Mestrado em Estudos Linguísticos
URI Permanente para esta coleção
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
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- ItemPolíticas de tradução e interpretação de libras e língua portuguesa no ensino superior: ditos e escritos no domínio da Universidade Federal do Espírito Santo(Universidade Federal do Espírito Santo, 2025-10-23) Bizzo, Andrew Victor Thomé; Witchs, Pedro Henrique; http://orcid.org/0000-0003-0850-2366; http://lattes.cnpq.br/3913436849859138; https://orcid.org/0000-0003-0050-7066; http://lattes.cnpq.br/1145218407704172; Oliveira Roberto Perobelli de; https://orcid.org/0000-0002-8130-1061; http://lattes.cnpq.br/9314830679981149 ; Santos, Silvana Aguiar dos; https://orcid.org/0000-0002-5310-7480; http://lattes.cnpq.br/2132093144348796Considering the effects of the national inclusion policy, the beginning of the 20th century was marked by an increasing in the presence of people with disabilities in different social spaces. These effects extended to the institutional domain of the Federal University of Espírito Santo (Ufes), which began enrolling deaf students who have Brazilian Sign Language (Libras) as their first language. As a minimum condition for ensuring these students’ accessibility and retention, the hiring of Libras–Portuguese translators and interpreters became essential, and the emergence of these professionals’ work in this context warrants further investigation. In this scenario, the aim of this dissertation is to analyze the constitution of Libras–Portuguese translation and interpreting activities at Ufes. To this end, adopting an indisciplinary applied linguistics approach and drawing on theoretical perspectives from translation and interpreting policies as well as from language policy, a case study was carried out based on two sets of materials: (i) documents addressing Libras–Portuguese translation and interpreting activities at the institution between 2009 and 2024; and (ii) semi-structured interviews with Ufes servers who either performed such activities during this period or contributed to their implementation. The study revealed that the trajectory of these activities at the institution has evolved from the awarding of scholarships to student monitors who acted as interpreters, through the formalization of a federal public position—currently discontinued—toward the consolidation of an internal structure organized by translators and interpreters holding that position. Based on the discussions enabled by these dynamics, it is argued that the main challenge of the policy on translation and interpretation between Brazilian Sign Language and Portuguese at Ufes is to break with a reactive logic of responding only to emergent demands. Overcoming this challenge goes beyond institutional boundaries, as it results from a broader national policy that restricts the conditions under which deaf people can exercise their linguistic rights. This research is therefore considered to provide insights for reflecting on the dynamics surrounding Libras Portuguese translation and interpreting policies in public institutional contexts.
- ItemA expressão do sujeito pronominal em peças de teatro capixabas: uma análise em tempo real(Universidade Federal do Espírito Santo, 2025-08-28) Rodran, Iesa Venturin Mulinari de; Tesch, Leila Maria; https://orcid.org/0000-0003-3919-1230; http://lattes.cnpq.br/9705222558363890; https://orcid.org/0009-0006-8619-5081; http://lattes.cnpq.br/4465818474608537; Damasceno, Gesieny Laurett Neves; https://orcid.org/0000-0001-6556-9968; http://lattes.cnpq.br/1635569588468079 ; Scherre, Maria Marta Pereira; https://orcid.org/0000-0003-2977-0431; http://lattes.cnpq.br/6129587291049735 ; Massariol, Caroliny Batista; https://orcid.org/0000-0002-8638-0934; http://lattes.cnpq.br/6425326848739788 ; Benincá, Ludimilla Rupf; https://orcid.org/0000-0003-2156-3294; http://lattes.cnpq.br/7370711751927199This research, based on Variationist Sociolinguistics (Labov [1972], 2008; Weinreich, Labov, Herzog [1968], 2006) and Historical Sociolinguistics (Romaine, 2009 [1982]; Conde-Silvestre, 2007), proposes a real-time investigation, in the context of the Capixaba variety, on the ongoing change in Brazilian Portuguese towards an increased frequency of expression of the pronominal subject. Identified by variationist studies such as those by Paredes Silva (1988), Duarte (1995; 2018 [1993]), Genuíno (2017) and Massariol (2018), this change consists of the growing need to express the subject of verbs with a personal pronoun. The introduction of the new forms "você" (you), "vocês" (you're), and "a gente" (we're) into the Brazilian Portuguese personal pronoun system is considered a trigger for this process. Because they are derived from nominal syntagms, these new pronouns share their verb forms with the third person, creating the need for expression to avoid ambiguity. We used 12 written plays from Espírito Santo as our analysis material, from which 4,785 data points were collected. The plays were distributed across four synchronies spanning a period from the late 19th century to the early 2000s. We sought to investigate the influence of linguistic and social factors on the change, always bearing in mind that the linguistic production under analysis is an artistic creation by the authors, who project onto the characters their perception of the linguistic usage of their time. The overall results confirmed our hypothesis that the second person would be the most altered throughout the synchronies, as it underwent the introduction of the new pronominal forms in both the singular and plural. The 1st and 3rd person pronouns showed very similar trajectories, with an unexpected drop in frequency in period III. Thus, our hypothesis that the 1st person, with the stabilization of the use of the pronoun "a gente," would show more changes than the 3rd person was not confirmed. We observed a predominance of the influence of linguistic factors over social ones, which was expected, given that we are dealing with a phenomenon considered below the level of consciousness. Despite this, social factors also proved significant, which is not typically the case in studies on this phenomenon, indicating that the expression of the pronominal subject was used as a resource to characterize the characters.
- ItemAs multimodalidades no livro didático como possibilidades de uma educação linguística de crianças surdas(Universidade Federal do Espírito Santo, 2025-09-05) Garcia, Renata Monteiro de Almeida Zani; Teixeira, Keila Cardoso; https://orcid.org/0000-0002-2287-5276; http://lattes.cnpq.br/4297153426007763; https://orcid.org/0000-0002-4473-4204; http://lattes.cnpq.br/9116996641526821; Witchs, Pedro Henrique; http://orcid.org/0000-0003-0850-2366; http://lattes.cnpq.br/3913436849859138; Lebedeff, Tatiana Bolivar; https://orcid.org/0000-0003-0586-349X; http://lattes.cnpq.br/0081286250806899Teaching materials are important allies in promoting linguistic education practices that understand deaf children as subjects of a social, historical, and cultural construction, for whom Brazilian Sign Language (Libras) is their way of perceiving, being, and interacting in the world. This dissertation aims to analyze the multimodalities of textbooks as possibilities for linguistic education for deaf children in the early years of elementary school. Based on a group of authors from the fields of Interdisciplinary Applied Linguistics, Deaf Studies in Education, and linguistic education, a path was created that understands language as a social practice, established in the sociocultural relationships between subjects, and textbooks as cultural markers that can combine different semiotic modes to enable the construction of meanings. This is a documentary research with a qualitative approach, spanning the period from 1999 to 2023, whose corpus consists of seven books for teaching Libras and two books for teaching Portuguese as a second language. Four categories were established for the analysis, including the following aspects: i) visual literacy as a social practice in real-world contexts; ii) linguistic aspects, in which both L1 and L2 are present in textbooks; iii) multimodalities present in the combination of semiotic modes; and iv) sociocultural history, given that deaf children are historical, cultural, and social subjects. Data analysis revealed that textbooks present multimodal resources, such as images, sign language, and writing in an integrated manner, enabling the construction of meanings present in social contexts. Furthermore, it was possible to identify, on the one hand, the weaknesses of the materials, such as the lack of accessible videos in Libras that enable children's autonomy; on the other hand, the potential, present when deaf children are represented in their culture, history, and identity and have their language valued by promoting reading and visual communication based on the world in which they live. Textbooks are not the only teaching materials, but they are powerful tools that, by combining different multimodal resources, develop language acquisition, visual literacy practices, and the construction of meaning. Therefore, we hope this dissertation will encourage reflection and debate on how multimodal textbooks can contribute beyond simply combining images and writing to the language education of deaf children.
- ItemAs multimodalidades no livro didático como possibilidades de uma educação linguística de crianças surdas(Universidade Federal do Espírito Santo, 2025-09-05) Garcia, Renata Monteiro de Almeida Zani; Teixeira, Keila Cardoso; https://orcid.org/0000-0002-2287-5276; http://lattes.cnpq.br/4297153426007763; https://orcid.org/0000-0002-4473-4204; http://lattes.cnpq.br/9116996641526821; Witchs, Pedro Henrique; http://orcid.org/0000-0003-0850-2366; http://lattes.cnpq.br/3913436849859138; Lebedeff, Tatiana Bolivar; https://orcid.org/0000-0003-0586-349X; http://lattes.cnpq.br/0081286250806899Teaching materials are important allies in promoting linguistic education practices that understand deaf children as subjects of a social, historical, and cultural construction, for whom Brazilian Sign Language (Libras) is their way of perceiving, being, and interacting in the world. This dissertation aims to analyze the multimodalities of textbooks as possibilities for linguistic education for deaf children in the early years of elementary school. Based on a group of authors from the fields of Interdisciplinary Applied Linguistics, Deaf Studies in Education, and linguistic education, a path was created that understands language as a social practice, established in the sociocultural relationships between subjects, and textbooks as cultural markers that can combine different semiotic modes to enable the construction of meanings. This is a documentary research with a qualitative approach, spanning the period from 1999 to 2023, whose corpus consists of seven books for teaching Libras and two books for teaching Portuguese as a second language. Four categories were established for the analysis, including the following aspects: i) visual literacy as a social practice in real-world contexts; ii) linguistic aspects, in which both L1 and L2 are present in textbooks; iii) multimodalities present in the combination of semiotic modes; and iv) sociocultural history, given that deaf children are historical, cultural, and social subjects. Data analysis revealed that textbooks present multimodal resources, such as images, sign language, and writing in an integrated manner, enabling the construction of meanings present in social contexts. Furthermore, it was possible to identify, on the one hand, the weaknesses of the materials, such as the lack of accessible videos in Libras that enable children's autonomy; on the other hand, the potential, present when deaf children are represented in their culture, history, and identity and have their language valued by promoting reading and visual communication based on the world in which they live. Textbooks are not the only teaching materials, but they are powerful tools that, by combining different multimodal resources, develop language acquisition, visual literacy practices, and the construction of meaning. Therefore, we hope this dissertation will encourage reflection and debate on how multimodal textbooks can contribute beyond simply combining images and writing to the language education of deaf children.
- ItemPost-relatos de mulheres vítimas de violência na página do Instagram “acervo de relatos mas ele nunca me bateu”: o contradiscurso sob a lente dos estudos críticos do discurso(Universidade Federal do Espírito Santo, 2025-07-31) Endlich, Daniela Littig; Tomazi, Micheline Mattedi; https://orcid.org/0000-0002-2246-7061; http://lattes.cnpq.br/4783716565631781 ; https://orcid.org/0009-0003-6444-716X; http://lattes.cnpq.br/0456535853013761 ; Santos, Záira Bomfante dos; https://orcid.org/0000-0002-6162-8489; http://lattes.cnpq.br/4736245340980339; Fonseca, Renata Barreto da; https://orcid.org/0000-0002-3210-8281; http://lattes.cnpq.br/8111399716476645This research is justified by the importance of social movements that operate on the social network Instagram as counter-discourses in the social problem of gender-based violence against women. Considering that, in addition to physical violence, there are other types of violence (psychological, moral, patrimonial). This dissertation seeks to demonstrate that non-physical violence occurs in and through language. The Instagram page “Acervo de relatos mas ele nunca me bateu” (ACMAS) is used for women to report their experiences of violence, almost always silenced by discredit and lack of evidence for them to be reported. In this sense, the general objective of this dissertation is to discursively analyze the Social Representation (SR) present in the counter-discourse of women victims of psychological, moral and patrimonial violence by their partners or ex-partners in affective-conjugal relationships published on the ACMAS page. We argue that the page functions as a Social Movement in the fight against male violence against women, encouraging the production of repertoire activities by followers so that they can anonymously share their experiences of violence. The methodology is qualitative and interpretative, and the collection of post-reports was carried out manually during the period from January 31, 2023 to June 30, 2024 through screenshots of the Instagram page, resulting in a total of 361, in which we selected 9 post-reports for analysis. The selection was made by covering only the reports that contain psychological, moral and patrimonial violence with the addition to the adversative clause “but he never hit me” or “he never hit me, but”. As a theoretical-methodological contribution, we used van Dijk's ECD (1992, 1993, 2000, 2008, 2011, 2014, 2015, 2016, 2021, 2024) focusing on the aspects of the discourse-cognition-society triad, SR and power relations. Alongside with the ECD, when addressing the discursive genre that constitutes the post-report, we dialogued with Bakhtin (1997), Cristiane Dias (2019), among others. When situating social networks for research, we addressed the works of Recuero (2012, 2015) and Castells (2015). Regarding gender-based violence against women, we looked for the laws that govern this crime in Brazil and works that direct us towards the discussion on gender, Heleieth Saffioti, 1994, 2001, 2004; bell hooks, 2020; and Gerda Lerner, 2019, in addition to works that deal with violence against women Micheline Tomazi, 2019, 2020; Raquelli Natale, 2015; Renata Fonseca, 2022; among others. The results indicate that some linguistic-discursive strategies, such as pronominalization, adjectives, the use of verbal modalizations, and discursive structures of reports through narrative superstructures were more recurrent in the construction of women's SR as protagonists of the violence they suffered, demonstrating a positive self-presentation in relation to the recognition of violent acts, the search for independence, and the defense of an anti-sexist ideology, while at the same time demonstrating another negative presentation of their aggressor as a perpetrator of non-physical violence using sexist and conservative attitudes and ideology. The research also demonstrates the importance of the ACMAS page as a SM in favor of the recognition of other types of violence, in addition to physical violence, giving women not only the opportunity to be heard, but also to mark a position of resistance and counter-discourse for the recognition of other types of violence that, recognized by many other women, can motivate change in sexist and patriarchal social practices.