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Informacão, entretenimento e capixabismo: a variação na expressão de primeira pessoa do plural
(Universidade Federal do Espírito Santo, 2024-10-29) Batista, Ranata Alves; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
This research aims to investigate variation in the expression of the first person plural in the speech of the social actors who make up the local news program Boa Noite Espirito Santo and the entertainment program Em Movimento, both broadcast by TV Gazeta. By adopting the theoretical-methodological assumptions of the Theory of Linguistic Variation and Change (Labov, 2008[1972]), which is based on language in use and that variation and change are influenced by linguistic and social factors, the study seeks to understand how the process of linguistic variation takes place in the local media. The corpus consists of thirty editions of the programs Boa Noite ES and Em Movimento, transcribed using the online platform Dovetail (Humphrey; Ayers, 2017). The GoldVarb X statistical program (Sankoff; Tagliamonte; Smith, 2005) was used to perform the statistical treatment of the data. The factors selected to analyze the use of “a gente” were discourse topic, verb tense, syntactic function, discourse sequence, social role, sex/gender and television program. The results obtained in the analysis show that, in general terms, the factors syntactic function, verb tense, discourse topic, social role and sex/gender have the greatest influence on the alternation between “nós” and “a gente”. In addition to the general analysis of the data, we also carried out an individual analysis of each of the television programs that make up the research corpus. After analyzing the 1,412 pieces of data collected, progress was observed in the application of the innovative form, since the speakers of the local programs tended to use the form “a gente” in 67.2% of the cases, while the pronoun “nós” and the suffix “-mos” were used in 32.8% of the occurrences analyzed
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Tecendo caminhos para o ensino de literatura afro-brasileira
(Universidade Federal do Espírito Santo, 2025-10-08) Inocêncio Maiara Aurelino; Orientador1; https://orcid.org/; https://lattes.cnpq.br/; https://orcid.org/; https://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; https://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; https://lattes.cnpq.br/
This study examines the nationally and internationally acclaimed Brazilian writer, Carolina Maria de Jesus, whose literary production presents the subjectivity of a forgotten and denied Brazil: that of Black and poor Brazilians. The book Diário de Bitita is a posthumous work, first published in France in 1982 in French, and later translated and published in Brazil in 1986. The work portrays the lives of Black people in post-abolition Brazil after 1888, revealing through Bitita's daily narrative how racist structures persisted despite the official end of slavery. The general objective of this research is to analyze how Carolina Maria de Jesus's literary work, through Diário de Bitita, contributes to the teaching of Afro-Brazilian literature in high school, discussing its implications for Education for Ethnic-Racial Relations and literary literacy. The study engages with theoretical contributions from authors such as Candido (2004), Cosson (2009; 2010; 2020, 2022), Paulino (1999), Zappone (2008; 2021), Duarte (2010), Vigotski (2004; 2009), Freire (1989; 1996), bell hooks (2013), and Evaristo (2009; 2010), articulating reflections on the social function of literature, literary literacy, and the relevance of AfroBrazilian literature in the school context. This qualitative, participatory research was conducted with 23 second-year high school students at a public state school in Linhares-ES. Data analysis revealed that Diário de Bitita mobilized processes of identification, critical reflection, and cultural repertoire expansion among students, fostering understanding of ethnic-racial issues and appreciation for historically silenced voices. The study also found that literary literacy, by articulating aesthetic experience and intercultural dialogue, constitutes a pedagogical practice capable of enhancing critical reader formation and promoting democratization of access to literature. Thus, the research results reinforce the urgency of securing a place for Afro-Brazilian literature in high school education, not merely as curricular content, but as an instrument of social and educational transformation
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Estoques totais de carbono ecossistêmico e sua potencial vulnerabilidade à elevação do nível do mar em manguezais da Baía de Vitória
(Universidade Federal do Espírito Santo, 2025-11-27) Pinto, Lethicia Lellis Vieira; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
Mangroves are important carbon sinks, capable of sequestering and storing organic matter through its accumulation in both vegetation and soils. In Vitória Bay, these ecosystems face increasing pressures from mean sea level rise and urban expansion, which limits the landward migration of mangroves. This study was based on the hypothesis that mangroves located at lower elevations, due to their greater exposure to potential erosive processes and frequent inundation, would exhibit lower carbon stocks, as such processes could have removed part of the previously accumulated carbon and compromised their retention capacity. This study aimed to quantify total ecosystem carbon stocks in mangrove forests and to compare these stocks with coastal vulnerability indices in the metropolitan region of Vitória, southeastern Brazil. Total carbon stocks were quantified for six mangrove sites, including aboveground vegetation and soils down to 3 m depth. A guided classification of Vitória Bay was conducted to assess vulnerability based on spatial interpolation maps and the Coastal Sensitivity Index (CSI) developed by Machado and Albino (2024), which considers parameters such as overall vulnerability, elevation, geology/geomorphology, sedimentary features, and proximity to the coastline and river mouths.To compare with the CSI, in situ data on flood frequency and duration, water column depth, and elevation of the mangrove fringe (using RTK GPS) were collected at the six sampled sites. Our results showed that total carbon stocks in the six mangrove forests ranged from 717 to 1481 Mg C ha⁻¹, with an average of 1028 Mg C ha⁻¹, with over 90% of the carbon stored in the soils. The CSI indicated the sampled areas had high overall vulnerability, with site A classified as very high vulnerability, particularly due to its geology/geomorphology and sedimentary characteristics. In situ data classified site A as highly vulnerable, as it showed the lowest average elevation (-1.28 m), indicating greater exposure to flooding. Contrary to the initial hypothesis that mangroves in lower areas would have lower carbon storage capacity due to potential erosion, the lower areas of the Bay of Vitória showed the highest carbon stocks. This suggests that, even under greater physical vulnerability to these pressures, these mangroves continue to play a significant role in carbon retention, possibly due to soil accretion driven by aboveground plant material associated with root systems. This study indicates that, in the protected estuarine mangroves of Vitória Bay, carbon stocks are not primarily associated with vulnerability to coastal erosion related to wave action, highlighting the importance of integrating local hydrodynamic characteristics and terrain topography into conservation strategies and adaptive management in the context of climate change
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Os dissídios coletivos e o comum acordo constitucional: desafios e soluções
(Universidade Federal do Espírito Santo, 2025-12-19) Motta, Leonardo Lage da; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
The research analyzes paragraph two of Article 114 of the Brazilian Federal Constitution of 1988, amended by Constitutional Amendment No. 45 of 2004, which established the “common agreement” as a condition for filing a collective labor dispute of an economic nature. The analysis aims to investigate the problems and possible solutions in cases where one of the parties does not agree with the filing of the dispute. To this end, an examination is carried out on collective labor disputes, the constitutionalization of labor procedure and its principles, always within the dogmatic context in which collective disputes are situated. The objective is to reconcile the constitutionality of the legal provision under examination with the effectiveness and efficiency sought by law, without departing from fundamental constitutional rights. The study addresses doctrinal aspects concerning the constitutional requirement and its interpretations, focusing on possible solutions while preserving constitutional procedural guarantees in collective litigation and procedural principles, ultimately presenting conclusions and procedural options for the parties. The method employed involves critical analysis and discussion of doctrinal positions regarding the issue at hand, as well as an examination of legislation and procedural doctrine, with the aim of systematizing the subject in order to establish the most appropriate parameters to achieve the objective of constituting the collective norm
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O papel da leitura extensiva no ensino de língua latina no Brasil
(Universidade Federal do Espírito Santo, 2024-06-28) Santos, Rafael Trindade dos; Co-orientador1; https://orcid.org; https://lattes.cnpq.br; Orientador1; https://orcid.org/; https://lattes.cnpq.br; https://orcid.org/; https://lattes.cnpq.br; 1º membro da banca; https://orcid.org/; https://lattes.cnpq.br; 2º membro da banca; https://orcid.org/; https://lattes.cnpq.br; 3º membro da banca; https://orcid.org/; https://lattes.cnpq.br; 4º membro da banca; https://orcid.org/; https://lattes.cnpq.br
In this thesis we discuss the possibilities of extensive reading programs in the specific context of Latin language teaching in Brazil, and how necessary would these programs be. Here we understand extensive reading as a useful tool for teachers and students alike, since it adapts itself well to different pedagogical situations, goals, and methods. We assume the importance of this kind of reading based on evidence from second language acquisition studies (SLA), which generally favor the hypothesis that languages are acquired through comprehensible input. Such hypothesis may come in both strong versions—under which language acquisition would depend exclusively on sufficient exposition to comprehensible input—, and weaker ones—which compromise, acknowledging the importance of combining extensive reading with other sources of language acquisition. In this thesis, we come to the conclusion that input exposition is still fundamental no matter what stance one might take in the debate. In the case of classical languages, reading remains the main form of input, as well as the main goal of the students who strive for proficiency. However, extensive reading takes time, and there is not a lot of time available for it in most forms of the Latin syllabus in Brazilian universities, the context in which almost all Latin learning takes place in the country (???). We investigated what could be done about this situation, considering the historical and present context, the general interests of the people involved, and the general strategies employed to overcome its usual challenges. We accessed the history of Latin language teaching in the country, along with its relation to politics and educational policies, in order to properly address the present scenario in Brazilian universities. Finally, suggesting extensive reading as a tool, we point out ways to promote it while minimizing the lack of proper time to read and creating the best Latin library as possible, in terms of extension and interest to the readers in each case. In our conclusion, we affirm that, if one desires to increase Latin reading fluency in Brazil, one needs to work towards out-of-class spaces and meetings that are integrated to the universities, such as research teams, in which reading circles might be organized and reading time would not be restrained by class hours. It’s also important for extensive reading libraries to include modern works—as graded readers—in addition to older books, as Renaissance colloquies and simplified editions of classical works. In order to get used to the syntax, the registers, and the rhetorical and poetic uses of the ancient authors which came to be emulated by so many others along the centuries, we conclude that we need a definition of extensive reading that includes rereading. Therefore, our understanding of extensive reading not only doesn’t reject reading the same text more than once (or reading its paraphrases), but also require it as a habit to achieve fluency in the reading of Latin texts