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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- ItemA estrutura V + CV não expresso + SADV/SPREP : uma análise funcionalista(Universidade Federal do Espírito Santo, 2024-12-16) Vieira, Rafaelly Bonadiman; Damasceno, Gesieny Laurett Neves ; https://orcid.org/0000-0001-6556-9968; http://lattes.cnpq.br/1635569588468079; https://orcid.org/0009-0002-2032-3707; http://lattes.cnpq.br/0818971416777835; Tesch, Leila Maria ; https://orcid.org/0000-0003-3919-1230; http://lattes.cnpq.br/9705222558363890; Dias, Nilza Barrozo; https://orcid.org/0000-0003-3521-508X; http://lattes.cnpq.br/0108502697827072The study The structure V + unexpressed CV + SAdv/SPrep: a functionalist analysis has as its research problem the relationship between the suppression of the verbal complement, especially of the direct object type, and the presence of adverbial value syntagm(s) or adverbial clause in postposition to the verb, apparently occupying a spatial position that would be of the verbal complement. It is important to understand whether the formation of this structure (V + unexpressed CV + SAdv/SPrep/ adverbial clause) is linked to the behavior of adverbials in the Information Structure domain. The hypothesis is that these can perform functions that go beyond adjunction and motivate different argument configurations, in which the adverbial syntagma, the prepositional syntagma or the adverbial clause behaves, pragmatically, as new information. Systemic-Functional Linguistics is adopted as the theoretical basis, a branch of Linguistic Functionalism. The corpus consists of 60 (sixty) reports published by diverse authors in Veja magazine, between 2018 and 2022, in which 64 occurrences of the phenomenon under analysis were found. The texts were collected from the magazine's virtual collection based on two pre-defined criteria: subject and date of publication, so that one report was selected from each month, without repeating the subject among the twelve collected each year. After collecting the journalistic texts, the occurrences of unexpressed complements, whether or not followed by circumstances, were identified. These were subjected to thirteen analysis parameters: (i) Presence of SAdv, SPrep or adverbial clause in postposition to the verb, in the absence of an expressed verbal complement; (ii) Presence of punctuation between the verb and SAdv, SPrep or adverbial clause; (iii) Formal expression of the adverbial; (iv) Mobility of SAdv, SPrep or adverbial clause; (v) Type of verbal complement not expressed; (vi) Nature of the elided complement; (vii) Formal expression of the referent of the elided complement; (viii) Type of subject; (ix) Syntactic-semantic integration between Circumstance and Process; (x) Type of Process; (xi) Semantic role of the Circumstance component; (xii) Animacy of the complement's antecedent; and (xiii) Behavior of SAdv, SPrep or adverbial clause within the domain of the Information Structure. This study adopted qualitative methods in the descriptive analysis of the data and the direction it can take and carried out a quantitative systematization using the R software to verify the simple correlation between the variables. The results indicate that (i) the complements not expressed in the cases under analysis encode the known information, and the new information is the responsibility of the SAdv, the SPrep or the adverbial clause, although not exclusively; (ii) there is a tendency for the presence of syntagma(s) with adverbial value in postposition to the verb, in the absence of an expressed verbal complement, to serve to preserve the filling of the item on the right of the verb; and (iii) the statistical analysis of the corpus revealed seven significant correlations, including a 90% correlation between Presence of SAdv, SPrep or adverbial clause in postposition to the verb, in the absence of an expressed verbal complement (PPA) and Formal expression of the adverbial (EXA). The high percentage is due to two factors: when the PPA variable is marked with the Absent category, EXA does not apply; and when the PPA variable is marked with the Present class, EXA tends to be a prepositional syntagma
- ItemInterpretação vocalizada de Libras para a Língua Portuguesa no contexto educacional(Universidade Federal do Espírito Santo, 2024-08-02) Pinheiro, Rutileia Gusmão; Machado, Flavia Medeiros Álvaro ; https://orcid.org/0000-0001-7838-1227; http://lattes.cnpq.br/0017557951639983; https://orcid.org/0000-0002-3939-1913; http://lattes.cnpq.br/5349411366412047; Lacerda, Marcela Langa ; https://orcid.org/0000-0002-8824-8339; http://lattes.cnpq.br/9881079781311322; Ribeiro, Veridiane Pinto ; https://orcid.org/0000-0003-3981-3909; http://lattes.cnpq.br/1787102471728656This dissertation focuses on the processes of general cognitive mastery and constructions that the Translator and Interpreter of Libras/Portuguese Language (TILSP) carries out during vocalized interpreting in the media context in the educational field. To this end, the aim is to analyze the choices of lexical items from the source language (Libras) to the target language (Portuguese), during a video lesson teaching Libras. The methodological procedure is based on a Case Study (Yin, 2010), using the ELAN (EUDICO Linguistic Annotator) software where data was transcribed and annotations were made on linguistic trails to collect the data. The qualitative research consisted of 3 language tracks, separated into 23 excerpts (EX 1-23) which include the literal transcription of the tracks (a) "Libras Teacher" (PROF.SURDO), (b) "Student" (ESTUDANTE) and (c) "TILSP" (TILSP.VOCAL). The theoretical framework is based on academic research into Translation Studies (TS) (Hurtado Albir, 2006; PACTE, 2000) and Interpreting Studies (IS) (Pöchhacker, 2016; Hurtado Albir; Alves, 2009) correlating with Cognitive Semantics (Fauconnier, 1994; Ferrari, 2020; Lakoff; Johnson, 1980; Silva, 2006), the functionalist approach that dialogues with Cognitive Linguistics (Bybee, 2016, 2020) and research into Linguistic Studies of Libras (Quadros, 2004; Rodrigues, 2013; Pagano, 2002; Pagano; Vasconcellos, 2003; Albres; Lacerda, 2013). The results of the analysis show that the process of interactions between languages can suffer inferences made in the act of vocalized interpretation that result in anticipations, pauses, omissions, misunderstandings and/or additions, reflecting similarities or differences from the source language to the target language
- Item"Deixa o professor explicar?": a coprodução de moralidade na fala-em-interação de sala de aula na modernidade recente(Universidade Federal do Espírito Santo, 2024-10-25) Ceccon, Deyvid Petri; Oliveira, Roberto Perobelli de; https://orcid.org/0000-0002-8130-1061; Witchs, Pedro Henrique; Ostermann, Ana CristinaThis research examines how participants in classroom interaction implement morally loaded actions and thereby manage a moral stance in interaction. It is known that the activity of attributing rights and responsibilities to self and others is a pervasive one in social life (Linell; Rommetveit, 1998) that is also evident in the organization of classroom participation in late modernity (Rampton, 2006). This qualitative study aims to, within the theoretical and methodological framework of Conversation Analysis, investigate when and with which resources the participants in our data make relevant a certain moral order of society and engage on collaboratively doing morality in interaction. In addition, this study aims to provide a characterization of how the interactional production of morality relates to the new communicative order of contemporary classroom talk-in-interaction (Garcez; Lopes, 2017). For instance, morally charged actions can be observed in complaints and reproaches addressed to students by teachers. However, in relation to the emerging interactional arrangement of the classroom, we seek to explain how sanctions like these also occur among the students themselves. Indeed, their actions are implemented in disadvantage or in favor of the teacher’s program of action. For accomplish our analytical purposes, we proceeded with a sequential and multimodal analysis of audiovisual data that belong to the corpora of Grupo Linguagem, Interação e Etnometodologia (GLIE), which consist of excerpts of naturalistic interactions recorded in a public school of Grande Vitória/ES (Goulart, 2020; Mascarenhas, 2020). Among the results of the research, the following interactional patterns were observed: a) the management of moral stance in disadvantage of the main interaction (“PMDIP”); and b) the management of moral stance in favor of the main interaction (“PMPIP”). We observed that such patterns, which are illustrative of the new communicative order, have as sequential developments a discrediting action by teachers in second sequential position (PMDIP) and a ratifying one in second sequential position (PMPIP). This shows us the relevance of teachers' moral work in the classroom interaction. We also analyzed cases of non-co-production of morality in interaction, when teachers are not oriented towards carrying out this work. Therefore, the study sheds light on the interactional consequences of managing a moral stance for ongoing activities in interactions regarding the possibilities of the teachers’ moral work, which point to different ways of doing morality collaboratively in the contemporary classroom.
- ItemContribuições da semântica cognitiva : dialogando sobre os desafios da leitura e a compreensão do leitor-surdo diante das informações sobre HIV-AIDS(Universidade Federal do Espírito Santo, 2024-03-01) Wanzeler, Leandro Alves; Machado, Flávia Medeiros Álvaro ; https://orcid.org/0000-0001-7838-1227; http://lattes.cnpq.br/; https://orcid.org/0000-0003-3758-1075; http://lattes.cnpq.br/; Teixeira, Keila Cardoso ; https://orcid.org/; http://lattes.cnpq.br/; Ribeiro, Veridiane Pinto ; https://orcid.org/; http://lattes.cnpq.br/This dissertation focuses on the issue of educational information campaigns printed in Portuguese in the area of Health, which contributes to important information for the population. To this end, the challenges faced by deaf readers in reading and understanding a controlled reading of an information booklet on HIV/Aids were analyzed, based on the cognition of the lexical translation of the terms and concepts used in the context of health, inserted in the booklet. The methodological proposal is a case study (Yin, 2010), with the participation of a deaf reader with higher education, from Vitória-ES. It aims to discuss how the linguistic obstacles encountered by Deaf Readers interfere with reading comprehension of statements written in Portuguese in an advertising campaign. The procedures for collecting data for the research were carried out in two stages, with the aim of observing the cognitive connections that the Deaf Reader creates when translating the text in Portuguese into Libras - using the written version available on the insert. The theoretical foundation is based on the contributions of Cognitive Linguistics under the semantic primacy (Lakoff, 1987) and lexical semantics (Polguère, 2018), which corresponds to the perspectives of attributing meaning to the text in relation to the linguistic understanding of the language in use, with an emphasis on the semantic and pragmatic aspects that allow for cognitive and cultural contexts (Bybee, 2016). When comparing the information transmitted from the lexicons present on the insert, “AIDS LIVES BETTER KNOWING. FAÇA SEU TESTE ANTI-HIV”, created and distributed in the written form of the Portuguese language, the research was organized as follows: a) translation of the Health advertising booklet into Libras; b) subtitles in Portuguese; c) illustrative resources; d) analysis of the data collected (the hand signals recorded in the reading and comprehension of the Deaf Reader with the printed booklet and video booklet in a controlled situation) on the entries selected from the printed booklet on technical terms. By analyzing the participant's impressions, we can see that the booklet contains a lot of relevant information. However, the Deaf Reader faces obstacles to understanding, lack of linguistic and communicational access in Libras. The results show that the deaf reader has a communication gap when referring to the text in written form, when the text is translated for the deaf individual to read and understand. In this context, there is an inherent need for research in this area, because even deaf people with higher education and extensive encyclopedic knowledge find it difficult to understand clinical terms and concepts as linguistic obstacles when the text refers to the written form of the Portuguese language. The results of the analysis show that the Deaf Reader faces many reading adversities on a daily basis and, in order to minimize the effect of this reading and comprehension, “translation” is the means of making textual (written) information accessible to the Deaf Reader for information in Libras. Translation redesigns the context by making the use of conceptual-clinical terms with “equivalent” content more perceptible, allowing effective and successful comprehension for the interpreting language user (Eco, 2011)
- ItemPráticas de letramento acadêmico no contexto de extensão universitária : implicações para a formação inicial de professores de língua portuguesa(Universidade Federal do Espírito Santo, 2024-09-10) Guimarães, Fernanda Rodrigues; Casotti, Janayna Bertollo Cozer ; https://orcid.org/0000-0001-7459-4268; http://lattes.cnpq.br/; https://orcid.org/0000-0003-3222-1935; http://lattes.cnpq.br/; Furlan, Claudia Jotto Kawachi ; https://orcid.org/0000-0003-4699-6774; http://lattes.cnpq.br/; Basoni, Isabel Cristina Gomes ; https://orcid.org/0000-0003-1277-1569; http://lattes.cnpq.br/The general objective of this research is to investigate the literacy practices developed in an extension project of the Department of Languages and Letters of the Federal University of Espírito Santo and how these practices affect teacher education. The specific objectives are as follows: 1) To identify the literacy practices that are present in the context of the extension project; 2) To identify the choices and decisions made by the student(s)-monitor(s) in relation to the texts that circulate in the location; 3) To analyze interpretatively, the literacy experiences experienced by the student(s)-monitor(s); 4) To analyze interpretatively, how the literacy experiences in an extension project of Ufes affect pre-service teacher education. The research is supported mainly by the New Literacy Studies , from the perspective of Street (2014; 2017); in the conception of discursive genres, based on Bakhtin (2003; 2016); in Fiad's conception of academic literacy (2011; 2013; 2015), which conceives academic literacies as a situated social practice; and, for the discussion on teacher education, supported by authors from both education and applied linguistics, such as Miller (2013), Freire and Leffa (2013), Casotti (2017), Benevides (2006), Guimarães (2023), Muniz and Boas (2017) and Freitas (2022). The methodology used is qualitative, interpretative and ethnographic. The methodology used is qualitative, interpretative and ethnographic. The work is carried out in the context of an extension project at the Federal University of Espírito Santo (Ufes), with students of Letters. The work is carried out in the context of an extension project at the Federal University of Espírito Santo (Ufes), with students of Letters. The following instruments for data collection are used: closed questionnaire, diary written by the researcher as a participant-observer in the extension project and guiding materials for the extension project. In the analyses carried out, it was identified that the main literacy practices experienced by the student(s)-monitor(s) of the extension project were the exchange of emails, meetings and text revisions. Based on the texts circulating in Releitores, we understand that the student(s)-monitor(s)' attitudes and decisions are guided predominantly by the commitment term signed by the student(s)-monitor(s). In view of this, we analyzed the choices and decisions of the student(s)-monitor(s) in the extension project. Finally, at Releitores, we discovered work with varied genres and literacy practices. We believe that the work of the student(s)-monitor(s) at the site goes beyond simply providing services, as it is not just about reviewing and delivering texts, but a process that includes dialogue and training of both the student(s)-monitor(s) as a future teacher and the author of the text