O presente trabalho tem por objetivo analisar a metodologia aplicada ao ensino do italiano em contextos específicos, mais precisamente, a linguagem técnica adotada no âmbito profissional jurídico. Para alcançar essa finalidade, primeiramente, analisamos os manuais didáticos de italiano jurídico disponíveis no Brasil e destinados a um público adulto que já tenha conhecimentos básicos do idioma e sinta a necessidade de aprofundá-los por motivos pessoais, profissionais, acadêmicos etc. Além de fazer essa análise, preparamos e ministramos cursos de italiano jurídico para três grupos: um de estudantes que têm o perfil indicado nesses livros didáticos, e dois de alunos iniciantes. Nosso intuito ao propor tais cursos consistia em tentar mostrar que, se os aprendizes fazem parte do mundo jurídico, eles conseguem desenvolver o léxico específico ao mesmo tempo em que conseguem aprender/adquirir as estruturas básicas da língua italiana. Nas aulas ministradas, utilizamos um dos manuais didáticos de italiano jurídico e, também, um livro didático voltado para o público geral, entretanto não nos restringimos ao uso desses materiais, isto é, elaboramos e propusemos novas atividades. Os cursos foram avaliados pelos alunos por meio de questionários. Com base na análise da utilização dos materiais mencionados e das atividades propostas bem como nas respostas dos discentes, chegamos a algumas conclusões quanto à abordagem de ensino do italiano jurídico. / This dissertation aims at analyzing the methodology applied to teaching Italian for specific purposes, focusing on the technical language used in the legal setting. To reach this goal, we first analyzed educational materials used to teach legal Italian in Brazil which are targeted at adults with basic language skills who want to enhance those skills due to personal, academic or professional needs. We also prepared and taught Italian classes to three distinct groups: a group of students whose profile matched the target audience for those educational materials and two groups of beginners. Our goal was to show that, if beginners have a legal background, they can develop the specific legal vocabulary at the same time as they learn/acquire the basic structures of the Italian language. In our classes, we also used one of the Legal Italian teaching manuals and a book used to teach students in general. However, we did not restrict ourselves to the use of these materials, but rather prepared and used new activities in the classes. These Italian courses were assessed by students through surveys. Based on the analysis of the materials used in classes as well as the activities proposed, we reached some conclusions as to the approach to be used in teaching legal Italian courses.

O presente trabalho tem por objetivo analisar a metodologia aplicada ao ensino do italiano em contextos específicos, mais precisamente, a linguagem técnica adotada no âmbito profissional jurídico. Para alcançar essa finalidade, primeiramente, analisamos os manuais didáticos de italiano jurídico disponíveis no Brasil e destinados a um público adulto que já tenha conhecimentos básicos do idioma e sinta a necessidade de aprofundá-los por motivos pessoais, profissionais, acadêmicos etc. Além de fazer essa análise, preparamos e ministramos cursos de italiano jurídico para três grupos: um de estudantes que têm o perfil indicado nesses livros didáticos, e dois de alunos iniciantes. Nosso intuito ao propor tais cursos consistia em tentar mostrar que, se os aprendizes fazem parte do mundo jurídico, eles conseguem desenvolver o léxico específico ao mesmo tempo em que conseguem aprender/adquirir as estruturas básicas da língua italiana. Nas aulas ministradas, utilizamos um dos manuais didáticos de italiano jurídico e, também, um livro didático voltado para o público geral, entretanto não nos restringimos ao uso desses materiais, isto é, elaboramos e propusemos novas atividades. Os cursos foram avaliados pelos alunos por meio de questionários. Com base na análise da utilização dos materiais mencionados e das atividades propostas bem como nas respostas dos discentes, chegamos a algumas conclusões quanto à abordagem de ensino do italiano jurídico. / This dissertation aims at analyzing the methodology applied to teaching Italian for specific purposes, focusing on the technical language used in the legal setting. To reach this goal, we first analyzed educational materials used to teach legal Italian in Brazil which are targeted at adults with basic language skills who want to enhance those skills due to personal, academic or professional needs. We also prepared and taught Italian classes to three distinct groups: a group of students whose profile matched the target audience for those educational materials and two groups of beginners. Our goal was to show that, if beginners have a legal background, they can develop the specific legal vocabulary at the same time as they learn/acquire the basic structures of the Italian language. In our classes, we also used one of the Legal Italian teaching manuals and a book used to teach students in general. However, we did not restrict ourselves to the use of these materials, but rather prepared and used new activities in the classes. These Italian courses were assessed by students through surveys. Based on the analysis of the materials used in classes as well as the activities proposed, we reached some conclusions as to the approach to be used in teaching legal Italian courses.

An inspection carried out by the Swedish Schools Inspectorate shows that sex and cohabitation education in Swedish schools lack when it comes to content regarding norms and LGBTQ. Statistics from the Swedish Agency for Youth and Civil Society also show that young LGBTQ people suffer to a greater extent from mental illness in comparison with other young people. Since educational materials have a predominant role in teaching, this study aims to investigate the way in which gender and sexual orientation are presented in three digital biology educational materials for grades 4-6. Furthermore, the study aims to analyze which types of presentations are given the most space and thus can be considered to represent norms in the educational materials. This study intends to answer the following questions: In what way is gender and sexual orientation presented in three biology teaching materials for grades 4-6? Which presentations are given the most space and can therefore be considered normative? From an overall queer theoretical perspective but also with help from a number of definitions, an educational material analysis combined with a discourse analysis has been performed on three biology teaching materials for pupils in year 4-6. In the analysis, a number of discourse questions were used as support to be able to select examples from the text which were then categorized into different analysis categories. The results of the study show that gender was most often linked to bodily aspects such as genitals and hormones. The sexes were also mostly divided into the categories woman and man. The three sexual orientations that are included in the Swedish discrimination law were explicitly presented. With the help of the discourse analysis, however, it could be stated that a heteronormative approach permeates the educational materials, mainly in the parts that deal with conception and intercourse. Altogether, man and woman could be interpreted as the normative gender and heterosexuality to be the normative sexuality