Ciências da Linguagem

URI Permanente para esta coleçãohttps://tede2.unicap.br/handle/tede/19

Navegar

Agora exibindo 1 - 20 de 366

Espiritismo, de doutrina filosófica à religião do livro: entre controvérsias, livros e cânone.
(UNICAP, 2025-09-19) Lira Neto, Luís Jorge
Esta pesquisa verificou a trajetória do Espiritismo, um caso particular do Espiritualismo Moderno, movimento espiritualista iniciado nos Estados Unidos da América em 1848. Aqui analisado como um fato sociocultural e transnacional. Em trânsito pelo Ocidente chega à França e é recepcionado por uma cultura imersa no ideal iluminista tardio. Ressignifica como Doutrina Filosófica em 1857, a proposta conciliatória de Allan Kardec para o dilema da modernidade entre fé e razão. De retorno ao continente americano, aporta no Brasil e se defronta com uma sociedade de religiosidade singular, sincrética, mística e receptiva ao espiritual. Toma, então, características de uma Religião Cristã, processo imerso em controvérsias e discussões se o Espiritismo é religião ou não e, ademais, sob pressões externas, do Estado, da Igreja e da classe médica. Com o intuito de analisar as transmudações socioculturais do Espiritismo, esta tese objetiva demonstrar o processo de transformação do Espiritismo em Religião do Livro, na linha judaico-cristã, frente às narrativas dos grupos espíritas em controvérsias doutrinárias e a transformação das obras fundamentais espíritas em Cânone sacralizado. E em específico, mostrar a evolução histórico-cultural do Movimento Espírita Francês, contextualizado como um fato social; identificar as causas que levaram o Espiritismo no Brasil a ter características de Religião Cristã e suas singularidades frente à matriz francesa; apresentar os principais grupos espíritas em controvérsias no Brasil, identificando os argumentos que embasam suas disputas, sob a perspectiva da Teoria de Campo Religioso de Pierre F. Bourdieu, além de identificar o contexto e; verificar os fatores que caracterizam o Espiritismo como uma Religião do Livro, entendido como um sistema articulado com base em um livro profético, sacralizado num Cânone, uma religião de referência e uma comunidade de seguidores. O aporte metodológico está ancorado em pesquisa bibliográfica e documental, em fontes primárias e secundárias das obras espíritas e no acervo do Projeto Allan Kardec da Universidade Federal de Juiz de Fora (UFJF), que deram condições de mapear as configurações do Espiritismo em culturas e sociedades diferenciadas. Identificada a centralidade no Livro e nos Evangelhos intrínsecos ao Espiritismo, foi aplicado modelo de análise de formação de Cânone de religião letrada, adaptado de José S. Croatto e Aldo N. Terrin para verificar o sistema de crenças e de práticas espíritas, resultando na constatação da configuração do Espiritismo na França como Religião Filosófica e Letrada, identificada com a secularidade, enquanto no Brasil apresentou configuração de Religião Cristã do Livro, de identidade de mística letrada, porém, ambas situadas na modernidade.
Textos narrativos escritos por estudantes autistas do ensino fundamental II: um olhar enunciativo.
(UNICAP, 2025-02-26) Moraes, Carlos Eduardo Alves
A presente pesquisa se insere nas discussões sobre a produção de textos de alunos com autismo, a partir da sua p roximidade com a escrita na sala de aula. A princípio, o interesse de investigar sobre textos escritos de sujeitos autistas no contexto escolar, parte da história pessoal do autor deste trabalho, vivenciada em sua prática como docente de língua portuguesa no ensino básico. Sabe se que, em relação à escrita, os alunos autistas apresentam déficits na combinação de aspectos da sintaxe, morfologia e semântica (Walenski; Tager Flusberg, Ullman, 2006), e esse fato é reflexo dos desvios que esses indivíduos com au tismo possuem no comprometimento nos níveis de linguagem, uma vez que há um déficit na compreensão e na produção das palavras com sentidos semelhantes aos utilizadas convencionalmente. Este trabalho tem como objetivo geral investigar a enunciação em textos narrativos escritos produzidos por estudantes autistas do Ensino Fundamental II e como objetivos específicos identificar as estratégias construídas pelos estudantes autistas através da Categoria de Tempo deixados nos textos, que apontem para processos enu nciativos, além de analisar os movimentos de linguagem presentes nas narrativas escritas e verificar como uma aparente desordem no texto escrito do autista reflete as manifestações enunciativas do sujeito. Para embasar sobre a relação do autista com a escr ita, utilizamos como referencial teórico os conceitos da linguística enunciativa do pesquisador Émile Benveniste (1902 1976), o qual define enunciação como o ato individual de colocar a língua em funcionamento de marcas específicas do sujeito na linguagem. Esta pesquisa se caracteriza como qualitativa do tipo estudo de caso no qual foram coletados seis textos narrativos produzidos em sala de aula por três estudantes autistas, matriculados na turma do oitavo e nono ano d o Ensino Fundamental II, de uma escol a da rede municipal de ensino da cidade do Cabo de Santo Agostinho, região metropolitana do Recife. Após uma sequência didática sobre a produção de texto narrativo, foi solicitado que os alunos produzissem dois textos no início do período letivo e dois tex tos em meados do semestre, escolhido entre dois temas propostos pelo professor a cada atividade de produção textual. Vale ressaltar que a construção dessas narrativas não teve qualquer intervenção do professor da sala de aula regular ou do professor de apo io, eles só acompanharam o processo da escrita dos estudantes, constituindo se como único alocutário durante a construção dos textos. No percurso das análises buscamos mostrar o funcionamento do processo enunciativo a partir da consideração de três momento s: 1) A proposta do professor com a produção de narrativas para os estudantes com TEA; 2) A escrita dos alunos autistas, 3) As particularidades encontradas nas narrativas. Acreditamos que a análise dos textos nos mostrou, que, mesmo todos apresentando o ig ual transtorno, esses estudantes manuseiam a linguagem escrita de modo diferente um do outro, marcando os movimentos subjetivos na linguagem.
Representação imaginária da mulher na EJA: experiências de alunas da educação de jovens e adultos no município de Caucaia.
(UNICAP, 2025-06-16) Santos, Maria das Dores Rodrigues dos
A Educação de Jovens e Adultos (EJA) é um direito constitucional previsto no Art. 208, conquistado através de lutas históricas que assegura sua oferta gratuita a todas as pessoas que não tiveram o acesso à escola na idade. Dados apontam que o Brasil tem cerca de 11 milhões de pessoas não alfabetizadas e, aproximadamente, 70 milhões de pessoas entre 15 e 29 anos que não concluíram o Ensino Fundamental. Nesse quadro, é necessário destacar a crescente presença das mulheres na EJA, que se mantém sendo mais da metade do alunado matriculado desde 2012. Em Caucaia, município do estado do Ceará, essa forte presença se mantém, enquanto outros dados característicos se desenham e configuram-se como próprios da EJA nas regiões desse território. Nesse âmbito, sendo as questões de gênero inevitáveis à manutenção da vida das mulheres em nosso país, como a mulher é representada nesses espaços? Desse modo, o objetivo da pesquisa foi analisar a representação imaginária da mulher na modalidade Educação de Jovens e Adultos (EJA) das escolas públicas do município de Caucaia (CE). A pesquisa fundamentou-se na Análise do Discurso de linha francesa como aporte teórico-analítico, historiando a trajetória da EJA no Brasil e da construção da concepção acerca da mulher enquanto categoria do gênero, e realizando pesquisa de campo por meio de entrevista semiestruturada e questionário socioeconômico que foram aplicados a quatro (4) estudantes da EJA em uma escola do município de Caucaia. Com base na AD, foi selecionado, transcrito e analisado o corpus a partir do material coletado, tendo inicialmente como diretriz os conceitos de ideologia, discurso, sujeito e memória. A análise demonstrou que muitos discursos estereotipados sobre a mulher ainda são reproduzidos reforçando a ideologia patriarcal, mas também como em meio aos dizeres supostamente regularizados, surge através do contexto educacional discursos que rompem com a regularização, transgredindo a lógica dominante e reafirmando as identidades das diversas mulheres que se encontram no ambiente heterogêneo da EJA. Acreditamos que esse conjunto propiciou no campo da linguagem uma contribuição relevante para a discussão teórica, mas também resultou em contribuição para compreender as possibilidades e entraves que acontecem na EJA das escolas públicas de Caucaia, como principalmente os que atingem diretamente as mulheres.
A teoria do dizer na estética da linguagem em Ortega y Gasset.
(UNICAP, 2025-08-15) Silva, Roberto José da
Ortega y Gasset trata do fenômeno da linguagem pelo crivo do sistema filosófico da razão vital. Como filósofo e filólogo da circunstância, imprime sua meditação em um estrato mais profundo, estrato que envereda por uma nova linguística que denomina, no seu sistema filosófico, de teoria do dizer. O presente estudo defende o postulado da teoria do dizer na estética da linguagem. O dizer configura o fenômeno da linguagem na estilística da ação vivente do ser humano, que tem uma realidade verbal com a valoração do mundo interior como fundamento dessa mesma linguagem. A estética orteguiana contempla, também, a nova linguística, com os aportes do raciovitalismo, da razão histórica ou razão vital. Sobre o fenômeno da língua e da linguagem, o contexto dos estudos da linguística sinaliza seu enfoque num perspectivismo crítico frente aos limites dos modelos do formalismo e do positivismo da época, cujo giro linguístico tem a primazia das ideias de Ferdinand de Saussure sobre a língua e a fala. Esta pesquisa tem como objetivo investigar, na concepção interna da linguagem, a proposição da teoria do dizer. A tese está dividida em três capítulos. O primeiro capítulo identifica, na gênese do pensamento linguístico, e sinaliza as bases constitutivas da teoria do dizer e da dinâmica da razão vital, para uma compreensão dos aportes epistemológicos e ontológicos, no estrato da inovação metafísica da teoria linguística. O segundo capítulo interpreta a questão do ser da linguagem e do sentimento estético da vida. A meditação metafísica, na teoria do dizer e na estética da linguagem, tem o singular enunciado nos subsídios da fundamentação ontológica da filosofia e linguística. O terceiro e último capítulo justifica a configuração do lugar da linguagem no raciovitalismo linguístico, o direcionamento da teoria do dizer e o valor que as palavras ganham nas novas paisagens da atividade semântica do homem e na proposição do pensamento linguístico. O genus dicendi e a ensaística, no sentido realístico da palavra, são categorias que também possibilitam a proposição da teoria do dizer. Este trabalho baseia-se no referencial da pesquisa bibliográfica, que consiste no exame da literatura e interpretação das obras de Ortega y Gasset e escritos que estão vinculados ao teor da temática. A relevância desse estudo, frente ao paradigma do fato social da linguagem, configura-se no próprio conteúdo e na sistematização das obras do pensador espanhol. A contribuição da teoria do dizer, de caráter pluridimensional, aclara a discussão e conjunção da primazia da teoria linguística e literária. A meditação sobre a teoria do dizer, na abordagem do fenômeno da linguagem e na vertente do postulado da razão vital, coloca a realidade radical, que é a vida humana, como tema central e força propulsora com o esteio da filosofia da linguagem no âmago do pensamento linguístico, que está estritamente consubstanciado no cenário da ciência da linguagem.
O ensino-aprendizagem de língua inglesa escrita para surdos bilíngues: contribuições de pesquisas científicas.
(UNICAP, 2025-04-28) Cavalcanti, José Jefferson Leôncio
O ensino-aprendizagem da língua inglesa escrita para alunos surdos da Educação Básica no contexto educacional inclusivo brasileiro apresenta desafios significativos devido a barreiras linguísticas, metodológicas e estruturais. Assim, diante desse cenário, esta pesquisa tem como objetivo geral analisar contribuições de pesquisas acadêmicas, isto é, dissertações e teses, sobre o respectivo ensino. Como objetivos específicos se propõe a realizar um levantamento e seleção de pesquisas científicas acadêmicas realizadas nos últimos quatro anos, em repositórios universitários. Textos esses que se proponham a categorizar convergências e divergências sobre o respectivo processo didático. Neste contexto, configura-se como uma abordagem qualitativa, de caráter descritivo, fundamentada em pesquisa bibliográfica e na Análise de Conteúdo de Bardin, por meio da técnica de Análise Temática. Metodologicamente, os textos recortados foram submetidos às três etapas clássicas da Análise de Conteúdo: pré-análise, exploração do material e tratamento dos resultados obtidos e interpretação. Salientamos que, entre outros pontos, pesquisas científicas, de forma geral, evidenciam dificuldades relacionadas à necessidade de consolidação da Libras e da mediação pelo português escrito, lacunas nas políticas públicas e na infraestrutura escolar comprometem o acesso equitativo ao ensino da língua inglesa, mas também apontam soluções promissoras, como metodologias ativas, materiais didáticos e estratégias bilíngues que valorizam a Libras como primeira língua e o português como segunda. As pesquisas já apresentadas sobre o ensino de inglês escrito para surdos na Educação Básica ajudam a refletir e apontar um horizonte em que o ensino-aprendizagem dessa língua desponte como mais promissor no que se refere a estratégias didático-metodológicas. Em síntese, esta pesquisa se propõe a ofertar à academia e à sociedade um estudo o qual se propõe refletir sobre a necessidade de fomentar, cada vez mais, o ensino da língua inglesa para alunos surdos da educação básica.
Representações do ‘espaço’ na série o Sítio do Picapau Amarelo, de Monteiro Lobato.
(UNICAP, 2025-06-30) Neves, Alexandrina Verônica Guedes das
Considerando que há várias possibilidades de se representar o 'espaço‘ e que essa categoria apresenta significações relevantes para a compreensão do enredo e para a construção das personagens – visto que contribui para promover sentidos ao universo da linguagem literária e não-literária –, esse estudo propõe analisar representações do espaço na série O Sítio do Picapau Amarelo, de Monteiro Lobato. Os ‗espaços‘ escolhidos para essa análise foram: O Reino das Águas Claras, A Casa do Sítio, A Cozinha da Tia Nastácia, A Gruta da Cuca, A Biblioteca do Visconde e A Mata do Capoeirão dos Tucanos. Esses espaços revelam, em sua linguagem descritiva e criativa, lugares que, mesmo sendo ficcionais, dizem muito do povo brasileiro e do jeito com que Lobato via a criança. Para o desenvolvimento desse estudo, apoiamo-nos nas reflexões de Saussure, Jakobson e Bakhtin no que diz respeito à linguagem. Em relação ao espaço literário e sua funcionalidade no texto, os estudos de Borges Filho, Sônia Brayner, Antônio Candido, Antônio Dimas e de Osman Lins. Marisa Lajolo, Regina Zilberman e Edgar Cavalheiro serão referências no que diz respeito à literatura infantojuvenil brasileira e à vida e obra de Monteiro Lobato. Nesse sentido, a partir de um tema restrito - a construção ficcional do espaço - e motivada por questionamentos de ordem teórica sobre o assunto, percorremos as referidas narrativas do autor, com o intuito de realizar uma análise que apontasse caminhos para a compreensão de alguns recursos descritivos usados por ele na elaboração e na criação desses espaços imaginários - maravilhoso/fantástico - em suas narrativas infantis e, por meio dessa pesquisa, de contribuir com novas leituras para uma abordagem espacial na literatura infantojuvenil.
A prática da leitura na construção da proficiência: um estudo com estudantes do 6º ano do ensino fundamental numa escola da rede municipal do Recife.
(Universidade Católica de Pernambuco, 2025-05-30) Araújo, Marinalva do Nascimento; Henz, Rossana Regina Guimarães Ramos; Ramos, Flávia Tavares de Costa; Silva, Dayvesson Deleon Bezerra da
Reading, understood as a social, cultural, and cognitive practice, is one of the core pillars of school education, as it enables individuals to access knowledge, develop critical thinking, and fully exercise citizenship. However, data from external assessments, such as the Basic Education Assessment System (SAEB) and the Functional Literacy Indicator (INAF), reveal that a significant portion of Brazilian students face serious difficulties in reading comprehension and interpretation, which compromises their academic performance and meaningful participation in various social spheres. In light of this scenario, this research aims to analyze the development of reading proficiency among a group of 6th-grade students in the final years of elementary school, based on the experiences lived in two reading workshops conducted in a public school in Recife. The theoretical framework is grounded mainly in the works of Kleiman (2016), Marcuschi (2008), Martins (2012), Chartier (2004), Silva (2018), and Bortoni-Ricardo (2012), who address reading as a social practice and the challenges of forming readers in the school context. The methodological path began with a survey phase in which questionnaires were applied to map the students’ reading profiles, including their perceptions, motivations, and resistance to reading. Based on the responses, students were divided into two groups: those who showed interest in reading and those who did not identify with the practice. From this initial diagnosis, two reading workshops were planned and implemented throughout the second semester of 2023, with weekly meetings lasting approximately fifty minutes. The workshops were based on a pedagogical approach that views reading as an active process of meaning-making, recognizing the reader as the protagonist of interpretation. Activities included shared reading, discussion circles, reflective writing, and literary text appreciation. The selected texts — “Cabelos Molhados” by Luis Pimentel (2006) and “Que se chama solidão” by Lygia Fagundes Telles (2009) — addressed subjective and sensitive themes, promoting student engagement and allowing multiple interpretations. The results show that the reading workshops helped spark students’ interest, increase their participation in the proposed activities, and promote progress in meaning-making and text interpretation. This reinforces the importance of guided pedagogical practices that value reading as an engaging, critical, and socially situated experience.
“Sou quilombo com orgulho muito de quem eu sou”: letramentos em histórias de vida de mulheres quilombolas piauienses.
(Universidade Católica de Pernambuco, 2025-03-25) Albuquerque, Fernanda Viana de Castro; Henz, Rossana Guimarães Ramos; Nascimento, Juscelino Francisco do; Andrade, Gevson Silva; Cirne, Alexcina Oliveira; Bezerra, Benedito Gomes; Raimundo, Valdenice José
Faced with the gradual growth of studies in the area of Language Sciences focused on the discussion of literacy theories, we still consider the number of studies dedicated to the study of social literacies in quilombola communities to be incipient. Due to the scarcity of research in this area, and considering my experience as a teacher with a class in the government's Women of Tomorrow program in 2013, the challenge arose to explore this perspective, based on the life stories of women from two quilombola communities in Piauí. This thesis is based on the need to find answers to the following questions: how do literacy practices occur in the life stories of quilombola women? To what extent do these practices have an impact on their daily lives? Thus, our main objective is to investigate the impacts of literacy on the life stories of 13 quilombola women from the Piauí communities of Barro Vermelho and Contente, analyzing how social practices of reading, writing, and orality influence their quilombola identity. Our corpus consists of 13 life stories told by these women, collected through semi-structured interviews in two quilombola communities located in the interior of the state of Piauí. For the analysis, we started from the assumption that ideological literacy is constituted by social reading and writing practices experienced in multiple contexts of social interaction and, for this reason, the stories were analyzed considering social and cultural aspects. To this end, we drew on the theory of the New Literacy Studies with authors such as (Barton et al., 2000); Barton and Hamilton (2004); Soares (2003; 2010); Street (1984; 2006; 2010; 2014); Kleiman (1995)as well as the foundations of Sociolinguistic Studies Bortoni-Ricardo (2005); Zavala (2002)and the principles of the relationship between oral-based and written-based societies in the light of studies by Goody and Watt (1963; 2006), among others. The results show that not only in the life stories of quilombola women, but also in the physical space of the communities, there is a multiplicity of literacy events, present in various social domains and delineated by different ideological literacy practices. This helps to ensure that the relationship between literacy and the social identity of the participants in this study occurs as naturally as possible. This research thus aims to contribute to recognizing the plurality of literacies in the life stories of quilombola women. In addition to signaling a more efficient expansion of the possibilities for rescuing and preserving these life stories, which emerge in contexts of resistance and struggle.
Consciência fonológica, conhecimento lexical e repetição de pseudosinais da LIBRAS em crianças surdas bilíngues: a influência da estimulação precoce.
(Universidade Católica de Pernambuco, 2025-04-25) Roldão, Michelle Mélo Gurjão; Cavalcanti, Wanilda Maria Alves; Daroz, Elaine Pereira; Azevedo, Nadia Pereira G. de; Cruz, Carina Rebello; Sousa, Wilma Pastor de Andrade
Phonological development is considered primordial for constructing the necessary foundation for later linguistic development, encompassing morphological, syntactic, semantic, and pragmatic levels. However, according to Cruz (2008, 2016), this process usually occurs late in deaf children, due to the period when the acquisition of sign language (SL) was initiated, especially if considering deaf children of hearing parents, due to their lack of knowledge in relation to SL. Thus, it is essential to highlight the importance of early stimulation so that the child can have access to SL from the first years of life. This importance is also emphasized by Vygotsky, who is one of the precursors in the studies of disabled people, and who paved the way for this study to enhance the understanding of the acquisition and development of language by deaf children. In addition to the research, more studies were accessed, making it possible to better grasp these processes as a basis for initial and subsequent linguistic development. Taking this into account, the main aim of the present study is to analyze the performance of the phonological awareness of the Brazilian Sign Language (Libras in Portuguese), the lexical knowledge and repetition of pseudo-signals by deaf bilingual children who had an early stimulation program, comparing them to deaf bilingual children who did not have equal opportunity. The following scholars’ findings provide the theoretical support for this research: Mayberry, Morford, Quadros, and Fusellier-Souza, in the area of sign language acquisition; Campello, Guimarães, Cruz and Quadros, about the specific aspects regarding Libras lexical knowledge and repetition of pseudo-signs. As far as the education of deaf people is concerned, the theoretical framework is based on Vygotsky, Cavalcanti, and Quadros. The work with early stimulation of language in SL was grounded on Grassi, Stumpf, and Linhares. Methodologically, it is a comparative, transversal study of qualitative-quantitative nature, with deaf students as participants from the early years of elementary, bilingual schools of São Paulo and Paraíba. The children underwent the Phonological Awareness Test in Libras (TCF-Libras in Portuguese), proposed by Cruz (2016), and the Repetition Thesis of Pseudosignals (a test developed by a team of the Bilingual Bimodal Development Project), while the parents responded to a semi-structured interview about the linguistic, auditory and educational aspects of their deaf children. For quantitative data analysis, the statistical test of Mann-Whitney was used. Bardin inspired qualitative data analysis. The results obtained after the application of the Phonological Awareness Test of Libras (including the lexical knowledge test) revealed significant differences between the group of children who participated in early development stimulation, who showed a better performance - and the children who did not have the same opportunity, reinforcing the positive impact of early exposure to Libras. The Pseudosignals Repetition Test showed no statistically significant differences between groups. The involvement of the family in the SP group and the continuity of bilingual education in this group were key factors for its students to show greater linguistic progress. The findings of this research contribute to the field of language acquisition and the development of more effective educational practices aimed at deaf children, in addition to reinforcing the importance of acquiring sign language as early as possible.
Música e metáfora na linguagem do autista: um estudo de caso a partir do olhar enunciativo.
(Universidade Católica de Pernambuco, 2025-03-26) Sousa, Ana Paula Costa de; Barros, Isabela Barbosa do Rêgo; Fonte, Renata Fonseca Lima da; Silva, Elisângela Maria da
This research is based on Émile Benveniste's enunciative theory, more specifically in the texts Semiology of Language, Form and Meaning in Language and The Formal Apparatus of Enunciation, which bring the author's discussions about the language semantization process. Following the research that relates the enunciative theory to the acquisition of language in autism, originating, above all, with the work of Barros (2011), we defend here the process of semanticization of the language crossed by the presence of the unenunciated music of the autistic subject. Our main objective is to investigate the metaphorical enunciative effect of music on the language of children diagnosed with autism. To do this, we analyzed the metaphor in the field of linguistic enunciation and identified the language movements in children diagnosed with autism. We carried out qualitative research, of the case study type, following the bibliographic procedure, because it was deemed necessary to investigate music from a place other than a harmonious and expressive combination of sounds or, even, a pedagogical support instrument or a repetition of speech in the language of the autistic child. Our corpus is formed from the collection of data from audiovisual records of interactions, which took place in the Study and Reception Group for the Autistic Spectrum (GEAUT), of the Postgraduate Program in Language Sciences (PPGCL), at the Catholic University of Pernambuco and fragments of research by Barros (2011) in a clinical context. Excerpts from the language of two autistic children were selected for analysis, in which the use of music in their speech was observed. Data analysis is based on Benvenist's enunciative perspective, although the linguist does not bring a form of methodological analysis into his studies. We conclude that, in the analyzed language fragments, the enunciation or the singular and individual use of language through excerpts of music corresponds to the language semanticization process carried out by autistic children, that is: the child gives a new meaning to music in their speech. The analogical transfer of meanings in this perspective occurs at the moment of enunciation, when a speaker enunciates to the addressee meanings that bring new designations, or new uses.
Análise sociorretórica dos relatórios finais do programa de iniciação científica técnica na educação básica.
(Universidade Católica de Pernambuco, 2025-03-28) Andrade, Darlene Ribeiro da Silva; Bezerra, Benedito Gomes; http://lattes.cnpq.br/7286734462024652; Caiado, Roberta Varginha Ramos; Alves Filho, Francisco; Melo, Bárbara Olímpia Ramos de; Lima Neto, Vicente
Discussions concerning textual genres have been expanding through various approaches within the field of Language Sciences, in different contexts: educational, academic, and professional, with an emphasis on reading and producing texts belonging to these language practices as a form of social action in the real context of language use. Producing scientific texts in Basic Education, in particular, is a task that presupposes reading and writing practices within the school context. In order to promote and expand such practices in a more social manner, from a scientific training perspective, various institutions develop research initiation activities. From this perspective of scientific writing, metadiscourse emerges as an important resource for analyzing the interactional aspects between author and reader in scientific texts and the author’s agency as the agent of writing a textual genre. Thus, this research analyzed the Final Report (RF) genre from Pibic-TEC in light of the Pibic genre systems, the rhetorical organization practices adopted by five disciplinary areas in the introduction and conclusion sections, and the agency evidenced in the linguistic markers by Technical Education students/researchers. This study also aimed to structurally describe the Final Report produced by the Pibic-TEC students/researchers at IFPE/Recife Campus; to characterize the rhetorical organization of the introductory and concluding sections of the Final Reports produced by the Pibic-TEC students/researchers at IFPE/Recife Campus; to describe the use of metadiscursive markers present in the introductions and conclusions of the Final Reports written by Pibic-TEC students/researchers at IFPE in five disciplinary areas: Linguistics, Language and Arts, Engineering, Exact and Earth Sciences, Human Sciences, and Social and Applied Sciences. The theoretical foundations of this study are based on a combination of pedagogical approaches in genre studies: the genre analysis approach (Swales, 1990, 2004) and the analysis of metadiscursive markers from Hyland's (2015) perspective. The study's methodology is ethnographic in nature and employs two methods of genre analysis: the first method involves the analytical tool for analyzing rhetorical moves in genres; the second consists of a descriptive analysis of a qualitative and quantitative nature, with a descriptive objective regarding the use of interactional markers. The research corpus consists of 200 texts, including 100 introductory sections and 100 concluding sections of Final Reports written by students/researchers in the five disciplinary areas of Pibic-TEC. The analyses allowed us to conclude that there is a homogeneous realization in the introduction and conclusion sections regarding the rhetorical strategies employed by the writers/researchers, which consequently alters the order of the rhetorical moves present in these sections. Furthermore, from a metadiscursive perspective, we concluded that students/researchers across the five disciplinary areas use different and varied metadiscursive resources and mobilize more boosters and attitude markers to emphasize and position themselves when concluding their scientific research, compared to the introductory sections.
Do Campus ao campo: uma análise etnográfica e crítico-discursiva do Curso Superior de Tecnologia em Agroecologia do IFPE-Campos Barreiros.
(Universidade Católica de Pernambuco, 2025-03-28) Arruda, Marineide Cavalcanti; Cirne, Alexcina Oliveira; Moraes, Antônio Henrique Coutelo de; http://lattes.cnpq.br/8010588396875226; Efken, karl Heinz; Henz, Rossana Regina Guimarães; Bonfim, Marco Antônio Lima do; Souza, Rômulo Vinícius Conceição de
This thesis has the general objective of critically investigating, on the “community floor”, whether the agroecological discourse of Higher Education in Technology in Agroecology at IFPE-Campus Barreiros has become a relevant social practice for professional training and social and sustainable development of the settlements of Mata Sul-PE. The specific objectives are: a) to analyze whether research participants understand Agroecology as a social practice that seeks to build other ideological bases for land use and as a social movement that opposes the hegemony of agribusiness; b) analyze how the lexical choices mobilized in the discourse of graduates and teachers reveal the social and identity representations of graduates from their professional training in Agroecology; c) identify intertextual networks in the graduates’ discourse that reflect the dimensions of Agroecology; d) analyze whether the teachers' discourse encourages questioning of the historical structures of domination arising from Agribusiness. The Higher Technology course in Agroecology was implemented at the IFPE-Campus Barreiros in August 2011. The formal teaching of Agroecology emerges as a counter-hegemonic paradigm to industrial capitalist agriculture and to break with the standardization of an agricultural production model. The research is based on the need to understand through discourse whether the professional practices of the course translate into social practice for the self-emancipation and social change of agents who still fight against the colonial and hegemonic culture of monoculture rooted in this region. The theoretical foundation of the research is a transdisciplinary approach of Critical Discourse Analysis (CDA) with an emphasis on the postulates of Fairclough (1992 [2016],1989, 1999, 2003) and language studies of Systemic-Functional Linguistics (LSF), of Halliday (1994) and Halliday & Matthiessen (2004, 2014). The methodology was field research with a qualitative and ethnographic approach, from a critical interpretive perspective of the discourse. The sample was made up of five teachers, two members of the ONG Centro Sabiá, ten graduates and eleven non-graduate family farmers. The corpus was constituted from semi-directive interviews and structured questionnaires. The data collection stage was carried out using these two instruments, the interviews were recorded, later transcribed and analyzed from the perspective of ACD and LSF, based on the understanding that language, as a human action, constitutes social reality through struggles for power and changes in contemporary society and discourse comprises a practice that involves various agents, institutions and organizations in the exercise of power and the struggle for power. ACD and LSF integrate text analysis with the analysis of social phenomena. The main results of this investigation indicate that the course has been a strategic resource for the socioeconomic transformation and autonomy of family farmers in the region given the socio-historical context of Mata Sul-PE. However, the speeches reveal a series of factors that impede the integral development of agroecological practices, among them: the persistence of monoculture, the lack of knowledge about Agroecology, the distance between the IFPE-Campus Barreiros and rural communities, the absence of public policies and incentives from municipal managers, infrastructure deficiency and lack of public notices for hiring graduates. The data point to the need for IFPE-Campus Barreiros, as the course agency, to rethink intervention practices to strengthen the minority population so that they can achieve autonomy in agricultural.
Letramento visual: entre imagens geradas por inteligência artificial e sentidos.
(Universidade Católica de Pernambuco, 2025-03-12) Rocha, Luiza Alice Lima; Caiado, Roberta Varginha Ramos; Henz, Rossana Regina Guimarães Ramos; Oliveira, Manoel Klebson de Andrade
Images are part of our daily lives and are present in a wide range of environments. With the dissemination of technologies and digital devices, interaction through language has expanded, and the multiplicity of texts has reached all individuals, including children. In light of the multiple modalities of language (written text, sound, gestures, images), the school, as an institution responsible for forming literate citizens to meet the diverse demands of society, needs to develop skills related to visual literacy, recognizing its value, as social life increasingly requires the ability to interpret various kinds of texts. The general objective of this research is to investigate how the use of images created by 5th-grade elementary students, with the assistance of generative artificial intelligence, contributes — or not — to the development of visual literacy, fostering the expansion of cultural awareness and the improvement of students’ critical interpretation skills of images. To achieve this aim, we established the following specific objectives: to provide students with opportunities to create their own images using generative AI as a form of personal expression and visual storytelling; and to relate the images created to their cultural contexts, identifying representations of cultural diversity and the role of images in shaping students’ cultural identities. The discussion is grounded in the following theoretical frameworks: visual literacy (Dondis, 2015), visual reading (Belmiro, 2014; Xavier, 2015), social semiotics (Hodge & Kress, 1988; Kress, 2014; Marcuschi, 2008; Cavalcante et al., 2019, 2022), and Artificial Intelligence (Santaella, 2023; Caiado, 2021, forthcoming 2025). The methodology employed in this study is qualitative, based on action research. Data were collected in a public school in the municipality of Caucaia, Ceará, with 5th-grade elementary students, through a Visual Literacy Project supported by the following pedagogical strategies: Visual Literacy Workshops: (i) Exploring the Visual World, (ii) Working with Colors and Emotions, (iii) Understanding Artificial Intelligence, (iv) Creating with Artificial Intelligence, and (v) the final activity. The Visual Literacy Workshops were conducted through the production of images generated with the assistance of Generative Artificial Intelligence, more specifically, using ChatGPT. For this purpose, students needed to learn how to create operative prompts, using various text types, in order to generate more complex images connected to sociocultural issues. At the end of the research, it was possible to affirm the relevance of visual literacy in the students’ critical and cultural development, highlighting how the Visual Literacy Workshops, combined with the use of Generative Artificial Intelligence, enhanced their skills in interpreting and producing images.
A nanoaula no Tik Tok: análise de um gênero transmutado em emergência.
(Universidade Católica de Pernambuco, 2025-03-21) Serra, Roseli Wanderley de Araújo; Seara, Isabel Roboredo; Caiado, Roberta Varginha Ramos; Moraes, Antonio Henrique Coutelo de; Rocha Júnio, Dario Brito; Oliveira, Manoel Klebson de Andrade; Campos, Maria Inês Batista
TikTok has gained popularity among young people, especially during the COVID-19 pandemic. The platform’s growth has been exponential, with a 180% increase in users aged 15 to 25 and more than 1 billion monthly active users. This expansion has had a significant impact on education by enabling the emergence of Nano-lessons, short lessons focused on a single topic or specific concepts. These lessons typically last between one and two minutes and incorporate multimedia resources that engage students, capture their attention, facilitate learning through concentrated information, and allow the delivery of small learning units. This dynamic justifies our research, as it suggests that Nano-lessons on TikTok may represent a relevant educational methodology, enhancing teaching and learning in digital environments. Our study is particularly relevant to 21st-century education as it examines how TikTok Nano-lessons reconfigure pedagogical practices through multimodality and digital social network-based teaching. In the context of graduate studies and applied linguistics, this research contributes to understanding the transmutation of discursive genres, specifically the shift from the Lesson Genre to the Nano-lesson Genre. Grounded in Social Semiotics, the study investigates the semiotic modes of this emerging genre and, in light of Bakhtinian Carnivalization, analyzes the hierarchical inversion of the teaching figure on TikTok. The central research question guiding this thesis is: What are the differences between a TikTok Nano-lesson and a traditional in-person lesson, and what impacts do short videos and Nano-learning have on teaching and learning? Our hypothesis is that the Nano-lesson Genre on TikTok fosters active and effective Nano-learning. To address this, we propose to: (i) Investigate the transmutation of the Lesson Genre into the emerging Nano-lesson Genre within the TikTok digital social network; (ii) Describe the categories of Bakhtinian Carnivalization—laughter, coronation/dethronement, and the hierarchical inversion of the teacher figure within the Nano-lesson Discursive Genre; (iii) Present the multimodal elements of the Nano-lesson Discursive Genre on TikTok through the lens of Social Semiotics. Thus, our object of study is TikTok Nano-lessons within the teaching and learning context in two areas of knowledge defined by the New National Common Curricular Base (BNCC): 1. Codes, Languages, and Their Technologies: Portuguese Language (LP); English Language (LI); 2. Human Sciences and Their Technologies: History. Our theoretical framework is based on theories of: Discursive Genres (Bakhtin, 2016); Carnivalization (Bakhtin, 2010; 2018); Social Semiotics (Halliday, 1978; Hodge & Kress, 1988; Jewitt, 2009; Kress & Van Leeuwen, 1996; 2005). Methodologically, the research is qualitative, descriptive, and empirical. The research strategies include: (i) analyzing TikTok micro-videos of Nano-lessons in Portuguese Language, English Language, and History; (ii) selecting a corpus consisting of three Nano-lessons—one in Portuguese, one in English, and one in History; (iii) observing the processes of Carnivalization and Social Semiotics involved in the transmutation of the Lesson Discursive Genre, using the concepts of Nano-teaching and Nano-learning on TikTok as an emerging educational approach. The results demonstrate the transmutation of the Lesson Genre into the Nano-lesson, consolidating it as a transmuted, multimodal, and carnivalized discursive genre that redefines traditional teaching and learning practices and introduces new modes of interaction and engagement. We conclude that Nano-lessons make learning more accessible in digital culture, but they also demand a reassessment of traditional pedagogical approaches due to their methodological and theoretical challenges. This thesis reinforces the need to consider TikTok as a legitimate space for the production and circulation of knowledge, re-signifying educational discourses in light of the discursive logics of digital social networks.
Egressos de educação superior: docentes que ensinam a língua portuguesa a nativos em outras línguas.
(Universidade Católica de Pernambuco, 2025-02-07) Muamununga, Aleixo Castigo; Felicetti, Vera Lucia; Caiado, Roberta Varginha Ramos; Morosini, Marília Costa
This dissertation falls within the research line "Processes of Linguistic Organization and Social Identity" of the Graduate Program in Language Sciences at the Catholic University of Pernambuco. This research focuses on higher education graduates as participating subjects. Higher education, beyond preparing professionals to enter the job market, constitutes a space where theoretical thinking about ideas, positions, and perspectives should be critical, so as to propose alternatives for solving society's problems. In this sense, it was important to conduct studies about and with graduates, specifically in this Dissertation, those from teacher training programs, such as Portuguese and National Languages Teaching and Primary Education Angola. Graduates from these programs, working as elementary school teachers, face the challenge of teaching Portuguese as a second language to students whose first language is different. The research question centers on understanding: how do graduates from the Portuguese and National Languages Teaching and Primary Education programs at the Jean Piaget Polytechnic Institute of Benguela-Angola teach Portuguese to native speakers of other languages? To this end, the general objective is to analyze how graduates from the Portuguese and National Languages Teaching and Primary Education programs at the Jean Piaget Polytechnic Institute of Benguela-Angola teach Portuguese to native speakers of other languages. The specific objectives were: to characterize the profile of graduates from the Jean Piaget Polytechnic Institute of Benguela-Angola; to identify and select graduates from the Portuguese and National Languages Teaching and Primary Education programs at the Jean Piaget Polytechnic Institute of Benguela-Angola who work in Primary Education; to compare how graduates trained in Portuguese and National Languages Teaching and Primary Education teach Portuguese in the Angolan context; and to identify the challenges in the process of teaching Portuguese when students have Umbundu (or another language) as their mother tongue. We conducted qualitative research, supplemented by quantitative research, to organize data from an online questionnaire sent to all graduates from 2015 to 2020 of the Jean Piaget Polytechnic Institute of Benguela-Angola with available contact information. The qualitative component involved semi-structured interviews with two graduates from each of the Portuguese and National Languages Teaching and Primary Education programs, who are currently working as teachers teaching Portuguese as a second language to students whose first language is different and who agreed to participate in the invitation issued in the quantitative questionnaire. From the analysis, five categories emerged: 1) Cultural diversity in schools; 2) Multilingualism: a strategy for teaching Portuguese; 3) Teacher training for teaching Portuguese to native speakers of other languages; 4) Influence of school infrastructure on teaching and learning processes; 5) Child labor: its impact on school performance. The results indicate that the linguistic diversity present in Angolan schools requires teachers to constantly adapt and adopt pedagogical strategies that value multilingualism. Despite challenges related to the lack of specific training, adequate teaching materials, and school infrastructure, teachers demonstrate a commitment to teaching quality and seek to develop innovative practices. The research revealed that most interviewed teachers adopt pedagogical strategies that value students' mother tongues and attempt to establish connections between them and Portuguese. However, the lack of resources and excessive workloads are obstacles that hinder the implementation of more effective practices. Additionally, the devaluation of teaching and the lack of recognition of the importance of bilingual education are challenges that need to be overcome. The results of this study highlight the need for public policies that invest in continuous teacher training, the production of adequate teaching materials, and the improvement of working conditions in schools. Valuing linguistic and cultural diversity is essential to ensure teaching quality and the inclusion of all students.
A poesia visual nos meios digitais: um estudo de caso dos aeropoemas de Clarice Freire na perspectiva bakhtiniana.
(Universidade Católica de Pernambuco, 2025-03-28) Mesquita, Cristina Albert; Caiado, Roberta Varginha Ramos; Silva, Josemeire Caetano da; Oliveira, Manoel Klebson de Andrade
In a context characterized by the propagation of digital social networks, we can observe spaces of interaction, where discursive genres from the literary domain circulate. Some of these genres were previously published in printed media and began to be published in virtual media. This is the case of Clarice Freire, a writer from Pernambuco who publishes visual poetry on her profile @claricefreire on Instagram. Among the visual poems posted by the writer, there are the Aeropoems, that articulate images and written elements related to the theme of airplanes to produce meanings. Given this scenario, this research is justified by the need to deepen reflections on the language practices that occur in digital media. In this sense, we have established as a general objective to analyze, from a Bakhtinian perspective, the verbal-visual and chronotopic dimension of Clarice Freire's Aeropoems on Instagram, and as specific objectives a) to describe the compositional construction of Clarice Freire's Aeropoems on Instagram; b) to discuss the relationship between the thematic content and the multisemiotic aspects used to construct the meanings of Clarice Freire's Aeropoems on Instagram; c) to investigate the contributions of the chronotope to the construction of the meanings of Aeropoems as visual poems published on Instagram; and d) to develop a concept of Aeropoem based on the thematic and compositional elements of the verbal-visual and chronotopic dimension of the visual poetry genre. To achieve these goals, we opted for a qualitative methodology (Paiva, 2019), of the case study type, based on Yin's (2015) postulations on the visual poetry published on the public profile @claricefreire on Instagram. The corpus selection was carried out based on objective criteria that led us to a total of twenty-three Aeropoems, published between 2019 and 2022. To analyze the selected corpus, we established categories based on the elements of the verbal-visual and chronotopic dimension of the Aeropoems. As a theoretical foundation, we based ourselves on the dialogic perspective of language and the conception of discursive genres of the Bakhtin Circle ([1979] 2016, [1929] 2021, [1975] 2014, and [1926] 1976), situating this dissertation within the scope of Textual Linguistics, with a socio-interactionist basis, based on the studies of Koch (2023), Koch and Elias (2016), Marcuschi (2008) and Cavalcante et al. (2019; 2023). Regarding the literary aspects, we sought support from Cândido ([1965] 2023), Moisés ([1982] 2024) and Goldstein (2006), as well as using Dencker's (2012) concept of visual poetry. We also used Santaella (2021; 2024) and Rojo and Barbosa (2020) to characterize digital media and the genres that circulate in these environments. As a result, we concluded that the thematic and compositional elements of the verbal-visual dimension of Aeropoems dialogue with each other to produce meanings in these visual poems that, when published on Instagram, are permeated by the chronotopic marks of the ubiquity that characterizes digital social networks.
Romance Torto Arado de Itamar Vieira Júnior: as questões agrárias sob a perspectiva da análise do discurso.
(Universidade Católica de Pernambuco, 2024-12-12) Prado, Kal Andeson Aniceto Gomes do; Silva, Dayvesson Deleon Bezerra da; Azevedo, Nadia Pereira da Silva Gonçalves de; Melo, Maria de Fátima Vilar de; Santana, José Reginaldo Gomes de
This work analyzes the discursive functioning of the novel Torto arado, by writer Itamar Vieira Junior, from the perspective of agrarian issues. Based on Discourse Analysis (DA) of French origin and, with it, entering the literature/society interface, the main scope is the examination of the corpus formed by excerpts from the text, seeking to understand the meanings that involve the work analogous to slavery in rural areas, as well as inequality of access to land. In other words, the socio-historical conditions of production of the narrators' speeches (Bibiana, Belonísia and Santa Rita Pescadeira), as well as the other characters in the work, are investigated, identifying the marks of power relations and the ideologies that permeate the formulation of meanings about land problems. The object of analysis of this work seeks to approach the paths of qualitative research and aims to understand discursive constructions that form the imaginary of the relationship between landowners and rural workers of Afro-Brazilian origin, after the abolition of slavery in Brazil. This investigation is relevant, given the social circulation of discourses that naturalize the persistence of housing servitude and the violation of the right to land in the country. The materialization of these discourses, in Vieira Junior's text, allows, based on the basic concepts of AD, to work, with a comparison methodology, in the midst of description and interpretation, thus identifying the relationship of language to its exteriority, based on in the regularities of its production. From this perspective, the meaning effects of statements, subject positions, production conditions, slips of meaning, discursive memories, ideological formations, imaginary formations, the politics of silencing, discursive events, among others, are examined. After this analytical path, it is possible to conclude that there is an express mobility of meanings that marks the trajectory of the characters in the novel, whose movement goes from resignation in the face of social injustices, starting to a moment of understanding them, until arriving at actions to change the scenario of inequality built throughout the country's history.
Mulheres sindicalistas: estudo da análise discursiva do Sindicato dos Servidores Públicos do Ceará.
(Universidade Católica de Pernambuco, 2024-12-02) Alves, Karla Suleny Bessa da Silva; Azevedo, Nádia Pereira Gonçalves de; Santos, Kelly Cristine Martins dos; Daróz, Elaine Pereira
In Brazilian unionism, over the decades, the dominant ideology has conditioned the (non)participation of women in decision-making spaces, even promoting the erasure of our contributions and protagonism in the history of the union struggle and the labor world. Our main research question is: what prominent positions do women occupy in the Municipal Public Servants' Unions of Ceará? In view of this, the objective of this study is to investigate which prominent positions women have occupied in the Municipal Public Servants' Unions of Ceará, outlining and identifying the history of participation and the evolution of the presence of women in Ceará unionism, understanding the importance of this presence from the standpoint of the women participating in these unions. The research will be of a documentary and bibliographic nature with a qualitative approach, carrying out a literature review on discussions about gender and the presence of women in unionism in Brazil, with a focus on Ceará, as well as women from the regional unions of municipal public servants in the state of Ceará. The entire theoretical-methodological process will take place in the light of Pêcheux's Discourse Analysis, in which discourse (the production of meanings between interlocutors) is the link between language and history and the subject (of discourse) is interpellated by ideology, constructing their subjectivation and their social projection. It is hoped to understand how gender has been historically discussed, including in studies on women, and how this is linked to the history of women in Brazilian unionism, especially in the unionism of the state of Ceará.
Comentários em deepfake satírica no facebook: análise dialógica da violência verbal em posicionamentos antagônicos.
(Universidade Católica de Pernambuco, 2025-02-07) Oliveira, Manoel Klebson de Andrade; Caiado, Roberta Varginha Ramos; Francelino, Pedro Farias; Guedes, Niege da Rocha; Moraes, Antonio Henrique Coutelo de; Rocha Júnior, Dario Brito
Digital social networks have exponentially intensified online interactions. While they speed instant communication, it is evident that, rather than fostering dialogue to debate differing viewpoints, many of those online discourses show aggression towards others or specific profiles, leading to sociopolitical antagonism and, consequently, hate speech, thereby revealing users' axiological positions. This study aims to analyse dialogic relations within antagonistic positions expressed in comments on satirical deepfake videos posted on Facebook. To achieve our main goal, the proposed specific objectives are: to investigate how satirical deepfakes encourage the publication of violent statements on Facebook comments; to describe how the social voices embedded in those comments shape violent utterances; and to examine how antagonistic positions among Facebook users inseminate hate speech within the Brazilian sociopolitical context. Deepfakes are videos generated by algorithms employing artificial intelligence to manipulate facial images and create movements, arousing realistic expressions and speech. We categorise the deepfakes produced and published by Sartori as "satirical deepfakes" due to their inclusion of critical, ironic, and mocking discourses that incisively censor or ridicule Jair Bolsonaro's government. This thesis is grounded in Dialogical Discourse Analysis, inspired by the works of Bakhtin (2015 [1934–1935]; 2015 [1963]; 2017 [1919–1921]; 2017 [1979]), Volochinov (2017 [1929]; 2019 [1926]), and Medvedev (2016 [1928]), alongside contemporary scholars of this theory, including Cunha (2005; 2009; 2012; 2013), Faraco (2009), Bernardi (2018), Gomes (2023), and Francelino (2007; 2021a; 2021b; 2022). Additionally, it draws on studies concerning verbal violence, including Butler (2021), Amossy (2017), Amossy and Burger (2011), Rebs and Ernst (2017), Seara (2021), Silva (2018), Candido et al. (2023), Rocha (2023), and Nodari and Salvagni (2018). The Bakhtinian perspective, integrated with contributions from those other relevant theorists, enable a deeper understanding of the research questions, considering the phenomenon of verbal violence in its sociocultural and historical context. Methodologically, this is a qualitative study with an exploratory-descriptive approach. The corpus comprises 25 comments, specifically five sequential comments among the first 30 from five satirical deepfake videos, which represent four distinct discursive moments. Those posts, selected from the journalist and activist Bruno Santori Facebook profile, address statements and actions of President Jair Bolsonaro during Brazil’s response to the COVID-19 pandemic. Four discursive moments of the "pandemic chronotope" were selected, spanning the year from March 2020 to March 2021. The period includes the implementation of initial public health measures against COVID-19 and the minimisation of the disease; the promotion of hydroxychloroquine as early treatment for COVID-19; Bolsonaro’s speech to world leaders at the United Nations General Assembly on September 2020; and the purchase and distribution of vaccines in Brazil (the fourth moment comprises two satirical deepfake videos). The findings reveal violent utterances on Facebook comments encouraged by Bakhtinian carnivalesque present in the posts. Moreover, social voices were identified as a contribution to the violence construction within the comments, which reveal linguistic choices guided by an emotive-volitional tone. Those choices often establish predominantly negative evaluative relations towards the discourse object and other users. It was noted that verbal violence in antagonistic positions spreads within the Brazilian sociopolitical context. Carnivalesque, by means of the categories of laughter, coronation, and dethronement, highlights discourses with mockery, assuming an injurious tone with insults and delegitimization. The ethos of arrogance among some users becomes evident and denotes aggression towards others. This investigation into verbal violence on digital social networks aims to provide relevant multidisciplinary contributions. By delving deeper into the theoretical understanding of aggressive language and hate speech from the perspective of Dialogical Discourse Analysis, this research promotes a critical examination of digital communication, enabling the development of effective strategies to prevent and combat verbal violence. In doing so, it aims to contribute significantly to the creation of a more inclusive and respectful society.
Linguagem simples e defensoria pública: uma busca por direitos, deveres e acesso à justiça no Brasil.
(Universidade Católica de Pernambuco, 2025-03-27) Gomes, Ana Carolina Araújo; Rocha Júnior, Dario Brito; Caiado, Roberta Varginha Ramos; Cavalcanti, Ricardo Russell Brandão
In an attempt to foster the search for citizenship, understanding of rights and duties, and increased access to justice in Brazil, this paper aims to discuss the simplification of language and the concept of Plain Language in the Brazilian public organizations, more specifically in the Federal Public Defender's Office, so that the information provided to the population is easily and clearly understood. The use of specialty languages, such as legal and bureaucratic, for a public with low levels of education and a high rate of functional illiteracy, reinforces social exclusion by hindering access to information and full citizenship. According to the bibliographic study carried out, it is possible to show the simplification of language, through the use of Plain Language, as an option for sociolinguistic variation, considering the level of education and functional literacy of the target audience. Sociolinguistics was used for the theoretical basis, with authors such as Uriel Weinreich, William Labov and Marvin Herzog, adding Functionalist Theory, with Systemic-Functional Linguistics, to justify the need to use the grammatical standard in force to simplify the language of public organizations. Authors such as Marcos Bagno, Carlos Alberto Faraco and Dante Lucchesi were used in the section on Language and Power, while Lothar Hoffmann was also the author chosen for the debate on Specialty Languages, with a focus on Legal Language, Bureaucratic Language and Plain Language. Specifically in the section on Plain Language, the academic works of Heloísa Fischer, Liana Paraguassu and Clarisse Corrêa de Mattos Rodrigues were used, as well as materials collected during the research. As part of an exploratory study, we also carried out a documentary survey of Plain Language practices in the Judiciary, Executive and Public Defender's offices, as well as specific projects in other social spaces; in addition to mapping academic studies on this subject. Within the framework of qualitative research, this work is identified as a case study, considering the analysis of readability and textual complexity of three materials made available to the public by the Federal Public Defender's Office. Finally, the research provided an indication of the textual complexity of the Federal Public Defender's Office's materials, which could initially subsidize the adoption of Plain Language in the institution's materials and systems.

Navegar

Submissões Recentes