Teachers’ emotions have become recurring themes in Applied Linguistics research, addressing different aspects of language teachers’ thinking and reflection. This study investigated the emotions—under the theoretical framework of the Biology of Cognition—of four Portuguese language teachers working in Rural Education in the northern region of Mato Grosso, Brazil, with the aim of analyzing them in the experience of teaching Portuguese, so as to identify, understand, and name them. The theoretical discussion was structured around the following topics: emotions from a general perspective; the study of emotions in Applied Linguistics; emotions and the Biology of Cognition; emotions and language teaching; and Rural Education, drawing on authors such as Lutz (2007), Han, Jin, and Yin (2023), Schutz et al. (2006), Aragão (2007, 2024), Barcelos (2013, 2022), Seligman (2002), Pavlenko (2010), Ahmed (2004), Maturana (1995, 2002), Souza (2014), Ribeiro and Coscarelli (2023), Mendes (2018), Ferreira and Porto (2021), Castro and Paula (2022), Clandinin and Connelly (2015), Brandão (2017, 2023), Rose (2016), Bolívar, Domingo, and Fernández (2001), Guazi (2021), Kvalê and Brinkmann (2009), and Lieblich et al. (1998). Methodologically, the research was grounded in visual narrative inquiry, using data collection instruments such as drawing, written teaching trajectory, and recorded semi-structured interviews. The findings revealed that emotions are present in the experiences of teaching Portuguese in rural contexts and can be named as joy, euphoria, happiness, satisfaction, hope, frustration, among others. These emotions permeate teaching experiences and manifest in the construction of participants’ narratives, functioning as devices of memory, reflection, and meaning-making, while articulating teachers’ identity and social aspects. The study also indicated that research on Portuguese teachers’ emotions from the perspective of the Biology of Cognition remains scarce at the Stricto Sensu level, making this study a contribution to the understanding of the emotional dimension of teaching in specific contexts and highlighting its relevance for deepening reflections on issues that permeate language teaching and learning.

Assuming that identity construction is a movement shaped by social relationships with other individuals, the objective of this research is to analyze how the identity formation of female characters takes shape in selected short stories from Olhos d’água (2014) by Conceição Evaristo. For this study, the following narratives were considered: “Olhos d’água,” “Maria,” “Zaita esqueceu de guardar os brinquedos,” “A gente combinamos de não morrer,” and “Ayoluwa, a alegria do nosso povo.” As a theoretical framework, scholars such as Zygmunt Bauman (2005), Stuart Hall (2005), and Joe Candau (2018) were selected for their discussions on identity, considering its construction as a continuous and vital process. To deepen the analysis of literature by Black authors, studies by Maria Nazareth Soares Fonseca (2000, 2011) and Eduardo de Assis Duarte (2008) were explored, along with reflections by the writer and essayist Conceição Evaristo (2010), who is one of the leading voices in contemporary Afro-Brazilian literature. Through this study, the relevance of Afro-Brazilian literary production is reaffirmed, as well as the importance of bringing to the forefront works that address everyday issues through the voices of Black female writers. These narratives play a crucial role in highlighting the voices of women who have been (and continue to be) silenced.

Developed within the scope of the State University of Mato Grosso (UNEMAT), Postgraduate Program in Literature (PPGLetras), Sinop-MT Campus, this research investigates the universe of fables, a genre that originated in oral literature, from which it gained written form, in a process that established some structural features. It is assumed that fables, without resorting to closed religious systems or philosophical frameworks, discuss coexistence guided by morality, through stories that share experiences relived countless times in the social environment, in all generations, thus preserving knowledge that cannot be forgotten. The general objective of the research is to develop a study on fables, connecting this genre originating from popular culture to erudite literature and everyday experiences, understanding them as a set of teachings that guide social life; the specific objectives are: to discuss the concept of popular culture and oral literature, with an emphasis on fables; to identify the structural characteristics of fables; to relate fables to the social themes of literature; to analyze fables retold by different writers; to compare fables by different fabulists. This is a qualitative research, supported by a bibliographic review, literary analyses and verification of concepts involving popular culture, oral literature, especially the genre “fables”. In its course, the research makes an incursion into the universe of narratives linked to oral literature, focusing on the fable genre, in order to highlight its structural characteristics and traces of its content, which are associated with everyday experiences; The dissertation then presents a history of the main fabulists, highlighting the aesthetics that distinguish them, through a selection of fables; finally, the research analyzes the pressure that mass culture exerts on popular culture, and the impacts of this reality on the way of writing stories. In the theoretical contribution, some works are fundamental, with emphasis on The tradition of the fable From Aesop to La Fontaine (2003), organized by Maria Celeste Consolin Dezotti, and Dialectics of enlightenment (1985), by Adorno and Horkheimer, in addition to other works that will be consulted during the investigation.

The oral tradition of the narratives of the Rikbaktsa indigenous community remains in the reports of its inhabitants and specifically a living cultural scenario full of ancestry that needs to be investigated so that it can influence a process of reviewing national literature, including the narratives of these peoples as part of this cultural and literary complex. Didactic manuals and school books point to the birth certificate of Brazilian literature such as Carta de Caminha and other reports from travel chroniclers who sent data about the invaded lands. However, today in a scenario in which studies of decoloniality have justified the importance of reviewing oral tradition narratives and paying attention to the wealth of linguistic and literary elements that make up an arsenal of symbolic images in the stories narrated. It is based on the assumption that the Biblio-Óca Nelson Mutzie, of the Rikbaktsa people, constitutes a space of cultural and identity resistance, in which three ethnicities of indigenous peoples (Enawenê-Nawê, Cinta Larga and Rikbaktsa) from the Juruena River Basin, located in the Northwest of Mato Grosso, interact, promoting readings and exchanges of experiences among library users. Thus, more specifically, we aim to analyze the Biblio-Óca and its relevance for the Rikbaktsa population in the preservation of identity and memory. The source of this research will be the oral narratives of elders published on social networks. Therefore, this present research includes the analysis and dissemination of these narratives that link literature to the oral culture of Amerindian peoples, through digital media, documentaries and interviews. As a theoretical contribution, we seek to decolonize the approach, prioritizing the narratives of indigenous theorists, such as Trudruá Dorrico, Daniel Munduruku, Ailton Krenak. The research establishes a connection between literature, culture and memory; presents an analysis of indigenous narratives researched on social networks through Biblio-Óca, contributing to the dissemination and preservation of Rikbaktsa myths and narratives.

Digital technologies are increasingly present in our daily lives, significantly transforming many routine practices, including reading. Today, in addition to reading physical materials, we also engage with texts in digital environments and platforms. Understanding how young people practice reading in these contexts is essential, as reading skills play a crucial role in human social and cognitive development. Thus, this study aims to analyze the reading practices of third-year high school students to explore their reading experiences. Specifically, it seeks to identify the digital media, platforms, and environments these students use for reading through the analysis of their narratives. Additionally, the study examines the effects of digital technologies on the formation of their reading identities and the implications of digital culture and artificial intelligence on their reading experiences. The theoretical framework is based on discussions on contemporary reading practices and the influence of digital technologies on this process (Rojo, 2009; Ribeiro, 2021; Santaella, 2013). Methodologically, this research follows the principles of qualitative research, focusing on narrative research (Barcelos, 2020). Data collection is conducted through semi-structured interviews, with narratives recorded in audio and analyzed using a holistic content-focused approach combined with thematic analysis, as proposed by Jovchelovitch and Bauer (2002). This study aims to provide an understanding of the reading experiences of public school students in Sinop-MT and how they engage with digital technologies in this process.

This dissertation proposes an analysis of Jardim de Ossos (2020), by Marli Walker, with the aim of investigating how the author's poetic writing fits within the context of contemporary female literary production in Mato Grosso and how it articulates female experience in light of Giorgio Agamben’s notion of contemporaneity. The hypothesis is that the poet engages in dialogue with other female authors of her time and performs a gesture of resistance against the darkness of the present by evoking images of pain, ancestry and resistance through a fragmentary language marked by the semantic fields of bones, garments and language itself,  images that denounce but also reinvent meaning. The introductory chapter discusses the role of women in literature and the historical erasure of female voices, emphasizing the importance of written expression as a form of subjectivation and resistance, based on the studies of Constância Lima Duarte. The second chapter presents the biographical, literary and critical trajectory of Marli Walker, situating her work within the context of contemporary literature from Mato Grosso. The critical analysis developed in the final chapters brings together feminist literary theory, language studies and philosophy of time, with emphasis on the concept of the contemporary as coined by Giorgio Agamben, highlighting how the poet mobilizes symbols such as bone, thread and verb to expose the fractures of the present and stitch, with words, a new armor for the experience of being a woman. The analyses are primarily based on close reading and the method of parallel passages (Compagnon), allowing for the examination of recurring imagery, symbolic connections and dialogue with other contemporary women poets. In the end, the study concludes that Walker’s work performs a poetic gesture of denunciation and reconstruction, placing female writing at the center of contemporary debate and making the word a form of resistance and reexistence.

In the current context, given the transformations of a globalized society, learning a second language has become an educational concern. Bilingual education (Portuguese-English) has grown as a differentiator in the curriculum to meet this concern. Recurrent observations that I make throughout my teaching practice in a school environment with an immersive bilingual curriculum have motivated me to investigate translanguaging as a social and transformative phenomenon in the process of bilingual identity formation in children aged three to four years. From this perspective, it was possible to observe that children, even very young, are not limited to using a single language in their communication, but naturally resort to their different linguistic repertoires, mobilizing their knowledge in a strategic and contextual way. Therefore, this study aims to identify how translanguaging occurs and which factors contribute to the process of building repertoires of children in daycare who are in an immersive bilingual environment, analyzing how children use their linguistic repertoires to interact, build meanings and develop their communication. This study, from the perspective of the qualitative approach, was developed in a bilingual education school in the private education network in the city of Sinop-MT. For data collection, audio recordings of the speeches of children enrolled in kindergarten 3 were made. In addition, through the field notes taken by the researcher, we sought to bring extralinguistic aspects that could contribute to the understanding of the context of the speeches and routine of the class. To this end, we used authors such as Busch (2012), García and Woodley (2015), Wei Liu and Welp (2020), García (2022), Krause-Lemke (2020) and other researchers as the theoretical framework for the study. Considering the analysis of the collected data, it was possible to verify that the bilingual immersive environment contributes to the development of translanguaging in childhood, as children use the languages in their repertoire in order to construct meanings, learn and develop academically and socially. Although the bilingual environment investigated presents monolingual constructs, where only the second language is used by the teachers, the children transform the monolingual environment into a heteroglossic environment with creativity, using the languages in a dynamic and unique way. For the construction of repertoires and understanding of instructions, it was observed that thematic study and scaffolding practices contribute to this development. In addition, the study shows the importance of translingual practices in the identity construction of bilingual speakers in childhood, since, through these practices, the speaker exercises his/her autonomy and affectivity, mobilizing his/her linguistic experiences in a meaningful and contextualized way. Thus, translanguaging reveals itself not only as a pedagogical strategy, but as a space of affirmation and belonging. 

This dissertation analyzes the novel Deus de Caim by Ricardo Guilherme Dicke from the perspective of moral disintegration and ethical dilemmas that permeate its narrative. The study investigates how the work transcends the regionalism of Mato Grosso to address universal themes such as identity fragmentation, the crisis of traditional values, and the impact of modernity on individuals. The research is based on literary and philosophical theories by Georg Lukács (2000), Zygmunt Bauman, (2011) Emmanuel Levinas (2008), Silviano Santiago (2002), Wolfgang Iser (1996), and Norbert Elias (2001), among others, to discuss the complexity of Dicke’s narrative construction and its dialogue with modern and contemporary literature. The analysis demonstrates that Deus de Caim is not limited to regional settings but presents a broad critique of society’s moral decay, reflecting on violence, betrayal, desire, and death as structuring elements of the human condition. Thus, the novel establishes itself as a work of universal relevance, challenging narrative conventions and questioning the boundaries of morality in a constantly changing world.

This Master's degree in Literature, in the Literary Studies track, addresses Black women's literature, with an in-depth analysis of Luciene Carvalho's work "Dona" (2018). The research is based on the hypothesis that "Dona" (2018) lyrically expresses the social pressures and everyday challenges faced by Black women. By addressing themes such as aging and intersectionality, the work seeks to give visibility to the 50-year-old Black woman, combating stereotypes and promoting a narrative of resistance and empowerment. The main objective of this investigation is to broaden the debate on the situation of Black women, analyzing issues of racism, sexism, and ageism from a literary-philosophical perspective. To this end, the research proposes to analyze the intersectionality of these concepts, as well as to understand the importance of Black women's writing as a form of expression of identity, freedom, and ancestry. The study analyzes selected poems from Dona (2018), highlighting the work and its relevance for the redefinition of women in contemporary society. The central research question is: How does Luciene Carvalho's work "Dona" (2018) promote the visibility of 50-year-old Black women and offer a narrative of resistance and empowerment, challenging the limitations imposed by society? Using a qualitative and inductive approach, the study utilizes a bibliographic review and literary analysis of the work. The research is based on authors such as Almeida (2019), Akotirene (2019), Carneiro (2011) Collins (2000), Beauvoir (1970–1990), Nascimento (2016) and Ribeiro (2021), among others. The analysis indicates that "Dona" (2018) is more than a collection of poems; it is a literary manifesto that contributes significantly to the construction of new forms of subjectivity and identity for Black women, reaffirming their presence and voice in a world that sometimes insists on silencing them.

Afro-Brazilian literature emerges as an essential strand for giving visibility to the histories and lived experiences of Black people, often erased or marginalized within cultural production spaces. Conceição Evaristo uses her writing to explore the complexities of Black women’s experiences in Brazil, addressing themes such as identity, racism, class oppression, and resistance. The aim of this study was to analyze the representations of Black women in Conceição Evaristo’s Olhos d’água (2014) and how these narratives contribute to building an Afro-Brazilian literature that denounces structural inequalities and elevates Black women’s protagonism. The methodology adopted consisted of a qualitative, interpretive analysis of the stories “Olhos d’água,” “Duzu-Querença,” “Ana Davenga,” and “Maria,” based on theoretical frameworks that address the intersectionality among race, gender, and class, in addition to concepts linked to Black feminism and Afro-Brazilian literature. To ground this analysis, we drew on Kimberlé Crenshaw’s (1989) theory of intersectionality, which makes it possible to understand the multiple forms of oppression that shape Black women’s identities, revealing the connections between racism, sexism, and social inequalities. We also considered bell hooks’s (2013) Black feminist thought, which underscores the importance of resistance and self-affirmation in the face of oppressive structures. Conceição Evaristo’s writing serves as a central reference for understanding Afro-Brazilian literature as an instrument of social denunciation and cultural recovery, reinforcing the importance of memory and orality in the construction of identities. In this sense, Olhos d’água is a fundamental work for valuing Black culture and reflecting on social inequalities in Brazil, reaffirming literature’s role as a tool for transformation and social awareness.

This research analyzes the novel Solitária (2022), by Eliana Alves Cruz, in light of social issues concerning the working conditions of domestic workers and their daughters in Brazil. The central problem consists of understanding literature authored by Black Brazilian women as a significant form of denouncing rights violations and the marginalization experienced by these women and their families throughout history. The study is based on the premise that the novel highlights the persistence of anachronistic practices of subordination, expressed through child labor exploitation and violations of children’s and adolescents’ fundamental rights, particularly regarding the right not to be exploited and to have their social position recognized and respected. Through literature, the narrative seeks to promote the social emancipation of the community portrayed, emphasizing resilience and the importance of giving voice to the victims in their struggle for rights. The general objective is to expand critical discussions on the relationship between Literature and Society, addressing rights violations and power dynamics affecting domestic workers and their children, highlighting literature’s role in raising awareness of modern slavery and child exploitation. Methodologically, this is a qualitative study of a bibliographic and analytical-interpretative nature, developed through a dialectical method, in order to understand the contradictions between reality and fiction, as well as between oppression and resistance. The methodological path comprises two complementary stages: a bibliographic review on literature authored by Black Brazilian women in the contemporary context, and the literary analysis of the novel Solitária (2022). This approach allows for establishing connections with Afro-Brazilian literature and understanding the representativeness of the author’s writing, while also enabling a comparative analysis between reality and fiction regarding the experiences of domestic workers in Brazil and their daughters, as well as the rights violations portrayed in the novel. The theoretical framework engages with authors such as Almeida (2019), Bento (2022), Cuti (2010), Davis (2016), and Gonzalez (2020), among other works consulted throughout the research. The novel Solitária (2022) illustrates how violence and exploitation impact the lives of children and adolescents, affecting their identity, memory, and social integration. Through its narrative, the author not only denounces these violations but also opens space for discussion on resistance and the need to value the voices of victims in the pursuit of justice and social equality. The results indicate that Solitária (2022) denounces the exploitation of domestic and child labor, revealing how these practices perpetuate processes of marginalization of Black women and children. At the same time, the novel highlights their resilience and resistance, giving visibility to historically silenced subjects and reaffirming literature as a tool for denunciation, awareness, and social transformation.

The present research aims to analyze the work Coração Madeira (2020), by Marli Walker, and our purpose is to analyze how remembrance helps the author to build her aesthetic project, in particular, how the plot, memory and identity of the protagonist-narrator are articulated in the text, valuing the feminine being in a markedly masculine and authoritarian context with women. The novel is configured by continuous resumptions of themes, in which the narrator elucidates or develops, in each chapter, some subject from the previous chapter, breaking the linearity of the text, which always seems to “go back”. At the same time, they form links between memories throughout her life, building a strong feminine identity, based on family references that are also feminine, despite the fragmentation of the narrative. It is hoped that, with the research, it will become clear that the narrative is strengthened and the writer's project comes to fruition with the effective use of the memorial process.

The objective of this work is to analyze the work Canumã: the crossing, by Ytanajé Coelho Cardoso, considering the issue of memory and indigenous cultural re-signification. This novel, written by a Munduruku native, mixes fiction with memories of childhood and Borba, a city in the interior of the state of Amazonas. Narrated in the first person, the main character presents his experiences and knowledge, seeking to emphasize the role of elders in maintaining culture through orality. The narrative thus brings the ancient and ancestral customs of this people, and for that it uses the memory of the stories heard from the elders, leading to the cultural past, in addition to portraying the cultural transformations experienced in the present. This bibliographic research will therefore seek to analyze the representations of indigenous peoples and cultural transformations in the narrative, based on the concepts of memory and cultural re-signification.

This research is linked to Applied Linguistics (LA) and its object of study is the narratives of young high school students about their experiences with the Portuguese Language in the context of Emergency Remote Education (ERE). The justification that validates this study lies in the identification of a gap in the existing literature until the conclusion of this investigation. This gap refers to the lack of research that focuses on young people's own perceptions about the interface between the Portuguese Language and digital technologies in the context of Emergency Remote Education (ERE). Most studies carried out so far have focused on the perceptions of teachers and the school community, silencing the voice of the main agents in this process: students. Given this finding, I proposed the following research question as a research question: How are perceptions about Portuguese language classes and the use of Digital Technologies during ERE represented in the narratives of young high school students? In light of this question, I proposed the following general and specific objectives: i) to analyze the experiences with the Portuguese Language combined with the use of DT in the context of Emergency Remote Education (ERE), in the narratives of young people in high school at a public school teaching located in the northwest region of the state of Mato Grosso; ii) understand how and for what purposes DT were integrated into PL classes during ERE; iii) identify the literacy practices encouraged during these classes in high school, given the challenges imposed by ERE. The research was based on the principles of the qualitative research method, focusing on narrative research, according to Todorov (1979) and Clandinin and Connelly (2011). The theoretical contribution addresses different perspectives on the teaching of the Portuguese Language in High School, considering important contributions, Emergency Remote Teaching (ERE), as analyzed by Paiva (2020), Digital Technologies (DT), according to the investigations of Ribeiro (2020) , and in the teaching of Portuguese Language (LP), as outlined by the National Common Curricular Base (BNCC, 2018), with additional contributions from Ribeiro and Coscarelli (2023). I also highlight the use of DT, according to the research of Barton and Lee (2015), Rojo (2012), GNL (2000[1996]), Lévy (1993), as well as the considerations of Kalantzis, Cope and Pinheiro ( 2020), I employ the theoretical-methodological precepts of the narrative interview, proposed by Barcelos (2020). The analysis followed the perspective of Lieblich, Tuval-Mashiach and Zilber (1998), Jovchelovitch and Bauer (2018) and Ravagnoli (2018), which showed the persistent relevance of DT in the post-pandemic, with emphasis on applications, online platforms, line, videoconferences and virtual reality. The young people's narratives highlighted the importance of DT in education during the ERE. They highlight the adaptation of educators and young people to difficult conditions, highlight the role of DT in maintaining reading and writing practices, and highlight the potential of these technologies in the educational process. However, it points to challenges such as inequality in access to DT and the need for a critical approach in its use. This research result reaffirms the importance of investments in educator training and technological infrastructure to promote quality education to meet contemporary demands.

The main objective of this research is to expand critical reflections on the forms of violence against women represented, through female characters in the narratives “Buquê de línguas” (p.13-24), “A rebelião de Magnólia” (p. 33-46), “Cena em sustenido” (p. 65-70), “Georgina na janela” (p. 79-84), e “Por onde andarás?” (p. 85-88), selected as the corpus of this study, which make up the collection, published posthumously in 2008, Bouquet of languages, by Tereza Albues, which makes up the corpus of this study. The texts discuss different forms of violence suffered by women, a consequence of the patriarchal heritage that conceived the female figure as inferior and unimportant in the social composition. The research contributed theoretically and critically to the theses postulated by researchers in the relationship between Literature, History, Politics and Society, such as Bosi (2013), Abdala Júnior (2007), Lucas (1987), Ginzburg (2007), Candido (2000), Todorov (2000). To support critical reflection on the situation of women in society, the research sought support from the studies of Simone de Beauvoir (1970); Nísia Floresta (1832, 1859) and Mary Del Priore (2004). Literature aims to lead the reader to reflection, so that each moment is internalized, promoting the reframing of their reality. In this way, combining narratives of everyday facts with social themes, Tereza Albues draws the attention of readers of her stories to situations they have witnessed.

Schools deal with a generation of students who use new technologies every day, and at an increasingly earlier age in their own family environment. There is no escaping this reality. In this sense, developing and improving reading and writing skills, especially the ability to argue in written texts, is fundamental to mastering languages and using Digital Information and Communication Technologies (DIT) which, when available, can be combined with Teaching and Learning. Thus, this work aimed to understand the reading and writing process of students in the 9th year of Elementary School at a public school in Sinop/MT and used the opinion article genre as a criticality enhancer, based on the following concerns: a) Of How can the integration of the Chromebook in PL classes promote student autonomy and contribute to the development of critical and reflective reading practice, specifically in the context of the opinion article textual genre? b) Which pedagogical strategies are most effective when incorporating the technological instrument and improving students' reading and argumentative writing, especially in relation to opinion texts? and c) What is the impact of using the digital tool on students' attitudes towards critical and reflective reading of opinion articles compared to traditional teaching methods? The development of the proposal used the chromebook as a tool in the classroom context and in the construction of the corpus, texts produced in the modules organized and applied according to the didactic-methodological procedures guided by Dolz, Noverraz and Schnewly (2004) and action research in Thiollent (2008). The participants were 15 (fifteen) students, whose authors of the textual productions, that is, initial and final, allowed discussions and reflections in the light of Critical Applied Linguistics (LAC), specifically, the theoretical contributions of Soares (2002; 2017), Rojo and Moura (2012), Antunes (2003; 2009), Ribeiro (2006; 2007), Koch and Elias (2006), Marcuschi (2001; 2003) and Kleiman (1989; 1995), to name a few. It is expected to contribute to studies on literacy in educational spaces and prepare critical, ethical citizens who are engaged in the social dynamics of language.

In this dissertation, we developed a sociolinguistic study on the Cinta-Larga people, focusing on the two languages in contact: the Cinta-Larga originating from the Tupi trunk belonging to the Mondé linguistic family and the official Brazilian Portuguese spoken in a situation of bilingualism, in the Rio Seco community located in the Serra Morena indigenous land, municipality of Juína, MT. For this, we used as an input the Variationist Sociolinguistics and investigations by national and international researchers and sociolinguists. Considering the culture of the Cinta-Larga indigenous people, our objective was to analyze their sociolinguistic behavior in relation to the topic languages in contact. The methodological procedures used the Variationist Sociolinguistics, which provides for the collection and analysis of data obtained in field research, and with some ethnographic notes, according to the qualitative and quantitative research, and the steps of a specific Guide. We used the observation of informants supported by the synchronic axis of the spoken language in the year 2023, and selected 12 informants, 6 males and 6 females distributed into three age groups, young, adult and elderly whom we interviewed by using a semi-structured questionnaire. The research results showed that the Tupi Mondé (or Cinta-Larga) language spoken by the Cinta-Larga people of the Rio Seco community fits into the category of a living and fully active language. Furthermore, the linguistic context proved to be complex and multifaceted, and showed that the elderly, although they spoke Portuguese a little, had some difficulties to communicate adequately with that language. Furthermore, they see the school as the suitable place for teaching and acquiring the Portuguese language, while the family and elders should be the ones responsible for teaching the indigenous language. We also found that, in the aforementioned community, that the Portuguese language is essential for communication purposes in specific places, such as health centers, legislative contexts for claiming rights and workspaces, such as markets where people trade crafts and the Portuguese language prevails in such situations. However, the majority of informants reported that they use both languages in their daily lives. The analyses results indicated that there are languages in contact and bilingualism in communication, inside and outside the researched community, and we classified them into three distinct groups, namely, developing bilinguals, stable bilinguals and attractive bilinguals. We concluded that the teaching and acquisition of the indigenous language at school are crucial, because younger aborigines, unlike the older ones, are not committed to preserving the language of the Cinta-Larga people, fact that can decree the extinction of their culture as well.

The object of study of this work is  the sociolinguistic situation of the people Kaiabi/Kawaiwete, in the village of  Aipore Marcelândia/ Mato Grosso, Brazil. To develop such a theme we defined as the main objective to analyze the sociolinguistic situation of those people, in an environment of bilingualism, considering their ideologies, beliefs and attitudes, a population of 70 (seventy) residents living in the Parque Xingu, Marcelândia, MT. To achieve such a goal, we recorded facts of linguistic coexistence in the community, presenting the sociolinguistic aspects observed, as well as identifying the main beliefs and attitudes (re)produced in the studied geographic space and offering contributions to the strengthening of the Kaiabi language spoken by the aforementioned people, as proposed by GT DILI – Brazil. The methodology used included bibliographic, documentary and field research, the latter with the use of semi-structured interviews applied and recorded according to a script, and the application of questionnaires containing open and objective questions in multiple choice to each focus group. It is also a qualitative and quantitative research, since we organized the questionnaires in 03 themes, with 31 questions considering a sample of 16 Kaiabi informants from the indigenous community in question, distributed among three generations, children, young people and adults, equally subdivided into female and male people. The results showed that the constant use of their language is one of the main aspects of the Kaiabi Kawaiwete people and, despite this community being bilingual, the analysis proved that the Kawaiwete give first priority to speak their language, to the detriment of the additional language (Portuguese). We considered that the social domain of the Kaiabi people encompasses cultural, economic and political factors, all of which are interconnected, thus not losing their linguistic cultural essence until today. We concluded that, given the complex problems that indigenous people face, there is an urgent need for public educational policies aimed at maintaining the indigenous languages of Brazil.

In this study, we aimed to comprehend the sense effects produced by the different designations of ayahuasca tea in contemporary Brazilian media. For this purpose, we chose two reports as our object: Ayahuasca: Profissão Repórter; and Ayahuasca Tea can, indeed, cause psychosis and even kill. To analyze them, we based on French Discourse Analysis. We mobilized, especially the concepts: interdiscourse; pre-constructed and discursive memory. Such concepts allow us to recover discourses that are prior and external to the designations. On the other hand, they highlight the presence of discourses that are part of their horizontality, provoking doubts/conflicts of different orders. Discussing the sense effects on ayahuasca in the media is extremely relevant from both: social and linguistic point of view. Firstly, because it addresses a controversial and recurring issue in contemporary society: ayahuasca is sometimes understood as a sacred tea, sometimes as a highly harmful drug to health. Secondly, because it calls attention to the relation between language and society, emphasizing mostly the socio-historical and ideological relations that constitute/enable senses. Thus, we hope to contribute to broadening reflection on the topic, and, consequently, to establish dialogue between society and groups of ayahuasca users that are part of it, over time, challenging superficial and prejudiced conceptions, commonly spread by the media. In this way, we also contributed to advancing the discussion about the effects of psychoactive substances in our society.

Bread and Game: an analysis of pedagogical discourses on gamification presents results from research conducted in the Postgraduate Program in Literature (PPGLetras) at Unemat, Sinop University Campus, whose main objective is to analyze pedagogical discourses about the gamification of school contents in reports and interviews produced by scholarship holders of the Pedagogical Residency Program, Portuguese Language subproject, a degree course of Languages at Unemat, Sinop University Campus during the period from 2020 to 2024, to answer the following research question: what pedagogical discourses about gamification characterize the experience reports of the Pedagogical Residency Program, Portuguese Language subproject, of the Literature course at Unemat, Sinop University Campus? For this purpose, we used the methodology of qualitative research with a documentary and interpretative nature, composed of a corpus of four interviews and four experience reports produced by the participants (residents of the Pedagogical Residency program) to which we applied the analytical categories of discursive representation (DR), namely, reference, predication, modification, and location, as well as the concept of discursive formation, as elaborated in the theoretical framework of Textual Discourse Analysis. Our study, in its course, demonstrated the existence of studies favorable to the application of the concept of gamification in educational contexts, but we also found criticisms of gamified practices. The application of the analysis categories revealed the recurrence of three major thematic axes, namely: the role of teacher and student in pedagogical discourses, the technological scenario that favors the emergence of gamification, and the prevalence of the stimulus-reward behaviorist scheme. The data showed us that uncritical pedagogical discourses about gamification reverberate in the discourses of residents without consideration of the limits of the concept of gamification and its application in educational contexts, as sometimes gamification is taken as a panacea that would magically solve problems of student performance and engagement, other times as a mechanism of the typical behaviorist stimulus-reward scheme. Finally, the uncritical adoption of such discourses also diminishes the role and social function of the teacher, who, in a biased conception of mediator, becomes a facilitator, while the student is elevated to the status of protagonism in a journey where, without the intervention of the teacher, they will not be able to succeed. Las, but not least, the research demonstrated the importance of teachers reflecting on the use of gamification in their pedagogical practices. This involves considering not only the potential benefits of gamification (although questionable) but also the possible challenges and limitations, considering that the approach is not a single solution to all educational problems and that its use requires a thorough and careful examination.

Based on the literary work A mala de fugi e outro contos, taken as an object of investigation, this research dealt with the relationship between popular culture, memory and history. The book, by Mato Grosso writer Luís Carlos Ribeiro, was chosen because it brings together narratives that intertwine memories, domestic facts and stories of the people, allowing connections with the central axes of this examination. It was assumed that myths, legends and stories express an important layer of collective memory, keeping traces linked to the place of the narrator, installed in a cultural environment with specific features of popular tradition. The general objective of the research was to expand studies that link literature to popular culture; more specifically, it was intended to: relate the concepts of memory, history and oral narratives; analyze the narratives of A suitcase to escape in the light of literary theory; check autobiographical and historical facts pointed out in the stories in A mala de fugi; and highlight the wonderful as an important element of popular culture. The research followed the following path: first, some connections were established between literature, history, memory and popular narratives; Then, there was a discussion about culture, looking for elements that mainly characterize popular culture; Finally, the research presents an analysis of the narratives of A mala de fugi, emphasizing the wonderful aspect. Qualitative research is based on bibliographic review, literary analysis and concept verification. In the theoretical support of the research, several works were used to meet the segments proposed in the research. To address the relationship between literature and history: Memory, history, oblivion (2007), by Paul Ricouer, The order of discourse, by Michel Foucault (1996), What is cultural history? (2005), by Peter Burke. To address the relationship between literature and memory: History and memory (1990), by Jacques Le Goff, Memory and society (2005), by Ecléa Bosi, A Memória Coletiva (1990), by Maurice Halbwachs, Matter and memory (1999), by Henri Bergson. To deal with literature and narratives of popular culture: “The right to literature”, essay by Antonio Candido, published in Various Writings (2004), Simple Forms (1976), by André Jolles, As historical roots of the wonderful tale (2002) and Morphology of the Wonderful Tale (2010), by Vladimir Propp. To deal with the marvelous and marvelous realism: O marvelous realism, (1980), by Irlemar Chiampi, Introduction to fantastic literature (1992) and Narrative structures (2006), by Tzevan Todorov.

This research aims to reflect on the literacy process during classes taught in English, in a first-year elementary school class at a bilingual school located in the city of Sinop-MT. The study aims to investigate and report how those children's reading and writing are characterized, in addition, to identifying how mediation occurs and what the teacher's role is in the process. Concepts of balanced literacy and the gradual release of responsibility model are addressed in order to establish a connection with the zones of development. Authors such as Vygotsky (1998), Soares (2021, 2022) and Megale (2020), among others, supported the research and allowed a dialogue with the data generated in the classroom. The methodology used is classified as ethnographic, due to its observational nature and participation of the researcher in the field. The data were generated through image records of activities, audio recording of moments of interaction in the classroom and a field diary. Through the information gathered, we can see the importance of teacher mediation for students to advance in their learning and development. With regard to reading and writing, it was possible to verify how each child used their linguistic repertoire during the activities, a fact that highlights the individuality of the bilingual subject in relation to communicating and expressing themselves and opens doors for a dialogue about translanguaging.

This research seeks to expand literary criticism on submissive voices present in Brazilian literature and the problematization of structural racism in Brazil based on the work O avesso da pele (2020), by Jeferson Tenório. It presents an analysis of the novel looking at the characteristics of writing by black authors, and the striking representations of structural racism, relating fiction and reality in the various forms of racial discrimination present in Brazilian society. Police violence against the black body, which is often the victim of legitimized violence in light of the theories of the American philosopher Judith Butler (2020) and the Cameroonian philosopher Achille Mbembe (2018) and others. Highlight the representation of black people in literary art, from a historical-social perspective and their process of resistance in the face of preconceived concepts. Reflect from theorists on the ideology of being black in Brazil, redefining its trajectory in the history of the formation of Brazilian society and addressing its contributions to the (re)construction of cultures in contemporary times. Present theoretical views for the definitions of the term racism, when considered structural according to Almeida, (2019) or institutional as defended by the writer Muniz Sodré, (2023), and others. Bring to the debate the presence of voices in literature (more specifically black voices) that have been silenced for a long time, and how their writing presents a subjectivity mixed with writing (a term defended by Conceição Evaristo), and throughout the research we deepen the concept of author and the characteristics of black-Brazilian writing For the theoretical basis of the discussions, at first, we talk about contemporary literature and black-Brazilian writing and its characteristics, looking for authors such as Agamben (2009), Dalcanstagnè (2012), Ribeiro (2017), Evaristo (2018), among others. In the second part of the development of the work, to talk about racism, subalternity of black people, the concept of necropolitics and the power of the State over black bodies, the theoretical foundation is sought in Fanon (2020), Moura (2019) Mbembe (2018), Davis (2016), Butler (2020) and others. Through black-Brazilian literary approaches, the aim was to develop the possibility of dialogues, reflections and analyzes about structural racism in Brazil, its consequences, and how they are represented in literature.

This research investigates data generated from a proposal for teaching and learning English through song-based activities. The proposal was developed with 7th grade Elementary School students in a school context located in a city in the north of the state of Mato Grosso, Brazil. Its general aim was to analyze signs and manifestations of critical literacy in classroom interaction and in data generated in interviews with students. The theoretical principles are based on authors who discuss critical literacy, such as Paulo Freire (1967, 1987, 1992, 2016), Jordão (2007), Macedo and Pinho (2022), to mention a few. This is a qualitative-interpretative (Minayo, 2010) and interventional research that uses principles of action research supported by Thiollent (2011) and the participatory observer (Menezes, 2024). To generate data, participant observation, audio recordings of classes, and interviews were used. The last ones were developed after the proposal was over. The results suggest that the proposal in which multimodal genres, such as songs, developed together with reflective activities and practices are viable for the construction of critical literacy. By addressing relevant and contemporary themes, such as environmental issues and linguistic varieties in the English language, the songs function as bridges between the linguistic content and the students' lived experiences, facilitating understanding and critical reflection. In this way, the songs not only enrich the linguistic repertoire and comprehension, but also encourage students to think critically about the content and messages, promoting a critical literacy that transcends the classroom and connects with social reality and global linguistics. The proposal provided data that allowed a contribution to the construction of possibilities for a more engaged and meaningful pedagogy, which values the integral formation of students and responds to the contemporary demands of a critical and reflective education.

This research focuses on Article 118 of the Statute of the Child and Adolescent (ECA) and a set of five rulings from different state courts, with the general objective of investigating the institute of assisted freedom, as provided in the ECA. The specific objectives include: i) comparing Article 118 with jurisprudence applied to concrete cases; ii) analyzing the discursive practices present in these rulings and their effects on meaning; iii) examining the conditions under which these discourses are produced in the rulings and how they reflect the ideological positions of the subjects involved in the socio-legal system. The research aims to understand whether the legal discourse related to assisted freedom, as guaranteed by the Constitution, the ECA, and the SINASE, guides judicial decisions in a protective manner or, conversely, if a punitive discourse predominates, even if not explicitly stated. To achieve this, the analysis is based on French Discourse Analysis, a theory that investigates how language is used to construct meanings and social representations. The chosen corpus includes real decisions from legal practice, with rulings from the period between 2020 and 2023, a period considered stable in terms of significant legal changes. The research assumes that ideology is materialized in discourse and influences judicial decisions. Thus, it seeks to identify ideological practices in the juvenile legal discourse, especially regarding socio-educational measures, and to understand their effects in the analyzed texts. The dissertation is structured into three chapters. The first chapter presents the epistemological foundations of Discourse Analysis, addressing the relationship between language, ideology, and discourse. The second chapter discusses legal discourse, from its historical contextualization to the rights of children and adolescents, highlighting how legal discourse reflects state power and the reproduction of ideologies. The third chapter details the theoretical-methodological approach of the research and analyzes Article 118 of the ECA and the rulings, highlighting how protective and punitive discourses intercalate in judicial decisions. The choice of the theme is linked to the researcher’s practical experience in the Juvenile Court of Sinop-MT, combining her background in Law and Pedagogy to offer an analysis integrating legal and educational perspectives. The study reveals how the rulings present a contrast between protective and punitive discourses, with some decisions reflecting care for adolescents, while others position them as offenders, drawing on discursive memories of punishment from previous legislation.

This research checks the representations of black women in Brazil based on two literary works, Ponciá Vicêncio and Memory alleys, by Conceição Evaristo. The goal of the research is to broaden the discussion about structural racism, highlighting, among other points, issues of identity and historical subalternity. When discussing these two narratives about the meeting of experiences, their forms and representations of the search and reunion, even linked to structural racism, it is possible to realize, in the works, the possibility of black women to produce speech and make themselves heard, from their actions of power with their own, in this environment of subalternity, based on the prism of structural racism. The research seeks theoretical support to address the representations of structural racism in Afro-Brazilian literature in the theses postulated by Fanon (1979, 2008), Almeida (2021), Gonzales (2014), Ribeiro (2021), bell hooks (2019), Grada Kilomba (2019), Carneiro (2020) and Santos (2022); and on the issues of power and its (inter)relations, as well as the human condition, in Arendt (1999, 2005 and 2009) and Spivak (2010). In Evaristo's contemporary narrative, one perceives the affirmation of the culture of the subalternized black people. The culture comes out of the bourgeois paradigms and presents itself free of this paradigm, since it presents the experiences of black bodies, by these very bodies. Literature as a space of possibilities presents itself as a factor of deconstruction, of transgression, as is proper to Evaristian writing. Literature as a possibility of modification and reconfiguration of the Portuguese language itself as a way of appropriating and openly relating to it without shackles that impede this movement. In the transgressive movement of writing, the possibility of construction in the collective space that is a political space of reconfiguration and formation of concerted action, of the creation of power.

This paper is a reflection on the role of school library in the distribution of literature of Mato Grosso and the access to it through the literary mediation and reception as a resource to readers training. It was performed as an investigation whose focus were the students of the Thecnical Education Integrated to High School of Instituto Federal de Mato Grosso (IFMT) – advanced campus of Sinop. The objective of the first contact with these students was to understand their literary preferences. After a bibliographical review about literary reading, the literature’s emancipating power and a comparison of the historical settings of the school library’s performance and how it works today, the book selected was Coração Madeira (2020), by Marli Walker, as a reading tool for eleven students that participated in this investigation. Featured as an research-action, that is based on planning, action and reflection, at the data collection stage, this research used an online survey to see the literary reception’s condition. The students were invited to read the selected book, then there was a mediation action called Bate papo com a escritora (“Talking to the writer”) at the school library. After this step, there was an individual interview with each student about their experience and the effect caused by this reading, which was planned based on the Reception Aesthetics theory of Jauss (1994), emphasizing the reader and his perception as well the literature’s humanizing character defended by Cândido (2011). The receptive method of Bordini and Aguiar (1988) was used to obtain the results of this research from the horizon of the literary’s expectation and reception of the students that participated in this research. For a theoretical basis of the reading and the literature’s importance, the following authors where considered Todorov (2021), Jouve (2022), Freire (1989) and Manguel (1997;2010). Topics like school library, literary mediation, reader training, Mato Grosso’s literature was based on Milanesi (1998;2002), Bortolin (2001;2010), Petit (2008;2010), Magalhães (2001) and Walker (2020).     

The female struggle to conquer space in world society has, over the years, been fought in an arduous way with the intention that women have the right to choose what makes them happy and fulfills them as a human being, and, in general, this discursive memory is aligned with the feminist movement. However, recently on social media, Catholic women have taken a firm stand against and in favor of this movement, whose origins date back to the 18^th century. In this sense, this research was dedicated to studying the Catholic female discourse produced between the years 2021 and 2022 by the Instagram pages @ascatolicas and @anacarolderosa, which have approximately the same number of followers. The aim of this research is to understand how the Catholic women who manage the selected pages discursively position themselves regarding the Catholic faith and the feminist movement. This work has its analysis methodology based on the theoretical assumptions of Discourse Analysis of the French line (for example, Michel Pêcheux and Marie-Anne Paveau), and assumes as its corpus six posts, which present technographisms in their discursive materiality followed by captions that complement/amplify the effects of senses that they move. Bibliographic texts related to Catholic doctrine (for example, Catechism of the Catholic Church and Encyclicals) and to the feminist movement (for example, writings by Simone de Beauvoir and Kate Millet) are also mobilized in the analysis process, in order to support the understanding of the discourses found in the corpus of analysis. It is necessary to bear in mind that Instagram posts are discursive technogenres that have a structure determined by the social network itself, which have an image and a caption in their formatting style, whose copyright of its producers are guaranteed. On this subject, it is noticeable that the data selected for analysis are, in fact, not numerous, but that the discussion moved by them points us to a relevant way to reflect on the construction of a society that is more aware of the implications of its positions.

This dissertation aims to present the processing of linguistic variation by speakers of Formoso do Araguaia (TO), tracing Sociolinguistic representations under the semantic-lexical aspect of the speech(s) of migrants born or living in this community. The starting question is: how and why does linguistic variety in this region shape the lexical terms spoken in this municipality? Therefore, a qualitative methodology is chosen, based on Pluridimensional and Relational Dialectology, Thun's cross system (2010), the three-step technique: ask, insist and suggest and the application of the Lexical Semantic Questionnaire (QSL) of the Linguistic Atlas of Brazil (ALiB). A survey of variants is carried out in two survey points: urban and rural areas. Informants are chosen, organized into four groups, according to the varieties of Portuguese: Maranhão (PM), Gaucho (PG), Caipira (PC) and Ribeirinho (PR). Informants from the lower class (Cb) are selected from the contact context of the region and less educated, grouped into two generations: the oldest (GII) and the youngest (GI) and equally divided into: male and female, representing 48 informants. The analyzes consider lexias from the fourteen semantic areas, according to their occurrence, frequency and divergence. The data are mapped on maps that document the variants found. And finally, this research results in a linguistic atlas of this region.

This research aims to analyze the Portuguese language learning experiences of deaf students. I intend to understand how the language learning process takes place from the perspective of these students and to understand the meanings they attribute to this experience. This is a study with an interpretative qualitative approach (MOITA LOPES, 1996), whose research context is a special needs education center located in the north of the state of Mato Grosso. The research participants are four deaf students enrolled in elementary school, who are between seven and nine years old. The data was collected through drawings, understood here as visual narratives (BRANDÃO, 2017; PÉREZ-PIETX, 2019), in which participants represent the experience of learning Portuguese. The drawings facilitate the understanding and expression of the deaf child, as they are already part of their daily lives. Furthermore, deaf people communicate essentially through the visual modality. The adoption of a visual method as a data collection instrument therefore offers deaf students more resources to express themselves during the research. It is noticed that the Portuguese language is understood by deaf students as a second language used not only in the formal space of the school, but in all their social surroundings. The Portuguese language learning process takes place in a playful way, through games and the use of various pedagogical resources.

This research in line with Literary Studies, of a qualitative nature, focuses on the issue of the event in short stories and chronicles by Luís Fernando Veríssimo. The aim of the investigation is to study more accurately the events that trigger the actions of short stories and chronicles by writers, from the perspective of the ordinary (everyday life) and the extraordinary (exception). The main object of analysis is a set of texts, published in different media, by Luís Fernando Veríssimo; for comparative purposes, the research eventually resorts to texts by other writers, storytellers or chroniclers. It starts from the hypothesis that some events of real life, due to their regularity or exceptionality, motivate the writing of short stories and chronicles with different themes, with emphasis, in some cases, on the movement of the characters; in other cases, the emphasis of the event in the narrative falls on the narrator himself. In the theoretical framework, there are some books and authors that deal with the chronicle and the short story, as literary genres, and books and authors that deal with theoretical aspects of narratives, with emphasis on: Opinionated Journalism (2003), by José Marques de Melo, The Genders of Discourse (2016) and Questions of Literature and Aesthetics (1993), by Mikhail Bakhtin, Magic and Technique, Art and Politics (1994), by Walter Benjamin, Simple Forms (1976), by André Jolles, Forms breves (2004), by Ricardo Piglia, and Decálogo do Perfeito short story (2009), by Horácio Quiroga.

School education is the hope of indigenous peoples for definitely conquer rights and land. In search of indigenous autonomy and the implementation of public policies for their school education, the main thesis of this dissertation is the teaching of indigenous languages and Portuguese in the Leonardo Crixi Apiaká, Juporijup and Krixi Barompô schools, in the Apiaká-Kayabi Indigenous Land, Juara – Mato Grosso, advocating the appreciation of indigenous culture in pedagogical practices. For this, we outlined the role schools and teachers should play in this process. Therefore, this research aimed to study the space of indigenous language preservation practices in schools located in three indigenous villages. Sociolinguistics assumptions and its aspects supported the theoretical framework with studies on contact between languages, on multilingualism and on Educational Sociolinguistics oriented by the multilingual context, and viewing school as a space for sociolinguistic discussions. Our purpose was to indicate solutions or improvements for the formal teaching of the mother tongue, and to resolve problems faced by such teaching, one of the most important factors especially in the school context. Methodology included bibliographical, documentary, ethnographic and field research, as well as the qualitative one to help expand knowledge about indigenous communities and procedures to preserve and revitalize their languages. For this, researcher interacted with indigenous communities to obtain and better absorb knowledge about these peoples. The research proceeded with a cut to address intercultural and other sociolinguistic aspects within indigenous schools, which, we believe, subsidize studies on Indigenous School Education, and allow the schools of those and other peoples to rethink their education, their teaching, and fight for the maintenance of their native language. Guided by assumptions of sociolinguistics, we considered and analyzed beliefs, values, and feelings, philosophy of life and attitudes of the participating subjects in order to suggest elements for an adequate and effective indigenous formal education. The study researched the languages spoken in indigenous communities to find out how they revitalize and maintain them to prevent their disappearance. Results pointed to the need to guarantee the right to teach both the Portuguese and the native languages to all indigenous people, but always in compliance with their specificities and plurilingualism. In addition, we claim that the governmental educational legislation should always guide this teaching, however by means of actions aimed at the dialogue and the opening of multiple spaces, in every possible way, for an alternative education capable of meeting the demands of valuing culture, knowledge and indigenous people’s languages, inside and outside school curricula.

This study consisted in investigating the presence of the mythical figure of Eros in love poems from the book Primeiro by the poet Santiago Villela Marques (2004). For this purpose, the procedure employed in this research had the support of mythocriticism, through which we investigated how the variations of the myth of Eros are presented in the poetic texture. As a theoretical support, we relied on Gilbert Durand's critical approaches to the imaginary, as well as Gaston Bachelard’s and Carl Gustav Jung’s. We also considered the fundamental concepts of myth and image and a short inventory of the consecrated versions of the myth played by Eros, based on the studies of Jaa Torrano, Werner Jaeger, and Junito Brandão, in addition to the theoretical postulates of Alfredo Bosi. From the obtained results, we verified that the poet opted for the classical forms of the poem, especially the sonnet, to carry out the mythical updating, and that the poetic images constellate for an operation of return of the Being to the communion with its nature, which was made possible by the experience of love and its unfoldings: divisions, exiles, rebirths and completeness. Finally, there is a movement, directed by Eros, which simulates an initiation path experienced by the speaker, demonstrating that the path to individuation and reintegration of the All goes through encountering the other.

This research is concerned to tracing a historiographical reconstruction of Beauty and Ugliness in two distinct moments, starting by the mythological narratives that originated in Ancient Greece, and by doing so, we can trace the mythical bases which will support the ideal of these antitheses. There, we have deities such as Aphrodite, Eros, Psyche, Narcissus and Apollo that were and still are references of what may be considered Beauty. On the steps of the same thinking of analyzes, we aim to go through those images of Beauty and Ugliness which are constructed on some passages of Iliad, more precisely on the Beauty of Helena, which despite of being on second plan as an element that triggers the Trojan War, her beautiful image shows itself as a source which may be used to establish dialogues with the concepts of Beauty or Ugliness in the contemporaneity. Along with other texts that relates to the mythical narratives that speaks of the same issue, the Beauty, will be used, like the mythical text that narrates the discord caused by the goddess Eris, who incites Aphrodite, Athena and Hera to dispute for the title of the most beautiful goddess of the Olympian and, in order to do so, one of Hamilton’s book (1973) will be used to work with. The hypothesis of this research is based on the idea that these millennials Beauty and Ugliness concepts appears strongly in today’s society. For this confirmation, the purpose of this text is to present a brief contextualization of the Aristotelian rhetoric to understand how the discourse of Beauty impact on the daily life of the narrator voice in Nojo (2020), by Divanize Carbonieri, and how it influences the subjects considered ugly to struggle for a standard of Beauty. So, this book of hers will be used as an object of study which aims to explore and show the dark side of the requirements that the hegemonic image of Beauty demands, especially the women’s, which is pressed by discourses that dictate strictly how modern women must look like in order to fit today’s beauty standards. Therefore, this paper also aims to reflect on these standards in order to contribute to deconstruct these images of Beauty that are dated, circumstantial and cultural, in a way that does not include the majority, and let alone include the diversity of beauties that exists in the plurality of the beings, more specifically the women’s. For this, the research will have the following theorists, and philosophers: Hamilton (1973), Aristotle (2023), Plato (1972), Bulfinch (2006), Lima (2011), Eco (2014), Bakhtin (1997), among others. 

The contemporary novel Desesterro, by Sheyla Smanioto, brings in its statement the pain of several Marias spread across Brazil and the world. The work tells the story of four generations of women who live on the margins of society, inserted in a cycle of physical, psychological, sexual, financial and moral violence, perpetrated by the only male character in the work, which leads them to subordination and oppression, even ceasing to have the right to choose over their life and over their own body. The objective of the study, then, is to analyze in Desesterro this reality of violence and abuse against women, that is, the representations and variations of this violence, as well as its possible meanings. In order to make the proposed research suitable, it is necessary to establish a bibliographical research methodology, having as main theorists Hannah Arendt, Michel Foucault, Bordieu and others who deal with the subject. This violence against women is rooted in our patriarchal society, however, the perspective brought by the author presents women and their pain as elements capable of re-signifying social relations and their set of values.

This paper aimed to provide reflections on how colonialism, the marks of slavary, violance and madness are constituted, mainly on black woman image which is focused on the black woman pictured on the novel Ponciá Vicêncio (2003), by Evaristo Conceição. It was also verified on what condition black Women write in Brazil as a way to think about the social place ocupied by the writer Evaristo Conceição. Regarding to the impasses faced by women in order to publish their production we sought theoretical support on authors such as Angela Davis (1981), Virginia Woolf (1929), Djalma Ribeiro (2018), as well as Conceição Evaristo while researcher and literacy critic. Authors such as Silvio Almeida (2019), Cida Bento (2022), and Neusa Souza Santos (2021) among others are resumed to support the discussion.  And to think about black woman on novels, we resorted to Gonzales (2020), Bell Hooks (2020), Cida Bento (2022) and Silva Federici (2019) who are necessary to the analysis of this aspect of the book. It was varified that the book fits politically for bringing about a theme that reminds the fights for the rights of black women population because it critically presents the subject analyzed when it contemplates violence and the marks of the colonialism as well as the patriarchy´s, besides it presents a black woman as the novel’s protagonist as a simbol of resistence.

Women in Mozambique have always faced segregation and violence imposed by the male power present in that country's society. After colonization, this situation only got worse, because now they would be mistreated both by their countrymen and by the colonizers. The aim of this research is to analyze, from the reading of Mia Couto's novel A confissão da leoa, by Mia Couto the socio-historical context that imposes a condition of social segregation on women in Mozambique. Some authors used in the research are Bosi (1974), Chabal (1994), Bonnici (2007), Dalcastagnè (2007), Couto (2012), Guimarães and Tutikian (2014), Leite (2020), among others. Other materials used were found in databases such as Scielo – Scientific Electronic Library Online. Through the study, Mia Couto’s intention to denounce the mistreatment experienced by Mozambican women is clearly perceived and, more than that, it made it clear that through union, women may overcome the ties that imprison and kill them.

Keywords: A confissão da leoa; Mozambican literature; Mia Couto; Representation; female voice.

In observing the school environment, the daily use of digital technologies such as smartphones, email, the internet, social media, and virtual learning environments, where online and face-to-face teaching and learning integrate with the presence of internet-connected devices like laptops, tablets, and mobile phones, is noticeable. Conducting a class using these technological resources and reflecting on their use still poses a challenge for some teacher educators. In this context, aiming to critically analyze the undergraduate course in Literature at UNEMAT, Sinop campus, this study had the general objective of identifying how teacher educators think and act regarding technologies, both in their daily lives and in the classroom. To achieve this, three questions were formulated for analysis: A. What are the uses of digital technological resources that teacher educators engage in daily? B. How do teacher educators use digital technological resources in their classes, and how do they enhance their knowledge in the subject? C. What beliefs emerge from the choices of using digital technologies in the classroom and in daily life? The methodological approach guiding the study is qualitative-interpretative, ethnographically based. To conduct the research from September to November 2023, an online questionnaire consisting of 20 questions, including three multiple-choice and the rest open-ended questions, was utilized. The questionnaire was administered to eight teacher educators from the Literature course at UNEMAT, comprising five tenured professors and three substitutes, who were selected in advance. Access links to the form were sent via email and instant messaging tools (WhatsApp). The theoretical framework of this research engages with the works of Coscarelli and Ribeiro (2005), Pimenta (1999), Kleiman (2007), Nóvoa (1992), Dias (2015), Soares (2002, 2004), Santos and Lacerda (2017), and, concerning methodology, Moita-Lopes (2006), Bortoni-Ricardo (2008), and Bauer and Gaskell (2002), among other references. The results revealed a variety of understandings about digital literacy, skills, and competencies needed to keep up with technological changes. The data indicate that teachers' acquisition of technology-related knowledge is continuous, ranging from ongoing updates over time to learning during professional practice or through specific courses.

The presence of Mato Grosso’s regionalism, in most of Tereza Albues’s works, denotes the writer's commitment to rescuing and conserving the culture, habits, traditions and dialects of the people of this region, with fascinating, engaging plots and tangles of mysteries, with intriguing characters, all of this correlated with serious denunciations, of marked social relevance. In this context, the purpose of this research is to analyze the representation of the house and its developments, such as the fantastic, memory and identity in the works, in the works by Tereza Albues, Pedra Canga (1987) and A dança do jaguar (2000), aiming to apprehend the forms of representation of the novelistic genre from the two realities, Mato Grosso and Sanfranciscana, thus highlighting the notably mystical and fantastic space in their narratives. For the elaboration of the historical course of the literary productions produced in the State of Mato Grosso, placing in this space the narratives of Albues, the theoretical framework focuses on studies of Mendonça (2015), Magalhães (2001 and 2002), Nadaf (2004), Castrillon-Mendes (2020), Mahon (2021), Walker (2021). Pedra Canga and A dança do jaguar are, respectively, the first and last novels published by Albues. In the first one, the story takes place in Pedra Canga, a small village located in the interior of Mato Grosso, Brazil and in the last one San Francisco, in the United States, despite the geographical distance, the plots have some points in common. The spaces of these narratives are notoriously relevant, as both are based on two houses: in Pedra Canga, in the Vergare house, located in Chácara Mangueiral, and, in A dança do jaguar, in the Vitoriana house, owned by the Maltesa. To discuss, the questions thought, taking the narrative point by point, we adopt a stance that prioritize the analytical approach of inseparable intratextual aspects, that is, without the concatenation by the structuring element, but simultaneously, intertwining the categories, basing on theorists such as Bakhtin (1993), Genette (1995), Lins (1976), Dimas (1994), Bachelard (2000), Borges Filho (2007). For the other categories, narrator and characters, Friedman (2002), Leite, (2004) and Foster (2005). Tereza Albues' narratives show aspects inherent to the fantastic, a recurring feature in her works. Thus, the theoretical support used in this research, to clarify such definition, covers the studies carried out by Todorov (1975), Rodrigues (1988), Furtado (1980) and Roas (2014); and, in relation to memory studies that, consequently, embark on the re(de)construction of identity, the foundation is based on Halbwachs (1990), Le Goff (2003), Hall (2006), Gagnebin (2006), Ricoeur (2007), Sarlo (2007) e Assmann (2011). Regarding identity issues, considering that we are beings in continuous transformation and, therefore, continuously in the process of (de)(re)construction of identity, among the various aspects that can contribute to changes in our individuality, memory is the one that most influences on this route, since returning to the past, remembering, reliving moments is something that makes you think, reflect, ponder and often resize and redirect life.

This research discusses about Internet Language used in communicative practices on virtual social networks as a process of language evolution, considered, this way, as one of the linguistic variations of our language. Thus, this study is justified once it aims to understand this language of the virtual environment using the Educational Sociolinguistic approach. Its origin emerged due to the restlessness of knowing how Internet Language is seen by teachers and students in the classroom. To reflect on the use of this virtual modality in the school context, the research proposed to analyze how it is treated in the educational environment, exclusively in Portuguese language classes, and whether students and teachers perceive Internet Language as a linguistic variation. Therefore, the research was carried out based on sociolinguistic assumptions found in studies by Bortoni-Ricardo (2004; 2005; 2019) and Bagno (2007; 2009; 2015), among others; on the bias of digital technologies, with authors such as Barton and Lee (2015) and Recuero (2014), and others; and on the conceptions of rural space that appear in Amaral (2020), Cândido (2010) and other scholars of this line. In this sense, the execution of the present study used the bibliographic and field research, tooking place in a rural school, located in the rural community of Águas Claras, in the municipality of Juara in the state of Mato Grosso. The approach used was qualitative research with participatory research and interpretive analysis. Data collection was carried out with the support of interviews with students from the 8th and 9th years of elementary school, 1st, 2nd, 3rd years of high school and the Portuguese language teacher, in addition to the construction of a glossary of terms used on the internet by students. Regarding the results obtained, it was possible to verify that, even without an effective work in the classroom that takes Internet Language as a linguistic variation, the students and the teacher recognize it as part of this evolution. As regards the interference in the writing of the standard norm, the data show a minimum index, which happens also because there is no planning in teaching about this modality of communication; once students recognize the contexts of use of writing, but some of them still do not entirely understand the matter. This way, we emphasize the importance of Educational Sociolinguistic for the teaching of linguistic varieties and variations in the classroom, to demystify myths, such as the one that see Internet Language as a grammatical error.

This research consists of reflecting on the afro-brazilian literature from the novel Um defeito de cor (2006), by Ana Maria Gonçalves, emphasizing the recovery of collective memory as a narrative strategy. By privileging aspects of African ancestry and the current nature of the narrative, we aim to unveil, in the architecture of the work, its central thematic motives and the formal aspects, in which the dialogue in which the dialogue between historical themes and contemporaneity is perceived. For the elaboration of the historical trajectory of the productions of contemporary and African-Brazilian literature, in order to understand and critically analyze the novel by Gonçalves, the theoretical support was centered on studies of Bernd (1988), Munanga (1988), Ianni (1998), Gilroy (2001), Bosi (2002), Proença Filho (2004), Carneiro (2005), Assis (2008), Agamben (2009), Schøllammer (2009), Fonseca (2010), Dalcastagnè (2012). Um defeito de cor (A defect in color) is the second literary work by Ana Maria Gonçalves. The novel is centered on the character Kehinde, an elderly African woman who, at the end of the 19th century, already blind and at death’s door, travels from Africa to Brazil in search of her lost son for decades. In the course of memory, historical facts such as the Independence of Brazil, in 1822 and the Malês Revolt, in 1835 are immersed in the time and space of the characters, contexts that allow the creation of an exciting and believable saga of the history of Kehinde and all the blacks who represent the African diaspora in Brazilian territory. In order to discuss issues from the real to the fictional, approaching elements of narrative, discursive and memory strategies in the novel, the following theoretical references are used: Lins (1976), Halbwachs (1990), Dimas (1994), Nunes (1995), Canclini (1998), Le Goff (2003), Bauman (2005), Bhabha (2007), Ricouer (2007), Arfuch (2018), Candau (2019), Hall (2019). With Um defeito de cor, Ana Maria Gonçalves manifests the traces of the historical moment and social reality when approaching the formation of a people and a nation, rescuing Africanity in the process of building cultural identity. In this process, the memory is constituted as a tool for registering customs and traditions.

During school literacy, the development of writing is essential for the generation and dissemination of knowledge in the universe that guides the teaching of the Portuguese Language. This research arose from the observation, as a teacher of Basic Education, that the students were unaware of the characteristics of the language modalities, oral and written, as linguistic variation. The work ponders on teaching practices in these two modalities that understand writing and orality as authentic and possible to study, due to the variable and changeable character of both. The purpose was to identify in the texts of students of the Elementary School, Final Years, aspects of orality at the morphophonological and morphosyntactic level registered in the written texts and relate such aspects to the student's profile and social issues. To do so, the studies presented by Cagliari (2002, 2005), which deal with the phenomena related to the "errors" arising from the transposition of speech to writing, were used as a basis.  In addition to studies that deal with linguistic variation and its social representations that involve literacy in Portuguese language teaching; language and its modalities in historical and social conventions and the influence these have on the practices of speaking and writing, among others. It was verified how students enrolled in the 6th and 9th grades, in a public school of Basic Education, interpret these modalities when reflecting on the linguistic multiplicities, seen as social practices of teaching. In the theoretical field, the work was developed from the perspective of Educational Sociolinguistics, considering that the research takes place in an educational context that involves school, students and teachers. The approach used was qualitative, which deals with the interpretation of the oral and written language modalities, giving them meaning. Orality is seen in the research as an interactive social practice with communicative purposes. The instruments used were exploratory questionnaires applied to the students and to the Portuguese Language teachers, a socioeconomic questionnaire applied to the caretakers, and interaction through dialogues and reflections on teaching-learning. The corpus used for the analyses was composed of forty (40) texts of the experience report genre produced by the students. The results confirmed the research hypotheses by analyzing the corpora, in the sense that orality marks at the level (phonetic-phonological and morphosyntactic) are present in the students' writing. The highest incidence of these marks preponderates in the exchange or misuse of letters, phonetic transcription and lack of a graphical accent in 6th grade and different morphological form, syntactic problem in 9th grade. The preponderance of these marks can be justified as follows: there is a greater concern with reading and interpretation of texts in the 6th grade, and a much smaller concern with the teaching of grammar. There is, however, a greater concern with the teaching of grammar and much less with reading and textual interpretation in the 9th grade. Thus, this study aims to help Elementary School Portuguese teachers reflect on linguistic phenomena, speech characteristics, present in the written texts of their students, based on the results obtained.

The main objective of the study is to investigate the development of the autonomy of Portuguese and English language teachers, in service in the context of the Covid-19 pandemic. In the educational field, the return of non-face-to-face classes was one of the emergency measures to deal with the proliferation of COVID-19. Thus, unexpectedly, teachers had to teach their classes mediated exclusively by digital technologies. In the theoretical framework of the research, the contributions of studies by authors of Applied Linguistics (LA) such as Moita Lopes (2006), Rajagopalan (2003), (2006) were mainly used. Authors on digital literacy and digital practices Barton and Lee (2015), Dudeney; Hockly; Pegrum (2016) and contributions from authors dealing with the theme of autonomy in learning, Benson (2008), Littlewood (1997), autonomy of teachers Contreras (2002), teaching knowledge Tardif (2014) and teacher training Imbernón (2011). The approach of the work focused on research with narratives and as a data collection instrument, the narrative interview was used. Five teachers from the state network of Mato Grosso, municipalities of Sinop and Sorriso participated in the research. The analysis of the study presented significant reflections for the teaching profession, because it configured a look focused on the knowledge of teachers mobilized in the face of the challenge of teaching Portuguese and English classes in remote teaching.

The aim of this study is to analyse narratives of English teaching experiences in schools in deprived areas. The beliefs of English teachers that work in this context and their professional identities are discussed. The research participants are six English teachers from deprived state schools in a town in the northern region of the state of Mato Grosso. The theoretical background draws on considerations of identity (HALL, 2006; LEFFA, 2012; SILVA, 2014, 2000), teaching and learning beliefs (BARCELOS, 2001, 2004a, 2004b, 2006; FÉLIX, 1998; LIMA, 2011), teacher identity (CLANDININ; HUBER, 2005; PIMENTA, 1999), and suburbs (TIARAJU, 2020). The study takes the form of a narrative research (BARCELOS, 2020). Visual narratives are the main instrument to access teachers' experiences: drawings, through which they represent their experiences of teaching English in deprived schools. Other instruments include written materials that contextualize the drawings: explanations and answers to complementary questions about the images produced by the teachers, and reports of their teaching trajectories. The analysis of the narratives is guided by a holistic-content perspective (LIEBLICH et al., 1998) and visual critical methodology (ROSE, 2016). The drawings help teachers represent their beliefs and professional experiences and, above all, reflect on what it means to be an English teacher in a deprived school in a non-verbal way. The teachers participating in this study believe that teaching English goes far beyond contemplating the structure of the language. For them, being an English teacher in a deprived school is a challenge, given the different levels of learning and deprivation of their students.

The research aimed to analyze the media discourses about transvestites and transsexuals in the city of Sinop and surroundings in the Amazon region of Mato Grosso. She casts her gaze at a corpus composed of 14 news articles published on websites in the region between March 2018 and June 2021, broadcast by the three most prominent websites in the region and researched by transvestites and transsexuals. This resource made it possible to highlight the discursive elements and follow the path to the process of construction of meanings, aiming to understand how the conditions of production and the definition of meanings that operate on the marginalization of this social group by the media occur, in a perspective of language traversed by the symbolic. The research is based on the historical materialist Discourse Analysis and based on the contributions of the French philosopher Michel Pêcheux and the Brazilian researcher Eni Orlandi, with emphasis on the concepts of discourse, discursive formations, ideological formations, as well as the effects of meaning, discursive constructions and silencing. In the course of the work, a historical line of struggles for the rights of transvestites and transsexuals, gender and sexuality issues is contextualized. From this perspective, the issue of the construction of transvestites and transsexuals as gender identity is addressed. It also analyzes the meanings that emerge in the social imaginary based on media discourses. In terms of analysis, it was observed that the effects of meaning brought in the articles demonstrate that transvestites and transsexuals experience stigmas that operate on the construction of their identities and their bodies, making it difficult for them to resignifies themselves and move freely in the social environment without judgments marginalizers.

The present study aims to analyze the indicative aspects of female identity representation and reconfiguration in the novel, Niketche: uma história de poligamia, by Paulina Chiziane. For this, the representative path of new identities was observed in the work belonging to the post-colonial literature written by women within a peripheral society, the narrative brings other symbolic representations in relation to the female social role in Reflective Modernity. From the role of the character Rami, the representation of her peers is established, in this space, there is a conflict with oppression and subalternity. Furthermore, it is characteristic of post-colonial literature to address the social role of women in order to destabilize historical stereotypes, in the sense that it promotes reflection on gender equity and the discussion on imposed silencing, as is the case with women in general and mainly those belonging to colonized peoples, such as Mozambique. To support the analysis, Hall’s (2003 and 2006) notes on identity, Bonnici (2000) and Mata (2014) on postcolonial theory were used, and the teachings of Zolin (2019), Woolf (1928) and Perrot (1998) in relation to female authorship, these theories contributed to the understanding about the historical role of language and literature used by dominant classes in the affirmation of hegemonic social models in opposition to the literature written by women in contemporary times, whose contribution has been in the representation and reconsideration of plural identities, as for example in Niketche, when presenting a multicultural society and its different conjugal systems.

Keywords: Mozambican Literature; Paulina Chiziane; Niketche; Identity.

This work seeks to analyze the representation of the peasant and the countryside in the work Antes do amor, by Marli Walker and in the cordéis A Vantagens da Riqueza and O Cordel da Reforma Agrária, by Luzimar Medeiros Braga, also reflecting on the identity and the elements that interfere in the your training. As a social group left on the sidelines by big capital, peasants have been muted in their histories, cultures, traditions, as well as in issues related to the economy and environment and, in this process, have suffered major impacts from the process of implementing innovations. technologies in rural food production. Therefore, it would be interesting to understand how these themes are presented by the works in question, as well as the possible meanings they suggest. The research methodology used to carry out the work is bibliographic, and the theoretical foundation is based mainly on the works of Sigmund Bauman (1999), Stuart Hall (2006), Michel Foucault (1979), and Ecléa Bosi (1994) , which address questions about identity, memory, modernity and power relations, which are essential for carrying out the research work. Works on cordel literature will also be used, such as Santos (2017) and SILVA (2015), as well as studies on the history of rural colonization in the northern region of Mato Grosso, carried out by Peripolli (2008) and Souza (2008). ). The texts by Antonio Candido (1972/1984/1996) and Alfredo Bosi will also be of great value for the foundation (1977) of the analyzes of the cordéis and the poems. Both in Marli Walker's poems and in Luzimar Braga's cordéis, social conflicts are presented directly and indirectly, bringing representations of the countryside and peasants capable of highlighting injustices and social ills that want to be naturalized by hegemonic ideologies linked to the functioning of big capital. and agribusiness.

The short story The Fall of Usher House, published by Edgar Allan Poe in 1839 and the cinematographic work The Monster House, directed by Gil Kenan and produced by Robert Zemeckis and Steven Spielberg in 2006, are the object of comparative analysis of this study, in the which it is verified how the houses are symbolically represented, both their internal and external spaces, according to theoretical foundations mainly from Todorov (1992), Furtado (1980) and Gaudreault (2009). The comparative analysis between cinematographic work and literary fiction will be presented taking into account the different temporal and spatial contexts that involve Poe's classic work and Gil Kenan's contemporary work, in addition to highlighting the differences in the languages of the works, since it is a literary work and an animation. These questions imply the use of theoretical texts that support the relationships between these different narratives, such as the text by Ivete Walty (2011) entitled Word and image: cross-readings, among other theoretical works. Even though almost two centuries separate them, it is interesting to analyze these works both from the point of view of similarities and differences, taking due care not to commit anachronism. In this way, the narrative elements that make up the works will be related so that meanings are produced capable of questioning the traditional image of “house” as a fundamental cell of the patriarchal family, since, instead of protecting the characters, they promote threats, fear and terror.

This Master's Thesis, entitled The protagonism of black women in the novel Torto Arado, by Itamar Vieira Júnior, deals with the protagonism of female characters in contemporary literature. The objective of the research is to show that the Brazilian novel, in contemporary times, signals the inclusion of voices historically silenced and not represented in national literature. To develop the theme, the novel Torto Arado, by Itamar Vieira Júnior, is taken as an object of investigation. From the inferences contained in the novel, it is observed that the narrative establishes a dialogue through evidence to characters that can be understood as archetypes of society. In the meantime, among the main themes, the new forms of slavery in Brazil are discussed; the struggle of subordinates for social and intellectual ascension; the ancestry and spirituality manifested through religious acts, including jarê. For the analysis of these factors, Bruce-Mitford (1997) was used among the main theorists, as his contributions are effective for the analysis of the religious event Jarê; Duarte (2008), for studies on the five main concepts established by him to identify whether a production belongs to Afro-Brazilian literature; Bakhtin (2002), which deals with the meaning of the novel in the experience of modern man, or the discussion of Fanon (2015), which deals with the resistance against the ideological force of the colonizer, and also, the discussion about the narrative genre, carried out by Todorov (2003), Brait (1985), Ribeiro (2019), Gonzales (2018), among others. Torto Arado exposes atrocities of a little known and shown Brazil and, in this context, the novel highlights many situations that are “invisible” to the knowledge of many Brazilians. Itamar Vieira Junior presents one of the “Brazils” within Brazil.

The considerable proliferation of hate speech in our society is a worrying fact, especially when these speeches, known as hater, become institutionalized and are practiced in a school context by certain groups/subjects with criminal purposes. In this sense, this research seeks to analyze the representational meaning in the discourses practiced by Portuguese Language teachers in the context of Mato Grosso on hater violence in remote teaching. Especially, because such activities were carried out in a school context in the face of the pandemic scenario caused by Covid-19 and are understood, in this study, as a social practice. The research, linked to the area of Applied Linguistics, is anchored in the theoretical-methodological approach of Critical Discourse Analysis (CDA), with a qualitative-interpretative approach, based on the considerations of Norman Fairclough. It is worth noting that the studies by Giddens (1991), Boudieu (2001), Lebrun (2008), Rebs and Ernest (2017) and Verme and Aplle (2021) dialogue with this work and recognize the hater phenomenon adept at a cultural, social structure ideological and symbolic violence. Thus, for the construction of the research corpus, an online form was created in Google Forms, at first, to identify teachers who experienced hate speech in online classes. In a second moment, five teachers from the Portuguese Language area, working in Basic Education of the public network of the State of Mato Grosso, were interviewed. Based on the data analysis, it was possible to identify the linguistic elements that evidenced discursive practices of the hater culture in remote teaching, recognize the production conditions represented by the teachers, and understand the discursive practices of confronting hate speech in remote teaching. by these teachers.

This work focuses on a critical-analytical study of narrative strategies and approaches to cultural, social and identity themes inscribed in the novel AS MULHERES DE MEU PAI   by Angolan writer Agualusa (2007). The objective is, therefore, to expand the critical discussions about the novel, in relation to Literature, aesthetics, social life and identity in post-colonialism. It aims to reflect on the literature in post-colonial spaces; examine how the experiences of the characters of the work are configured in the reconstruction of the past, allowing the (re) construction of discourses about the colonialist and anti-colonialist system; identify the process of reorganizing the Angolan identity; to highlight the literary resources used to express tradition as a form of cultural, political and social resistance in the post-colonial reality and to analyze the social situation of Angolan women through a historical-social panorama. The research methodology is bibliographic and literary analysis. The research is characterized, predominantly, as bibliographic and analytical, supported theoretically in studies selected from the themes detected in the reading and in the detailed study of the corpus. For issues concerning memory, identity and culture, support was sought in Le Goff (2005), Bauman (2005), Candau (2019), Hall (2013 and 205), Ricouer (2007), Bhabha (2013), Jobim (2013), Ricoeur ( 2007);as for social representation in the literature, support in studies carried out by Cortázar ( 1993), Candido (1989 and 1995), Abdala Júnior (2007), Bosi (2005, 2013), Aristóteles (1966), Ginzburg (2007), Rocha (2015), Goldman (1979), Canclini (2007); for the discussion of the architecture and composition of the romantic genre, as well as its origin and peculiarities, in Moisés (2006), Bakhtin (1988 and 1997), Rosenfeld (1996), Forster (2005), Muir (1988), Reuter (2004) , Lukács (2000 and 2011), Candido (1976), Hutcheon (1991); detailing its structure, the studies of Leite (2003), Walter Benjamin (1994), Carvalho (1981), Dal Farra (1978), Adorno (2003), Barthes (2011); Antonio Candido (1987) and Brait (1985), Borges Filho (2005), Todorov (2006); who present considerations about the elaboration of the novel's characters; Dimas (1985), Bachelard (2000), Lins (1976) who delve deeper into space research; Nunes (1988) on the temporal category, Bakhtin (1988) that deals with the inseparability of temporal and spatial aspects in the narrative; and, regarding Angolan literature, Inocência Mata (1993, 2007, 2012), the studies organized by Rita Chaves, Tania Macedo and Rejane Vecchia (2007), Everdosa (1963, 1979), Candido (2000), Cardoso (2009), Ana Paula Tavares (1999), Chaves (1999), Leite (2012) Candido, (2004,2007), Compagnon (1999). The analytical reflection of the novel, allowed to evaluate the literary production of Agualusa in contemporary times, with a view to the socio-cultural representation and the process of (de) (re) construction of identity.

This work aims to recognize and analyze how Afro-Brazilian children's and youth literature has been worked 

in the early years of elementary school, in the municipal schools of Sinop, so that it is possible to conclude 

and propose methodological literary literacy practices that prioritize the importance of this. literature for the

 student's literary formation. It is also aimed at discovering the deficiencies in the understanding of Afro-Brazilian

 children's and youth literature, as they can bring positive ways for the child to have contact with the diversity 

of this production, as well as with the new identity models, through questionnaires with teachers.

 Elementary School I. Because it is little researched, it was necessary to propose the study of Afro-Brazilian 

children's and youth literature in the municipal schools of Sinop, taking as a parameter questions: how 

do teachers present books, if this literature is known, how is presented to students and how the social reality is shown in these classrooms. The need to know how the work of teachers in the initial grades of elementary school is done, when it comes to children's and youth literature, under the Afro-Brazilian bias, can bring an understanding of the deficiencies that hinder the teaching of this literature, being a way to collaborate with teaching.

This dissertation aims to present a research on the variation "tu" and "você" in the speech of migrants who came from the southern region of Brazil, as well as their children, who live in the municipality of Cláudia, Mato Grosso. The objective is to investigate the uses, perceptions and linguistic attitudes about the variation "tu" and "você". The theoretical and methodological assumptions are based on Variationist Sociolinguistics and Perceptual Dialectology, having as references Labov (2008), Lopes (2017), Long and Preston (1999), Preston (1989; 1999; 2010), among others. Varied are the professions of the research participants, who are mostly from Paraná and Santa Catarina, and a minority from Rio Grande do Sul. Twenty-four interviews were carried out, 8 with migrants from the urban area, 4 female and the same number for male, and 4 from the rural area, 2 for each sex, who have lived in the town for at least 15 years. The age range for this group is between 40 and 60 years old.  Regarding the children, there was the same distribution of subjects with the age criterion between 18 and 40 years old. In the interview, three questionnaires were applied to the migrants, in order to get to know the formation of the city, and two to the children of these migrants. The three questionnaires were based on the research developed by Reis (2018) and Oushiro (2015), which enable the statistical rounds with the help of the R Program, whose purpose is to make graphs and tables, by means of scripts. Excel was also used, responsible for generating data that require larger graphs. The results show that, in general, the variant "you" occurs more frequently in the municipality of Cláudia. Regarding the diatopic variable, we observe that 50% of the rural migrants use the variant "tu" and 50% of the male migrants use the variant "você". This same percentage, in relation to the diageneric variable, occurs among the children of migrants in rural areas. In the urban environment, the data are these: among migrants, the frequency is 50% of the variant "tu" for females and 25% of "você" for males; among the children of migrants, 100% of females use "você" and 50% of males, "tu".  Considering the perceptual maps and the attitudes of the research participants, the variant "you" tends to remain with the highest frequency of use in this linguistic community.

This paper aims to reflect on the digital discourse effects in relation to the advertising of social networks in the governmental legal discourse of Federal Law No. 9,806 / 94 and the Ethics and Discipline Code of Brazilian Bar Association for lawyers in the north of Mato Grosso state. According to the research proposal, this paper uses the theoretical notions of historical materialist Discourse Analysis, and it proposes a reflection on language based on framework line from Michel Pêcheux and Eni Orlandi, and on the digital discourse analysis, in authors such as Cristiane Dias and others, they think of the meanings effects always “in relation to” a group that is taken for analysis, and, in this case, for the legal professionals in Sinop town, in the northern region of Mato Grosso state. The research was developed through semi-structured interviews, by way of web and in person, with sixteen subject positions, twelve lawyers and four representatives of Brazilian Bar Association discourse. The analyzed results allowed to identify the temporality mark strongly establishing a space between the time of the digital discourse and the time of the Legal Institutions discourse and the lawyers subjects; which is reflected in the (difficulty of) interpreting the functioning of “advertising” notion  in relation to the use of social networks by the lawyer subject, mobilized by the notion of ethics; the second temporality mark among the lawyers, it mobilized by the formulations "old guard" and "young advocacy" and their effects in relation to the digital understanding. In the analyzed discursive practices, there are understandings divergences and uncertainties about the “standard” of behavior required by the institution in relation to the class advertising ethical rules, as a process of individuation of the lawyer subject, marked by the lack and incompleteness of the current institutional discourse, these issues are reinforced by the Covid-19 Pandemic linguistic event in the professional practice of the lawyer in digital.

This study has as object of research the work The fall from the sky: words of a shaman Yanomami (2015), of Bruce Albert and Davi Kopenawa. The objective of the work is to analyze the decolonial character of the narrative with theoretical input from Quijano (2009), Mignolo (2017), Santos (2009), Munduruku (2018), Dorrico (2018, 2019, 2020), Jecupé (1998) and others literary authors and indigenous theorists who engage in dialogue with this theory. This text is divided into two parts: in the first, the constitution and characteristics of oral literature, oral-written literature and the appropriation of writing by Davi Kopenawa will be evidenced based on scholars of the theory of literature: Almeida and Queiroz (2004), Cândido (1995), Scholes and Kellogg (1977), Jolles (1976) and Motta (2007). The extraliterary factors of the narrative are also analyzed, such as the life and work of the authors, with greater emphasis on the indigenous author; as well as the path of the works that elect the indigenous as protagonist in Brazilian literature to understand the emergence of literature of indigenous authorship in the 1990s. In the second moment, the concepts of myth, sacred and profane will be analyzed in the light of the theorist Mircea Eliade (1972 , 1992), the construction and dynamics of dream images in the ideological constitutions of the narrative and finally the apocalyptic belief that suggests the fall of the sky, according to the mythical Yanomami system and its relationship with the action of the non-indigenous in the depredation of the forest and the death of shamans. The fall from the sky (2015) proposes the rewriting of canonical texts and the dialog of the epistemologies in force in the spaces of knowledge. It is an example of a literary corpus in which the narratives come from the disadvantaged native peoples of the colonial process and exposes the wounds of colonization, unlike literary works classified as Indian and Indian. As partial results, according to the current stage of the study, nuances of the oral-written Yanomami literature were evidenced, the conceptions related to the concept of myth according to the proposal of decentralization of epistemologies, the responsibility of the peoples of the merchandise in the process of the hecatombe apocalyptic and the importance of indigenous literature as an instrument of dialogue on the various forms of knowledge.

This work addresses the trends of the fantastic in contemporary Brazilian literature produced in Mato Grosso, specifically, from the analysis of the book of short stories Azul de Fevereiro (2018), by writer Eduardo Mahon. For this purpose, nine among the sixty short stories that make up the work were selected, using as a selection criterion the presence of elements common to the fantastic narrative, such as the representations of the mirror, death and, mainly, the presence of characters that seem displaced and fragmented in the face of the liquidity of the relationships produced in contemporary society, which even reflects in the construction of their identities and in their recognition. Thus, the relevance of this work is based on the possibility of demonstrating how fantastic literature provides opportunities to discuss and discuss issues related to the rupture of man's fixed identity, his conflicts, his being in the world, as well as to bring a critique to society modern that, at times, overlaps the appearance with the essence, putting in check the real values inherent to the human being and its nature. From this perspective, the concepts related to identity and literature in post-modernity are presented, as well as the characteristics and definitions around the contemporary short story (genre studied in this research), linking them to the conceptualizations and developments inherent to fantastic literature for, then, to present the narrative world and the unusual issues present in the work of Eduardo Mahon, among them, those that address the theme of the double, which is very marked in Mahonian productions. The theoretical-methodological basis that supports this research is composed, among others, by the studies by Furtado (1980), Todorov (2004), Sartre (2005), Roas (2014), Pierini (2017) and Matagrano and Tavares (2019), with regard specifically to fantastic literature. With regard to the contemporary short story, the research was supported by contributions from Piglia (2004), Cortázar (2008) and Bosi (2015). To understand the concepts related to postmodernism, Hall (2006), Coelho (2011), Eagleton (2019) and Fernandes (2019) also served as the basis for this study. Finally, by completing this research, it is expected to contribute to studies related to Brazilian literature produced in Mato Grosso, highlighting the aspects of the fantastic as a tool capable of reflecting the conflicts of modern man and the cracks present in society, in view of that, many times, literature makes it possible to understand and give new meaning to the way this man is and of being in the world.

In this dissertation research, the meaning effects of being a Letters Teacher in the Colíder town between 1975 and 2010 were investigated, 1975 corresponds to the opening of the first state public school in town and 2010 it was founded the last state public school. Based on French Discourse Analysis framework line from Michel Pêcheux and Eni Orlandi, whose are the main authors in Brazil, the paper objective was to investigate the constitution of the schooling process in Colíder town, with a focus on the  subject construction of the Letters Teacher through the theoretical-methodological Discourse Analysis concepts, in order to understand the course and the role of this subject within the colonization development about the town. Considering that the senses are not closed, we look for to understand the constitution of the pedagogical discursive memory regarding the Letters Teacher position. This is a qualitative research of a social scope, the method used for data collection was individual semi-structured narrative, oral and transcribed interviews in which twenty-five subjects’ teachers were chosen in the state public school system between 1975 and 2010. In addition to the interviewees, an archive was created with documents, photographs and clippings from virtual newspapers of the time. Each teacher has made considerations about his historical trajectory as a Letters Teacher subject within the Colíder town. Interviewing is a methodological resource widely used in social sciences t and qualitative research context, since it highlights historical materiality, language and the subject, as the story is told from the perspective of the agent himself. After, the interviews were cut out in the twenty-five interviews for the constitution of the corpus. When analyzing the Letters Teacher speech have been interviewed, highlighting the production conditions, meaning, memory, interdiscourse and intradiscourse notions. The meanings effects showed two distinct moments: the first moment from 1975 until the mid-1980s, it was noted that Colíder's schooling process is strongly linked to the ideological and discursive formations of the colonial period, making the Letters Teacher speech assume a displacement of meaning of the subject who, sometimes the discursive formation teacher inscribes in the colonizing discursive formation and emphasizes the importance of life and support in the community; the second moment comprises from the end of the 80s until the year 2010 when a Letters Teacher subject was observed with a pedagogical discourse typical of recent graduates in Letters who follow the post Saussurian line conceiving the teaching of the language with an intrinsic relationship with the exterior.

With the advancement of Science and Digital Technologies of Information and Communication (henceforth TDIC) and the growth of access to virtual networks, teachers are faced with the demands of Distance Education (EaD) and Digital Literacy, which are configured as new challenges in the teaching and learning. That said, the offer and access to distance education in universities has grown considerably in recent years. An example of this is the quantitative increase in student enrollment in courses offered in the distance modality, due to the transformations inherent to digital culture. In this scenario, Digital Literacy emerges as a new concept of learning and understanding the new virtual learning environments (VLE), which are now increasingly using computers, the internet, digital texts and various ways of interacting through user interfaces. networks. At this juncture, the objective of the research is to analyze the digital literacy practices promoted in the course of training teachers, graduates of the Literature course, offered in the distance learning modality of the Open University of Brazil (UAB), located in Juara, in the northwest region of the state of Mato Grosso, belonging to the Brazilian Legal Amazon space. Thus, this study is affiliated with the principles of the qualitative research method, characterized by an interest in understanding the process and practices of digital literacy in the training of teachers in the area of Letters. Therefore, it covers a set of techniques and procedures such as bibliographic research and interviews. In this sense, it followed the comprehensive-descriptive axis, which has a natural environment as a direct source of data, constituting the interpretation of the results expressed in fragments of interviews, among others. The partial results of the research indicate that the training path privileged practices of digital literacy in different training situations, since it met the needs for the moment of training, but in analysis of the current context of education in the country, the data demonstrate that it would be necessary more emphasis on actions that would enable a better understanding of Digital Literacy given the current demands of contemporary society.

This research presents the results of the analysis of hearing subjects participating in a module of a course for the community entitled "Deafness and the use of Assistive Technologies for the Deaf - theoretical-methodological training", which took place in the second half of 2020. The course was organized in four modules, and this research we are refering to the module entitled Axis 4, in which the HandTalk, VLibras and ProDeaf APPS were presented and used, all translators from Portuguese to Brazilian Sign Language (Libras), so that, their operational specificities are described as mediators in communicational interaction processes with Libras as an additional language. In this perspective, the study is composed of theoretical questions that discuss Sign Language (QUADROS & KARNOPP, 2007; AZEREDO, 2006; among others), Additional Language (LEFA and IRALA, 2009 and SOUZA, 2019), sociocultural theory (VYGOTSKY , 1978 and LANTOLF and THORNE, 2007) and Digital Literacy (COSCARELLI, 2016) to name a few. We use a qualitative approach, of an applied nature, with sociocultural objectives, a case study procedure. Aiming at "Understanding the potential of using the applications in mediating the interaction of Libras as an additional language by the listening participants of Axis 04 of the PPGLetras/UNEMAT social insertion course?", we were guided by the following specific objectives: 1) Identify the aspects of the Axis 04 module of the extension course were considered most relevant according to the perception of hearing participants; 2) Identify the main contributions and weaknesses of the course offered in a remote online environment; 3) Understand, from the perspective of the participants who listened to the extension course, if the Hand talk, VLibras and Pro-deaf applications enhance interaction with the target language, which is Brazilian Sign Language. To achieve the research objectives, the analysis of interactions between listening participants with mediating applications allowed us to identify the strengths and weaknesses of the applications. The results obtained also revealed the interactive potential of the analyzed tools, in the current social scope, taking into account aspects such as: interaction, vocabulary expansion, identity constitution and autonomy of the listening subject.

Literature complements the construction of human identity through the reflection it promotes, giving access to the most varied cultures through individual expression and thought. Contemporary works with fat protagonists have not undergone a critical analysis that indicates whether there is a positive representation of their identity or the reinforcement of prejudices such as fatophobia. This work aims to analyze and synthesize aspects that shape the identity of fat female characters in two works of contemporary Portuguese language literature: the children's book That annoying FAT (2005) by Regina Drummond and the novel The Fat (2016) by Isabela Figueiredo. The option for this theme takes into account the importance of investigating the literary representation of two protagonists belonging to a stigmatized group in their childhood and adult experiences. Based on the paths of self-awareness of women writers established by Elaine Showalter (1977), we analyze the works within Bildungsroman and how the trajectory of the protagonists is related to Susie Orbach's (1978) discourse on fat as a feminist issue. The construction of the protagonists' identity elements follows the manifestation of fatophobia present in the aesthetics and plot of both books, connecting them with the records of real experiences of fat women in contemporary Brazilian society collected by Agnes Arruda (2019) and Maria Luisa Jimenez (2020). Fat women receive differentiated treatment fraught with exclusion, humiliation and violence in all areas of their lives, especially in the school and family environment. This fatophobic behavior based on the precept that the fat body is “bad” normalizes prejudice, causing the victim to internalize these discriminatory discourses. The “happy ending” of the fat protagonists of these works refers to solving problems by losing weight, killing their fat identity figuratively and literally.

The present study analyses how the process of implantation the Brazilian Sign Language (Libras) took place as a mandatory curricular subject in teacher training courses at the Federal University of Mato Grosso (UFMT), Sinop campus. The aim of the investigation was to learn about the process of implantation the Brazilian Sign Language (Libras) as a subject in the curriculum of undergraduate courses at this higher education institution, identifying the discourses that support disputes over the rights of the deaf, the socio-political actors and their capacities to exercise power in the defence of interest and in the definition of meanings in the space of university. The study was based on the following research questions: how did the Brazilian Sign Language (Libras) implantation process take place as a mandatory curricular subject at the Federal University of Mato Grosso? Who were the actors involved in this process? To what extend has the institutional context conditioned the format of the subject offered at that university? In methodological terms, the approach to the research problem is based on Discourse Analysis, as it allows to perceive the discursive effects in the set of texts which guided the implantation of Brazilian Sign Language (Libras). Such a theoretical choice is justified because it is capable of revealing internal and external power relations to the institution responsible for advances and limitations in the enforcement of social minority rights, as is the case of deaf people. In this regard, the studies of Eni Orlandi and Michael Focault contribute by offering concepts and ideas about discourse, production conditions, controls over the individual, discursive formation and the relations of strength and power. The methodology was based in the case study, in which several data collection and analysis techniques were used, with emphasis on the literature review, the analysis of legislation, the study of internal and official documents of the university and the conduction of semi-structured interviews. Until now, the data collected and analysed demonstrate that the process of implantation of the subject of Brazilian Sign Language (Libras) occurred from two complementary processes: externally, it occurred through federal and international laws establishing the mandatory implantation of the subject in academic curricula; internally, the demand on the part of teachers who identified that the implantation of the Brazilian Sign Language (Libras) subject could occur through a university extension project and research project. These process present approaches and distances in terms of meanings attributed to Brazilian Sign Language (Libras) and the space the subject must occupy in training of students in higher education. In this way, the analyses of meaning disputes reveal clashes in institutional terms, clashes between political-social actors and power relations in the midst of which the question of Brazilian Sign Language (Libras) is placed.

This research presents as theme the political and legal discourse about the Railway Implementation Project EF170/MT/PA, called ‘Ferrogrão’. The historical section of the discursive construction has as the starting point Convention nº 107 of the International Labor Organization (ILO), of June 5, 1957 and the II National
Development Plan, also called II PND (1975-1979). It aims to understand the power relations in the Railway Implementation Project based on the country's commercial relations with the outside world, in order to explain its influence on socioeconomic relations and these in relation to the indigenous people around its layout. The corpus consists of reports from previous studies carried out by the National Land Transport Agency - ANTT; International Labor Organization Convention No. 107, International Labor Organization Convention No. 169; the FERROGRÃO meeting: dilemmas and challenges for the sustainability of a major infrastructure project in the Amazon held on April 24, 2018, in the Chamber of Deputies; open letters from indigenous people addressed to the Federal Government; the II National Development Plan (PND), as well as the content of Provisional Measure 758/2016. Theoretical and methodological procedures are supported by the Discourse Analysis discipline of the French line and mobilizes the concepts of discourse, subject, social places and relations of strength and power, based on the studies of Michel Pêcheux, Denise Maldidier, Paul Henry, Eni Orlandi, Freda Indursky, among other authors of this theoretical line. These notions led to the analytical work of the corpus that resulted in two pendular movements between the theoretical contribution and the analysis: 1st Movement: the discursive
contradiction in the constitution of the social subjectivity of the indigenous person as a subject of law in the project of the Ferrogrão Railway and the 2nd Movement: integrate to export - the meanings of 'integrate' and the symbolization of the relations of strength and power. The analysis points out contradictions in the legal and governmental discourse on the recognition of indigenous people as subjects of law, at the same time
that it refers to an 'integrate to export', the result of a mobilization of meanings that come from integrating large centers with the interior of the country - to integrate not to deliver - to integrate the interior of the country with the international market.

The research now presented feeds the bank of scientific perspectives regarding studies in the field of Sociolinguistics in indigenous schools in Mato Grosso, having as its locus the Élio Turi Rondon “Terena” Indigenous State School, located in the Kopenoty Village, municipality of Peixoto de Azevedo. The main objective is to identify and record sociolinguistic interactions, considering the context of the languages in contact and the pedagogical mediation. Thus, we opted for the construction of the theoretical framework based on the approach of Lucchesi (2002, 2015), followed by the aspects addressed by Educational Sociolinguistics, based on Bortoni-Ricardo (2004, 2005, 2011, 2014) about language teaching in interculturality. Ladeira and Bittencourt (2000); Zoia (2009); and Isaac (2004), bring the indigenous voices that experienced the phases of struggle until the conquest of their lands in the north of the state of Mato Grosso. The qualitative-interpretive methodological path also considered documentary analysis of the National (1998) and State Curriculum References (2010) for the teaching of languages from the perspective of indigenous school education, in addition to the Pedagogical Political Project (2019) of the school unit. As it is an ethnographic investigation (BOGDAN; BIKLEN, 1994), the field research enabled participant observation, application of semi-structured interviews and collection of reports, in addition to access to audio-visual materials made available by the informants, used for analytical clippings. The social network analysis technique was used to establish the sociolinguistic profile of the group of teachers at Escola Élio Turi Rondon “Terena”, in which there was a representation of the density of the individual social networks of each respondent who answered a questionnaire sent online the group of the pepople. The triangulation of data contributed to a reflective analysis about teaching based on interculturally sensitive pedagogy, which seeks to dialogue with theoretical and methodological aspects of literacy in a cross-cultural perspective (STREET, 2014) and culturally sensitive pedagogy (BORTONI-RICARDO, 2011) in which indigenous teachers have a leading role in the construction of intercultural pedagogical proposals, considering their experiences in mediating language teaching and their specific context. As for the results obtained, it was possible to verify that Educational Sociolinguistics contributed to a better understanding of the relations of teaching and learning of mother tongue and Portuguese language at Élio Turi Rondon “Terena” school, making it possible to build a sociolinguistic mapping of the school community and a teaching profile having as pedagogical principles the revitalization of the Terena language, located in a bilingualism of memory, as demonstrated in the data analysis, as well as in the appreciation and respect for multicultural knowledge that pass through diverse formal and informal interactions that occur in the context of the observed.

This research aims to present the trajectory of the identity systems of the English Language (LI) teacher in the context of the Legal Amazon through the perspective of complex adaptive systems (SAC), in order to understand how this professional has constituted his/her identity in times considered as modern and postmodern, in which globalization performs a fundamental role in the constitution of identity and LI has been recognized as a language in continuous expansion. Thus, based on sociologists and researchers of the identity area, such as Lakoff and Johnson (1980, 2002), Giddens (1991, 1999, 2002), Baumam (2005), Morin (2005, 2008, 2011, 2018), Resende (2009 ), Block (2014), Woodward (2014), Silva (2014) and Hall (2014, 2015), this dissertation presents the concept of identity not as an essence or a fact of nature, but as symbolic, discursive and social constructions composed by diverse elements or attributes emerging from the interaction among the subject and its social, cultural, economic, historical and political context. Bearing in mind of the multiplicity of identities that can emerge in the course of a life path, analyzing the identity(ies) of the LI teacher(s) from the perspective of complex adaptive systems, is relevant for linguistic studies, considering that this is an open system, dynamic, composed of interrelationships among biological, psychological, social elements and all the dimensions involved in the constitution of identities. So that, this investigation uses the Theory of Complexity as a theoretical basis from the perspective of the authors Larsen-Freeman (1997), Paiva (2007, 2011, 2014, 2016), Martins and Braga (2007), Larsen-Freeman & Cameron (2008) , Resende (2009), Sade (2009, 2011), Borges and Paiva (2011), Azevedo and Borges (2013), Silva and Borges (2016) e Borges (2018),. The methodology adopted is of a qualitative / interpretative nature and the analysis is guided by the complexity paradigm. With this epistemological basis, the procedure for data collection was developed through narrative interview. The data obtained made it possible to understand the trajectory of the identity constitution as a living, open, dynamic, adaptive, non-linear and complex process and to verify that identity is not a fixed, unified attribute, but a phenomenon that happens in the interaction with the world. The results characterize the trajectory of IL teachers' identity systems in the Amazon context as a SAC, given that through discourse and interaction among the different communities of practices and the different contexts (social, cultural, political, economic and historical) new identity fractals emerge and coexist in the identity whole, contributing to the formation of the individual's personal, social, professional and unique identity. Therefore, it is possible to affirm that identities are in constant transformation and (re)construction.

This dissertation proposed to highlight the characteristics of black women presented as heroines in string by Jarid Arraes (2017), reviewing aspects related to the condition of slave women in Brazil, to give visibility to their participation in the struggle for the freedom of slaves, considering that, historically, they were treated as objects/merchandise and had their actions suppressed from history, referred to as the paradigm of the absence of the negro in official records, especially with regard to the participation of women in this process. To this end, the book Brazilian Black Heroines in 15 Strings, by Jarid Arraes (2017) was defined as the corpus, justified by the relevance of the theme that presents, also because it is produced in string, a literary genre that, similar to the official treatment given to the leading role of these women, for a long time, had its value placed on the margins of what was considered Literature; and also because it has, as an author, a black woman: elements that dialogue with each other. In the first chapter, the cordelist is presented and aspects related to the history and structure of the string, considering the silencing of cordelists women. In the second chapter, the heroines of the work and strings are presented that evidence the condition of object to which they were subjected. And in the third chapter, history is revisited and the leading role exercised by black women in favor of the liberation of their people is rescued by the strings. The analysis of the work enables, among others, the following conclusions: the string as a relevant literary genre and with strong didactic potential; the black woman instructed about her ancestry has increased her possibilities of emancipation and empowerment, despite the gender and race inequalities that persist; the significant role that young black writers play in spreading the legacy of these heroines, thus shaking the paradigm of the absence of black women in the official history of Brazilian slavery.  

The research entitled “Between public curriculum policies and the practice of continuing education for teachers: the (in) visibility of literature” aims to reflect on how Literature and continuing education are presented in official national and state public policies that they deal with the curriculum and the continuing education of teachers for basic education and their articulation with the practices of continuing education for teachers in the state public network of Mato Grosso. The main theoretical contributions used for the foundation and analysis that deal with literature, literary education and literary literacy Candido (1995), Compagnon (2009), D 'Onofrio (1990), Jouve (2012), Zilberman (2003), Colomer (2003, 2007), Cosson (2012, 2018), on continuing education, García (1999), Nóvoa (2001), Pimenta (2002), Imbernón (2009) and Alarcão (2010). The study was carried out through qualitative research and had as methodological procedures for data production and analysis, documentary research and use of questionnaires for teachers of Portuguese and CEFAPROS trainers. The research showed that in all official documents of guidelines, parameters and curricular bases, the teaching of literature is inserted in the discipline / curricular component of Portuguese. In the PCNs – Elementary Schooll (1998), PCNs Haigh Schooll (1999) and PCNs + (2002), Literature starts to be recognized through literary genres and points out the need for student reading training. In the OCNs - National Curricular Guidelines (2006), special relevance is given to literary education and the training of critical readers at school, based on literary literacy. In BNCC (2017) and DRC / MT (2018), Literature is treated as literary education, from the unveiling of the text based on the tripod of the literary system: work, author and audience and the school that provides the training of the reader . It ensures the place of literature in the curricular component of the Portuguese language, in the artistic-literary field, based on language practices (Reading; text production; Orality and linguistic / semiotic analysis) and respective skills and knowledge objects. As for continuing education, national OCs point to the need for continuing education for teachers to train literary readers, based on socio-interactionist concepts. The DRC / MT presents a document, prepared by the WG of the National Council of Education Secretaries and UNDIME that indicate elements for the construction of a national continuing education program, from the perspective of the BNCC, focused on learning rights, competences and skills and socio-emotional skills. On the other hand, in the practice of continuing education for public school teachers in the State of Mato Grosso, mentioned in official state documents and carried out via CEFAPROs, the teaching of Literature is not visible. In addition, there is a transfer of responsibility on the part of LP teachers and CEFAPROS trainers about who is responsible for this training demand.