Doutorado em Estudos Linguísticos
URI Permanente para esta coleção
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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- ItemIntertextualidade, referenciação, argumentação multimodal e humor em vídeo-memes da rede social TikTok(Universidade Federal do Espírito Santo, 2025-09-26) Lima, Aline Souza de; Souza Júnior, Rivaldo Capistrano de ; https://orcid.org/0000-0002-3731-7613; http://lattes.cnpq.br/7433150215859023; https://orcid.org/0000-0002-8492-9540; http://lattes.cnpq.br/0407298256550496; Oliveira, Mônica Lopes Smiderle; https://orcid.org/0000-0003-4973-7129; http://lattes.cnpq.br/6910760911003070; Casotti, Janayna Bertollo Cozer; https://orcid.org/0000-0001-7459-4268; http://lattes.cnpq.br/2272458406285160; Lima, Dean Guilherme Gonçalves; https://orcid.org/0000-0001-8520-8780; http://lattes.cnpq.br/9890884624525662; Chagas, Viktor Henrique Carneiro de Souza; https://orcid.org/0000-0002-1806-6062; http://lattes.cnpq.br/5832049847796420This paper focuses on the study of video memes circulated on the TikTok platform, emphasizing their intertextual, referential, multimodal, and humorous aspects, as well as their persuasive function in the digital context. The research questions guiding the study are: 1) in what ways do intertextual relationships and the referential activity of the imagistic discourse, objects (or referents) contribute to the production of humor and to multimodal argumentation in video memes on the TikTok social network? And 2) How does the humor effect produced guide the argumentative discourse in the video memes? The hypotheses proposed are: 1) intertextual relationships and the (re) construction of imagistic discourse objects significantly contribute to the production of humor, functioning as argumentative strategies in multimodal discourse; and 2) the humor present in these videos acts as an argumentative resource that directs the stance of the speaker, influencing the interpretation and adherence of the audience to the presented viewpoint. The general objective of the research is to investigate how intertextual relationships and the (re) construction of imagistic discourse objects occur in video memes on the TikTok platform, in order to understand the role of these elements in the production of humor and in multimodal argumentative orientation. The specific objectives are to verify the function of intertextuality in the construction of meaning in video memes; to describe, analyze, and interpret the imagistic discourse objects present in the videos; and to investigate how humor acts in defending viewpoints and in the constitution of multimodal argumentation. The study is based on the assumptions of Textual Linguistics (Koch, 2004; Cavalcante et al., 2019; Nobre, 2014; Carvalho, 2018), Multimodal Argumentation (Tseronis, 2020; Gonçalves-Segundo, 2020, 2021), studies on humor (Raskin, 1985; Raskin & Attardo, 1991; Propp, 1992), and studies on memes and digital culture (Shifman, 2014; Lima, 2019). This is descriptive research with a qualitative approach and interpretative basis. The corpus consists of ten video memes selected from the TikTok platform, chosen based on criteria of popularity, representativeness, and thematic diversity. The results obtained confirm the research hypotheses: the analyzed video memes utilize intertextual relationships and imagistic resources as fundamental elements in the construction of humor and the structuring of multimodal argumentation. Humor, far from being merely a strategy, plays a significant discursive function, acting as a persuasive strategy that influences the audience's reception and adherence to the viewpoints presented. It is concluded that video memes on TikTok, as a specific subtype of digital memes, are complex forms of digital discourse that articulate language, image, and sociocultural references to construct meanings and defend positions. Intertextuality and discourse objects function as semiotic operators that strengthen the argumentation and reveal the sophistication of texts in contemporary digital culture.
- ItemA análise da conversa e o debate político televisionado: contribuições para a compreensão do riso em interações no ambiente institucional(Universidade Federal do Espírito Santo, 2025-06-26) Reis, Márcio Cláudio dos ; Oliveira, Roberto Perobelli de; https://orcid.org/0000-0002-8130-1061; http://lattes.cnpq.br/9314830679981149; https://orcid.org/0000-0002-9587-3781; http://lattes.cnpq.br/5546918363821717; Tomazi, Micheline Mattedi; https://orcid.org/0000-0002-2246-7061; http://lattes.cnpq.br/4783716565631781; Damasceno, Gesieny Laurett Neves; https://orcid.org/0000-0001-6556-9968; http://lattes.cnpq.br/1635569588468079; Schröder, Ulrike Agathe; https://orcid.org/0000-0001-7764-7249; http://lattes.cnpq.br/0894459276304182; Nogueira, Mayara de Oliveira; https://orcid.org/0000-0003-2048-9088; http://lattes.cnpq.br/2011664722861211Televised Political Debate is an important event within the context of elections in Brazil. Among its main characteristics are its “intersection with televised media discourse” (Marques, 2017), the participants’ orientation toward confrontation and the spectacularization of the communicative act (Marques, 2017; Mapelli, 2010), and pre-established turn-taking rules, mutually agreed upon by the participants.This study aims to analyze laughter as “a socially organized and systematically produced activity” (Jefferson, Sacks, Schegloff, 1987), associated with emotional, epistemic, and deontic stances (Peräkylä & Sorjonen, 2013; Stevanovic & Peräkylä, 2014; Le Breton, 2019), in a televised political debate during the first round of Brazil’s 2022 presidential elections. It seeks to describe how laughter emerges and concludes as a constitutive part of participants’ actions within the interactional setting in which it occurs.To this end, the analysis focused on instances in which affiliative laughter—or “laughing with”—and non-affiliative laughter—or “laughing at” (Glenn, 2003; Strid & Cekaite, 2021)— emerged in the data. Moments were also observed in which laughter appeared disconnected from any laughable element produced before or after the turn in which it occurred-self-laughter that neither continues into a third turn nor relies on a previous one. In fact, laughter was directly related to collaborative actions, reprimands, face attacks, self-presentation, negative criticism, irony, and self-praise, among others. The data were generated on August 25, 2022, during a debate broadcast by TV Cultura, TV Bandeirantes, Folha de São Paulo, and UOL on their open TV channels as well as through their respective YouTube channels. The segmentation process involved downloading the video to a personal computer, segmenting it, and transcribing the data based on the Jefferson transcription system (Gago, 2002) and Mondada’s multimodal conventions (2018). Conversation Analysis serves as the theoretical framework guiding this analytical work (Sacks, Schegloff, Jefferson, 1974; Sidnell & Stivers, 2013)
- ItemRediscursivização de contos de Machado de Assis em sala de aula: experiências de leitura literária e autoria responsiva em ambientes digitais no ensino fundamental II(Universidade Federal do Espírito Santo, 2025-09-04) Holanda, Rogério Carvalho de; Vidon, Luciano Novaes; https://orcid.org/0000-0003-2231-6279; http://lattes.cnpq.br/3136561352267602; https://orcid.org/0000-0001-6306-9599; http://lattes.cnpq.br/6378473825732607; Riolo, Vivian Pinto; https://orcid.org/0000-0002-8115-2246; http://lattes.cnpq.br/4661658126855061; Casotti, Janayna Bertollo Cozer; https://orcid.org/0000-0001-7459-4268; http://lattes.cnpq.br/2272458406285160; Lima, Sandra Mara Moraes; https://orcid.org/0000-0002-2608-6653; http://lattes.cnpq.br/1759229357132295; Carvalho, Letícia Queiroz de; https://orcid.org/0000-0003-0519-6746; http://lattes.cnpq.br/2450281340934414This thesis investigates how the rediscursivization of Machado de Assis's short stories in multimodal discursive genres can contribute to transgressive teaching and to the critical and subjective learning of classic literary texts in the contemporary school context. It seeks to understand the role of the text producer in the digital age and its implications for the development of critical, participatory, and transformative readers. The research proposed practices of literary reading and rewriting in a digital environment, in which 8th-grade students produced new versions of Machado de Assis's short stories in formats such as fan fiction, podcasts, video minutes, audiobooks, and social media posts, promoting the circulation of these productions in digital culture. The study is grounded in the Bakhtin Circle's dialogic theory of language and Applied Linguistics, articulating the fields of literary literacy and digital literacies. From this perspective, it analyzes students' responsive authorship, the processes of meaning production, and the relationships between language, ideology, and technology in the school environment. Using a qualitative and narrative approach, the research values the teaching and student experience as a source of knowledge, understanding reading and writing as social and enunciative practices. The results demonstrate that the digital rediscursivization of Machado's short stories favors the updating of the classic text, the exercise of critical authorship, and the expansion of literary reading practices in schools, promoting a dialogical, ethical, and democratic linguistic education, sensitive to the plurality of voices and the languages of digital culture.
- ItemRediscursivização de contos de Machado de Assis em sala de aula: experiências de leitura literarária e autoria responsiva em ambientes digitais no ensino fundamental(Universidade Federal do Espírito Santo, 2025-09-04) Holanda, Rogério Carvalho de; Vidon, Luciano Novaes; https://orcid.org/0000-0003-2231-6279; http://lattes.cnpq.br/3136561352267602; https://orcid.org/0000-0001-6306-9599; http://lattes.cnpq.br/6378473825732607; Riolo, Vivian Pinto; https://orcid.org/0000-0002-8115-2246; http://lattes.cnpq.br/4661658126855061; Casotti, Janayna Bertollo Cozer; https://orcid.org/0000-0001-7459-4268; http://lattes.cnpq.br/2272458406285160; Lima, Sandra Mara Moraes; https://orcid.org/0000-0002-2608-6653; ttp://lattes.cnpq.br/1759229357132295; Carvalho, Letícia Queiroz de; https://orcid.org/0000-0003-0519-6746; http://lattes.cnpq.br/2450281340934414This thesis investigates how the rediscursivization of Machado de Assis's short stories in multimodal discursive genres can contribute to transgressive teaching and to the critical and subjective learning of classic literary texts in the contemporary school context. It seeks to understand the role of the text producer in the digital age and its implications for the development of critical, participatory, and transformative readers. The research proposed practices of literary reading and rewriting in a digital environment, in which 8th-grade students produced new versions of Machado de Assis's short stories in formats such as fan fiction, podcasts, video minutes, audiobooks, and social media posts, promoting the circulation of these productions in digital culture. The study is grounded in the Bakhtin Circle's dialogic theory of language and Applied Linguistics, articulating the fields of literary literacy and digital literacies. From this perspective, it analyzes students' responsive authorship, the processes of meaning production, and the relationships between language, ideology, and technology in the school environment. Using a qualitative and narrative approach, the research values the teaching and student experience as a source of knowledge, understanding reading and writing as social and enunciative practices. The results demonstrate that the digital rediscursivization of Machado's short stories favors the updating of the classic text, the exercise of critical authorship, and the expansion of literary reading practices in schools, promoting a dialogical, ethical, and democratic linguistic education, sensitive to the plurality of voices and the languages of digital culture.
- ItemHipercorreção e mobilização de significados sociais: percepções sobre o uso do relativo qual em um estudo open-guise(Universidade Federal do Espírito Santo, 2025-03-28) Santos, André Poltronieri; Tesch, Leila Maria; https://orcid.org/0000-0003-3919-1230; http://lattes.cnpq.br/9705222558363890; https://orcid.org/0000-0002-4905-1242; http://lattes.cnpq.br/6125651735094828 ; Chaves, Raquel Gomes; https://orcid.org/0000-0002-6310-0194; http://lattes.cnpq.br/2546227696082610; Damasceno, Gesieny Laurett Neves; https://orcid.org/0000-0001-6556-9968; http://lattes.cnpq.br/1635569588468079 ; Oushiro, Livia; https://orcid.org/0000-0002-2165-3305; http://lattes.cnpq.br/9719372821079096; Mendes, Ronald Beline; https://orcid.org/0000-0002-1510-7180; http://lattes.cnpq.br/0651144091367586This dissertation aims to investigate the perceptions of listeners/readers on hypercorrect uses of the relative pronoun qual using an open-guise test (Soukup, 2013; 2016). We justify the interest in these uses because the relative pronoun qual is rarely used in speech and writing, but exhibits a relatively high frequency of hypercorrections, as demonstrated by Lorevice (2012) and Silva, A. (2021). The main hypotesis of this research is that perceptions of hypercorrections would be conditioned by the kind of relative clause (prepositional phrase chopping or a hypercorrect use of qual), as well as the participants’ academic background. The experiment’s protocol consisted of presenting two pairs of stimuli, recorded by the same speaker, which differed only in terms of the relative pronouns (que, in PP-chopping, and a hypercorrect use of qual). Even though we used the voices of two different subjects, each participant listened to the stimuli in the voice of only one of them. In addition to the spoken stimuli, each participant evaluated a written stimulus that presented i) two PP-chopping relative clauses, or ii) two hypercorrections of qual. The results of the experiment show that, even though participants knew they were listening to, and evaluating the voices of the same speaker, and that the audio recordings were simulations, i. e., not samples of spontaneous speech, they showed distinct perceptions about the two variants presented on the stimuli. These perceptions were also conditioned to some extent to social variables, but structural factors showed stronger effects on the perceptions, particularly the fact that participants had heard the second pair of stimuli, which presented a similar contrast between the variants of the first pair, suggestive of a priming effect actuation (Greenbaum, 1976; Teixeira, 2016). Overall, the analysis of regression models and several paired t-tests showed that participants perceived the stimuli with hypercorrection of qual as having higher status and being more pedantic. However, we observed that participants’ academic background was an important conditioner in their perceptions of admiration: while the group of Letras (Languages and Literature) and related courses had perceptions of less admiration about the stimuli with the hypercorrection of qual of the second pair, participants of non-related courses did not differentiate such stimuli in terms of this characteristic. As for the written stimuli, despite similarities between the two groups of participants, only those from Letras and related courses perceived the hypercorrections of qual as more pedantic. In short, these results allow us to argue that the hypercorrect use of the relative qual convey social meanings.