https://tede.unioeste.br/handle/tede/532 2026-08-06T01:09:24Z 2026-08-06T01:09:24Z 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 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 Pauletto, Daiana Elis Gonçalves https://tede.unioeste.br/handle/tede/8514 2026-07-15T21:01:51Z 2026-03-27T00:00:00Z

Title: Arte, identidade e escritas de si na obra de Frida Kahlo Autor: Pauletto, Daiana Elis Gonçalves Primeiro orientador: Fachin, Paulo Cesar Abstract: This dissertation investigates the construction of Frida Kahlo’s narrative by articulating art, pain, and self-writing. It departs from the problem of how the artist represents herself subjectively and symbolically in her visual and textual productions, seeking to understand how her self-portraits and diary function as instruments of subjectivity and resistance. The general objective is to analyze how Frida Kahlo constructs her identity through pictorial and discursive elements, in dialogue with her personal history, sociopolitical context, and cultural heritage. The investigation is grounded in theoretical frameworks on autobiography and self-writing, with emphasis on the works of Philippe Lejeune, Michel Foucault, and Roland Barthes, as well as the critical readings of Hayden Herrera, María Hesse, and Andrea Kettenmann. This is a qualitative research study, based on bibliographic review and aesthetic analysis of visual and textual works. The analytical corpus comprises self-portraits and excerpts from the artist’s diary, examined from the perspective of self-writing. The results reveal that Frida Kahlo transforms her experience of pain into symbolic and aesthetic language, constructing a multiple, hybrid, and poetic narrative. Her self-portraits and intimate writings transcend personal testimony and operate as political and affective devices of resistance. In this context, painting becomes an extension of the body and a mirror of the soul, resignifying wounds, affections, and identities in a singular way. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-03-27T00:00:00Z