https://repositorio.uema.br/jspui/handle/123456789/2017 2026-07-05T17:40:38Z https://repositorio.uema.br/jspui/handle/123456789/6245 Título: Análise semiológica dos símbolos que representam a identidade cultural da cidade de Aldeias Altas/MA Abstact: Semiologic alanalysis consists of the study of signs and their meanings within social and cultural contexts. Its purpose is to understand how images, gestures, words, an d other symbols communicate, ideas, values, and identities. Through this approach, not only what is visible is interpreted, but also the hidden meanings and implicit messages present in forms of communication. The semiological analysis of the cultural symbols of Aldeias Altas/MA seeks to comprehend how traditions, monuments, festivals, and other representative elements of the city express its identity and collective memory. By interpreting these symbols beyond their visual aspect, it is possible to understand their historical and social significance for the local population, strengthening the sense of belonging and the appreciation of the municipality’s cultural heritage. In this regard, the general objective of this study is to analyze, from a semiological perspective, the symbols that represent the cultural identity of Aldeias Altas/MA, considering the social, cultural, and historical contexts in which they manifest. The specific objectives are to examine the influence of symbols and their meanings in the construction of the sociocultural identity of Aldeias Altas/MA; to highlight the importance of social, cultural, and historical contexts in analyzing the meanings of representative symbols of Aldeias Altas/MA’s culture; an d to demonstrate that symbols may acquire different meanings for different people and cultures. The results of the analysis show that the semiological perspective provides effective tools to reveal the layers of meaningin scribed in the symbols of Aldeias Altas/MA, allowing for na understanding of how they organize collective imaginaries and strengthen the sense of territorial belonging. Therefore, the proposed objectives were achieved, as semiological analysis made it possible to identify and interpret the meanings carried by each symbol, as well as to understand how these elements articulate social, cultural, and historical dimensions in the constitution of Aldeias Altas’ cultural identity. 2025-12-15T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6231 Título: Literatura e etnografia: aproximações e distanciamentos em produções de Gonçalves Dias Abstact: The search for a national identity was one of the maxims in Brazil in the first half of the 19th century. In literature, this project took shape in the Nationalist-Indianist phase, during which writers devoted themselves to representing nature and indigenous peoples, considered the most expressive symbol of authentic Brazilian nationality. This initiative to unify identity was also taken up by the Brazilian Historical and Geographical Institute (IHGB), which sought to discover the “true Brazil” through the indigenous peoples of the lesser-known provinces. To this end, it invested in various ethnographic research projects. Involved in both of these fronts was Gonçalves Dias, the most notorious poet of Romanticism, an active member and head of ethnographic studies at the IHGB. From this perspective, this research explores the poet's scientific and literary works. The general objective is to comparatively analyze the figure of the Brazilian indigenous people in the poem I-Juca-Pirama and in Relatório E (Etnografia) by Gonçalves Dias, investigating their similarities and differences. The specific objectives are to reflect on Comparative Literature and its interdisciplinary nature; discuss romantic and indigenous Nationalism-Indianism in the poetry of Gonçalves Dias; examine his participation in the context of 19th-century ethnographic studies; and, finally, compare the poem and the scientific text, identifying and explaining the convergences and divergences between the indigenous peoples represented in the two works. The comparative analysis, based on qualitative documentary and bibliographic research, showed that, despite similarities in terms of the warrior character and the figure of the chief, there are significant differences between the indigenous peoples in the two works. The poem presents an idealized and heroic representation of the natives, while the report adopts a predominantly descriptive and objective approach. In addition, the ethnographic text offers a broader picture of indigenous life, characterizing them as hunters and fishermen, and shows greater attention to ethnic diversity, unlike the more homogeneous and superficial treatment present in the poem. As for the theoretical framework, studies in Comparative Literature were used, such as Carvalhal (1991, 2003, and 2006), Nitrini (2010), and Coutinho (2014), in addition to Roncari (2014), Candido (1999, 2002, and 2010), Pereira (2018), among others. 2025-12-15T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6229 Título: Mulheres de machado: o feminino nos romances Helena e Dom Casmurro de Machado de Assis Abstact: This study provides a historical and social analysis of the creation and consolidation of the characters Helena and Capitu, understanding them as central figures in the discussion of female representation in the novels of Machado de Assis. Based on readings of Helena (2018) and Dom Casmurro (2004), the research examines how these characters, situated between Romanticism and Realism, reveal tensions, limits, and fractures within the social norms of the 19th century. The main objective is to analyze the female figures Helena and Capitu in Helena and Dom Casmurro. The specific objectives include understanding the formation process of these Machadian female characters; examining the influence of space and social dynamics on their construction; identifying their transgressive traits; and recognizing the relevance of female characters as a strengthening element of Machado’s work. The methodology employed is bibliographical, grounded in a review of books, articles, theses, and monographs. The theoretical framework includes fundamental literary scholars such as Bosi (2015), Cândido (2004), Veríssimo (2014), and Coutinho (2004), essentials for initially contextualizing Brazilian literary formation and illuminating aspects of Machado’s style. The study also draws on specific theorists, including Sène and Diego (2018), Meyer (1986), and Nicola (2004). To analyze the structure of the characters in Machado’s novels. To investigate the social and strategic dynamics present in the narratives, the research relies on the principles of Game Theory, initially applied to mathematics by John von Neumann and Oskar Morgenstern (1944) and later expanded to other fields of knowledge, as explained by Souza (2003). The analysis reveals that Helena and Capitu remain essential figures for understanding the aesthetic and critical strength of Machado’s work. Moreover, the study reaffirms that Machado de Assis, by constructing female characters who challenge expectations and negotiate with social norms, broadens the understanding of human experience and sustains the dialogue between past and present. Thus, the research confirms that the lasting presence of these characters in the literary imagination is due not only to Machado’s stylistic brilliance but also to the way his female figures stimulate contemporary debates on identity and representations of femininity. 2025-12-15T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6147 Título: Letramento literário nos anos finais do ensino fundamental: a importância da leitura para o desenvolvimento do pensamento crítico Abstact: Literary literacy has gained prominence as an essential practice in the final years of Elementary Education, especially considering contemporary demands that require readers capable of understanding, interpreting, and critically positioning themselves in relation to diverse social and cultural manifestations. Within this context, it is observed that many students demonstrate lack of motivation and difficulty in attributing meaning to reading, revealing a distance between schoolbased literature and their life experiences. Based on this situation, the presente study analyzed how literary literacy can contribute to the development of critical thinking among students at this stage of schooling. The research, qualitative in nature and bibliographic in character, was grounded in authors such as Soares (2005), Kleiman (2005), Street (2014), Cosson (2006), Freire (1989), and Zilberman (1988), articulating theoretical perspectives with pedagogical practice. For analytical exemplification, the work A Terra dos Meninos Pelados, by Graciliano Ramos, was used as a possibility for promoting critical reading in the classroom. The results indicated that literary literacy, when understood as a social practice and intentionally mediated, enables the development of Reading autonomy, broadens interpretative abilities, and encourages students’ critical positioning. The study also highlighted challenges such as the use of literature solely for evaluative purposes and the absence of dialogic spaces, as well as possibilities for overcoming these issues through meaningful pedagogical practices and teacher mediation. It is concluded that literary literacy constitutes a relevant path for strengthening students’ critical formation and promoting Reading experiences that dialogue with their lived realities, contributing to integral and participatory development within the school context. 2025-12-15T00:00:00Z