding of the difficulties faced by Brazilian learners in handling the Present Perfect and offer support for English language teaching and reflection on pedagogical translation. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87852 Título: O gênero biografia como instrumento para o letramento no 9° ano do ensino fundamental Autor(es): Silva, Marcela Rodrigues da Abstract: Writing should be understood as a social practice developed through meaningful experiences. In the teaching and learning context, it is essential to begin with a situation that is relevant and meaningful to students. From this perspective, we propose the production of the biography genre, specifically biographies of women who are important to the students. The general objective of this study is to enhance the literacy of ninth- grade students at a public school in Fortaleza, Ceará, Brazil, regarding the production of biographical texts through a literacy project mediated by a Didactic Itinerary, with a focus on the context of production, thematic content, nominal cohesion, and textual connection. This study is grounded in the theory of Sociodiscursive Interactionism (SDI) (Bronckart, 2023). In addition to this theoretical framework, we draw on concepts that align with the objectives of this study, including Language Capacities (Dolz, Pasquier, & Bronckart, 2017; Dolz & Schneuwly, 2004; Bronckart, 2023), Literacy (Street, 1984; Freire, 1989; Kleiman, 2003), Literacy Projects (Kleiman, 2000), the Didactic Itinerary (Barros, Ohuschi, & Dolz, 2021), and the Biographical Text Genre (Brasil, 2018; Carino, 1999). This is a qualitative action research study conducted with a ninth-grade class at a public school in the municipality of Fortaleza, Ceará, Brazil. The research involved the implementation of a sequence of activities based on the Didactic Itinerary framework. The research data were generated through classroom interventions, records of classroom interactions, and analyses of students' written productions, with the aim of understanding and intervening in the students' learning process. Overall, the findings indicate that the participants expanded their literacy in relation to the language capacities addressed in the study, particularly regarding the context of production, thematic content, appropriateness to the proposed genre, nominal cohesion, and textual connection, all of which were developed through the Didactic Itinerary. Furthermore, the proposed intervention made significant social contributions by broadening students' knowledge of women who have made important contributions in different contexts and by valuing the life stories of women from their own community. The activities also enabled students to act as authors and protagonists in the production of these narratives while honoring the women portrayed by providing them with an opportunity to share their stories. The findings demonstrate that approaching writing as a process grounded in students' interests and supported by structured didactic tools can foster literacy development and promote more meaningful and contextualized writing practices. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87834 Título: Ludicidade e ensino de História na Educação de Jovens e Adultos em contexto bilíngue (libras-português) Autor(es): Martins, Felipe da Silva Abstract: This dissertation aims to analyze the importance of playfulness in History teaching within the context of a bilingual school (Brazilian Sign Language–Portuguese) in the city of Fortaleza, Ceará. For this research, activities were carried out with Youth and Adult Education (EJA) classes, in which the concept of playfulness (Luckesi, 2022; Porto, 2020) is intended to be experienced. The study emphasizes the need to take into account the specificities of bilingual education, seeking to reinforce gesture-visuality in education for deaf students. The specific objectives are defined as follows: to analyze the importance of playfulness in History teaching and to identify playful activities in the process of historical learning through Brazilian Sign Language. The guiding documents considered are the activities developed for the production of teaching materials with EJA classes, addressing History content established in the National Common Curricular Base (BNCC) and the National Curricular Parameters (PCN). The teaching materials are designed to encourage teacher reflection on the possibilities of deaf education, exploring playfulness in History classes. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87808 Título: Tradução juramentada de documentos do livret de famille na direção francês-português: procedimentos técnicos da tradução de termos culturalmente marcados Autor(es): Silva, Janete Silveira da Tipo: Dissertação 2017-01-01T00:00:00Z