FCSH: DLCLM - Teses de Doutoramento
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- Outside the Inside: Shifting Views in Photographs of American Urban PlacesPublication . Brannigan, Sheila; Botelho, TeresaThis thesis investigates how photographs representing urban communities in the United States pose the question of the photographer’s positionality regarding the place and its people they portray. It examines photographic series and a mixed media work produced between the mid nineteenth and early twenty first centuries, and argues that the photographers and artist under consideration assume negotiated, plural, and shifting positions in the discourse of their works. The study is informed by a cultural studies perspective as set out by Stuart Hall and develops an interdisciplinary critical framework drawing on photography and visual culture, philosophy, and theories of intersectionality and place. Methodologically, it adopts Jessica Evans and Hall’s articulation model, considering meaning as produced in the interactions between photographer, subject, viewer, and contextual frameworks. The corpus consists of selected images from Gordon Parks’ Harlem photographs of 1943, Christina Fernandez’s mixed media work Manuela S T I T C H E D (1996–2000) and photographic series Lavanderia (2002–2003), and Dana Lixenberg’s photographic series Imperial Courts (1993– 2015). The examination of the selected works shows that Parks assumes multiple positions as a chronicler, critic, and an explorer of Harlem: he both knows the place and its people and is known by them, yet remains an onlooker on the edges of the community he portrays. Fernandez’s works are found to negotiate a position of distance from the unseen workers in garment factories and the largely indecipherable figures in launderettes. The Eastside is represented as a place she knows, in some ways, while the images also mark her distance from the lived experiences inside these sites. steps back in the discourse of the images to allow residents to bring what they wish to their representations. She remains an outsider to the community while foregrounding individual lived experience, young women’s self expression, intergenerational bonds, and shifting community identities. Across the investigation of the corpus, the analysis shows that visual elements of place articulate entangled strands of identity, community formation and struggle, and senses of place as experienced by residents and workers, while simultaneously steps back in the discourse of the images to allow residents to bring what they wish to their representations. She remains an outsider to the community while foregrounding individual lived experience, young women’s self expression, intergenerational bonds, and shifting community identities. 9 Across the investigation of the corpus, the analysis shows that visual elements of place articulate entangled strands of identity, community formation and struggle, and senses of place as experienced by residents and workers, while simultaneously.
- Representações da Agência Feminina na Ficção de Julian BarnesPublication . Oliveira, Ricardo Nuno Albuquerque Leite; Puga, Rogério Miguel do Deserto Rodrigues deO presente trabalho tem como objetivo analisar a representação da agência e condição femininas nos romances Metroland (1980), Before She Met Me (1982), Staring at the Sun (1986), Talking it Over (1991), The Sense of an Ending (2011) e Elizabeth Finch (2022), de Julian Barnes, verificando de que modo o corpus selecionado ficciona, de forma realista, e questiona os constrangimentos que a sociedade patriarcal impõe quer às mulheres, quer também aos homens. Estudiosas como Judith Butler, Elaine Showalter, Naila Kabeer, Lois McNay, bell hooks e Kimberle Crenshaw, entre outras, analisaram quer a luta constante da mulher para conquistar cada vez mais agência no seio das suas comunidades, quer a forma como a mulher, apesar da evolução na sua condição de agente, vê a sua voz e atividade serem silenciadas. Utilizando conceitos sobretudo dos Gender Studies e dos Women’s Studies, nomeadamente os de agência feminina e empoderamento, sinónimo cada vez mais comum de capacitação, a nossa análise das obras de Julian Barnes abordará temas como os papéis sociais da mulher, feminilidade, (in)visibilidade da mulher e o seu poder informal, estabelecendo pontos de contacto entre os referidos romances do autor. Assim, pretende-se identificar não apenas as manifestações de resistência e afirmação das personagens, mas também as barreiras sociais, culturais e históricas que determinam e condicionam as suas ações e escolhas, revelando o conflito sentido pela mulher entre ceder às normas sociais para se integrar e evitar conflitos, e a luta para se libertar dessas imposições e afirmar a sua autonomia.
- Enhancing Global Citizenshio Skills Through Value-Based Education in the EFL Classroom in Cabo VerdePublication . Mendes, Zita Maria de Jesus Vieira da Silva; Ceia, Carlos Francisco MafraThis study examines practical approaches to integrating Value-Based Education (VBE) into English language teaching in Cabo Verde to promote fundamental human values, including respect, empathy, cooperation, friendship, positive thinking, persistence, and achievement. Grounded in the principles of global citizenship education (Oxley & Morris, 2013), the research aims to develop students' intercultural communicative competence and equip them with the skills and values needed to thrive in an increasingly interconnected world. Employing a qualitative comparative case study methodology (Creswell & Creswell, 2018), the investigation was conducted primarily at ELLCV, a private English school in Cabo Verde, renowned for its value-driven educational ethos. Data collection involved multiple methods to ensure triangulation and depth: classroom observations and semi-structured interviews with sixty-four students aged 14 to 17, fourteen English teachers who graduated from the University of Cabo Verde, and a group of engaged parents. The aim was to explore both pedagogical practices and stakeholder perceptions regarding VBE integration. To minimize researcher bias and elicit authentic insights, questionnaires were carefully designed based on established qualitative techniques (Creswell & Creswell, 2018). The data was compared with data collected from students of the semi-private religious secondary schools in the city (Amor de Deus and Miraflores). Findings reveal strong support for VBE among participants and identify a variety of practical classroom strategies, such as project-based learning, collaborative tasks that foster teamwork and intercultural understanding (Johnson & Johnson, 2009), and culturally responsive pedagogy that values student diversity. The study proposes a tailored conceptual framework suited to the Cape Verdean context for embedding VBE in the national EFL curriculum. It emphasizes the importance of holistic development alongside linguistic proficiency, demonstrating that education enriched with values can empower learners to become responsible, empathetic, and globally engaged citizens. Ultimately, the research underscores the transformative potential of integrating values into language education, aligning with the growing need for pedagogical practices that promote social and emotional competencies alongside academic achievement.
- Representações de Macau e de Hong Kong na Literatura Infanto-Juvenil Portuguesa e Britânica na Transição do Século XX para o Século XXIPublication . Ana Brígida Matias Paiva; Terenas, Gabriela Gândaras; Puga, Rogério MiguelAs Regiões Administrativas Especiais (RAE) de Macau e de Hong Kong desempenharam um papel particular nas relações sino-portuguesas e sino-britânicas ao longo da história, sobretudo considerando os seus distintos e longos processos de transição, que conduziram às respectivas transferências de soberania política. Portugal e a Grã-Bretanha foram, efectivamente, as duas últimas nações europeias a abandonar os territórios que haviam ocupado no Leste Asiático, os handovers de 1997 (no caso de Hong Kong) e de 1999 (no caso de Macau) representando o fim oficial dos impérios português e britânico. Contudo, ao contrário dos processos de descolonização de outras ex-colónias sob domínio português e britânico, Macau e Hong Kong não se tornaram independentes após as respectivas transferências de soberania política. Em vez disso, foi-lhes conferido um estatuto de Região Administrativa Especial da China, que lhes permitiria manter-se num estado de relativa autonomia por um período adicional de cinquenta anos. A importância política, social e histórica do período de transição que precedeu as transferências de soberania de Macau e de Hong Kong também afectou o mercado editorial infanto-juvenil em língua portuguesa e inglesa, tendo surgido neste período diversas publicações destinadas a crianças e jovens, tanto de ficção como de não-ficção. A presente investigação procura compreender o modo como Macau e Hong Kong foram representadas na literatura infanto-juvenil, na transição do século XX para o XXI, à luz das respectivas transferências de soberania política e das preocupações políticas, sociais e culturais que estas precipitaram nos respectivos contextos. Mais especificamente, pretende analisar-se de que forma as relações entre Portugal e a Grã-Bretanha com a China se articulam na literatura infanto-juvenil, demonstrando como este tipo de obras projecta, questiona e constrói discursos orientalistas, auto-imagens nacionais e questões de culpa colonial, a partir de uma reflexão sobre a relação entre passado, presente e futuro.
- Fostering Autonomous Reading: A Comprehensive Approach to Encourage Angolan ELT Students at ISCED-Benguela Develop Reading LiteracyPublication . Lolino, António; Ceia, Carlos Francisco MafraThis study aims to propose a comprehensive reading approach sustained by interactive strategies to develop reading literacy of the Angolan ELT (English Language Teaching) students at ISCED (Instituto Superior de Ciências da Educação) in Benguela, a higher institute of education sciences. The research originated from the reluctance these students demonstrate towards their academic reading assignments, which leads them to dependency on the lecturers’ directions to deal with the reading tasks. This attitude has negative effects on the students’ academic performance and achievement. In this study, two main theories have supported the claims presented throughout the work - the Social Constructivist Theory and the Self-Determination Theory (SDT), based on the view of reading as a socially constructive act. The data were collected from both students and lecturers, as well as from the library at ISCED-Benguela. Regarding the research instruments used, two different questionnaires were administered online, utilising Google Docs. One questionnaire was answered by 116 students and another by 5 lecturers. Besides, an observation of the Institution's library, an experiment of the proposed reading strategies, and students pretest and posttest were also conducted. The results were analysed quantitatively and qualitatively according to each research tool. The major results obtained from the study indicate insufficiency of the reading instruction approach, the lack of suitable reading strategies, and the lack of reading conditions, including bibliography shortage, the physical reading environment, and the absence of technological infrastructure. In addition, the experiments conducted revealed that students’ motivation, readiness, and engagement in reading are fostered by well-directed and student-centred collaborative reading activities. Having contemplated and analysed the findings collected, several suggestions were presented to solve the research problem. Therefore, the study recommends the combination of intensive and extensive reading approaches, as well as student-centred interactive reading strategies.
- Imaginary Geographies: the Symbiosis of Space and Identity in Contemporary Fantasy FictionPublication . Mateus, Rui Miguel Martins; Silva, Teresa Maria Dimas Botelho daThe present thesis is a study of the relationship between space and identity in imaginary worlds of contemporary fantasy fiction. The process of world-building, or subcreation, consists of layering diverse elements, called infrastructures, to create a setting and story that are complete and consistent in order to achieve a deeper immersion into the invented world. By examining how fantasy authors intertwine the infrastructures of nature and culture, it can be understood how the spatial environment of an individual or community significantly influences the formation of their identity—an environment that, in turn, is shaped by the presence and experiences of those individuals and communities. To explore how this process is achieved in world-building, a selection of fantasy works that showcase the genre's diversity was chosen; it comprises The Wheel of Time series (1990-2013), an American epic fantasy written by Robert Jordan and completed by Brandon Sanderson, Perdido Street Station (2000) and The Scar (2002) by English author China Miéville, and the Broken Earth trilogy (2015-2017), written by American writer N. K. Jemisin. These examples represent a sample of the many types of fantasy novels that appeared in the Anglophone world at the end of the twentieth century and the beginning of the twenty-first century. The main framework for the analysis of these novels is world-building theory, particularly the structuring of imaginary worlds proposed by theorist Mark J. P. Wolf. Secondary to this framework are several studies of space and identity, focusing on the relationship between space and place and the formation of communities. By looking at various collective identities within the imaginary worlds, it is possible to glean the importance of geographic space in the way these communities frame their cultural values and traditions. Another important point in the analysis is how certain individuals try to detach themselves from their societies for not conforming to the ideals that they represent. Throughout this work, the complexity of the formation of identity in the world-building is addressed, emphasizing that space is one of the most fundamental aspects that contribute to this process. Ultimately, this work demonstrates that a debate on the symbiosis of space and identity as part of creating imaginary worlds is an essential aspect of contemporary fantasy and has assumed a vital role in fantastic storytelling.
- Experimenting Alternative Language Teaching Approaches: The Fluid ApproachPublication . Broccia, Michele; Rapanta, Chrysi; Ceia, Carlos Francisco MafraO ensino e a aprendizagem de línguas sempre foram questões desafiadoras. Estudos teóricos e empíricos que consideram aspetos sociais e individuais confirmam a complexidade e as dificuldades em encontrar abordagens e metodologias eficazes. Além disso, o processo de globalização levou a uma necessidade crescente de aprender inglês como língua estrangeira. Estudantes linguisticamente e culturalmente diversos, juntamente com os contínuos avanços nas tecnologias digitais, exigem adaptações ou inovações nas abordagens de ensino. Estudos demonstraram que abandonar manuais escolares e currículos pré-definidos para construir um currículo baseado nas necessidades dos alunos pode melhorar a aprendizagem. Seguindo uma abordagem humanista, dialógica, sem manuais escolares e centrada nos alunos, este estudo de investigação-ação examina se a co-construção de um manual digital “fluido” com alunos adultos, substituindo o tradicional, tem algum impacto na aprendizagem do inglês. Dois cursos de inglês, de 20 horas cada, nos níveis A1 e A2-B1, frequentados por 35 alunos no total, foram realizados na Universidade Nova, em Lisboa. A recolha de dados utilizou métodos quantitativos (resultados de pré e pós-testes em audição, expressão oral, leitura e escrita) e qualitativos (grupos focais, entrevistas e análise do discurso em sala de aula). Os resultados da análise quantitativa mostram que a adoção de uma abordagem “fluida” foi eficiente em ambos os cursos. A análise qualitativa revelou que os alunos consideraram a interação e o diálogo como elementos-chave para se sentirem confortáveis e sem receio de falar e cometer erros. Os participantes não só perceberam o uso de um manual escolar como desnecessário, mas também consideraram a ausência de um manual como um pré-requisito para uma abordagem de aprendizagem de línguas mais autêntica e centrada no aluno. Consideraram o manual digital mais próximo de si porque foi construído com base nas suas necessidades. A abordagem foi considerada mais eficaz do que os cursos tradicionais, sendo uma alternativa válida às abordagens centradas em manuais escolares e no professor. Considerando os resultados positivos, parece possível utilizar a chamada abordagem “fluida” para melhorar a aprendizagem de inglês pelos alunos, em particular para potenciar as competências de expressão oral e escrita. As implicações destes resultados para a aprendizagem de línguas por adultos são discutidas.
- Plurilingual and Intercultural Competence for Humanitarian Aid Personnel in Disaster ResponsePublication . Hambaryan, Tatevik; Matos, Ana Alexandra Gonçalves de Veloso eIn the 21st century humanitarian aid personnel from all over the world tend to respond to major disasters regardless of location, and effective disaster responses more often require successful interaction with culturally and linguistically disparate groups. Language proficiency and intercultural communication barriers may pose significant challenges during disaster response: limited proficiency in the language of a certain disaster zone and cultural misunderstanding between host culture and responders can decrease the quality of humanitarian aid support. Therefore, empowering humanitarian aid personnel with plurilingual and intercultural communicative competences should be one of the cornerstones of their professional training, as they are considered to be the key actors who make use of these skills in real-life situations. This research offers a new didactic model for humanitarian aid personnel training by intertwining language for specific purposes and intercultural communicative competence through a plurilingual approach. In the first part of the thesis two case studies were conducted to obtain an in-depth understanding of how the communication between humanitarian aid personnel, particularly doctors and the affected population takes place in real emergency situations. The two emergency cases investigated are the 1988 earthquake in Armenia (Gyumri) and the Covid-19 pandemic. Questionnaires and interviews were conducted with international healthcare professionals who worked in these two contexts, as well as with key informants from local organizations and institutions to gather both quantitative and qualitative data on the language and intercultural barriers in disaster response settings. The results of the two case studies identify the mentioned barriers, as well as reveal how healthcare professionals working in emergency situations were affected by insufficient competences in foreign language and intercultural competences back in 1988 and quite recently in 2020/2021. The second part of the thesis moves to experiment the didactic model offered to address language and intercultural barriers in disaster response. For this purpose six teaching modules were developed on the following topics: plurilingual identity, intercomprehension, idioms, cultural awareness, cultural difference and critical cultural awareness, translation and interpretation, code-switching and non-verbal communication. 17 healthcare professionals from different countries participated in this online training short course. Training materials’ design was informed by two key sources: A Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA) and Reference Framework of Competences for Democratic Culture (RFCDC). For language for specific purpose (LSP), English was included, and German was selected as a second foreign language. Zoom recordings of the sessions, self-assessment scale and focus group interviews were used to collect data from the participants. Following the results of self-assessment and focus group, the training project results encourage the development of plurilingual and intercultural competences, such as discovering and using own plurilingual repertoire, identifying similarities and differences between cultures, code-switching, among other competences. Furthermore, results indicate seven additional related competences, which emerged during the training, such as language awakening and language development, comparing languages, developing openness towards new languages and cultures, linking language and culture, developing critical thinking, intercultural mediation, empathy and cultural sensitivity. This study proposes a very significant change in disaster response by articulating a new approach for humanitarian aid personnel training taking into account the specific needs of this target group. Moreover, it provides evidence that a plurilingual approach can be explored in the context of language teaching for specific purposes.
- Weaving the Textual Self: Autobiographical Narratives of Contemporary African American WomenPublication . Soares, Natalia Bozena Telega de Brito Jorge; Botelho, TeresaThe main focus of this doctoral Thesis is the construction of the Self through autobiographical narratives written by four contemporary African American women. The following autobiographies have been selected for the purpose: Audre Lorde’s Zami: A New Spelling of My Name (1982), Nina Simone’s I Put a Spell on You. The Autobiography of Nina Simone (1991), Faith Ringgold’s We Flew Over the Bridge. Memoirs of Faith Ringgold (1995) and Rebecca Walker’s Black, White and Jewish. An Autobiography of a Shifting Self (2001). At the heart of this academic investigation lies a study of the Self subjectively seen, imagined, and constructed in the narrative of autobiographies selected for the doctoral Thesis. The principal research question is: “How is the textual self constructed in the four autobiographies under examination?” The doctoral dissertation is supported by three axes, each of which constitutes the Thesis research sub-question and which is treated separately in dedicated chapter. Because the autobiographical narrative is a complex phenomenon which should be analysed from different angles, it has been decided that the three following axes will help understand better the four narratives proposed for this Thesis. The first axis focuses upon the individual “I” – the purpose of the research is to examine how four African American authors included in the corpus of the Thesis saw and wove their textual, individual self in the light of the Black community’s demands. It is analysed whether the autonomy of each woman must be negotiated against the communitarian rules and expectations and whether the authors display any critical stance in their narrative regarding their brethren. The second axis concentrates on the body. According to the feminist critique, any writing must be, obligatorily, embodied because human beings are and have bodies. They do experience the world through the body. The body can become a vessel for memory, it can become a text and the text can become a body. The present doctoral Thesis discusses the autobiographies in the corpus looking at how four women weave their textual bodies, if and how they negotiate the dignity and cultural relevance of their Black bodies in the world which still belittles and undervalues Black skin. The third axis is related to questions of affective relationships. Contrary to earlier theories of autobiography, self-narratives are not written in cultural and social vacuum. Autobiographies do mirror family and social relations and the Thesis examines how complex and complicated voices of Other(s) enter the four autobiographies and how significant Other(s) impact the way the autobiographers see themselves as individuals but also as part of the society. Collectively, these axes provide conclusive answers to the primary research question. The Thesis references recent autobiographical studies, standards, and findings. Within this context, the expected contribution of this research to current knowledge of the female autobiography is discussed.
- The Role of Translation in the Construction of the Nordic Noir Genre and Nordic Culture in Other CountriesPublication . Valente, Anabela Gonçalves Quaresma; Bennett, KarenO objetivo deste trabalho de investigação é examinar a disseminação da cultura nórdica e da literatura Nordic noir em Portugal e no Brasil no período de 1965-2019, para assim determinar o papel que a tradução pode ter desempenhado neste processo. Desta forma, esta tese identifica as trajetórias de circulação das traduções dos romances policiais escandinavos para português europeu e português brasileiro, bem como o possível envolvimento de línguas intermediarias e da influência dos diferentes agentes envolvidos neste processo. A primeira parte da tese descreve a literatura académica existente, na qual foi possível identificar várias lacunas sobre o tema de pesquisa. Com base na literatura relevante e no posicionamento de Portugal e do Brasil no sistema mundial de tradução, segundo o modelo de Heilbron (1999), conseguiu-se recolher conhecimentos sobre a dinâmica do sistema de tradução, com base na análise do fluxo internacional de tradução de obras literárias. Desta forma, foi demonstrado que este processo, inevitavelmente, envolvia traduções diretas e indiretas. Seguiu-se então uma pesquisa empírica que permitiu mapear e analisar os fluxos de tradução entre as línguas escolhidas para este trabalho de pesquisa. Os métodos de investigação usados foram quantitativos e qualitativos e permitiram compreender o significado da tradução indireta no processo de tradução, assim como o papel de outros agentes. Estes métodos, também, forneceram mais informações sobre o tempo que uma tradução de romances Nordic noir demora a ser publicada e como isto pode ter sido afetado pelo “efeito de Stieg Larsson” (Kärrholm, 2013). A análise comparativa de textos de dois estudos de caso demonstrou, também, até que ponto a língua intermediária pode afetar o texto alvo, confirmando assim o importante papel que a tradução indireta tem no processo de tradução. Os resultados obtidos a partir da investigação empírica contribuíram para uma compreensão mais abrangente sobre como as práticas de tradução influenciam a disseminação de romances policiais escandinavos, principalmente nestes dois países de língua portuguesa.