https://repositorio.pucsp.br/jspui/handle/handle/13463 2026-04-04T10:27:45Z 2026-04-04T10:27:45Z https://repositorio.pucsp.br/jspui/handle/handle/46589 2026-02-07T04:03:36Z 2025-12-15T00:00:00Z

Título: Videoentrevistas com migrantes de crise: uma proposta curricular multimodal engajada Abstract: This thesis investigates video interviews done with crisis migrants as a resource for analysis and pedagogical potential, articulating sensitive ethical listening, with social commitment. The work is based on the observation that migratory experiences, often marked by ethical-political suffering (Sawaia, 2001) and structural violence (MartínBaró, 1990), rarely find space for enunciation in school curricula. At the same time, these experiences carry within them potentialities of agency and resistance that, when narrated, can be converted into collective and transformative knowledge. The research was developed within the framework of Critical Collaborative Research (PCCol, in Portuguese) (Magalhães, 2007), assuming the perspective that the participating subjects are co-creators of knowledge. Video interviews were conducted with six migrants from the Global South, living in São Paulo, in shelter spaces, such as “Missão Paz” and “Parque da Água Branca”. The resulting material, recorded using multiple multimodal resources, allows us to observe gestures, pauses, body language, and significant silences. The analysis focused on dramatic events in the narratives, moments in which ethical-political tensions, manifestations of perezhivanie (Vygotsky, 1998), and gestures of agency (Stetsenko, 2023) become evident. Such events reveal how migration trajectories are permeated by exclusion and, at the same time, by the creation of new possibilities for existence and belonging. Inspired by the notion of living-writing (Evaristo, 2020), this research proposes to understand video interviews as practices of co-authorship in which memory, body, and voice intertwine in the production of insurgent and collective knowledge. These audiovisual documents constitute ethical experiences of listening and sharing, capable of reconfiguring power relations and expanding expressive repertoires. Finally, the thesis discusses the educational potential of these materials, relating them to the processes of immersion, emergence, and insertion (Freire, 2021). Without effectively applying their direct application in the classroom, the thesis points to the possibility of technically qualifying the videos and developing future pedagogical proposals that recognize migrant narratives as a legitimate site for knowledge production and critical curriculum construction Tipo: Tese

2025-12-15T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46584 2026-02-07T04:03:29Z 2025-12-18T00:00:00Z

Título: Linchamento: uma leitura psicanalítica da desumanização do outro Abstract: Present in Brazilian history since colonial times, lynchings have challenged various fields of knowledge, such as sociology, anthropology, law, and criminology, which approach these events from distinct perspectives. Among the perspectives of analysis are the relationship with the law, the validity of moral codes, physical violence against others, power relations, and social inequalities. Psychoanalysts are interested in this discussion, since aspects related to human emotions are involved, such as those linked to aggression and cruelty, which escape strictly rational motivations. Even though not specifically classified in the Penal Code, the act of lynching is classified as a crime, committed under the pretext of "taking justice into one's own hands" to punish, without trial or the right to a defense, those subjected to the mob attack. Brutality and dehumanization permeate the event, whether the person committed (or not) the crime of which they are accused. This is a collective action, materialized by a combination of incitement, through defamation, dehumanizing insults, and slogans, which triggers verbal and physical aggression. Among the aggressors are people unrelated to the victim or the alleged cause. What could lead someone to participate in a collective crime? The cliché "a good bandit is a dead bandit" conveys the discursiveness that marks the distinction between an unacceptable crime (the one alleged as the motive for the lynching) and an "acceptable" crime (the lynching itself), revealing that "bandit" becomes a master signifier in organizing society around the idea of a division between good people ("us") and the evil to be eliminated ("them"), with racism as an axis. For this reflection, this theoretical work puts into operation the psychoanalytic concepts of identification, narcissism of minor differences, aggression, and master signifier to analyze the psychic elements that bind a person when faced with an incitement to harm and kill Tipo: Tese

2025-12-18T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46578 2026-02-07T04:03:17Z 2025-12-18T00:00:00Z

Título: Dublagem multilíngue em animação: um estudo acústico-auditivo de estereótipos vocais Abstract: Attributing personality and attitude traits based on a speaker's voice has permeated human relationships since Ancient history (Kreiman and Sidtis, 2011). Within a specific cultural and linguistic context and shared by a group of listeners, these attributions of certain characteristics to speaker reflect vocal stereotypes, which may vary according to language and culturally specific features. Given this context, our study comprises an experimental investigation approach of expressive speech that integrates methodological procedures of perceptual and acoustic analyses. As the object of study, we have chosen voice quality and vocal dynamics, which perform linguistic, extralinguistic and paralinguistic functions. The latter two are the focus of our study. Speech samples from the four main personality-distinct characters in the animated feature film Zootopia dubbed by Brazilian and Swedish voice actors, have been analysed. Due to the expressive function of voice quality, we have posed three questions: (i) Are the vocal profiles adopted by voice actors to play characters in the Brazilian Portuguese and Swedish versions of Zootopia compatible with one another?; (ii) How do the vocal profiles adopted by the Brazilian and Swedish voice actors reflect sound symbolism and vocal stereotypes?; (iii) Can the lexical content of the utterances produced by the Zootopia characters influence listeners' judgments of physical, psychological and social features?? For the study, three hypotheses were formulated: (i) Vocal profiles adopted by voice actors of each language will include similar voice quality features; (ii) Vocal profiles adopted by voice actors of each language will reflect sound symbolic associations and vocal stereotypes; (iii) Lexical content may influence listeners’ judgements depending on the semantic components of the lexicon in the utterances. Perceptual evaluation of the 10 speech stimuli was performed using the Vocal Profile Analysis Scheme (Laver & Mackenzie Beck). Acoustic measures have been automatically extracted using a modified version of the ProsodyDescriptorExtractor script (Barbosa, 2021) for Praat. Multivariate statistics analysis of the data was performed using the MFA method. Results from the VPA and acoustic analyses show overall cross-linguistic compatibility in characters’ vocal profiles and in the values for f0-related measures. Findings also demonstrate that the vocal profiles adopted by the Brazilian and Swedish voice actors reflect sound symbolism codes and vocal stereotypes. The perception experiments show that lexical content influences judgments of characters, even without explicit mentions of the features being evaluated; however, vocal prosody can emphasise and modify those judgments Tipo: Tese

2025-12-18T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46562 2026-02-06T22:33:28Z 2025-12-04T00:00:00Z

Título: Multiletramento Engajado e o bem viver em escola periférica: uma análise a partir do Projeto Brincadas Abstract: Socio-environmental and epistemic inequalities in peripheral territories, such as Morro Doce in São Paulo, remain underexplored in research on Engaged Multiliteracy. This study investigated how language, memory, and educational praxis produce resistance and counter-hegemonic meanings in contexts of socioecological injustice. The objective was to analyse how Engaged Multiliteracy (Liberali, 2022), implemented in the school project “Art and Good Living”, contributes to processes of (re)existence and (re)naming the world in the discursive practices of students and teachers, articulating Eco-socialism, Ecolinguistics, and Critical Argumentation. The research adopts the Critical Collaborative Research (PCCol) (Magalhães, 2004, 2009, 2011, 2012) as its theoretical-methodological approach, based on Socio-Historical-Cultural Activity Theory (Vygotsky, 1991, 1996; Leontiev, 1978, 2004; Engeström, 1987; Stetsenko, 2023). Conducted over three years, it involved 45 students from the Authorial Cycle (7th to 9th grade), five teachers, one pedagogical coordinator, and three mothers/residents, who acted as co-authors of knowledge. The corpus includes audiovisual recordings, field journals, photographs, and artistic-textual productions from Engaged Multiliteracy workshops. The analysis employed Smyth’s cycle (DICR) in dialogue with Critical Argumentation Analysis (Liberali, 2013), mobilizing the lenses of Ecolinguistics and Eco-socialism to map contradictions and re-significations in discursive practices. The results indicate that collaborative practices expand participants’ historical and political awareness, strengthening collective agency and territorial re-signification in the face of environmental racism. Results also revealed the discursive re-elaborations that affirm epistemic dignity and socioecological belonging. By articulating critical frameworks from the Global South — Historical-Dialectical Materialism, Activity Theory, PCCol, Engaged Multiliteracy, and Eco-socialism — this dissertation proposes a dialectical-decolonial reading of discursive practices in peripheral contexts, showing how educational praxis operates as resistance by creating counter-hegemonic meanings, affirming insurgent epistemologies and socioecological justice practices on the margins of the city Tipo: Dissertação

2025-12-04T00:00:00Z