The Federal University of Acre, from the creation of the Faculty of Law in 1964, through the institutionalization of the University Centre of Acre in 1970, the creation of the University of Acre Foundation in 1971 and its federalization in 1974, to the present day, is the only public and free federal university to develop higher education in the state. Currently, eighteen of Acre's twenty-two municipalities are connected by land, facilitating the expansion of higher education in the state. For the other four municipalities, there are still logistical difficulties, as the connection is only established by river and air. Acre is connected by land to other Brazilian regions, as well as to neighboring countries (Bolivia and Peru), including access to ports on the Pacific Ocean, making it possible for UFAC to become a regional player.<\/p>\n\n\n\n
The Institutional Development Plan (PDI 2020-2024) guides the focus of institutional actions today. In the wake of technological transformations, Acre has become part of the worldwide circuit of global communication networks. In other words, the Federal University of Acre, which has always been described with the mark of \u201cgeographical isolation\u201d and the limitations of academic interaction, today faces the challenges posed by globalization, to the extent that all the channels of this process communicate with the Acre region, to a greater or lesser extent. Thus, in the local and global context in which it is inserted in this second decade of the 21st century, UFAC has been going through a changing technical-scientific paradigm, which increasingly demands the use of transdisciplinary, interdisciplinary and reflective methods, with a high degree of social responsibility. These transformations establish new academic requirements for tackling the major socio-economic issues and\/or challenges of our time in Acre.<\/p>\n\n\n\n
The regional insertion of a university with the characteristics of UFAC, located outside the national political and economic axis, demands much more effort so that its mission of producing, systematizing and disseminating knowledge can be fulfilled. All academic actions need to be referenced and committed to the regional and local reality. This is the contemporary sense of the regional insertion of higher education, stemming from the learning of recent decades.<\/p>\n\n\n\n
This commitment does not mean relaxing the theoretical, historical and instrumental dimensions of the institution's academic activities. On the contrary, taking the regional context into account when formulating pedagogical projects, including research and extension activities, requires protecting the principles of scientific rigor that underpin each of the university's areas of knowledge. In this way, the Federal University of Acre, in a region with many weaknesses in the technical, scientific and economic fields, is faced with challenges in the different sectors of activity and social categories, in a more complex context than that of five decades ago, when the history of UFAC began. Awareness of these challenges requires that teaching, research and extension policies, in all their dimensions, be formulated and implemented based on the reality of Acre, without prejudice to the criteria that make up the framework of the modern scientific standard.<\/p>\n\n\n\n
In this sense, the Postgraduate Program in Languages: Language and Identity (PPGLI - UFAC) has played a leading role in the region with regard to the training of professors for higher education in South-Western Amazonia, an area of great strategic importance in Amazonian and Pan-Amazonian geopolitics, since it involves the whole state of Acre, the south of the state of Amazonas, the west of the state of Rondonia and a wide range of borders with the Peruvian and Bolivian Amazons.<\/p>\n\n\n\n
It is in this sociocultural and geographic context that PPGLI - UFAC is embedded, being of fundamental importance for the continued training of teachers\/professors and other professionals in basic and higher education in the areas of literature, history, education, geography, philosophy, social sciences, arts, sociology and others for professionals working in municipal, state and federal education networks, as well as NGOs and research institutes and other government agencies.<\/p>\n\n\n\n
Since 2008, Acre has been home to the Federal Institute of Acre - IFAC, which today has six campuses, four of which are in the Acre cities of Cruzeiro do Sul, Tarauac\u00e1, Xapuri and Sena Madureira.Today, many teachers at this institution have done or are doing a master's degree at the PPGLI and are professionals who aim to continue their postgraduate studies at doctoral level in the short term.<\/p>\n\n\n\n
Numerous characteristics and singularities connect Brazil, Bolivia and Peru in the South-Western Amazon, indicating possibilities for effective academic exchanges in various areas of knowledge, especially in the fields of Linguistics and Literature, Humanities, Social Sciences and Natural Sciences.It is no coincidence that UFAC receives many Bolivian and Peruvian students on its undergraduate and postgraduate courses, who come to this institution mainly because it is a public university and offers postgraduate courses that are rare or non-existent in their countries of origin.<\/p>\n\n\n\n
As you can see, the entire state of Acre, southern Amazonas, western Rond\u00f4nia and the Amazonian regions of Peru and Bolivia share social, political and cultural spaces with common characteristics, marked by a broad linguistic, cultural, ethnic and identity diversity.These spaces allow for different types of research and studies, exchanges and the production of teaching materials for basic education, especially for indigenous populations and other human communities in cities and forests, some of which are difficult to access, broadening the scope of university activities and helping to strengthen the field of Linguistics and Literature at regional level, in the Amazon region, where UFAC is currently the only institution with the installed capacity to create a PhD in this area, also contributing to the strengthening of the area in Brazilian states such as Rond\u00f4nia and Amazonas, fundamentally, considering the peculiarities of the PPGLI.<\/p>\n\n\n\n
We also need to consider the geographical division of the international Amazon or Pan-Amazon, a macro set of territories that covers a significant part of South American countries: Brazil, Bolivia, Peru, Venezuela, Colombia, Ecuador, Guyana, Suriname and French Guiana. As far as Brazil is concerned, the Amazon corresponds to an impressive 61% of the national territory, with a population of around 17 million people, spread over more than five million square kilometers.Of this total, we should point out that in the territorial strip covered by the states of Par\u00e1, Amazonas, Roraima, Tocantins, Acre, Amap\u00e1 and Rond\u00f4nia, i.e. the significant majority of the Brazilian Amazonian states, we have only two postgraduate courses at doctoral level in the area of Linguistics and Literature: the first at the Federal University of Par\u00e1 and the second at the Federal University of Tocantins, both in the eastern part of the Amazon.<\/p>\n\n\n\n
This picture points to the important role played by the master's and doctoral courses in the Postgraduate Program in Letters: Language and Identity at the Federal University of Acre, located in the westernmost part of the vast Amazon region, especially in terms of ensuring essential continuing education opportunities for researchers and teachers in this part of Brazil and neighboring countries and helping to minimize regional deficits and asymmetries.<\/p>\n\n\n\n
The PPGLI - UFAC began its academic activities in 2006, with the implementation of the Master's Degree in Letters: Language and Identity and, in 2019, after the approval of the APCN proposal in the previous year, the PhD course began with the entry of the first class. Since its implementation, until<\/p>\n\n\n\n
Since its implementation, the Program has graduated 241 graduates, most of whom work in higher education, basic education or in organizations that work with issues related to the priority lines of research of the Program.<\/p>\n\n\n\n
Underpinning the Language and Culture Area of Concentration are the PPGLI's two lines of research: Cultures, Narratives and Amazonian Identities; Language(gens) and Teacher Training, which are home to twenty-two research projects and an entire curricular structure with compulsory and elective subjects that allow ideas, concepts and theories to circulate.<\/p>\n\n\n\n
A Program in the Linguistics and Literature Area, which, in its composition, \u201caddresses literary, linguistic and interdisciplinary studies, whose critical-theoretical, descriptive and analytical approach has language and literature in their most varied scopes as its object of analysis. These studies cover a wide range of perspectives, such as translation studies, cultural studies, applied studies and teaching issues\u201d. Considering interdisciplinarity as a basic element of \u201cits theoretical-critical conception, allowing for a re-dimensioning of its objects and methods of investigation, leading to an epistemological reflection attentive to various possibilities of analysis\u201d, according to the area's documents.<\/p>\n\n\n\n
With this in mind, the main focus of UFAC's PPGLI is the interdisciplinary character as a means of facing the major challenges facing the area of Linguistics and Literature, which is to face the \u201cdemands brought about by the 21st century that do not find answers in disciplinarization, compartmentalization and the division of knowledge. Actions of an inter- and transdisciplinary nature, aimed at integrating disciplines and shifting rigid disciplinary boundaries, are therefore fundamental in contemporary scientific practice\u201d.<\/p>\n\n\n\n
Within the scope of the Program, linguistic and literary studies have always interacted, fed off and fed back on approaches from the field of cultural studies, decolonial studies, gender studies, cultural translation, teaching and teacher training, as well as other different research objects from the Amazonian and pan-Amazonian universes.<\/p>\n\n\n\n
The Program has procedures and criteria for the Accreditation, Re-Accreditation and De-Accreditation of Professors in the PPGL, in accordance with the recommendations of the area documents, and for annual student selection processes, with elimination and classification stages and a well-defined affirmative policy to promote social inclusion.<\/p>\n\n\n\n
The Program is responsible for publishing the journal Muiraquit\u00e3 - Revista de Letras e Humanidades, an electronic, biannual, non-profit vehicle with the aim of promoting the exchange, circulation and dissemination of studies and research in the areas of Linguistics and Literature, Arts, Humanities and Social Sciences. The journal went electronic in 2015, with the ISSN 2525-5924. Previously, the journal had another registration due to the printed medium: 1807-1856.<\/p>\n\n\n\n
The electronic version of the Muiraquit\u00e3 Journal is registered with the DOI: https:\/\/doi.org\/10.29327\/210932<\/a>and has an h5 index on Google Scholar https:\/\/scholar.google.com.br\/citations?user=7i4RgW4AAAAJ&hl=pt-BR&authuser=1<\/a><\/p>\n\n\n\n Maintained by a Federal Educational Institution, public and free of charge, located on one of the most strategic Amazonian and pan-Amazonian frontiers, Muiraquit\u00e3 does not charge any kind of fee for the publication of contributions in the form of its guidelines and is available for reading and downloading completely free of charge.<\/p>\n\n\n\n Among its main focuses is the dissemination and circulation of research results and ideas by professors and undergraduate and graduate students from universities in this macro-region, as well as connecting with the experiences of basic education teachers and the different forms of production and transmission of knowledge from human communities and social movements in the Amazonian-Andean forests and cities.<\/p>\n\n\n\n In specific calls and continuous flow, contributions (articles, interviews, essays, translations and reviews) can be free (miscellaneous) or linked to thematic dossiers organized by researchers in the field.<\/p>\n\n\n\n The journal currently has eight volumes published, with two issues each, including thematic dossiers involving Brazilian and foreign researchers.<\/p>\n\n\n\n In 2020, the editorial team was reorganized to include specific reviewers for foreign languages and a permanent team of Portuguese-language reviewers, as well as a social media team to disseminate calls and news about the journal on social networks.<\/p>\n\n\n\n The Editorial Board includes professors from the PPGLI as well as professors from PPGs in other regions of the country and abroad, such as Ana Pizarro, (Universidad de Santiago de Chile, Chile), Jossiana Arroyo Mart\u00ednez (University of Texas, Austin campus, United States) and Maria Clotilde Chavarr\u00eda (Universidad Nacional Mayor de San Marcos, Peru).<\/p>\n\n\n\n The history of the Graduate Program in Letters: Language and Identity (PPGLI) at the Federal University of Acre (UFAC) has relied and continues to rely on the collaboration of a broad and diverse group of professors, as described in the tables below. It is important to note that these tables follow the Capes evaluation periods, initially in the form of a three-year period and later in the form of a four-year period. In this way, it is important to note that, regardless of the length of time each lecturer has been accredited at the PPGLI, what prevails is the length of time they have been linked within each triennium or quadrennium. Another aspect worth noting is that the PPGLI began operating in 2006, the last year of the 2004-2006 triennial, when it was partially evaluated.<\/p>\n\n\n\n A Universidade Federal do Acre, desde a cria\u00e7\u00e3o da Faculdade de Direito em 1964, passando pela institucionaliza\u00e7\u00e3o do Centro Universit\u00e1rio do Acre em 1970, pela cria\u00e7\u00e3o da Funda\u00e7\u00e3o Universidade do Acre em 1971 e sua federaliza\u00e7\u00e3o em 1974, at\u00e9 os<\/p>","protected":false},"author":65883018,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","_crdt_document":"","advanced_seo_description":"","jetpack_seo_html_title":"","jetpack_seo_noindex":false,"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-6445","page","type-page","status-publish","hentry"],"jetpack_likes_enabled":false,"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P4Na16-1FX","amp_enabled":true,"_links":{"self":[{"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/pages\/6445","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/users\/65883018"}],"replies":[{"embeddable":true,"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/comments?post=6445"}],"version-history":[{"count":9,"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/pages\/6445\/revisions"}],"predecessor-version":[{"id":14573,"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/pages\/6445\/revisions\/14573"}],"wp:attachment":[{"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/media?parent=6445"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}HISTORY OF THE TEACHING STAFF <\/strong><\/h2>\n\n\n\n
QUADRENNIUM 2021-2024<\/strong><\/td><\/tr> PROFESSOR<\/strong><\/td> AREA OF TRAINING\u00b9<\/strong><\/td><\/tr> Aline Suelen Santos<\/td> Linguistics<\/td><\/tr> Andr\u00e9a Martini<\/td> Sociology<\/td><\/tr> Gerson Rodrigues de Albuquerque<\/td> History<\/td><\/tr> Elderson Melo de Miranda<\/td> Education<\/td><\/tr> Elizabeth Miranda de Lima<\/td> Education<\/td><\/tr> Fernando Simpl\u00edcio dos Santos<\/td> Letters<\/td><\/tr> Francielle Maria Modesto Mendes<\/td> History<\/td><\/tr> Francisco Aquinei Tim\u00f3teo Queir\u00f3s<\/td> Communication<\/td><\/tr> Francisco Bento da Silva<\/td> History<\/td><\/tr> Gabriela Maria de Oliveira Codinhoto<\/td> Linguistics<\/td><\/tr> Jo\u00e3o Carlos de Carvalho<\/td> Letters<\/td><\/tr> Juciane dos Santos Cavalheiro<\/td> Linguistics<\/td><\/tr> Lucieneida Dovao Praun<\/td> Sociology<\/td><\/tr> Marcello Messina<\/td> Musical composition<\/td><\/tr> Marcos de Almeida Matos<\/td> Anthropology<\/td><\/tr> Maria de Jesus Morais<\/td> Human Geography<\/td><\/tr> Maria In\u00eas de Almeida<\/td> Letters<\/td><\/tr> Paula Tatiana da Silva Antunes<\/td> Linguistics<\/td><\/tr> Queila Barbosa Lopes<\/td> Linguistics<\/td><\/tr> Shelton Lima de Souza<\/td> Linguistics<\/td><\/tr> Simone Cordeiro Oliveira Pinheiro<\/td> Linguistics<\/td><\/tr> Valda In\u00eas Fontenele Pessoa<\/td> Education<\/td><\/tr> Yvonelio Nery Ferreira<\/td> Letters<\/td><\/tr> \u00b9 Areas entered according to the CAPES Evaluation Reports for the period.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n 2017-2020 QUADRENNIUM<\/strong><\/td><\/tr> PROFESSOR<\/strong><\/td> AREA OF TRAINING\u00b9<\/strong><\/td><\/tr> Alexandre Melo de Sousa<\/td> Linguistics<\/td><\/tr> Gerson Rodrigues de Albuquerque<\/td> History<\/td><\/tr> Elder Andrade de Paula<\/td> Sociology<\/td><\/tr> Elizabeth Miranda de Lima<\/td> Education<\/td><\/tr> Francielle Maria Modesto Mendes<\/td> History<\/td><\/tr> Francisco Bento da Silva<\/td> History<\/td><\/tr> Gabriela Maria de Oliveira Codinhoto<\/td> Linguistics<\/td><\/tr> Gisela Maria de Lima Braga Penha<\/td> Letters<\/td><\/tr> Jo\u00e3o Carlos de Carvalho<\/td> Letters<\/td><\/tr> Jo\u00e3o Carlos de Souza Ribeiro<\/td> Letters<\/td><\/tr> Jose Mauro Souza Uchoa<\/td> Letters<\/td><\/tr> Juciane dos Santos Cavalheiro<\/td> Linguistics<\/td><\/tr> Helio Rodrigues da Rocha<\/td> Letters<\/td><\/tr> Lindinalva Messias do Nascimento Chaves<\/td> Linguistics<\/td><\/tr> Marcello Messina<\/td> Musical composition<\/td><\/tr> Marcos de Almeida Matos<\/td> Anthropology<\/td><\/tr> Maria Aldecy Rodrigues de Lima<\/td> Education<\/td><\/tr> Maria de Jesus Morais<\/td> Human Geography<\/td><\/tr> Maria In\u00eas de Almeida<\/td> Letters<\/td><\/tr> Maristela Rosso Walker<\/td> Education<\/td><\/tr> Micael Carmo C\u00f4rtes<\/td> Education<\/td><\/tr> Miguel Neneve<\/td> Letters<\/td><\/tr> Paula Tatiana da Silva Antunes<\/td> Linguistics<\/td><\/tr> Queila Barbosa Lopes<\/td> Linguistics<\/td><\/tr> Shelton Lima de Souza<\/td> Linguistics<\/td><\/tr> Sidney da Silva Facundes<\/td> Linguistics<\/td><\/tr> T\u00e2nia Mara Rezende Machado<\/td> Education<\/td><\/tr> Valda In\u00eas Fontenele Pessoa<\/td> Education<\/td><\/tr> Yvonelio Nery Ferreira<\/td> Letters<\/td><\/tr> \u00b9 Areas entered according to the CAPES Evaluation Reports for the period.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n QUADRENNIUM 2013-2016<\/strong><\/td><\/tr> PROFESSOR<\/strong><\/td> AREA OF TRAINING\u00b9<\/strong><\/td><\/tr> Alexandre Melo de Sousa<\/td> Linguistics<\/td><\/tr> Gerson Rodrigues de Albuquerque<\/td> History<\/td><\/tr> Elder Andrade de Paula<\/td> Sociology<\/td><\/tr> Elisabete Carvalho de Melo<\/td> Education<\/td><\/tr> Elizabeth Miranda de Lima<\/td> Education<\/td><\/tr> Francielle Maria Modesto Mendes<\/td> History<\/td><\/tr> Francisco Bento da Silva<\/td> History<\/td><\/tr> Jo\u00e3o Carlos de Carvalho<\/td> Letters<\/td><\/tr> Jo\u00e3o Carlos de Souza Ribeiro<\/td> Letters<\/td><\/tr> H\u00e9lio Rodrigues da Rocha<\/td> Letters<\/td><\/tr> Henrique Silvestre Soares<\/td> Letters<\/td><\/tr> Lindinalva Messias do Nascimento Chaves<\/td> Linguistics<\/td><\/tr> Luciana Marino do Nascimento<\/td> Literary Theory<\/td><\/tr> Luciete Basto de Andrade Albuquerque<\/td> Education<\/td><\/tr> Marcello Messina<\/td> Musical composition<\/td><\/tr> Margarete Edul Prado de Sousa Lopes<\/td> Letters<\/td><\/tr> M\u00e1rcia Ver\u00f4nica Ramos de Mac\u00eado<\/td> Letters<\/td><\/tr> Maria Aldecy Rodrigues de Lima<\/td> Education<\/td><\/tr> Maria de Jesus Morais<\/td> Human Geography<\/td><\/tr> Maristela Rosso Walker<\/td> Education<\/td><\/tr> Maria do Perp\u00e9tuo Socorro Calixto Marques<\/td> Letters<\/td><\/tr> Maria do Ros\u00e1rio de F\u00e1tima Valencise Gregolin<\/td> Linguistics<\/td><\/tr> Micael Carmo C\u00f4rtes<\/td> Education<\/td><\/tr> Milton Chamarelli Filho<\/td> Communication<\/td><\/tr> Miguel Angelo Oliveira do Carmo<\/td> Philosophy<\/td><\/tr> Olinda Batista Assmar<\/td> Brazilian Literature<\/td><\/tr> Simone de Souza Lima<\/td> Letters<\/td><\/tr> T\u00e2nia Mara Rezende Machado<\/td> Education<\/td><\/tr> Valda In\u00eas Fontenele Pessoa<\/td> Education<\/td><\/tr> Ver\u00f4nica Maria Kamel de Oliveira<\/td> Letters<\/td><\/tr> Vicente Cruz Cerqueira<\/td> Linguistics<\/td><\/tr> \u00b9 Areas entered according to the CAPES Evaluation Reports for the period.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n 2010-2012 TRIENNIUM<\/strong><\/td><\/tr> PROFESSOR<\/strong><\/td> AREA OF TRAINING\u00b9<\/strong><\/td><\/tr> Andr\u00e9a Maria Lopes Dantas<\/td> Education<\/td><\/tr> Antonieta Buriti de Souza Hosokawa<\/td> Portuguese Language<\/td><\/tr> Gerson Rodrigues de Albuquerque<\/td> History<\/td><\/tr> Francisco Osvanilson Dourado Veloso<\/td> English: Linguistic and Literary Studies<\/td><\/tr> Gilberto Francisco Dalmolin<\/td> Education<\/td><\/tr> Jo\u00e3o Carlos de Carvalho<\/td> Letters<\/td><\/tr> Henrique Silvestre Soares<\/td> Letters<\/td><\/tr> Lindinalva Messias do Nascimento Chaves<\/td> Linguistics<\/td><\/tr> Luciana Marino do Nascimento<\/td> Literary Theory<\/td><\/tr> Maria do Perp\u00e9tuo Socorro Calixto Marques<\/td> Letters<\/td><\/tr> Maria do Ros\u00e1rio de F\u00e1tima Valencise Gregolin<\/td> Linguistics<\/td><\/tr> Marisa Martins Gama Khalil<\/td> Letters<\/td><\/tr> Milton Chamarelli Filho<\/td> Communication<\/td><\/tr> Olinda Batista Assmar<\/td> Brazilian Literature<\/td><\/tr> Paula Tatianne Carr\u00e9ra Szundy<\/td> Applied Linguistics<\/td><\/tr> Simone de Souza Lima<\/td> Letters<\/td><\/tr> Ver\u00f4nica Maria Kamel de Oliveira<\/td> Letters<\/td><\/tr> Vicente Cruz Cerqueira<\/td> Linguistics<\/td><\/tr> \u00b9 Areas entered according to the CAPES Evaluation Reports for the period.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n 2007-2009 TRIENNIUM<\/strong><\/td><\/tr> PROFESSOR<\/strong><\/td> AREA OF TRAINING\u00b9<\/strong><\/td><\/tr> Andr\u00e9a Maria Lopes Dantas<\/td> Education<\/td><\/tr> Antonieta Buriti de Souza Hosokawa<\/td> Portuguese Language<\/td><\/tr> Gerson Rodrigues de Albuquerque<\/td> History<\/td><\/tr> Francisco Osvanilson Dourado Veloso<\/td> Letters<\/td><\/tr> Gilberto Francisco Dalmolin<\/td> Education<\/td><\/tr> Jo\u00e3o Carlos de Carvalho<\/td> Letters<\/td><\/tr> Henrique Silvestre Soares<\/td> Letters<\/td><\/tr> Lindinalva Messias do Nascimento Chaves<\/td> Linguistics<\/td><\/tr> Luciana Marino do Nascimento<\/td> Literary Theory<\/td><\/tr> Margarete Edul Prado de Sousa Lopes<\/td> Letters<\/td><\/tr> Maria do Perp\u00e9tuo Socorro Calixto Marques<\/td> Letters<\/td><\/tr> Maria do Ros\u00e1rio de F\u00e1tima Valencise Gregolin<\/td> Linguistics<\/td><\/tr> Marisa Martins Gama Khalil<\/td> Letters<\/td><\/tr> Milton Chamarelli Filho<\/td> Communication<\/td><\/tr> Olinda Batista Assmar<\/td> Brazilian Literature<\/td><\/tr> Paula Tatianne Carr\u00e9ra Szundy<\/td> Applied Linguistics<\/td><\/tr> Simone de Souza Lima<\/td> Letters<\/td><\/tr> Ver\u00f4nica Maria Kamel de Oliveira<\/td> Letters<\/td><\/tr> Vicente Cruz Cerqueira<\/td> Linguistics<\/td><\/tr> \u00b9 Areas entered according to the CAPES Evaluation Reports for the period.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n 2004-2006 TRIENNIUM<\/strong><\/td><\/tr> PROFESSOR<\/strong><\/td> AREA OF TRAINING\u00b9<\/strong><\/td><\/tr> Andr\u00e9a Maria Lopes Dantas<\/td> Education<\/td><\/tr> Gerson Rodrigues de Albuquerque<\/td> History<\/td><\/tr> Gilberto Francisco Dalmolin<\/td> Education<\/td><\/tr> Jo\u00e3o Carlos de Carvalho<\/td> Letters<\/td><\/tr> Lindinalva Messias do Nascimento Chaves<\/td> Linguistics<\/td><\/tr> Luciana Marino do Nascimento<\/td> Literary Theory<\/td><\/tr> Margarete Edul Prado de Sousa Lopes<\/td> Letters<\/td><\/tr> Maria do Perp\u00e9tuo Socorro Calixto Marques<\/td> Letters<\/td><\/tr> Milton Chamarelli Filho<\/td> Communication<\/td><\/tr> Olinda Batista Assmar<\/td> Brazilian Literature<\/td><\/tr> Paula Tatianne Carr\u00e9ra Szundy<\/td> Applied Linguistics<\/td><\/tr> Simone de Souza Lima<\/td> Letters<\/td><\/tr> Ver\u00f4nica Maria Kamel de Oliveira<\/td> Letters<\/td><\/tr> Vicente Cruz Cerqueira<\/td> Linguistics<\/td><\/tr> \u00b9 Areas entered according to the CAPES Evaluation Reports for the period.<\/td><\/tr><\/tbody><\/table><\/figure>","protected":false},"excerpt":{"rendered":"