http://repositorio.ufc.br/handle/riufc/23835 2026-06-27T17:03:28Z http://repositorio.ufc.br/handle/riufc/86936 Título: Formação docente de professores de inglês com a abordagem steam: percepções sobre o ensino de língua inglesa na educação básica da rede pública Autor(es): Silva, Mariana da Abstract: This master's thesis research aimed to analyze the perceptions of English language teachers from Forteleza (CE) and pre-service teachers from Federal University of Caerá regarding the feasibility of the STEAM approach in language teaching, as well as to identify these professionals’ level of knowledge about the topic. This research is situated in the field of Applied Linguistics (Prodanov & Freitas, 2013), with an emphasis on second language acquisition, teaching, and learning in basic education. The need for this study emerged from gaps identified in the literature and in teaching practices, especially with regard to the challenges faced by public school teachers in using innovative methodologies and approaches, such as STEAM, in teaching English. For the theoretical foundation, authors such as Krashen (2009), Freeman (2000), Yakman (2008), Bacich and Holanda (2020), Leffa (2016), Cavalcante (2018), Vasconcelos et al. (2026), among others, were adopted, in addition to BNCC (2018), LDB (2023) e BNC- Formação de Professores (2020). The methodology of this study was characterized as an action research based on authors such as Thiollent (1986) and Mckay (2006), and it is of qualitative nature, seeking to reflect on a specific social phenomenon and understand the perception of the participants investigated on the application of new teaching approaches in the classroom. The research was conducted in the city of Fortaleza, Ceará, with English teachers, who work in public elementary/middle schools in that region, as research subjects. Thus, this work aimed to contribute to the construction of new perspectives and reflections in foreign language teaching, promoting more meaningful, contextualized learning that is aligned with contemporary demands, both for students and teachers. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86647 Título: Da tradução como invenção: a transcriação em Poetamenos, de Augusto de Campos Autor(es): Frota, Djavam Damasceno da Tipo: Tese 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86462 Título: Sinestesias linguísticas: evidências empíricas e modelagens teóricas Autor(es): Souza, Brenda Késsia Arruda de Abstract: This thesis presents an investigation in experimental psycholinguistics into the relationships between synesthesia, language, and learning. Synesthesia is defined as a non-pathological neurological condition characterized by automatic associations between inducing stimuli (such as letters and sounds) and concurrent experiences (such as colors and tastes) (Simner et al., 2007). Although conceptual research on synesthesia has expanded in recent years, studies examining this phenomenon from the perspective of learning remain limited. The main goal of this thesis is to identify experimental evidence of the effects of synesthesia on linguistic production and, on this basis, to propose theoretical and methodological articulations between synesthesia, learning, and language, grounded in theories of learning, development, and lexical access (Watson et al., 2014; Vygotsky, 1991; Huth et al., 2016) and in empirical studies that induce synesthetic experiences in non-synesthetic individuals (e.g., Andreev, Moskvoretsky, Gorin, & Zinchenko, 2023; Sasaki & Watanabe, 2024). To this end, the research was organized into four axes: (i) original analyses of data from synesthetes and non-synesthetes collected by Souza (2020), including semantic recall tests and standardized questionnaires; (ii) a study on color-vowel pairings in non-synesthetes, based on exploratory analyses of the Synesthesia Battery and a new experiment conducted for this thesis; (iii) a study on Lexical Complexity, involving the exploration of textual productions by synesthetes and the proposal and empirical investigation of the concept of Lexical Complexity (CL), through an experiment conducted in this thesis comparing synesthetes and non-synesthetes in image description tasks; and (iv) the proposal of theoretical models addressing synesthesia and learning. The combined results indicate that synesthetes tend to assign a greater number of colors to abstract words than to concrete words; that individuals without synesthesia do not exhibit consistent vowel–color associations, with the exception of the vowel A, which is frequently associated with the color red; and that synesthesia may modulate specific linguistic dimensions of Lexical Complexity. Overall, these findings support the hypothesis that multisensory experiences inspired by synesthesia can facilitate the teaching and learning of complex content. Tipo: Tese 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86445 Título: A percepção das consoantes nasais na língua inglesa por falantes do português brasileiro Autor(es): Melo, Patrícia Minelly da Paz Abstract: This dissertation aims to investigate how Brazilian learners of English perceive nasal consonants in syllable-final (coda) position. The relevance of this study lies in the fact that inadequate perception of these sounds may compromise intelligibility and, consequently, effective communication in English, as accurate perception constitutes a fundamental stage in the learner’s phonetic-phonological development. By gaining a better understanding of how these difficulties manifest, the study seeks to contribute to pedagogical reflections aimed at improving the phonological perception of English language learners, thereby fostering clearer and more effective communication. Grounded in the Speech Learning Model (SLM) (Flege, 1995; Flege & Bohn, 2021), this study assumes that phonetic representations from the first language directly influence how sounds in an additional language are perceived, particularly when such sounds involve phonetic differences or contrasts that are absent in the learner’s L1. Within this framework, the study focuses on the perception of English nasal consonants /m/, /n/, and /ŋ/ in syllable-final position by speakers of Brazilian Portuguese. The study adopts a quantitative, descriptive approach. Data was collected through an auditory perception test designed based on minimal triplets containing nasal consonants in syllable-final position. The identification test was administered using the TP software (Rauber, Rato, Kluge, & Santos, 2012), in which participants identified the target sounds within sentences containing the target words. The results revealed that vowel context significantly influenced the perception of nasal consonants in coda position, but in the opposite direction of the initial hypothesis: words preceded by the vowel /ʌ/ showed greater perceptual stability and lower error rates than those preceded by /æ/. The position of the target word in the sentence (medial or final) did not exert a significant effect on participants’ performance. In contrast, sentence type proved to be relevant, as declarative sentences yielded higher perceptual accuracy than interrogative ones. Overall, the findings corroborate the assumptions of the Speech Learning Model by indicating that phonological differences between Brazilian Portuguese and English influence the formation of perceptual categories in L2. Tipo: Dissertação 2026-01-01T00:00:00Z