Doutorado em Estudos Linguísticos

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17528

Nível: Doutorado
Ano de início: 2016
Conceito atual na CAPES: 4
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=1511

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Construção tópica e mecanismo de (im)polidez em interações do Facebook: uma análise pragmática dos recursos imagéticos digitais
(Universidade Federal do Espírito Santo, 2019-05-16) Oliveira, Monica Lopes Smiderle de; Lins, Maria da Penha Pereira; https://orcid.org/0000-0002-2192-7791; http://lattes.cnpq.br/7643527512641692; https://orcid.org/0000-0003-4973-7129; http://lattes.cnpq.br/6910760911003070; Favero, Leonor Lopes; https://orcid.org/; http://lattes.cnpq.br/2654409545516455 ; Casotti, Janayna Bertollo Cozer; https://orcid.org/0000-0001-7141-8939; http://lattes.cnpq.br/2272458406285160; Damasceno, Gesieny Laurett Neves; https://orcid.org/1635569588468079; http://lattes.cnpq.br/1635569588468079; Elias, Vanda Maria da Silva
abstract
A (des)construção de face no discurso jurídico
(Universidade Federal do Espírito Santo, 2019-11-26) Silva, Araceli Covre da; Lins, Maria da Penha Pereira; https://orcid.org/0000-0002-2192-7791; http://lattes.cnpq.br/7643527512641692; https://orcid.org/; http://lattes.cnpq.br/0394983800700027; Souza Junior, Rivaldo Capistrano de ; https://orcid.org/0000-0002-3731-7613; http://lattes.cnpq.br/7433150215859023; Machado, Flavia Medeiros Alvaro; https://orcid.org/0000-0001-7838-1227; http://lattes.cnpq.br/0017557951639983; Elias, Vanda Maria da Silva; https://orcid.org/0000-0002-7517-4131; http://lattes.cnpq.br/5556032934598086; Seara, Isabel Maria Loureiro de Roboredo
The central point of investigation of this thesis is to analyze the composition of legal documents that circulate in the Family Court: initial petition, contestation and reply, with the purpose of thinking about the (de)construction of the face of the social actors who take part in them. The observation of the construction and deconstruction of the faces of the parts enabled us to think about how the positive or negative construction of the faces of plaintiffs and defendants can contribute to the production of an argumentative discourse. Such reflection is based on four theoretical aspects: (1) Theory of the Acts of Speech, whose precursor was Austin ((1990 [1962]); (2) The theory of the Elaboration of the Face, proposed by Goffman (1985 [1975], 2011[1965]); (3) Brown and Levinson's Theory of Politeness (1987[1978]); and (4) The theory of Emotions, by Micheli (2010) and Plantin (2011). The first three are limited to the field of Pragmatics, which allow us to highlight language as a form of action insofar as, through it, we can create an image of ourselves and of our interlocutor in view of the interests and intentions of the communicative act. The desire to win a cause is the driving force behind the communication process in the legal field. In order to obtain the consent of the speaker, this speaker, besides creating positive and negative faces, activates forms of language that provoke different emotional reactions in the listener. The theory of emotions enters this game of language as a way for the speaker to emotionally provoke his listener in a given situation. Thus, the chosen theoretical bases, applied to the excerpts extracted from the legal documents, show us that the selection of acts of speech, the lexical choices present in these acts translate themselves into verbal violence in the face of the (de)construction, which contributes to the argumentative process in the legal text
A internacionalização do ensino superior no Brasil: uma proposta de matriz multidimensional de (auto) avaliação
(Universidade Federal do Espírito Santo, 2020-02-19) Amorim, Gabriel Brito; Finardi, Kyria Rebeca Neiva de Lima; https://orcid.org/0000000179832165; http://lattes.cnpq.br/1076562311962755; https://orcid.org/0000-0003-2882-520X; http://lattes.cnpq.br/4829708059863489; Gimenez, Telma Nunes; https://orcid.org/0000-0001-6143-3895; http://lattes.cnpq.br/3089947385390266; Furlan, Claudia Jotto Kawachi; https://orcid.org/0000-0003-4699-6774; http://lattes.cnpq.br/7226263950843874; Ferraz, Daniel de Mello; https://orcid.org/0000000284832423; http://lattes.cnpq.br/1090255590865526; Archanjo, Renata; https://orcid.org/0000-0001-7591-7137; http://lattes.cnpq.br/2905168821962621
The internationalization of higher education, understood as the process of integrating an international, intercultural or global dimension in the teaching, research and outreach services of higher education (KNIGHT, 2003) has been a central theme of discussion in the agenda of Brazilian higher education institutions (HEI) since the creation of the Science Without Borders (CsF) program, extinct in 2015. In addition to CsF, other government programs, policies and incentives for internationalization such as the Languages without Borders (IsF) and Capes PrInt programs have affected this process in Brazilian HEIs. According to researchers of the area (for example, LIMA; MARANHÃO, 2009) the internationalization process of Brazilian HEIs is still incipient, passive and reactive. Departing from Selasi’s views (2014) of identity and (inter) nationality as concepts inserted in multidimensional contexts considered from the perspective of experiences, Bloommaert’s views (2010) that internationalization is a consequence of globalization and that it generates both wealth and poverty, given that situated internationalization could mitigate the negative impacts of globalization, and from concepts from the assessment field (STUFFLEBEAM, 1968; 1971; RAUPP; REICHLE, 2003) which suggest that a contextualized and calibrated diagnostic assessment instrument is essential for the development of projects/programs, this thesis aims to construct a (self) assessment matrix of the institutional internationalization process in Brazil. The matrix was elaborated based on Knight (2004), Amorim and Finardi (2017) and Finardi et al. (forthcoming) as well as documents such as the FAUBAI Guidelines for Developing Language Policies for the Internationalization of Higher Education (2017), the EMI Guide 2018-2019 and the CAPES criteria for postgraduate studies. The proposed matrix comprises 86 indicators distributed in 3 the university pillars of Teaching, Research and Outreach, which, in turn, relate to 3 categories of analysis, namely: Language Policy, Academic Mobility and Internationalization at Home. From the analysis and triangulation of the dimensions and categories of the matrix, three possible classifications are suggested for the (self) assessment of the HEI, namely: Internationalized, Engaged and Emerging. In methodological terms this thesis is classified as mixed (CRESWELL, 2007) and the construction of the matrix was based on the methodology of development (RICHEY; NELSON; KLEIN, 1999; VAN DEN AKKER, 1999; BOTTENTUIT JÚNIOR, 2001). The pilot study, implemented at UFES, took place in two stages, the first related to the responses to the matrix and the second related to the feedback about the matrix. The results of the analysis of the matrix suggest that the 86 indicators reflect well the categories and dimensions proposed for the classification of HEI internationalization, although adjustments may be made in order to dismember or eliminate some indicators. The study concludes that the matrix represents an important contribution to the (self) assessment of the HEI. Besides that, the matrix represents a relevant unified instrument to enable HEIs to (self) assess the internationalization process within the triad - Teaching, Research and Outreach – in the categories of Language Policy, Academic Mobility and Internationalization at Home. The (self) assessment enabled by the matrix is expected to help HEIs to think of a more locally situated/relevant internationalization process without losing sensitivity to the global context.
Protagonismo juvenil e escolas de tempo integral: (im)possibilidades na educação linguística
(Universidade Federal do Espírito Santo, 2020-02-20) Marques, Daniela Elisa Duarte Ferreira; Ferraz, Daniel de Mello; https://orcid.org/0000000284832423; http://lattes.cnpq.br/1090255590865526; https://orcid.org/0000000240175425; http://lattes.cnpq.br/0251312004826923; Furlan, Claudia Jotto Kawachi; https://orcid.org/0000-0003-4699-6774; http://lattes.cnpq.br/7226263950843874; Duboc, Ana Paula Martinez; https://orcid.org/0000-0002-3136-3504; http://lattes.cnpq.br/8933339247096718; Finardi, Kyria Rebeca Neiva de Lima; https://orcid.org/0000000179832165; http://lattes.cnpq.br/1076562311962755; Souza, Lynn Mario Trindade Menezes de; https://orcid.org/0000-0001-8831-7034; http://lattes.cnpq.br/4083561283385617
This doctoral dissertation aimed at investigating language education through critical and decolonial lens, focusing on English teaching as a foreign language within the pedagogical model of the full time schools - called Escolas Vivas – in the public educational system of the state of Espirito Santo, which is part of the national plan for the Novo Ensino Médio. The discursive basis was built questioning and problematizing the legal devices that normalize this program, as well as the discourses produced and reproduced by its subjects. The research is organized in six chapters. The introduction chapter presents the researcher's locus of enunciation as well as the motivation, methodology used, research context and participants. Chapter 2 discusses the notion of youth protagonism based on studies of other hybrid conceptions, such as social participation, engagement, agency, identity and citizenship; it also presents a snapshot of the socio-political and socio-historical context of the implementation of full-time schools in Espirito Santo, known at the time as Escolas Vivas. Chapter 3 reviews the debate over globalizing processes and new technologies. Chapter 4 draws a retrospective of English teaching in the country's basic education by revisiting the main teaching methods adopted, especially regarding the public education system and the main educational agendas for the area. Chapter 5 refers to the epistemology of decoloniality to debate notions of coloniality and its legacies, such as inequality, exclusion and submission, and in education, the hidden curriculum and the submission of teachers to a pedagogical model and its elements. As a result, we see that the “political landscape” (HALL, 2005, p.21), fulfilled with events and ideological polarizations in the recent history of the country, often interpreted as a background, represents determining factors for what takes place in the public education system. Also, the pedagogical configurations of this model provide students with learning spaces that offer opportunities for the development of critical thinking and the notions of subjectivity and protagonism.
“Somos a resistência”: emoções de professoras/es (de inglês) de escolas públicas
(Universidade Federal do Espírito Santo, 2020-02-20) Massini, Thalita Cunha Rezende; Ferraz, Daniel de Mello; https://orcid.org/0000000284832423; http://lattes.cnpq.br/1090255590865526; https://orcid.org/0000000280540837; http://lattes.cnpq.br/1794044722771953; Aragao, Rodrigo Camargo; https://orcid.org/0000-0002-6493-1627; http://lattes.cnpq.br/1643952376890753; Furlan, Claudia Jotto Kawachi; https://orcid.org/0000-0003-4699-6774; http://lattes.cnpq.br/7226263950843874; Vidon, Luciano Novaes; https://orcid.org/0000000322316279; http://lattes.cnpq.br/3136561352267602; Souza, Lynn Mario Trindade Menezes de; https://orcid.org/0000-0001-8831-7034; http://lattes.cnpq.br/4083561283385617
This study argues for a discussion on emotions of public school (English) teachers and the problematization of dominant narratives that try to teach us and impose which emotions we should feel, express or repress. In this sense, we question emotions and their historical, contextual, social, cultural and political relations arguing for the possibility of subverting oppressive hegemonic discourses through this debate, since emotions are presented here as a site of political and social resistance. The debates proposed here were based mainly on postmodern and poststructural studies in the areas of applied linguistics, philosophy, education and anthropology. Our main aim was understanding the relationships between emotions, social, cultural constructions and power relations. The data discussed throughout the text were generated in "Teacher education course with Public School English Teachers” offered at the Federal University of Espírito Santo. This course originated from the desire of English teachers who worked at state and municipal schools in Grande Vitória (ES, Brazil) to discuss questions about the conditions of English teachers in public elementary schools, language and education policies, and contextual issues related to teaching and learning English in public schools. The interactions presented and interpreted were established through a critical-collaborative action research in which, as a researcher and public school English teacher, I took part as a participant observer. The debate carried out in this study was based on the interpretation of participants' discourses which indicate that the construction and expression of emotions of English teachers are related to individual, but mainly to collective, social, cultural and ideological constructions in our colonial and patriarchal society. The first part of the text deals with the introduction to the study with a presentation of the main epistemological bases and the methodology. Chapter I presents theoretical discussions about different concepts of emotions in the fields of philosophy, anthropology, education and applied linguistics. Chapter II debates love and other teaching oppressive emotions and its relations with the teaching feminization process in Brazil, as well as its consequences in contemporary times. Chapter III discusses emotions of anguish and frustration and issues of invisibilization and inferiority that, more specifically, affect public school English teachers. The last chapter debates emotions of resistance in teaching in micro and macro political contexts, language education and teacher education. Lastly, the final considerations deal with (self) reflections about the construction of the study and the power of discussing emotions for the struggle against oppression and transformations in teaching
O femirracídio em notícias: um estudo discursivo e sociocognitivo
(Universidade Federal do Espírito Santo, 2020-04-03) Natale, Raquelli; Tomazi, Micheline Mattedi; https://orcid.org/0000-0002-2246-7061; http://lattes.cnpq.br/4783716565631781; https://orcid.org/0000-0003-2109-8185; http://lattes.cnpq.br/5386212299711365; Figueira, Luis Fernando Bulhoes; https://orcid.org/0000-0003-0748-4987; http://lattes.cnpq.br/6630313342343566; Ferraz, Daniel de Mello; https://orcid.org/0000000284832423; http://lattes.cnpq.br/1090255590865526; Resende, Viviane de Melo; https://orcid.org/0000-0002-7791-5757; http://lattes.cnpq.br/7571778261390094; Nader, Maria Beatriz; https://orcid.org/0000-0001-7462-7154; http://lattes.cnpq.br/0211151293910157; Dijk, Teunis Adrianus Van; http://lattes.cnpq.br/4723436629012704
Despite all efforts and advances in the creation of laws that precede the prevention, combat and punishment of crimes against women in Brazil, until the last few years the rate of feminicide continues to grow, which show one of the serious problems that Brazilian society needs to face. However, this problem is even more complex when we verify that some women, such as black women, die three times more than not black women in some states of the country, as in Espírito Santo (ES), the locus of our study. Given this scenario, these crimes have been part of the daily agenda of ES newspapers, through news, representations about the violence that causes (re)production of crimes that cause and perpetuate inequalities between social groups. Within this context, and through a discursive and sociocognitive study, this thesis aims at verifying how murderers of black women, who are here named as femirracidio, are represented in news reports carried by Espírito Santo newspapers. Given the multidisciplinary nature of the problem, which mobilizes questions from linguistic, social, cognitive, historical, cultural and political areas, this investigation uses theoretical bases such as the sociocognitive and discourse approach by van Dijk (1999, 2010, 2011a, 2012, 2014); the semiotic studies by Leeuwen (2008) and Machin (2007); the feminist contributions by Gonzalez (2011), Carneiro (2003a), Crenshaw (2002a; 2002b), Meyers (1997; 2013), Collins (2000; 2004) and Tomazi (2014a; 2014b; 2019; be in press). The results of the analyzes showed that the news discourse does not represent violence against black women as gender crime of public responsibility, instead, they describe it as a problem inherent to a social group, marked by gender prejudices, "race" and also social class. Furthermore, it attributes violence to individual behaviors of the victim and the aggressor, such as jealousy, betrayal, involvement with alcohol and drugs, which contribute to the (re)production of social stereotypes and to the promotion of the belief that “race”, gender and class determine behaviors
Internacionalização e multilinguismo: uma proposta de política linguística para as universidades federais
(Universidade Federal do Espírito Santo, 2020-05-21) Guimarães, Felipe Furtado; Finardi, Kyria Rebeca Neiva de Lima; https://orcid.org/0000000179832165; http://lattes.cnpq.br/1076562311962755; https://orcid.org/0000000161843691; http://lattes.cnpq.br/0130876872294089 ; Gimenez, Telma Nunes; https://orcid.org/0000-0001-6143-3895; http://lattes.cnpq.br/3089947385390266; Casotti, Janayna Bertollo Cozer; https://orcid.org/0000-0001-7459-4268; http://lattes.cnpq.br/2272458406285160; Ferraz, Daniel de Mello; https://orcid.org/0000000284832423; http://lattes.cnpq.br/1090255590865526; Sevilla-Pavón, Ana; https://orcid.org/0000-0001-5253-0423; http://lattes.cnpq.br/7810218015969702
The objective of this study is to present a proposal of institutional language policy (LP) to support the process of internationalization in federal universities, considering multilingual aspects. Due to the roles of languages for internationalization, the proposal of multilingual LP shown here was a response to the research question: how a LP proposal, with a multilingual perspective, can support the internationalization process at Brazilian federal universities? The methodology used here included qualitative and quantitative aspects, using mixed methods and procedures of bibliographic and documental research, content analysis and data collection tools such as questionnaires, with the collection of data from 42 Brazilian federal universities. Design-based research was used to build a proposal of institutional LP to support the internationalization process at federal universities, with a multilingual perspective. The motivation for this research is based on the mismatch between internationalization and language policies, considering the incipient process of internationalization at Brazilian federal universities, which according to some authors (e.g.: PROLO; VIEIRA, 2017; LIMA; MARANHÃO, 2009) is reactive and passive. Another issue that motivated this study is the lack of multilingual language policies to match internationalization policies. The theoretical framework included concepts of cultural and linguistic capital (Bourdieu), globalization and multilingualism (Blommaert) and superdiversity (Vertovec). Results indicate that not all Brazilian federal universities have a formal LP, and when it exists, it is usually not connected to institutional plans for internationalization. In addition, data analysis showed: LP texts can vary in length and configuration, and they are written mainly to respond to government decisions; a few languages have been favored in internationalization (mainly English and Portuguese as a foreign language), especially as languages of instruction and research; evidence of passive internationalization and lack of participation of various agents in the planning and implementation of LP. In the proposal shown here, the use of languages was considered in six dimensions: languages of admission; language teaching; languages of instruction; languages of research; languages of administration; languages for external communication. In addition, the proposal includes aspects such as: beliefs and practices; legal aspects and agents; goals and expected effects; uses and users; form and function; selection and implementation. Therefore, the LP proposal developed here represents a relevant contribution for the revision and/or creation of institutional language policies in the context of Brazilian federal universities.
Memória, protesto e festa na Parada do Orgulho LGBT de São Paulo: uma análise dialógico-discursiva
(Universidade Federal do Espírito Santo, 2020-06-30) Ferreira, Rafael da Silva Marques; Vidon, Luciano Novaes; https://orcid.org/0000000322316279; http://lattes.cnpq.br/3136561352267602; https://orcid.org/0000000266970718; http://lattes.cnpq.br/; Tomazi, Micheline Mattedi; https://orcid.org/; http://lattes.cnpq.br/4783716565631781; Figueira, Luis Fernando Bulhoes; https://orcid.org/; http://lattes.cnpq.br/6630313342343566; Schiffler, Michele Freire; https://orcid.org/000000019198468X; http://lattes.cnpq.br/9912476303376712; Nascimento, Jarbas Vargas; http://lattes.cnpq.br/3171836873464711; Stieg, Vanildo
ABSTRACT This thesis dialogues with concrete statements produced during the first 22 editions of the São Paulo LGBT Pride Parade (1997 2018) to present an analytical reading proposal of this contemporary event, relating it, from the historical, aesthetic
Blancanieves retextualiza Branca de Neve: análise da multimodalidade na linguagem cinematográfica
(Universidade Federal do Espírito Santo, 2020-09-24) Coelho, Glaucimere Patero; Lins, Maria da Penha Pereira; https://orcid.org/0000-0002-2192-7791; http://lattes.cnpq.br/7643527512641692; https://orcid.org/0000-0002-2306-7094; http://lattes.cnpq.br/9937713580540924; Cabral, Ana Lúcia Tinoco; https://orcid.org/0000-0001-6417-2766; http://lattes.cnpq.br/5049660159367139; Casotti, Janayna Bertollo Cozer; https://orcid.org/0000-0001-7459-4268; http://lattes.cnpq.br/2272458406285160; Souza Junior, Rivaldo Capistrano de; https://orcid.org/0000-0002-3731-7613; http://lattes.cnpq.br/7433150215859023; Elias, Vanda Maria da Silva; https://orcid.org/0000-0002-7517-4131; http://lattes.cnpq.br/5556032934598086
The present dissertation aims to reframe the studies of the retextualization process, which is established from the interrelationship of multimodal codes. Drawing on the theoretical assumptions of Textual Linguistics (henceforth TL) with a socio-cognitive interactional basis, focusing on the phenomena of intertextuality and referencing, we seek to undertake a comparative analysis between two filmic texts present in the film industry. The motivating corpus consists of the basic text, which is the Walt Disney classic Snow White and the Seven Dwarfs (2009) in an animation format, and the film Blancanieves (2012) produced by the Spanish filmmaker Pablo Berger, who retextualized the work for the silent cinema. As it was pointed out, in order to support the present dissertation, textual linguistic scholars are taken as theoretical contribution, among them Koch (2009, 2011), Mondada & Dubois (2003), Marcuschi (2008, 2010) and Cavalcante (2011). In addition to the methodological theoretical path, an interdisciplinary dialogue is traced, based on the Social Semiotics (HODGE; KRESS, 1988; VAN LEEUWEN, 2005; KRESS, 2010) and supported by some categories of the Grammar of Visual Design by Kress and van Leeuwem (2006[1996]). In this regard, we justify the convenience of analyzing the filmic text as it promotes the investigation of multimodality, especially with regard to the elaboration of structural and compositional elements. Our results showed that the interdisciplinary nature of TL allowed the development of an analytical theoretical framework involving multimodality along with linguistic, textual, discursive and cognitive aspects. In addition, the analyzes undertaken indicated that retextualization is constitutively an intertextual process, guided by the construction of referents that emerge from a discursive world distant from the base text, in historical, ideological and cultural terms, therefore, the retextualization is situated in continuum of more distancing than approximation with the base text, which configures a recontextualization promoted by the retextualizer.
“As história são boa. As pessoas, maravilhosa": análise da variação da concordância verbal e nominal na zona rural de Santa Leopoldina/ES
(Universidade Federal do Espírito Santo, 2020-10-02) Lopes, Lays de Oliveira Joel; Scherre, Maria Marta Pereira; https://orcid.org/; http://lattes.cnpq.br/6129587291049735; https://orcid.org/; http://lattes.cnpq.br/; Damasceno, Gesieny Laurett Neves; https://orcid.org/; http://lattes.cnpq.br/1635569588468079; Lopes, Norma da Silva; https://orcid.org/; http://lattes.cnpq.br/; Gomes, Christina Abreu; https://orcid.org/; http://lattes.cnpq.br/; Yacovenco, Lilian Coutinho; http://lattes.cnpq.br/4214287374430490
Based on the Variationist Sociolinguistics, systematized and disseminated by Labov (2008 [1972], 2001), this research analyzes the phenomena of third person verbal agreement and nominal number agreement in the noun phrase, from a sample composed of 44 int
O funcionamento dos adjetivos no contexto de uso das charges
(Universidade Federal do Espírito Santo, 2020-11-25) Santos, Diana Rodrigues Sarcinelli dos; Rocha, Lucia Helena Peyroton da; https://orcid.org/0000-0001-7422-5569; http://lattes.cnpq.br/1713827938371057; https://orcid.org/0000000233660270; http://lattes.cnpq.br/0587537274912226 ; Amorim, Carmelita Minelio da Silva; http://lattes.cnpq.br/2581414238332873 ; Araujo, Fernanda Borges Ferreira de; https://orcid.org/0000-0002-3394-269X; http://lattes.cnpq.br/2356963552728689; Damasceno, Gesieny Laurett Neves; https://orcid.org/0000-0001-6556-9968; http://lattes.cnpq.br/1635569588468079; Lins, Maria da Penha Pereira; http://lattes.cnpq.br/7643527512641692
This thesis proposes to investigate, in the light of Functionalism (GIVÓN, 1995, 2001; TOMASELLO, 1998; NEVES, 2018), the argumentative functioning of adjectives in cartoons, especially the argumentative force of these elements in the different syntactic functions in which they occur, relating syntactic, semantic, pragmatic and discursive aspects as recommended by the theory in question. Allied to Functionalism, the approaches of Pragmatics and Argumentation (AUSTIN [1962] 1990; SEARLE, 1979; EEMEREN; GROOTENDORST, 1983; KOCH, [1984] 2002; 2010; 2017; AMOSSY, 2011) of Textual Linguistics (MARCUSCHI, 2002; KOCH, 2004, 2014; CAVALCANTE; CUSTÓDIO FILHO, 2010; CAVALCANTE, 2013) and of Multimodality (KRESS; VAN LEEUWEN, [1996] 2006) also were used as the theoretical basis in this research. The corpus is composed of 136 cartoons collected from the website Charge Online between July 12th, 2017 and July 15th, 2018, whose themes are politics and soccer. In this total of cartoons were accounted 195 occurrences of adjectives. The results show that, in syntactic contexts (ROCHA LIMA, [1972] 2010; CASTILHO, 2010; NEVES, 2011), 65.7% of adjectives occur in the function of adnominal adjunct, 33.3% as a subject predicate and only 1% of them occur as an object predicate; in the semantic context (BORBA, 1996; CASTILHO, 2010), 54.3% are qualifying adjectives, 43.1% are classifiers and 2.6% of adjectives are deictic; in the pragmatic-discursive context, adjectives act as an important factor of argumentation, because their characteristic in the context of cartoons is to be performative manipulative, insofar as their argumentative functioning in discourse is to contribute to the process of reader’s manipulation, in order to direct their look at another point of view, making him interpret the argumentation put in this textual genre. It was found that the adjectives in subject predicate function are stronger argumentatively (83.1%) compared to the others that occur in the syntactic position of adnominal adjunct (34.4%) or object predicate (0%). It was also found that most of the qualifying adjectives occur in the syntactic function of subject predicate and were used with high argumentative force (84.7%), that most classifiers occur functioning as an adnominal adjunct and have low argumentative force (74, 7%), and that the deictics are in the minority, occurring more frequently as an adnominal adjunct and with a balanced argumentative force (50% low - 50% high). We used pragmatic-argumentative criteria based, mainly on Givón (2001), Koch ([1984] 2002; 2010) and Amossy (2011) combined with other aspects of syntactic, semantic and morphological nature, based on Bastos (1993), Castilho ( 2010), Koch ([1984] 2002; 2017), and of non-verbal nature (KRESS; VAN LEEUWEN, [1996] 2006) to interpret the argumentative force of adjectives. In addition to the adjectives contributing to the construction of the argumentation in the cartoon, due to their argumentative force, they emerge in the discourse, conveying semantic values associated with the intentions that the cartoonist intends to bring in his text, leading the reader of the cartoon to interpret it and , from there be influenced or not to think according to the message of the cartoon, since the adjectives have underlying and subjective values influencing the transmission of the senses.
Diálogos e silenciamentos docentes:o(s) gêneros(s) do discurso argumentativo em sala de aula
(Universidade Federal do Espírito Santo, 2021-02-25) Oliveira, Gisele de Freitas Paula; Vidon, Luciano Novaes; https://orcid.org/0000000322316279; http://lattes.cnpq.br/3136561352267602; https://orcid.org/; http://lattes.cnpq.br/7462463571333352; Machado, Flavia Medeiros Álvaro; https://orcid.org/0000-0001-7838-1227; http://lattes.cnpq.br/0017557951639983; Pietri, Émerson de; https://orcid.org/0000-0001-5060-9891; http://lattes.cnpq.br/5614646426944850; Stieg, Vanildo; https://orcid.org/0000-0002-1153-8135; http://lattes.cnpq.br/5154995727091651; Witchs, Pedro Henrique; http://orcid.org/0000-0003-0850-2366; http://lattes.cnpq.br/3913436849859138
This thesis seeks to understand how the high school teacher has been working when teaching written text production using argumentative speech genres. Stemming from teachers' statements in semi-directed collective interviews and mobilizing concepts from the dialogical perspective of language, such as alterity, exotopy, subject, language and discourse genres, we aim to understand the practice of teaching argumentation / argumentative discourse genres. For this, we articulate the specificity of research in human sciences presented by Bakhtin 2003 [1974] with the evidential paradigm theory proposed by Ginzburg (1989) as a possible methodology for understanding the cognizant being, and we called it dialogical evidential paradigm theory. Subsequently, we go through the works of the Bakhtin Circle - Bakhtin (2003 [1952-53]), VOLOSHINOV, V. N / BAKHTIN, M. M, [1926] 1976), BAKHTIN / VOLOSHINOV, 1999 [1929], Medviédev 2012 [1928] - to deepen the knowledge about the concept of discourse genres. Hence, we further understand the subject/teacher who enunciates, the dialogical relations that cross their speech, their responses to language theories, and their dialogue with the legislative texts. Moreover, we observe how the historicity of the subject 'Portuguese language' affects their classroom work. From these understandings, we realize that the autonomous conception of literacy marks the teaching activities of writing discourse genres throughout the school subject's history and finds its place in the language conceptions of abstract objectivism and idealistic subjectivism. We also conclude that the initial and continuing education is a problem in the teaching career. Thus, bottlenecked practices in high school reduce text production to an argumentative essay model used solely for ENEM, steering to the subject's erasure and the homogenization of ways of speaking.
Estudo crítico do discurso de acórdãos judiciais sobre o sistema de cotas raciais nas universidades
(Universidade Federal do Espírito Santo, 2021-02-26) Andrade, Patrícia Ricardo; Almeida, Júlia Maria Costa de; https://orcid.org/0000-0003-2430-4116; http://lattes.cnpq.br/3648370916765504; https://orcid.org/0000-0003-0843-9117; http://lattes.cnpq.br/3646819330964206; Alves, Virginia Colares Soares Figueiredo; https://orcid.org/0000-0001-9057-7927; http://lattes.cnpq.br/7462069887119361; Vidon, Luciano Novaes; https://orcid.org/0000000322316279; http://lattes.cnpq.br/3136561352267602; Nascimento, Jarbas Vargas; https://orcid.org/0000-0002-2002-1752; http://lattes.cnpq.br/3171836873464711; Bisi, Adriana de Oliveira Gonzaga; https://orcid.org/0000-0001-9587-1084; http://lattes.cnpq.br/3787175522403318
In this research we intend to analyze the discourses of judges in the Appellate Court level on lawsuits involving the racial quotas in Brazilian Universities. We aim to understand the evolution of the applicability of anti-racist actions and the consequences of implementing this public policy in legal system since the sentence of Minister Ricardo Lewandowski, in 2012, together with other laws that endorse the affirmative action policy for blacks. The research corpus resulted from the compilation of sample of 96 decisions obtained through internet research, reaching the number of five judicial judgments arising from the five Federal Regional Courts of Brazil, issued from the year of 2012, after the STF decision on the constitutionality of racial quotas. The present research followed the qualitative method and we used Teun van Dijk categories to analyze the corpora regarding the socio-cognitive context (2012a; 2012b) and the racist and anti-racist discourse (2012a, 2012b, 2012c, 2014, 2016) to observe the aspects sociocognitive, global organization or argumentative scheme and local discursive strategies, in decisions in the complicated second of the legal domain. The analysis includes precedentes and non precedente legal actions the judges, most in favor of the common rules in the Public Notice of the event by the Universities, which is hegemonic also in the sample of 96 decisions. There was a greater tendency for legal discourses to include, in the judgments, the current laws and arguments on quota policy, result that did not confirm the research hypothesis. Thus, positive developments for the anti-racist groups in the actions occurred since 2012, because with the establishment, without Brazilian law, of arguments of the legal scope favorable to the applicability of the affirmative policy by the STF, the decisions taken to consider these discourses as a reference, even though racial conflicts are that the legal institution expresses and regulates selected far from becoming resolved and consensual.
O sentimento de identidade e o processo de manutenção/substituição linguística: o caso de São Bento de Urânia, Espírito Santo
(Universidade Federal do Espírito Santo, 2021-06-15) Cominotti, Katiuscia Sartori Silva; Peres, Edenize Ponzo; https://orcid.org/0000-0002-8552-5732; http://lattes.cnpq.br/9742246885359921; https://orcid.org/0000-0002-4623-1221; http://lattes.cnpq.br/4574205262169658; Finardi, Kyria Rebeca Neiva de Lima; https://orcid.org/0000000179832165; http://lattes.cnpq.br/1076562311962755; Gullo, Annita; http://lattes.cnpq.br/7232233419726087; Maggio, Giliola; https://orcid.org/0000-0003-1288-6681; http://lattes.cnpq.br/5476116297003373; Rocha, Lúcia Helena Peyroton da; https://orcid.org/0000-0001-7422-5569; http://lattes.cnpq.br/1713827938371057
This thesis analyzes the role of the feeling of identity in the maintenance or replacement of a heritage language. Specifically, we seek to analyze the sociolinguistic situation of the veneto language among the descendants of Italian immigrants in the district of São Bento de Urânia, Alfredo Chaves, Espírito Santo. This study also aims to discuss the language policies in relation to minority languages and how the State and society have been dealing with this issue. This is a qualitative-interpretative study, involving a significant region in the history of Italian immigration in the state of Espírito Santo. This research is part of the field of studies of Linguistic Contacts, and the methodological procedures used to obtain the data consisted of participant observation, semi-structured interviews, and the administration of sociolinguistic questionnaires. The results obtained indicate that the identity of the informants as Italians is a strong factor in maintenance of the Venetian language, despite the significant loss of its domains of use over the years, related to causes such as the repression policy of the Estado Novo, in the Vargas era, the role of the school as a public institution that conveys a homogenizing teaching of the Portuguese language and linguistic prejudice. The study concludes that despite the feeling of identity being strongly present in the community, in daily life and cultural manifestations, she was not able to maintain the language of the former immigrants. However, it is the main factor in revitalizing this language.
Leitura e Produção de Textos em uma Perspectiva Dialógica: o Trabalho Com A notícia do Site Sensacionalista em Sala de Aula.
(Universidade Federal do Espírito Santo, 2021-09-02) Sá, Juliane Nogueira de; Casotti, Janayna Bertollo Cozer; https://orcid.org/0000-0001-7459-4268; http://lattes.cnpq.br/2272458406285160; https://orcid.org/0000-0002-8019-5156; http://lattes.cnpq.br/9462503323276187; Silva, Sandro Luis da; https://orcid.org/0000-0001-9495-0995; http://lattes.cnpq.br/9484873999348511; Schiffler, Michele Freire; https://orcid.org/000000019198468X; http://lattes.cnpq.br/9912476303376712; Vidon, Luciano Novaes; https://orcid.org/0000000322316279; http://lattes.cnpq.br/3136561352267602; Witchs, Pedro Henrique; http://orcid.org/0000-0003-0850-2366; http://lattes.cnpq.br/3913436849859138
This research is part of the Applied Linguistics line of research and comprises the elaboration and application of a didactic sequence, focusing on the news genre, in order to understand to what extent such a didactic-methodological strategy can contribute to the dialogical work with reading and textual production in basic education. Among the selected news, there are those published by the Sensacionalista website, which refer dialogically to previous texts and present singular characteristics, such as humor and irony. Some of the objectives of this work are: to expand the universe of news studied in the classroom, going beyond traditional news, as well as highlighting the need for the teacher/researcher in research aimed at the classroom; apply the didactic sequence in an elementary-level class of a public school; to develop a work of analysis and discussion about intertextuality, irony and humor, present, above all, in news on the Sensacionalista website, and to analyze the results of the didactic sequence through classroom episodes and students' textual productions. In this sense, this work is theoretically supported by the studies of Bakhtin and his Circle (1987; 1993; 2003; 2006; 2013); Dolz, Noverraz and Schneuwly (2004); Koch, Bentes and Cavalcante (2012); Brait (2005; 2008; 2013); Geraldi (2011; 2015); Lopes-Rossi (2011); Rojo (2005; 2013; 2015), among others. The corpora is composed of the description and analysis of the interactions between the teacher/researcher and the students during the application of the didactic sequence in the classroom and five news items, produced by students from a 7th grade elementary school class at a public school located in Serra/ES. From the analysis of the news, considering the initial production, the aspects related to the classroom episodes that occurred during the application of the didactic sequence and the final production of the news, the results allow us to corroborate that, through the bias of intertextuality and others resources used by the site, such as humor and irony, in a dialogical perspective, it is possible to develop the critical reflection of students who, in the production of texts, say a lot about the place where they live.
Uma vida translinguageira como possibilidade de: problematizando lugares e inventando transfluxos
(Universidade Federal do Espírito Santo, 2021-09-03) Domingos, Philipe; Vidon, Luciano Novaes; https://orcid.org/0000000322316279; http://lattes.cnpq.br/3136561352267602; https://orcid.org/0000-0002-8185-5195; http://lattes.cnpq.br/3433837746973252; Vieira-Machado, Lucyenne Matos da Costa; https://orcid.org/0000-0002-7385-6243; http://lattes.cnpq.br/6809535589391676; Sobral, Adail Ubirajara; https://orcid.org/0000-0001-5532-5564; http://lattes.cnpq.br/0397923948069690; Figueira, Luís Fernando Bulhões; https://orcid.org/0000-0003-0748-4987; http://lattes.cnpq.br/6630313342343566; Ferraz, Daniel de Mello; https://orcid.org/0000000284832423; http://lattes.cnpq.br/1090255590865526
This thesis addresses the problem of the relationships between social groups understood as linguistic or cultural “majorities” and “minorities”, here called “social authorships”. In this we adopt the principles of the research as a scientific-philosophical, (co)creative, non-disciplinary and non-alibi activity (Bakhtin 2012; Freire 2010; Moita Lopes, 2006) and sought to understand and problematize discourses that underlie the silencing of some social authorships by means of the following question: Which stagnations (limitations) or ruptures (potencies) of enunciative flows may emerge from the problematization of authoritarian and resistance discourses that circulate through the social groups? The research took place in a (co)creative methodological dialogue with the Dialogical Discourse Analysis (Brait, 2008) This dialogue aimed to provisionally give an answer of the problem examined, based on a study of the oppression against indigenous, immigrants and the deaf peoples, by authoritarian discourses flowing in Brazil. With the help of the field of studies called Linguistic Landscape, the following social authorships were problematized: Brazilian Indigenous Authorships (on the social networks and in the region of Aracruz-ES); Immigrant Authorships (especially the Pomeranian, on social networks and in the mountainous region of State Espírito Santo); and Deaf Authorships (on social networks and in the region of Vitória-ES). Thanks to this study, it was possible to understand discourses we call the “Bestialization Discourse”, the “Foreignizaton Discourse” and the Protesification Discourse”, which limit or inhibit the expression of these minorized social authorships.
O Processo de Escrita na Pós-graduação: o Academicismo Como Prática de dessubjetivação
(Universidade Federal do Espírito Santo, 2021-11-18) Manso, Guilherme Brambila; Vidon, Luciano Novaes; https://orcid.org/0000000322316279; http://lattes.cnpq.br/3136561352267602; https://orcid.org/0000-0001-7978-5020; http://lattes.cnpq.br/0090371350271567; Bessa, José Cezinaldo Rocha; https://orcid.org/0000-0003-4655-6832; http://lattes.cnpq.br/4441063127606204; Oliveira, Roberto Perobelli de; https://orcid.org/0000-0002-8130-1061; http://lattes.cnpq.br/9314830679981149; Damasceno, Gesieny Laurett Neves; https://orcid.org/0000-0001-6556-9968; http://lattes.cnpq.br/1635569588468079; Figueira, Luís Fernando Bulhões; https://orcid.org/0000-0003-0748-4987; http://lattes.cnpq.br/6630313342343566; Grillo, Sheila Vieira de Camargo; https://orcid.org/0000-0003-0480-2660; http://lattes.cnpq.br/6359773543692470
This Ph.d dissertation discusses the process of writing the dissertation/thesis and its desubjectivation interface in the life of the researcher in training, understanding this issue in the scope of language studies. Considering statistical data (APGUNB, 2018) and studies in the field of psychology (MACEDO; DIMENSTEIN, 2009; CRUZ, 2020; CORRÊA; SOUZA, 2016) and education (ANDRADE, 2008; PEREIRA, 2013) on the problem of writing in graduate school, it is possible to highlight that there is a demand for more debates in linguistics on the issue. It is hypothesized that the difficulties with the writing of the dissertation or thesis are of a historical, educational, political and identity nature immersed in the subject's relationship with language. For this, it is necessary to activate a theoreticalmethodological framework that understands the researcher in training in its historicity, as well as the social, historical and ideological interface that permeates its linguistic-discursive training. In order to discuss the issues raised, this investigation primarily uses the perspective of the Bakhtin Circle (2002; 2008; 2010; 2011; 2013), in dialogue with contemporary researchers (AMORIM, 2001; AUTHIER-REVUZ, 2004; GRILLO, 2008; FARACO; 2017; SOBRAL, 2009; 2019), to reflect on Bakhtinian proposals and key concepts to the writing process in graduate school, understanding it as a responsive and responsible act and practice with alterities inscribed in different chronotopes. Investigations in the area of academic literacies is considered (LEA; STREET, 1998; STREET, 2010; BARTON, 1994; BAYHAM, 1995; FISCHER, 2006; FIAD, 2015; BESSA, 2015), specifically in the proposal to identify demands and epistemologies related to the context of writing in the Brazilian postgraduate courses. The data analyzed are of two natures, being i) quantitative and national, based on objective research results with graduate students who report their impressions and experiences with the dissertation/thesis writing process; ii) qualitative and local, at the Universidade Federal do Espírito Santo with interviews with graduate students who report the experience of writing the dissertation or thesis. The evidential paradigm (GINZBURG, 1986) allied to the dialogic perspective are the methodological directions for the analyses. The discussion of data indicates that desubjectivation marks in the dissertation/thesis writing process are related to conflicts in the search for identity belonging to graduate studies, to the conceptions of language and academic subject, to the devaluation of the scientific profession and to historical, social and economic contexts that permeate the practice of writing.
O IFES NA PRODUÇÃO DE EPISTEMOLOGIAS DO SUL
(Universidade Federal do Espírito Santo, 2021-11-23) Piccin, Gabriela Freire Oliveira; Finardi, Kyria Rebeca Neiva de Lima; https://orcid.org/0000000179832165; http://lattes.cnpq.br/1076562311962755; https://orcid.org/000000034783315X; http://lattes.cnpq.br/3602681218871519; Figueiredo, Eduardo Henrique Diniz de; https://orcid.org/0000-0001-6850-0122; http://lattes.cnpq.br/3797994345157065; Furlan, Claudia Jotto Kawachi; https://orcid.org/0000-0003-4699-6774; http://lattes.cnpq.br/7226263950843874; Jordão, Clarissa Menezes; https://orcid.org/0000-0003-3558-5603; http://lattes.cnpq.br/1569887797959125; Souza, Lynn Mario Trindade Menezes de; https://orcid.org/0000-0001-8831-7034; http://lattes.cnpq.br/4083561283385617; Witchs, Pedro Henrique; http://orcid.org/0000-0003-0850-2366; http://lattes.cnpq.br/3913436849859138
Drawing on the notions of epistemologies of the South (e.g. SOUSA SANTOS, 2021), border thinking (MIGNOLO, 2020a), intercultural translation (SOUSA SANTOS, 2018), decolonial pedagogies (WALSH; OLIVEIRA; CANDAU, 2018), and ecology of knowledges (SOUSA SANTOS, 2008a), I analyze the role of the Federal Institute of Espirito Santo (IFES) in the production of knowledges with its local communities. In line with the bakhtinian conception of language, I employed narrative research techniques (PAVLENKO, 2007; BARCELOS, 2020) to analyze the data produced in online focus group conversation meetings inspired by the Paulo Freire method (BRANDÃO, 2017). The empirical material and the theoretical framework suggest that the IFES is discursively constructed as a representative of the promises of scientific and technological progress of modernity. Most of the participants involved with the production of epistemologies of the South declared to develop outreach activities and to have engagement with social movements, in line with Sousa Santos’ argument (2019) regarding the prominence of social movements in the epistemologies of the South. Thus, the narratives indicated outreach as a means that favored the insertion of IFES in the production of epistemologies with social movements, environmental educators, sea people from an indigenous community, peripherical inventors, deaf people and rural subjects. The analysis indicates that such epistemological production occurs when there is intercultural translation (SOUSA SANTOS, 2018) in dialogical-border spaces between IFES and local communities. The analysis also emphasizes the need to decolonize language, curricular and internationalization policies. Finally, I discuss the implications of the pandemic for the epistemological production of these subjects from IFES with their communities, in an exercise of thinking about a utopian IFES for a world otherwise.
Tendências sociolinguísticas em Caravelas – BA: palatalização de fricativas coronais pós-vocálicas antes de /t/
(Universidade Federal do Espírito Santo, 2022-02-11) Lima, Jares Gomes; Scherre, Maria Marta Pereira; https://orcid.org/0000-0003-2977-0431; http://lattes.cnpq.br/6129587291049735; https://orcid.org/0000-0001-6360-976X; http://lattes.cnpq.br/1702450590102185; Oliveira, Dermeval da Hora; https://orcid.org/0000-0001-9303-5664; http://lattes.cnpq.br/9406653724224547; Meireles, Alexsandro Rodrigues; https://orcid.org/0000000319019329; http://lattes.cnpq.br/9913871449747690; Melo, Marcelo Alexandre Silva Lopes de; https://orcid.org/0000-0002-8025-0530; http://lattes.cnpq.br/8845532494430243; Tesch, Leila Maria; http://lattes.cnpq.br/9705222558363890; Gomes, Christina Abreu; Yacovenco, Lilian Coutinho; http://lattes.cnpq.br/4214287374430490
This study shows variationist analysis of coronal fricatives before /t/ about Brazilian Portuguese (BP). The variation was discussed and described from the data community of Caravelas - BA. The sample has thirty informants, and it is stratified by sex/gender, age, group, and schooling. The strongest tendencies of the alveopalatal variant are linguistic effects. Although, primarily social effects only showed up in one statistical analysis model on the Goldvarb X. We undertake statistical analyses using fixed and mixed effect models in Goldvarb X (fixed effects), R (mixed effects), Rbrul, lme4 package, and SPSS 26 (mixed effects). The results write down that fricative variation was influenced by linguistic constraints like the variables antecedent vowel context, syllable tonicity, following consonant context, and coda position as the effects with the greatest tendencies. Social variables show effects in analyses conducted by Goldvarb X. The attitude variable is the only variable that presents statistical significance in mixed effect analysis of variation models. Comparisons of results are made between the different models and programs. At this point, the effects of linguistic variables are confirmed and leave no doubt about the linguistic influences that act on the variation. The medial coda, antecedent, and, following context likewise the stress of the syllable are the main trends in the palatalization of the post-vocalic coronal fricative before /t/. The regularity of the phenomenon analyzed shows the community of Caravelas is in agreement with other Brazilian communities and has its characteristics that distinguish it from others when it comes to contextual restrictions on the occurrence of variation in coronal fricatives.
Autoetnografia, infâncias e decolonialidades em (trans)formação
(Universidade Federal do Espírito Santo, 2022-07-17) Merlo, Marianna Cardoso Reis; Casotti, Janayna Bertollo Cozer; https://orcid.org/0000-0001-7459-4268; http://lattes.cnpq.br/2272458406285160; Furlan, Claudia Jotto Kawachi; http://lattes.cnpq.br/7226263950843874; Ferraz, Daniel de Mello; https://orcid.org/0000000284832423; http://lattes.cnpq.br/1090255590865526; Duboc, Ana Paula Martinez; Witchs, Pedro Henrique; http://lattes.cnpq.br/3913436849859138
The main goal of this research is to describe and analyze the researcher education as a young learner English teacher in the light of decolonial and childhood studies. Located within the field of Applied Linguistics, this study adopts autoehnography as the theoretical-metodological perspective, which aims at emphasizing subjectivities and emotions that emerge in the investigation process as well as highlighting the personal experiences that have occurred throughout the researcher’s education process. The data include personal documents and narratives, images, conversations with students and people who have participated in the researcher’s educational process (family, co-workers, classmates, students and school community), as well as audiovisual recording of classes taught by the researcher. This study contributes to broaden knowledge in the teacher education field, particularly when it comes to teaching foreign language to children. This area lacks investigations that articulate childhood philosophy within language studies. It is assumed, in this research, that the teacher education process involves not only the specific time dedicated to initial and continued education, but also entails subjective, emotional, social, environmental and technological dimentions. The study ends up as a defense of a decolonial view to the different possibilities of childhood that are present in the foreign language classroom

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