Mestrado em Estudos Linguísticos

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17529

Nível: Mestrado Acadêmico
Ano de início: 2006
Conceito atual na CAPES: 5
Ato normativo: Homologado pelo CNE (Portaria MEC Nº 609, de 14/03/2019). Publicação no DOU 18 de março de 2019, seç. 1, p.135 - Parecer CNE/CES nº 487/2018, Processo no 23001.000335/2018-51).
Periodicidade de seleção: Anual
Área(s) de concentração: Teoria e Análise Linguística
Url do curso: https://linguistica.ufes.br/pt-br/pos-graduacao/PPGEL/detalhes-do-curso?id=1455

Navegar

Agora exibindo 1 - 10 de 10

Ambiguidade como recurso da publicidade : análise de propagandas das Havaianas
(Universidade Federal do Espírito Santo, 2013-10-14) Fonseca, Renata Barreto da; Abrahão, Virginia Beatriz Baesse; Carmelino, Ana Cristina; Nascimento, Jarbas Vargas
The theme of this dissertation is the use of the ambiguity associated with clichés, announcements of Havaianas. Based on the Semantic Discourse, recognizes the ambiguity as a strategy for the production of meaning, used as a source of advertising. From this theoretical perspective, the ambiguity is defined from Mari (1991, p. 75) as the bifurcation of readings that lead to distinct referential dimensions. It is known that the ambiguity is still seen as a deviation of the language, and may promote a delay in communication. However, it is always found in advertisements, as a productive resource. In a survey conducted in 2011, found that the ambiguity was found in the advertisements in women's magazines, associated with clichés, which facilitated its reception. One hypothesis is that the ads fit the wants and more expressive of the consumer, in order to promote identity with this. Through the use of clichés, marketing gains in efficiency, establishing an image of legitimacy of the product it sells. This dissertation aims at analyzing the marketing strategies of advertisements Havaianas using the feature of ambiguity. Besides deepening the theoretical discussion on the ambiguity as a resource productive language, advertisements Havaianas were analyzed taking into account the issue of history in the game with the linguistic system. So this work promotes a reflection on the relationship between advertising and the production of meaning. Therefore the analysis sought to contemplate this social-historical dimension of language. It was found that the ambiguity with the use of clichés is widely used in the language of advertising. Its use has purpose to draw attention to the focal product. The duplicity of meanings is purposeful, functioning as "bait" to attract the consumer’s attention. It was observed also that there is always an appeal to the playful aspect of language as a decoy to lead to the recognition of the advertised product. The ads work with a sense that is already enshrined in the collective use. The most literal sense always refers to the brand. It is concluded, therefore, that the ambiguity makes the consumer a productive agent, in that it identifies with the common place appointed by cliché. With this, there is the strengthening of the brand through product identification with the public. It was, therefore, from the marketing strategies that Havaianas became national “craze”. Ambiguities inserted text in the historical context of its production, approaching the text reader. This identity brought to the analyzed advertisements lightness, release, humor and grace.
Da produção de texto à produção de sentido : análise de textos produzidos a partir da orientação de um manual didático
(Universidade Federal do Espírito Santo, 2015-06-16) Fonseca, Edwiges da; Abrahão, Virginia Beatriz Baesse; Schwartz, Cleonara Maria; Ferraz, Daniel de Mello
Analysing students’ texts in its sense production, this research aimed at raising discussions about the relationship between subject and text (Antunes, 2003, 2005 e 2009), just as well interpretation (Marcondes, 1994) and sense production (Abrahão, 2002, 2011 e Mari, 1991). Based on a enunciative perspective (Guimarães, 1999), the text is considered from its socio-historical conditions of production. Within the field of Applied Linguistics, this research had the objective of a view on the texts through the integral and systemic research-action (ISRA), taking into account the conditions of production of students in the last year of high school from a school in the slum. By analysing the use of the language in the texts, what was observed were subjects subsumed in their social conditions. With a writing style that shows great possibilities of organization and textual development, its language is intertwined with its anguishes while subjects rooted in their social universe. The condition of interpretation is restricted, therefore, to the imposed limitations by the pressure of the social conflict. In a broken and uneven language, the distance in relation with the writing demonstrates a situation of exclusion and detachment of a citizen life.
Discursos escolares sobre a escrita : a escrita em questão
(Universidade Federal do Espírito Santo, 2008-07-10) Souza, Celi Maria de; Abrahão, Virginia Beatriz Baesse; Oliveira, Almir Leal de; Vidon, Luciano Novaes
Interdiscurso, cenas de enunciação e ethos discursivo em canções de Ataulfo Alves
(Universidade Federal do Espírito Santo, 2010-04-16) Carvalho, Fabiana Castro; Abrahão, Virginia Beatriz Baesse; Vidon, Luciano Novaes; Nascimento, Jarbas Vargas
This dissertation deals with the constitution of the discursive ethos, related to enunciatory scenes and interdiscourse, which are studied in four Ataulfo Alves’ songs that presented in common: The childhood’s and The hometown’s miss themes. We follow the French Discourse Analysis line in their new trends, from Maingueneau’s approach (1989, 1996, 2008) as a theoretical and methodological support, since, as this author, this theory purpose is the language studying, taking into account its externality. Our objectives were: to examine how the discursive ethos is formed, to make a deeper study on AD, to search for the samba’s role in Brazil, to know the life and the work of Ataulfo Alves taking into account its importance in MPB; to analyse four of his songs based on three notions: interdiscourse, enunciative scenes and discursive ethos, in the prospects outlined by Maingueneau for the AD. The analysis concentrated on the lyrics as an object of study, but the musical aspects were considered when they show themselves to be relevant to the ethos’s constitution. It was intended to demonstrate is that the enunciating person speaks from its place where he occupies in relation to the power that constitutes the society. After the analysis of each song, realized from the childhood and hometown themes, the results pointed to the construction of an image of himself projected into the discourse along the lines of the dominant discourse, as the enunciating person does not question the state’s ideological devices, but adjust his speech according to them. Through the interdiscursive traces we could realize that the songs were woven from the recognition of the Other, including its attachment. In addition, the construction of the scenography as a desire’s and past’s space gave to the discourse a tone of suffering that helped to build a melancholy and nostalgic ethos, resigned to the present and missing.
O 'medo' em Chapeuzinho Vermelho (da Idade Média à Modernidade) : por uma abordagem discursiva da referenciação com base em Foucault
(Universidade Federal do Espírito Santo, 2010-03-29) Moraes, Fabiano de Oliveira; Abrahão, Virginia Beatriz Baesse; Vidon, Luciano Novaes; Carvalho, Janete Magalhães
Using a discursive approach of referentiation based on Foucault (1968, 1987, 2007, 2008), this study aims at carrying out a linguistic analysis of versions of the tale Little Red Riding Hood written in different periods of history. The purpose is to demonstrate how much the field of knowledge and the mechanisms of power form objects of discourse and define the linguistic materialization at a given time. The bibliographical investigation allowed conceptualizing referentiation based on Foucault’s concept of discourse, as well as his archeological and genealogical methods. The categories obtained in this bibliographical research (adopted in the methodology proposed by Fiorin, 2006) allowed analyzing the tales after their contextualization and classification taking their production and propagation conditions into account, as well as their institutional and historical discursive aspect. After analyzing each version, the results were contraposed, which permitted understanding the way through which the discursive referentiation was effectuated in the Middle Ages, Classic period, and Modernity. The analysis was based on the theme “fear”, which allowed investigating the terms of semantic opposition, fundamental syntactic, figurative, and thematic courses founded on current knowledge and power. At the same time, based on this analysis, the study presents the process through which the discourse, in its historical and material aspect, protects the same controlling procedure (the will to truth) that defines the truths, that traces the feasible of knowledge and power, that establishes the objects that may or may not be formed, and that sets both the referentiation of a given period of time and its materialization in the textual signifiers. The results also pointed to the need of questioning the “will to truth” so that we can better understand modern knowledge and perhaps glimpse at a harbinger of a new free paradigm: the fear which the discourse imposes, the knowledge and power traced by the “will to truth”, and the materialization of these linguistic signifiers that rule and define man. This study aims at opening the way to a more in depth analysis of the referentiation mechanism, and even to possibly question "the will to truth".
O dualismo grafite vs pichação : arte grafite, tagging, pichação e pixo
(Universidade Federal do Espírito Santo, 2015-07-10) Araújo, Marcos Antônio Cruz de; Abrahão, Virginia Beatriz Baesse; Vidon, Luciano Novaes; Pinel, Hiran
With this research, we have sought to explore the discursivity and historicity of Graffiti by means of the discursive genre known as tag, which is a kind of stylized signature, weaving a discourse analysis over the concrete enunciates found and collected as corpus throughout the region of Grande Vitoria – ES. This procedure has been brought forth with the purpose of understanding how Brazilian society has comprised the dicotomy “Grafite/Pichação” within its discursive formation. Key-words of Discourse Analysis (DA) such as ideology, subject, history and discursive memory have served us as theoretical support, as well as to compare it with a previous analysis about the ocupation-invation opposition. The relation of the tag genre with the concepts that were mentioned above - which took place along with the field research (interviews and gathering of textual material with the local graffiti scene) - have allowed us to discern how a discursive analysis differs from the common sense built around such a dicotomy, which materializes on the enunciation plan a conflict that exists on the ideological plan. Summarily, as we put through the lens of analysis a historical and discursive point of view about the subject, we have exposed the perspective from certain social movements that have graffiti-tagging as a practice, disagreeing from such an opposition between those two terms.
O tupi na aldeia tupinikim de Caieiras Velha em Aracruz-ES : uma questão de política linguística
(Universidade Federal do Espírito Santo, 2015-11-27) Fermino, Filipe Siqueira; Abrahão, Virginia Beatriz Baesse; Vidon, Luciano Novaes; Ciccarone, Celeste
The aim of this work is to identify the place of the Tupi teaching in the Tupinikim indigenous community of Caieiras Velha village in Aracruz-ES. To identify this place, it was necessary to identify the current legislation about indigenous education that supports the experience that occurs on indigenous territory of Aracruz; evaluate historically the language policies oriented for indigenous languages in Brazil, especially the Tupi peoples; discuss different conceptions of language teaching based on the perspective of the production of meaning and finally, conduct semi-structured interviews and participant observation with the villagers, especially students and teachers. This research is justified by the fact that even the Tupinikim people have been targeted, during colonization by the Portuguese Crown and after independence by Brazilian State, of several different linguistic policies that have resulted in the silencing of his language and in the erasing of their culture, currently these people are organized, with recognized territory and building a revitalization project of Tupi language among community members. However, our hypothesis is that, although there are laws and guidelines that ensure indigenous peoples the right to make indigenous education in their own language, there are subjective difficulties and objective difficulties in the implementation of this project. The questions we ask are: what it means today, to the Tupinikim people, teach the Tupi in the villages and seek return your identity through the revitalization of their language? What language conception underlies this teaching and which the Tupi implementation of policies in the village? How the Tupi language establishes identity relations to these people? The analysis led us to observe that there is a long way to go Tupinikim people get fully revitalize the knowledge of the Tupi language and the Tupi education in indigenous can not alone ensure the success of this project. According to Paz (1986, p. 30) "(...) the word is man himself. (...) They are our only reality (...). "In this sense, the resumption of Tupi in the Tupinikim villages must mean the fortification of the identity of indigenous itself, which seems it is still far from happening, as shown in this research.
Paráfrase : uma questão de discurso e de sujeito
(Universidade Federal do Espírito Santo, 2008-07-04) Santos, Ruth Léa; Abrahão, Virginia Beatriz Baesse; Gonçalves, José Carlos; Oliveira, Hilda Olímpio de
This research investigated the paraphrase as an argumentative activity that differs from the point of view of the classical conception, which sees it as an attempt to a simple translation/reproduction of a same context, expressed in different words. In our conception, the paraphrase is, characteristically, a reformulating strategy, where the subject/author intentionally retakes a statement from a different communicative context, causing a displacement of meaning in which the paraphrase takes over an important role in the argumentative activity of the text. These shifts in meaning occur even in situations in which the paraphrase is contingent, as in the selected corpus for this work, i. e. essays from the university entrance examination, in which a selection of texts is presented as the base to the structuring of the text. So, a comprehension of the argumentativity caused by the paraphrase was researched. The central inquiry in this paper is: What’s the effective participation of the subject/author in paraphrastic when building a textual structure for the construction/production of meaning? In other words, which meaning displacement is triggered by the paraphrase in the argumentative process? As a methodological strategy, with the purpose of highlighting the role that the paraphrase takes over in the discourse/text, we used the paraphrase categories postulated by Ribeiro (2001), modeling, intensifying or emphatic, gradual, referential, explanatory, exemplifying, eliciting. The results led us to defend that the paraphrase is argumentatively produced according to the subject/author’s speech project which, by taking the ‘already said’ and saying it in other way, adds new meanings to the text.
Pressuposição : diferentes abordagens teóricas e suas consequências para o ensino de graduação em Letras
(Universidade Federal do Espírito Santo, 2012-10-23) Soares, Verônica de Fátima Camargo; Abrahão, Virginia Beatriz Baesse; Dias, Luiz Francisco; Nascimento, Jarbas Vargas
This is a research on the presupposition in Modern Linguistics, which serves as a principle for studies under different perspectives, such as Logical-Philosophical, Semanticist, Pragmaticist and Discourse. It goes through a theoretical path that begins in Frege (1982), one of the first scholars to theorize about this issue, whose perspective is logical, and also through Ducrot (1977, 1981, 1987), our theoretical base, the author theorized about linguistic presupposition the most, whose structuralist perspective is focused on enunciatively questions; reaching a pragmaticist look for the presupposition through the theoretical contributions of Austin (1990). The main objectives of this paper are first to discuss whether such approaches on the presupposition are conflicting to the point of compromising the teaching at the undergraduate level in Letters. Therefore, we analyzed whether there are convergences among the theories studied that are able to sustain an approach about the presupposition as a linguistic phenomenon, and after that, by examining the presuppositions which are presented in the textbooks devoted to the teaching of Letters graduation, aiming to verify the theoretical and methodological approach on the subject by the authors" perspective. Our hypothesis is that the theoretical approaches on presupposition are deeply divergent, what would allow the emergence of different meanings to it, according to the selected approach; it would also make fluid the concept of presupposition. In order to illustrate the presence of this theme in the majoring in Letters formation, we observed the treatment given to the presupposition on the “National Examination of Courses” (Provão) and “National Examination of Student Performance” (ENADE), prepared by the MEC, whose purpose is to test the academic knowledge. The conclusion is that presupposition as linguistic phenomenon needs more research due to lack of sufficient evidences to support its application in the training of professionals of Letters currently.
Produção de sentidos da língua portuguesa por surdos usuários da língua brasileira de sinais
(Universidade Federal do Espírito Santo, 2015-08-27) Machado, Leonardo Lúcio Vieira; Abrahão, Virginia Beatriz Baesse; Victor, Sonia Lopes; Rocha, Lúcia Helena Peyroton da
Our experience by living with deaf people and their issues with the Portuguese language makes us face with lines like: I do not know words. I want to learn words. So we asked ourselves: What does "learning words" mean? So, the purpose of this work is a reflection on the production of meaning in the undertaken reading from Portuguese texts by these individuals. The fact that these individuals are Brazilian Sign Language (Libras) users, a visual-space language mode, creates difficulty for teachers in dealing with the modalities of these languages and teaching Portuguese as L2 for the deaf individual. In order to offer more strategies in classrooms to create more opportunities to teaching the use of these languages for deaf individuals, there is the challenge to answer the central question of this research: how does the production of meaning in signs reading of a oral-hearing modality of language, as is the Portuguese language, occurs? For this task we have as main objective to understand the process of creating meaning in reading by deaf individuals (members of a visual-spatial language), of certain linguistic signs found in the texts in Portuguese (oral and auditory modality). The theoretical framework is based on Saussure's concepts developed by Fiorin (2006, 2008, 2010, 2013) and Benveniste (2005, 2006) about language, idiom, speak, sign, statement, direction, text and speech. And the prospect of the research lies in Applied Linguistics and its connection with the Social Sciences in the reflection about the problem of the language and its uses. So the used methodology will be the Integral and Systemic Action Research described by Morin (1996) and Barbier (2000), as has the participation and absolute intervention by the researcher and researched. For data analysis, the proposal is a description of the classes with a discussion based on the theoretical framework of categories sign, text and speech. So the idea is to end with the suggestions of some strategies of teaching Portuguese as L2 based on the perspective of Applied Linguistics from the results presented in the production of meanings.

Navegar

Navegando Mestrado em Estudos Linguísticos por Autor "Abrahão, Virginia Beatriz Baesse"

Resultados por página

Opções de Ordenação