https://tede.unioeste.br/handle/tede/521 2026-08-07T04:49:09Z 2026-08-07T04:49:09Z Dobler, Yasmim de Souza Santos https://tede.unioeste.br/handle/tede/8565 2026-07-29T14:27:00Z 2026-07-24T00:00:00Z

Title: ENSINO DE LÍNGUA INGLESA ONLINE SÍNCRONO: PERCEPÇÕES DOS PROFESSORES SOBRE MÉTODOS E PROCEDIMENTOS À LUZ DO CEFR Autor: Dobler, Yasmim de Souza Santos Primeiro orientador: Schmitt, Larissa Giordani Abstract: This dissertation investigates the methods, procedures, and assessment practices in synchronous online English language teaching, analyzing their alignment with the Common European Framework of Reference for Languages (CEFR). Guided by the research question of how English language teachers working in synchronous online contexts perceive their teaching practices, this qualitative-interpretivist study explores the evolution of language teaching in virtual environments, especially after the COVID-19 Pandemic, and the increasing prominence of English as a Lingua Franca. An overview of the history and transformations in language teaching methodologies mediated by digital technologies is presented, from traditional to more innovative approaches, including the adoption of the post-method concept. The research examines teachers' perceptions of the effectiveness of online teaching, identifying challenges inherent to this modality, such as technical issues and maintaining student engagement. The pedagogical and technological strategies employed by teachers are detailed to optimize the teaching-learning process and the forms of progress assessment. In this sense, the main objective of the study is to analyze teachers’ perceptions of their methods, procedures, and assessment practices in synchronous online English language teaching. The methodology involved administering questionnaires to 42 English teachers with a degree in Literature/Linguistics and semi-structured interviews with 11 of them. The results reveal a group of experienced teachers, with extensive use of digital resources and self-authored materials, who personalize teaching. High familiarity and application of the CEFR were observed in activity planning, material selection, and learning assessment (with emphasis on formative assessment practices and active teacher mediation), with a predominant focus on basic and intermediate levels. The study concludes that, despite the identified challenges, the online modality is perceived as effective by most teachers, who adopt interactive and adaptive approaches to promote a dynamic and relevant learning environment. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-07-24T00:00:00Z Mendes, Maria Daniela https://tede.unioeste.br/handle/tede/8554 2026-07-27T14:08:35Z 2026-03-06T00:00:00Z

Title: ANÁLISE LEXICOGRÁFICA E SEMÂNTICA EM OBRAS DE REFERÊNCIAS: UMA TRÍADE ENTRE O CONCEITO, SIGNIFICADO E SENTIDO DA LIBRAS Autor: Mendes, Maria Daniela Primeiro orientador: Martins, Tania Aparecida Abstract: Despite advances in research in the field of linguistics, gaps are still observed in the understanding of the semantic-pragmatic organization of the concept, meaning, and sense of signs and the lexicon of Brazilian Sign Language (Libras). In this context, the language was understood not only as an object of study but also as a means of communication and interaction for deaf individuals in different social groups, which highlighted limitations in lexical records, often restricted to glosses and lacking full vocabulary completeness. Given this, the aim of this research was to analyze the descriptive aspects of the Libras lexicon, investigating, from a lexicographic and semantic perspective, “the concept, meaning, and sense” of lexical items. In the theoretical field, it was found that linguistic studies of sign languages were deepened by Stokoe in the 1960s, whose descriptive analysis of American Sign Language (ASL) significantly contributed to the development of the field by proposing advances beyond glosses in lexical records. The adopted methodology was qualitative and bibliographic in nature, involving the analysis of two bilingual Portuguese/Libras dictionaries based on aspects of macrostructure and microstructure. For analytical purposes, the triad “concept, meaning, and sense” was defined as the central axis, from which the following questions were formulated: (i) What should be considered to make the recording of Libras signs more complete in lexicographic works? (ii) How has the Libras lexicon been recorded? (iii) Regarding macrostructure and microstructure, in which aspects can the elements' concept, meaning, and sense contribute to the lexicographic records of Libras? The results showed that lexicographic records of Libras have been predominantly focused on glosses and equivalences in Portuguese, presenting gaps in the conceptual, semantic, and contextual description of entries. The analysis revealed inconsistencies in both the macrostructure and microstructure of the works, as well as the absence of precise delimitation of uses and meaning values in discursive contexts. It was concluded that there is a need to advance toward more descriptive and systematic lexicographic proposals that consider Libras in its own linguistic organization. The incorporation of the triad “concept, meaning, and sense” proved fundamental for constructing more complete records aligned with the linguistic reality of the deaf community, also highlighting the relevance of monolingual dictionaries in Libras. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-03-06T00:00:00Z Pizzatto, Solange Goretti Moreira https://tede.unioeste.br/handle/tede/8547 2026-07-27T11:39:05Z 2026-02-24T00:00:00Z

Title: ATITUDES LINGUÍSTICAS EM DEPOIMENTOS DE FALANTES MULHERES DAS LOCALIDADES DE CAPANEMA E SANTO ANTÔNIO DO SUDOESTE –PR Autor: Pizzatto, Solange Goretti Moreira Primeiro orientador: Sella, Aparecida Feola Abstract: Se presenta una investigación sobre actitudes lingüísticas de mujeres residentes en las localidades de Capanema y Santo Antônio do Sudoeste, situadas en la región fronteriza del Suroeste de Paraná, entre Brasil y Argentina, las cuales, por constituir un espacio sociolingüísticamente estratégico marcado por la frontera internacional y por una historia de inmigración y de presencia de descendientes de diferentes grupos étnicos, favorecen contactos lingüísticos intensos y prácticas híbridas, convirtiéndose, así, en relevantes para el estudio de las actitudes lingüísticas, puesto que, en áreas fronterizas, la lengua opera como marcador identitario, instrumento de interacción y espacio de negociación simbólica (Mari, 2016). El objetivo es analizar cómo estas mujeres perciben y evalúan diferentes lenguas en circulación en sus comunidades, especialmente el portugués, el español (en sus variedades argentina y paraguaya), el alemán y el italiano, y cómo se posicionan al respecto. Los análisis consideran los índices actitudinales cognoscitivo, afectivo y conativo, conforme a Lambert y Lambert (1966). La fundamentación teórica se ancla, básicamente, en los estudios de Moreno Fernández (1998), Aguilera (2009), Corbari (2013) y Fungueto (2021). El corpus fue recogido en la base de datos del Proyecto Creencias y Actitudes Lingüísticas: un estudio de la relación del portugués con lenguas de contacto (CAL) (Aguilera, 2009), con entrevistas a cuatro informantes en cada localidad, seleccionadas de acuerdo con las siguientes variables: a) dos franjas de edad: 31 a 50 años y 51 a 70 años; b) dos niveles de escolaridad: medio y superior, considerándose, como criterio de delimitación del corpus, la participación exclusiva de mujeres, dado que el recorte por sexo, en esta tesis, no se moviliza como variable de contraste, sino como opción teórico-metodológica coherente con los objetivos del estudio. La metodología adoptada es cualitativa, de naturaleza interpretativista, y se basa en el análisis de los testimonios de las informantes de las localidades seleccionadas, conforme a la base de datos del CAL. El análisis del corpus fue orientado por el enfoque mentalista, que concibe la actitud como un elemento complejo, y moviliza dichos índices como eje interpretativo, articulándolos a los conceptos de prejuicio y evaluación lingüística. Los resultados evidencian que las actitudes lingüísticas de las informantes no se configuran de forma homogénea, variando según el contexto local, la experiencia de contacto y las variables sociales consideradas. En Capanema, se observa predominancia del índice cognoscitivo, con reconocimiento de la diversidad lingüística asociada a la memoria, la herencia familiar y los ámbitos privados de circulación, manteniéndose el portugués como eje central de legitimidad comunicativa. En Santo Antônio do Sudoeste, la diversidad lingüística se muestra más integrada a las prácticas cotidianas y al espacio público, lo que favorece una mayor activación del índice conativo, aunque también intensifica la emergencia de criterios normativos y de jerarquización. El análisis demuestra, asimismo, que la franja de edad y la escolaridad modulan la densidad simbólica de las evaluaciones, sin actuar de forma determinista. El prejuicio lingüístico, cuando emerge, se manifiesta predominantemente mediante jerarquizaciones naturalizadas, controles simbólicos y criterios de corrección, más que por rechazos explícitos. Se concluye que las actitudes lingüísticas, en contextos fronterizos, expresan la compleja articulación entre creencias, afectos y disposiciones de conducta, poniendo de manifiesto que el reconocimiento de la diversidad puede coexistir con mecanismos de regulación y control social de las lenguas y de sus hablantes. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese

2026-02-24T00:00:00Z Negrisoli, Fabielly Kolisnek https://tede.unioeste.br/handle/tede/8546 2026-07-24T20:47:38Z 2025-11-19T00:00:00Z

Title: Práticas da abordagem lexical para o ensino da Libras como primeira língua para crianças surdas. Autor: Negrisoli, Fabielly Kolisnek Primeiro orientador: Martins, Tania Aparecida Abstract: This dissertation is part of the Research Line Study and Description of Linguistic, Cultural, and Diversity Phenomena in the PPGL the Unioeste (State University of Western Paraná) and focuses on the Lexical Approach applied to the teaching of Brazilian Sign Language (Libras) as a first language (L1) for deaf children aged 3 to 7. Grounded in the principles of the Lexical Approach (Willis, 1990; Lewis, 1993, 1997) and in Bilingual Education for the Deaf, it emphasizes the centrality of the lexicon in the acquisition of Libras as L1. The study is based on the understanding that the lexicon, conceived as a set of lexical units available to speakers of a language, an open and practically unbounded system (Biderman, 1998), forms the foundation for the development of fluency and communicative competence in Libras. The central problem guiding this research is to understand how the Lexical Approach can contribute to the teaching of Libras as a first language during the literacy stage, by promoting vocabulary expansion and linguistic autonomy. Accordingly, the general objective is to identify and analyze, considering the Lexical Approach, lexical patterns relevant to the teaching of Libras as L1 for deaf children, based on pedagogical activities structured around this approach. The specific objectives include: (a) investigating methodological approaches currently used for teaching Libras as L1; (b) examining communicative expression through storytelling in Libras; and (c) analyzing the data from lexical principles such as frequency, collocations, fixed and combinatory expressions, and lexical chunks. The methodology adopted is qualitative, based on video recordings of Libras productions, which constitute the data for analysis. The data were produced, generated, and collected at the Bilingual School of Instruction in Libras, located in the central-west region of Paraná, in collaboration with the “Bilingual Laboratory of the Support Center for the Deaf and Professionals in Deaf Education of Paraná” (CAS Guarapuava). The analysis was organized into three main axes: (1) structure and frequency of lexical items; (2) use of fixed and combinatory expressions (collocations, classifiers as lexical chunks); and (3) modes of interaction between participants and the deaf teacher mediator, emphasizing the role of sign space, deixis, and visual production. The results show that, in children’s Libras productions, high- utility verbs and deictic markers function as the main axes for structuring discourse. They also reveal that the repetition of signs contributes to lexical consolidation and vocabulary expansion. Furthermore, lexical chunks and chains were observed, connecting reference, information progression, and visual organization. From a pedagogical perspective, the study underscores the importance of teaching interventions that prioritize usage patterns, sign chunks, and collocations, which prove effective for Libras L1 instruction. It is concluded that, in early childhood, deaf children can greatly benefit from a lexically centered and usage-based approach, in which frequent, collocational, and spatial patterns are taught as meaningful pedagogical units. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2025-11-19T00:00:00Z