https://tede.unioeste.br/handle/tede/533 2026-09-11T13:10:48Z https://tede.unioeste.br/handle/tede/8613 Title: O que podem as perguntas? Uma incursão por entre desterritorializações e reterritorializações no Livro das Perguntas, de Pablo Neruda Autor: Pereira, Pamera Francieli Corrêa Primeiro orientador: Molin, Beatriz Helena Dal Abstract: In this thesis – which is theoretical, problematizing, and rooted in poetic experimentation – I explore the power of the act of questioning as a force capable of shifting thought and producing new ways of understanding and experiencing the deterritorialization and reterritorialization of the self amidst the becomings of doctoral student, professional, and human being. I begin with the central inquiry driving this research: “What can questions do?” I take the Book of Questions (Neruda, 2008) as my corpus and seek to understand how the poetic inquiries within the work trigger movements of deterritorialization, opening up new territories of thought and meaning. My general objective is to investigate how Neruda’s questions provoke deterritorialization; rather than seeking conclusive answers, they establish paths of thought that incite shifts, multiplicities, and becomings, thereby empowering the experimentation of learning and creation. To support my investigation, I primarily draw upon the Philosophy of Difference developed by Gilles Deleuze and Félix Guattari; concepts such as rhizome, multiplicity, territory, deterritorialization, reterritorialization, lines of flight, and becoming form the theoretical axis guiding my readings and interpretations. My research employs a qualitative, bibliographic approach integrated with the process of cartography – understood here as a map in motion that tracks the encounters, affects, and forces emerging from contact with the corpus. Along this path, I map selected questions from the book, engage in a dialogue with Isidro Ferrer’s illustrations inspired by the work, and consider reading experiments that reveal how these inquiries mobilize imagination, sensibility, and thought. The affects generated by the power of the question created fissures of becoming within me. When embraced as a creative act, the question ceases to be a mere tool for seeking answers and begins to function as a device for shifting thought, instigating movements of deterritorialization that enhance the experience of reading, knowledge acquisition, and personal formation. To question is a way of existing poetically in the world, for the question opens paths where previously there were only certainties, generates unexpected encounters, and inaugurates uncharted territories of thought and sensibility. Thus, my thesis posits the question as an inventive force capable of mobilizing learning processes, stimulating the imagination, and instigating modes of becoming that keep thought in constant motion. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-05-27T00:00:00Z https://tede.unioeste.br/handle/tede/8547 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 https://tede.unioeste.br/handle/tede/8545 Title: Entre ecos de luta e de falhanços: figurações da Ditadura Militar em Sempreviva (2014), de Antonio Callado, e O Minossauro (1975), de Benedicto Monteiro Autor: Chaves, Maria Genailze de Oliveira Ribeiro Primeiro orientador: Oliveira, Valdeci Batista de Melo Abstract: In this work, the novels O Minossauro (1975), by Benedicto Monteiro, and Sempreviva (2014), by Antonio Callado are analyzed, they were published in Brazil during the military dictatorship, in 1975 and 1981, respectively. These are novels that represent dictatorial oppression in the period of Latin American military dictatorships and in their subsequent developments, whose shadows and discourses still persist as a threatening ghost, in the various coup attempts, just remember what happened in Brazil on January 8, 2023. In the light of these two novelistic figurations, this study aims to reflect on the discourse of military repressive actions, with emphasis on political exile, dictatorial violence and revenge, as configured in the analyzed works. This research is justified as a contribution to expand the knowledge of literary works that revisit the Brazilian military dictatorship in the Latin American context, in Brazil and specifically in the Pará Amazon. By dealing with themes such as exile, violence and revenge, it contributes to preserve historical memory and expand the critical repertoire about this period. It also highlights the need to give visibility to those who were censored and silenced, whose experiences during the years of lead are still little known, reinforcing the relevance of valuing national and Amazonian literature and integrating them into academic debates. The research has as its method a qualitative approach, using bibliographic studies developed from the Comparative Literature. The work is divided into three sections as an option to organize the discussions. Based on theoretical contributions by Arns (1987), Candido (2000), Bosi (2002), Calveiro (2006), Carvalhal (2006), Pires (2007), Seligmann-Silva (2003), Bakhtin (1998), among others. In this way, the novels show the close articulation between political exile, dictatorial violence and revenge, to the extent that exile and revenge emerge as developments of the military repressive practices disseminated throughout Latin America in the mid-twentieth century, revealing the search for freedom and justice in the face of the violations suffered. In addition, violence and the dictatorial apparatus remain inscribed in contemporaneity, manifesting themselves through legal amendments, punitive actions, torture and silenced murders, which produce indignation and a feeling of impotence in the face of the persistence of these brutalities. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-03-12T00:00:00Z https://tede.unioeste.br/handle/tede/8544 Title: A DIMENSÃO AFETIVA E A ESCUTA SENSÍVEL PARA A APRENDÊNCIA VOLTADA AOS NEURODIVERGENTES: UMA ABORDAGEM RIZOMÁTICA Autor: Santos, Eloane Furquim Primeiro orientador: Molin, Beatriz Helena Dal Abstract: This research aims to unveil the fabric of the affective dimension in the learning process of students with unique ways of learning and expressing knowledge, linked to different neurodevelopmental trajectories. Based on a rhizomatic approach - inspired by the philosophical propositions of Deleuze and Guattari - this thesis advocates an epistemology of sensitive listening, in which affect emerges as a founding element of the educational experience and as a driving force in the constitution of subjectivities. Under the aegis of neuroscience applied to education, it outlines interlocutions with the concepts of neuroplasticity and cognitive, executive and conative functions, highlighting the possibilities of re-signifying pedagogical practices in the face of neurobiological diversity. Based on the pedagogy of affection, sensitive listening, good encounters and neuroscience in education, an educational praxis is outlined that transcends standardized models and is anchored in the acceptance of difference as a formative power. In this context, this work therefore invites us to abandon homogeneous and linear paradigms, proposing the construction of a rhizomatic learning process in which multiplicities, flows and affections intertwine in the constitution of a truly inclusive, equitable and humanizing education - where learning is also an act of bonding, listening and transformation. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-06-25T00:00:00Z