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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    Discurso e movimento social: estratégias de resistência dos quilombolas no ambiente digital durante a pandemia do Covid-19
    (Universidade Federal do Espírito Santo, 2024-04-26) Silva, Girley Vieira da; Tomazi, Micheline Mattedi; https://orcid.org/0000-0002-2246-7061; http://lattes.cnpq.br/4783716565631781; https://orcid.org/0000-0002-6735-6429; http://lattes.cnpq.br/2458561797594358; Alves Júnior, Mário Acrísio; https://orcid.org/0000-0002-1732-8251; http://lattes.cnpq.br/8555982390613118 ; Nascimento, Jarbas Vargas; https://orcid.org/0000-0002-2002-1752; http://lattes.cnpq.br/3171836873464711; Baronas, Roberto Leiser; http://lattes.cnpq.br/4613001301744682 ; http://lattes.cnpq.br/4613001301744682; Fonseca, Renata Barreto da; https://orcid.org/0000-0002-3210-8281; http://lattes.cnpq.br/8111399716476645
    This Thesis, conducted within the framework of the Graduate Program in Linguistics (PPGEL) at the Federal University of Espírito Santo (UFES), aligns itself with the research line Discourse and Text and the area of Critical Discourse Studies (CDS), engaging in a constructive dialogue with Digital Discourse Analysis (DDA). Its aim is to investigate the discourse produced by the quilombola social movement (QSM) as a strategy of resistance and confrontation against the necropolitics practiced by the Brazilian state during the initial 12 months of the coronavirus pandemic. To achieve this goal, metadata from 3,759 posts on the Facebook digital social network related to the subject were collected, processed, and analyzed. This process involved the application of techniques and systems from data sciences and social network analysis (SNA), in conjunction with linguistic-discursive analytical approaches. The methodological-analytical course organized for this research encompasses the examination of the corpus at two levels. The macroanalysis, initially characterized by the comprehensive inspection of this analytical material using computational tools. Following this examination, 345 posts made by the quilombola social movement were selected, forming the research corpus. From this corpus, tables, graphs, and other pedagogic-cognitive resources were generated. In the microanalysis, 60 posts were chosen, selected based on their relevance measured by the number of interactions generated. These posts were subjected to a study of the macro-ideological structure, technostructure, multimodal structure, and linguistic structure of the discourse, employing analytical categories highlighted in the objects. As a result of this research trajectory, it was identified that the analyzed posts validated the struggles of quilombola communities, aligned with their political project and ideological orientation. This validation underscored the significance of the concepts of ancestry, community, and resistance in preserving identities, ways of life, and in confronting the continuous genocide to which these communities have been historically subjected. The discourses revealed that this resistance was not confined to the past but persisted in the macro ideological structure mobilized in the posts produced within the context of discursive resistance to the practice of necropower during the COVID-19 pandemic. One key aspect of the QSM's resistance strategy was to emphasize the critical situation of the communities, utilizing multimodal, technical, and linguistic attributes to raise awareness about the urgency of the movement's demands.
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    Rediscursivização 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/2450281340934414
    This 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.
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    Rediscursivização 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/2450281340934414
    This 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.
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    Ethos, autoralidade e identidade discursivas em cenografias do ciberespaço
    (Universidade Federal do Espírito Santo, 2025-06-30) Miranda, André Freitas; Nascimento, Jarbas Vargas; https://orcid.org/0000-0002-2002-1752; http://lattes.cnpq.br/3171836873464711; https://orcid.org/0000-0002-9596-2178; http://lattes.cnpq.br/9973800091776101; Vidon, Luciano Novaes; https://orcid.org/0000-0003-2231-6279; http://lattes.cnpq.br/3136561352267602; Alves Junior, Mário Acrísio; https://orcid.org/0000-0002-1732-8251; http://lattes.cnpq.br/8555982390613118 ; Cano, Márcio Rogério de Oliveira; https://orcid.org/0000-0001-5502-6951; http://lattes.cnpq.br/4320952131815734; Ferreira, Anderson; https://orcid.org/0000-0001-7980-5773; http://lattes.cnpq.br/1006738639592351
    Cette thèse s’inscrit dans le champ de l’Analyse du Discours de tradition française (AD) et se concentre sur la construction de l’autoralité (auteur), de l’identité et de l’ethos discursifs dans les scénographies numériques du cyberespace, à partir de l’activité du journal A Gazeta sur son compte X/Twitter. Le corpus comprend des publications liées à des nouvelles, reportages, caricatures et articles d’opinion publiés sur le site officiel du journal, organisées en cinq moments énonciatifs : février et avril 2021, février 2022 et février 2023. Nous partons de la question suivante : celui qui énonce un discours dans une condition de production donnée peut-il être considéré comme son auteur, même lorsque ce discours est approprié par diverses formations discursives et circule sur différentes plateformes ? À partir de cette problématique, nous examinons comment le journal construit son image auctoriale et identitaire dans la fluidité et la performativité du langage numérique. Il s’agit de réfléchir à l’autorat dans l’environnement numérique et à ses implications pour les études du discours. Dans ce contexte, nous comprenons que la production de sens, la constitution des sujets et la construction de l’image de l’énonciateur s’opèrent à travers des pratiques propres au numérique et une négociation constante des ethos, de l’identité et du positionnement. Nos analyses s’appuient sur un cadre théorique composé principalement de Maingueneau (2010 ; 2015 ; 2019), Paveau (2021), Charaudeau (2001 ; 2008 ; 2014), Bakhtine (2009 ; 2017), Foucault (2013) et Agamben (2007), avec un accent particulier sur la notion d’autoralité comme geste discursif. L’énonciation numérique mobilise une complétude énonciative qui construit à la fois une identité institutionnelle et une image d’auteur liée au journal, révélant différents niveaux de responsabilité discursive. Nous cherchons ainsi à comprendre comment la présence numérique institutionnelle du sujet projette des images de soi dans le discours, construisant des ethos discursifs multiples, qui s’articulent, se confrontent et se négocient constamment dans le cyberespace à travers l’hypermédia. Nous constatons que l’autoralité est un processus qui émerge comme fonction et geste dans différentes scènes d’énonciation. A Gazeta, dans ce processus, occupe des positions auctoriales multiples et projette des images de soi qui se construisent, se tendent et se renégocient dans l’espace hypermédiatique.
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    Hipercorreção 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/0651144091367586
    This 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.