Iconicity is a widely researched linguistic aspect by different areas (linguists,
biologists, psychologists, etc.) and by different theories within a specific area, such as
linguistics (formalism and functionalism, for example). Therefore, the concept
attributed to iconicity also touches on different particularities. Specifically for this
research, we understand it as a similarity between linguistic form (whether written,
sound or gestural) and referent (as object, feeling, action, etc.). As far as we know, there
is not yet a research that investigates iconicity in the Brazilian Portuguese (BP) lexicon,
so we aim to fill this gap. Thus, we propose to replicate the experiment by Perry,
Perlman and Lupyan (2015) and collect the iconicity rating for a sample of 529 BP
words. The authors whom we are based seek to investigate, mainly, the relationship
between iconicity rating, lexical category and age of acquisition of words in English and
Spanish taken from the MacArthur-Bates Communicative Developmental Inventories
(MCDI) wordbank. To statistically observe the role of iconicity in this relationship,
other variables must be raised, such as frequency and concreteness. The results by Perry,
Perlman and Lupyan (2015) indicate that words with higher scores for iconicity, both in
English and in Spanish, also show a higher percentage of learning by children aged up
to 30 months, i.e., words that are more easily learned also have a higher iconicity score.
Perry, Perlman and Lupyan (2015) also consider a typological hypothesis in their
conclusion: languages that present similar linguistic structural patterns will present
similar results in experiments like these. It is expected that the results in Spanish are in
line with those in Portuguese, since these are languages whose verbs represent the
direction of action, and the surrounding words can represent the mode of action (verb-
framed languages). To investigate and relate these issues to Portuguese, we replicated
the authors' experiments. Our results confirm the indications of English and Spanish:
more easily learned words also have a higher iconicity score in BP. As for the
relationship between iconicity ratings and lexical category, as well as in English and
Spanish, the categories with the highest ratings in BP were onomatopoeias and
interjections, followed by adjectives. However, they did not follow the expectation of
the typological hypothesis indicated by the authors: there was no significant difference
between verbs and nouns in Spanish; on the other hand, verbs obtained higher scores
than nouns in BP, as well as in English.

Upon deciding to become a creator of narratives and signing over forty works during her lifetime, Adelaide Carraro, one of the cursed writers of the 20th century ー an epithet widely spread, especially in the context of the Brazilian civil-military dictatorship (1964-1985), to refer to those who produced art against the authoritarian regime ー, marked her literary trajectory by disseminating what she believes to be the naked truth about socio-historical problems in Brazil. Ambivalently achieving popular recognition for her titles and disdain from critics and journalists of her time, Carraro became the author of many autobiographical novels in which she assumes the axiological position of the heroine of the narratives she composed, something that distinguished her compositional style. As an example of such texts, Eu e o Governador (1963), Adelaide's inaugural work, unfolds from the perspective of a narrator-character and protagonist. The narrator discusses her intimate dilemmas as a poor and young former tuberculosis patient in the city of São Paulo, a space where she experiences traumatic events that make her question the social stigmas and governmental neglect directed toward this population. In this sense, this research aimed to analytically examine the construction of Adelaide Carraro's utterance project in the mentioned aesthetic object, in order to achieve a deep understanding of the verbal-ideological lines that compose the artist's discursive intention, regarding the choices of architectural elements, including form, content, and material, and the definition of axiological positions employed in the elaboration of her statement. To achieve this purpose, the investigative corpus consists of statements present in the novelistic plot. Additionally, it includes correlations with statements from newspapers and magazines, forming a set of texts related to the explained theme. This data helps construct a fruitful interpretation of the researched phenomenon. Meanwhile, we anchor the guiding threads of this dissertation in the scientific framework of qualitative research of an interpretive nature. We align our theoretical-methodological scope with the assumptions of Applied Linguistics as an undisciplined, boundary-pushing, and critical science. In this research, we also align ourselves with the postulations of the Bakhtinian Circle, composed of thinkers such as Mikhail Bakhtin, Pavel Medvedev, and Valentin Voloshinov, who provide the epistemological and philosophical foundations around the dialogical approach to language. Therefore, we can infer that the architectural style of Adelaide, how the author-creator organized her first book, is constituted by evaluative indices indicating the enunciator’s attitude towards experiences lived by her. These experiences are transposed and, thus, represented on a novelistic level, based on the intersection between reflections and refractions of the worlds of art and life. Furthermore, by revealing, in her text, ideologically constructed meanings in relation to herself and others in the discursive interaction, the enunciator dealt with different assessments around her image and her statement, which highlights the multi-directions and axiological reverberations of her production immersed in concrete reality.

In this dissertation, we analyzed how the textual articulators and the mode of argumentative organization materialize in essays that scored a thousand on the National High School Exam (Enem). We start from the hypothesis that the participants meet the requirements of the assessment matrix, and that there is a similarity in the mechanisms of linguistic articulation and in the way the argumentative text is organized in the essays, which leads to a standardization. The corpus consists of Enem grade 1000 essays from 2018, 2019, 2020 and 2021, collected in the public domain and available on the G1 website. The methodological procedures adopted in this study were based on analyzing the corpus according to the theoretical principles of two specific areas: Textual Linguistics (TL) and Semiolinguistics. In the TL approach, emphasis was placed on investigating the textual connectors/articulators present in the argumentative construction of the essays, based on studies by Koch (2009, 2014, 2018), Adam (2011, 2019), Cavalcante et al. (2022), among others. In addition, the analysis uses Semiolinguistics to analyze how the argumentative text is organized based on the elements of argumentative logic proposed by Charaudeau (2019). Based on the analysis carried out, we found that the participants in the different editions of Enem demonstrated that they met the criteria established in the assessment matrix, specifically the requirements of competencies 3 and 4. In this way, the results confirmed our hypothesis: the essays are similar in their use of linguistic articulation resources and in the organization of the argumentative text, demonstrating the existence of a standardization in textual production, regardless of the edition in which they were written.

This research aims to analyze the practices daily professional and digital literacies of teachers actively involved in Specialized Educational Service (SES) for students with specific education needs. Methodologically, this study is grounded in Applied Linguistics (Kleiman, 2002) and it adopts a field research approach (Gil, 2002), aligning with the principles of qualitative interpretive data-driven investigations (Bogdan; Biklen, 1994; Moita Lopes, 1994), while also incorporating ethnographic elements. The research locus is the Centro Estadual de Educação Especial, located in Natal/RN. The participants are teachers of Portuguese and Literature, Pedagogy, Arts, and Physical Education. Data collection methods included semi-structured interviews (Moreira; Caleffe, 2006), questionnaires (Moreira; Caleffe, 2006), group discussions (Moura; Lima, 2014), photographs, observations, and field notes (Bogdan; Biklen, 1994). It is important to highlight that data collection in these events occurred in a blended format, via Google Meet and WhatsApp to ensure participant safety and prevent potential Covid-19 transmission. The research corpus includes responses gathered from semi-structured interviews, questionnaires, group discussions, observations, field notes and photographs. Theoretical underpinnings drawn from Literacy Studies, viewed as a social practice (Kleiman, 1995; 2005; Rojo, 2009) from a critical perspective (Freire, 1996; 1997; Kleiman; Santos-Marques, 2020), with a focus in work on occupational literacy (Paz, 2008; Costa, 2019), particularly the professional literacy of teachers (Kleiman, 2005; 2008). Furthermore, this research employs the genre textualy/discursive approach as it relates to a teacher's work artifact (Devitt, 2004; Bezerra, 2022; Marcuschi, 2008), digital literacy within the realm of teaching work (Coscarelli, 2019; Buzato, 2006; Ribeiro, 2014; Rojo, 2020), as well as the interrelationship between inclusive education, special education and SES (Mec/Seesp, 2008; Brasil, 2015; Inep, 2020) and in teaching activities in the regular classroom and in SES (Modica et al, 2020; Mec/ Seesp, 2008). The research results suggest that participants engage in both technical tasks, such as reporting and handling the SIGEDUC platform, and pedagogical tasks, such as planning, activities, and educational games. The challenges faced by teachers in the professional and digital realm are due to the absence of technological tools, unstable internet networks, and insufficient technical training for handling digital platforms. The strategies applied by teachers in order to alleviate these difficulties highlight the use of their own digital tools (computer, tablet, smartphones), private mobile internet plan, they learn intuitively and or turn to more experienced people to understand and know how to use the tools digitals technological.

This dissertation is divided into two parts, the first of bibliographic nature and the second, of interventional character, has as general objective to understand how the reader training of teachers of Basic Education can positively affect their students. First we seek to establish relations between literary reading and teaching, as the literary text arrives in the classroom and what the PCN (1998) and BNCC (2019) say. At this stage we use the reflections of Zilberman (1993), Lajolo (2018) to verify how the process of schooling occurs and Maia (2007) to ratify the need for the training of literature reading teachers. To enter the universe of Claricean children’s literature, we did a literature review about the studies already done, as well as we searched in Coelho (1993) information about the universe of children’s literature, this literature designed for childhood that Once known, it becomes fascinating and is the result of processes that are shaped in adaptations and evolutions over time, updating according to their reception. In the second part, based on the initial conclusions drawn, we proposed a teacher training of Basic Education, to bridge the gap between these and literary reading. We developed a Pedagogical Notebook based on the work of Clarice Lispector, The intimate life of Laura (1999), from the reflections of Soares (2001), and Kleiman (2004), about reading and Letramento and Cosson (2006), within the literary teachers with the literary reading in the classroom. We analyzed Lispector’s children’s books, emphasizing Laura’s intimate life, highlighting the elements that contribute to the subjective formation of children in the praxis of Letramento and the training of teachers, literacy agents. We seek with teachers and their students to enunciate the Clariceana language, focus of our reflection and verify how the symbology of this narrative verb-visual awakens in both, especially in their students who are in permanently perceptive stage of wonder before the literary text, along with the process of schooling that comprises early childhood education. We conclude that literary reading only becomes viable through the training of literacy teachers, mediating subjects of poetic images, sensations and associations that are allowed by reading the children’s literary text and fundamental to the human formation of their students. 

Contemporary Literature remains underexplored in the educational context, especially with a local character. Consequently, the main objective of this work is to study the satirical poetry of the Potiguar authors Antônio Francisco, Manoel Cavalcante and Donizete Souza in the classroom setting. To achieve this, we employ the technique of reading circles, along with intersemiotic translation, enabling students to be conscious of literary texts from a different perspective and, thereby, dynamizing the literature teaching. Our study is based on the ideas of Araújo (2004, 1995), Dantas-Monteiro (2011, 2015), whom delve into the Potiguar Literature; Propp (1992), Brait (1996), Lukács (2011) to address satirical aspects; Bakhtin (1997, 1999, 2010) who reinforces cultural considerations though his ideas; Lindoaldo Campos (2017) discussing the poetic genre; Plaza (2003) with the intersemiotic translation study; Candido (2000, 2002, 2004, 2006) investigating the social perspective of literature; and finally, for the educational environment, we are based on Pinheiro (2008, 2018), Cosson (2021). Methodologically, this work is an action research, employing quali-quantitative procedures, conducted through a literary workshop targeting a 1st year class of high school at Escola Estadual Newman Queiroz, located in the city of Jucurutu/RN. The result of this study was the creation of satirical artworks, aiming not only to approach students with Potiguar literature, but also to explore subjective reading, allowing students to comprehend literary texts beyond the words.

This discursive essay shows the discursive cognitive process included in the meaning construction for the COVID 19 CPI (Parliament Investigative  Commission) during pandemic time. The main objective is characterizing the manner by which the linguistic concepts work as a link to evoke the cognitive mechanisms envolved at the meaning construction process. The historical moment when the world population is caught by virus bring the public admnistration should be claimed about its responsability. For fighting against the pandemic. This subject provokes debates between situation and opposition searching for a CPI (Parliament Investigative Commission), where selected the testimony of former minister former minister of Health, Eduardo Pazuello, our corpus. With the aim of supporting this assignment we got as theoritical bases the conceits of conceptual metaphor (Lakoff; Johnson, 1980);  notion of domain (Langacker, 2008); frames semantics  ( Fillmore, 1986), frames dimensions (Duque and da Silva, 2015, 2017) and framing (Lakoff, 2008; 2014). Duque and da Silva, 2019). These analysis categories are in a theoritical contribution of the embodied cognitive linguistics which shows the modality coming from immediate and sensorimotor experience of the world. The research is about a nature qualitative descriptive and interpratative descriptive upon which the phenomenon is characterized. Regarding methodoligal procedures, we carried out a qualitative content analysis (Bardin, 1977); we used the tools for metaphor identifying – Bootstrapping (Duque, 2018, Medeiros, 2021); and graph representation (Duque, 2017; Medeiros, 2021; Souza, 2022, Silveira, 2023). In practical procedured, we searched identifying the linguístic steps around Covid 19 in the shorthand notes at the CPI pandemic testimony , headed by Federal Senate; as second step we joined concepts and identified domains; and third we described the schematic topology, mechanisms of frames linking and we projected the domain conceptual metaphor. The result of this assignment allowed observing that Covid 19 is thought as a war enemy. However, onde that one was found is the schematic topology importance based on the analysis of concepts, domains and frames evoked in the discourse, making the route of different schems can explain the distinct meaning of one same phenomenon. In this sense we see schemes in the speech such as BLOCKING, COUNTERFORCE and DIGRESSION.

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The year 2010 marks the beginning of a new and intense period of Haitian immigration to Brazil, an event that has gained prominence in the Brazilian media. The aim of this study is to understand how Haitian immigrants living in Brazil are represented in the discourse of the news media, given that mass communication plays a role in the construction of representations that people create of the world. To this end, this research is anchored in the field of Applied Linguistics (Moita Lopes, 1994, 2006a, 2006b; Pennycook, 2006; Pennycook; Markoni, 2020; Falabella, 2006; Rampton 1995; Fabrício, 2006) and takes as its theoretical basis the contributions of the Bakhtin Circle, with regard to the theoretical-methodological aspects of Dialogic Analysis of Discourse (Brait, 2006), the contributions of studies on alterity and cultural identities (Pires, Sobral, 2013; Sobral, Giacomelli, 2015; Hall, 2006, 2013, 2016; Silva, 2014; Woodward, 2014; Canclini, 1995, 2006, 2013), as well as the contributions of studies on mass communication (Thompson, 1995, 1998; Kellner, 2001; Stam, 2010) and the news genre (Pereira, 2008). In this investigation, we sought to answer the following questions: how do the news media represent Haitian immigrants living in Brazil? Does the style of the texts reveal which verboaxiological aspects are linked to this representation? Thus, we selected four news stories from the print editions of the Folha de S.Paulo newspaper as the corpus of analysis. Based on the concept of style (Bakhtin, 2015a, 2015c, 2003b, 2016a), the central category of our analysis, the data revealed discursive representations of the Haitian immigrant as a threat to employability, responsible for their employment situation, affected by the Brazilian economic crisis, a commodity, unwanted by host institutions and not integrated into Brazil, constructed by the stylistic choices of the journalistic enunciators.

This research focuses on the field of knowledge construction that runs through
interdisciplinary (Moita Lopes, 2006) and transgressive (Pennycook, 2006) Applied
Linguistics, which is not limited by disciplinary boundaries or fields of study. Its aim is to
investigate how the affective dimension is revealed in discourses on the training of teachers
of Additional Languages at the Federal University of Rio Grande do Norte. To this end, it
is based on the theoretical-methodological support provided by Bakhtinian theory
(Volóchinov, 2017, 2019; Bakhtin, 2010a, 2010b, 2003, 2015, 2016) and Systemic-
Functional Linguistics (Halliday; Mathiessen, 2014) regarding the Appraisal proposed by
Martin and White (2005), presenting a proposal for cooperation between these two
theoretical perspectives. This is an interpretivist qualitative study (Moita Lopes, 1994;
Gerhardt; Silveira, 2009; Creswell, 2014), and the corpus of analysis was generated from
the memoirs produced by teachers in training in Additional Languages for the Internship 2
course in the 2022.2 and 2023.1 semesters. The research was approved by the Ethics
Committee (CEP), and it was possible to continue its development by granting
Consubstantiated Opinion No. 5.621.434. The memorials are analyzed based on the
methodological steps proposed by Volóchinov (2017) and linguistically based on the
Attitude subsystem of the Appraisal, which expresses the evaluations of affect, judgment
and appreciation in discourse. The ideological positions identified point to the affective
relationship that trainee teachers established with the teaching profession before starting
their training at university and reveal the conflicting emotions they deal with during their
training and practice.

In the context of globalization and interculturality in which we find ourselves, there is a need to educate language learners to deal with symbolic values, negotiate positions, not merely focusing on saying the right word to the right person at the right time. It's essential to consider the symbolic value and its subjective resonances. In this sense, the concept of symbolic competence, coined by Kramsch (2006), emerges, complementing and refining the notions of communicative competence and intercultural communicative competence. Symbolic competence is, therefore, our ability to shape the context in which language is learned and used. From an ecological perspective of teaching, this competence includes a set of abstract and subjective skills: reframing, indexicality, desynchronization, and aestheticization. Given the importance of textbooks in language classrooms, the general aim of this work is to understand how symbolic competence is operationalized in the Portuguese as a foreign language textbooks Novo Avenida Brasil (volumes 1 and 2) and Nota 10. Specifically, we aim to classify the symbolic competence (CS) skills developed in the textbooks; analyze the distribution of CS skills at levels A1 and A2; compare the presence of CS in the corpus; interpret the obtained results and correlate them with levels A1 and A2. To achieve this, we conducted descriptive research with a qualitative nature supported by quantitative data. We followed these methodological procedures: study of the theoretical framework on which we based our research; literature review of works addressing symbolic competence; data collection and tabulation, analysis of the presence of symbolic competence in the textbooks, considering levels A1 and A2. Our analysis category consists of linguistic, discursive, sociolinguistic skills; reframing, indexicality, desynchronization, and aestheticization. We base our work on authors such as Kramsch (2006, 2008, 2009b, 2021), Brown (2007), Hymes (1972), Canale and Swain (1980, 1980), Celce-Murcia (1990, 2007), Larsen-Freeman (2000), among others.

This dissertation proposes a linguistic analysis of the Gospel of Matthew, focusing on the intertextuality between its fragments and the Old Testament. Although the Bible is a multifaceted work, this research concentrates on identifying, describing, analyzing, and interpreting the argumentative phenomena, concerning the point of view (POV) and argumentative orientation (ArgO), considering the theory of Textual Discourse Analysis (TDA) by Jean-Michel Adam (2011). Thus, the research is qualitative with an interpretivist approach, following the inductive method and based on the theoretical postulates of Textual Discourse Analysis (TDA) with Adam (2011), Rodrigues, Passeggi, and Silva Neto (2010, 2014), Rodrigues (2020), and Passeggi et al. (2010), in dialogue with enunciative linguistic theories such as Rabatel (2016) and his concept of Prophetic Function (2019), as well as the concept of intertextuality by Beaugrande & Dressler (1981). The dissertation seeks to understand the argumentation in the Gospel of Matthew, focusing on the role of the intertextuality in argumentative orientation. Our general objective is to demonstrate how the intertextuality in the Messianic prophecies found in the Gospel of Matthew, which refer to the divine prophecies made in the Old Testament by prophets inspired by God, influences the production of meaning and argumentative orientation in the text. The main focus is on intertextuality and its argumentative role. The research aims to significantly contribute to linguistic studies, offering a new perspective on a crucial source for the theological, historical, and literary understanding of the life and teachings of Jesus. The adopted approach promises to shed light on aspects of discourse that may have been overlooked in more traditional interpretations. Thus, the dissertation seeks to expand the understanding of how books of the Bible can be analyzed in light of linguistic theories, offering a new angle of interpretation that enriches the comprehension of the biblical text. Concluding our analyses, we understand that by referencing the divine prophecies of the Old Testament, Matthew contextualizes his own arguments and interpretations of the prophecies within a narrative in which he guides the reader to understand that Jesus is the fulfillment of these prophecies. The use of intertextuality in the Gospel of Matthew helps create a continuity between the Old and New Testaments, and through it, Matthew shows that the story of Jesus is an extension and fulfillment of the promises made by God through the prophets. This validates Jesus' mission and demonstrates the consistency and faithfulness of God to His promises.

In Brazilian schools, in the early years of Elementary School (EF), the difficulties of teaching and learning to read and write to act socially in the different contexts in which language practices circulate are notorious. The students' lack of mastery of reading and writing practices may be due, among other factors, to the fragmentation of knowledge, although the discussion about the need to interconnect knowledge at school is old if we consider that overcoming the fragmentation of knowledge in the classroom class has been proposed since the publication of the National Curricular Parameters (PCN). The discussion about the process of teaching and learning reading and writing highlights the challenges regarding motivating and enabling students to construct knowledge, with reading and writing as social practices that instrument such activity. Based on this problem, we understand the need to rethink the pedagogical practices developed in classrooms. In this research, which falls within the field of Applied Linguistics (LA), considering the guidelines of the National Common Curricular Base – BNCC (Brazil, 2017) and the PCN (Brazil, 1997) regarding the teaching of Portuguese Language and Mathematics , our general objective is to investigate the role of literacy projects in the development of interdisciplinary pedagogical practices in the early years of Elementary School. Specifically, we seek to (i) analyze the role of literacy projects as a methodological alternative to enable interdisciplinarity in the early years of Elementary School; (ii) observe how mathematical literacy practices are developed from an interdisciplinary perspective, based on the interconnection of knowledge from the curricular components of Mathematics and Portuguese Language; (iii) identify how work with reading and writing is characterized as structuring axes of interdisciplinary practices in literacy projects. The research is anchored in sociocultural literacy studies, complexity theory, critical pedagogy and studies of the Bakhtin Circle. Methodologically, the study is configured as action research of a critical nature. The data were generated in the year 2023, at Escola Municipal Pedro Justino dos Santos, in the municipality of Ceará-Mirim (CM), Rio Grande do Norte (RN), in a 5th year class, Elementary School, and will be analyzed in a qualitative and interpretive approach. The analyzes indicate that working with literacy projects (PL) favors the interconnection of knowledge and the construction of knowledge in an interdisciplinary aspect, breaking with the segmentation of knowledge in the classroom. In developing the literacy project, although the focus of the activities falls on reading and writing practices, working on multiliteracies, with different discursive genres, using different technologies and digital media, provided students with the expansion of their mastery of literacy practices, forming readers and writers at school with a broader notion of sustainability and greater planetary awareness, in addition to expanding the multiple literacies of literacy students who are in the Systematization Cycle, particularly improving their reading and writing competence in the subjects of Portuguese Language and Mathematics , but also in different areas of the curriculum.

This dissertation analyzes the contemporary novel Órfãos do Eldorado (2008), by Milton Hatoum. Set between the late 19th century and the first half of the 20th century, along the banks of the Amazon River, with shifts between the fictional city of Vila Bela, the metropolis of Manaus, and the Enchanted City (a reference to the El Dorado myth), the story is narrated in a memorialistic and oral style by an elderly character—son of the Amazonian Rubber Boom elite—who now lives in poverty and on the periphery. The apparent conflict is the disappearance of his beloved and his consequent decline. The aim was to investigate the construction of memory and space to understand how the work internalizes society in its fictional universe, particularly regarding Brazilian and Amazonian modernization. Specifically, the research sought to identify the different mobilizations of memory within the structure, examine the formal construction of memory and space in the narrative and their linkages, and verify how this connection reflects social, economic, and political issues. The theoretical-methodological foundation of the research includes the integrative criticism of Antonio Candido (2023a; 2023b) and Roberto Schwarz (2014; 1987; 1985), as well as Ozíris Borges Filho (2004) to explore literary space. For the discussion on memory, the research draws on Maurice Halbwachs (1990), Michael Pollak (1989), Walter Benjamin (1989; 1994), and Câmara Cascudo (2012), focusing on the category of collective memory in its various aspects. The connection between spaces of memories is discussed based on Aleida Assman (2016), and historical and social phenomena are addressed with the support of Márcio Souza (2019), Ana Maria Daou (2004), Lilia Schwarcz (2018; 2019), and Carlos Alberto Franco da Silva (2019). The investigation revealed that memory expresses fluctuations inherent to the narration of an elastic narrator—drawn by opposing poles and capable of revealing the contradictions and inequalities of the referred social structure. In light of these fluctuations, memory is dialectically tensioned between the official, the subterranean, and the oral tradition, which seems to challenge hegemonic narratives about modernization and the Rubber Boom in the Amazon. Space, fundamental to these memorial configurations, emphasizes the representation of cities and the attempts at escape, real or mythical, by the marginalized—all frustrated by the symbolized reality that reifies the myth and destroys hopes. Ultimately, an inherently decadent modernization, forged by inequalities and violence, becomes evident.

The image of women constructed through religious discourse finds in the character of Mary a series of biblical accounts interpreted by Tradition and the Magisterium of the Church, forming various discursive representations. Therefore, this master's thesis investigates how these representations are constructed in the Catechism of the Catholic Church. The choice of this research subject was motivated by the historical, literary, and cultural relevance surrounding the character of Mary, as well as by its contribution to Textual Linguistics, considering the need to describe linguistic phenomena in religious discourse. Three questions guide the research: 1) What representations of Mary have been constructed through the Catechism of the Catholic Church?; 2) Which linguistic features reveal the construction of Mary's discursive representations in the context of sacred texts through references in the Catechism of the Catholic Church?; 3) What semantic procedures for constructing representations of Mary's figure are used in the Catechism of the Catholic Church? To address these questions, the general objective is to analyze how the discursive representations of women are constructed in religious discourse, starting from the analysis of the Catechism of the Catholic Church. The specific objectives are to identify, describe, analyze, and interpret: 1) How Mary's discursive representations are constructed in the Catechism of the Catholic Church; 2) The linguistic features that reveal the construction of Mary's discursive representations through the references in the Catechism of the Catholic Church; 3) The semantic procedures for constructing Mary's discursive representations. The study proposes an analysis of religious discourse, based on the approach of Textual Discourse Analysis by Adam (2010, 2011, 2021, 2022, 2023), focusing on the notion of discursive representation and its semantic analysis categories. The corpus of this research consists of excerpts from the Catechism of the Catholic Church previously selected. The methodology falls within a qualitative approach and was established by identifying paragraphs of the Catechism of the Catholic Church that directly or indirectly mention Mary, describing the statements that compose them according to the categories of semantic operations of reference, predication, and modification. For this, a framework was developed to perform a microtextual analysis of the corpus to identify, characterize, and quantify occurrences about Mary in the Catechism of the Catholic Church. This analysis identified over two hundred mentions of Mary's names and titles, also noting various nuances of intertextuality – explicit or inferred – present in the paragraphs. The initial results indicate that this discursive representation is constructed around several axes based on semantic operations. Among these axes, the axis of motherhood, purity, and the model of Christian life stand out, among others.

Under construction - to be published after qualification.

The concept for this research first emerged around 2017 when we became aware of an ongoing project at Maternidade Januário Cicco in Natal/RN. The project, led by the psychological support team of the hospital, aimed to assist pregnant patients in the high-risk sector undergoing hospitalization. Its core objective was to provide these women with the opportunity to articulate their experiences and emotions in notebooks resembling diaries, whether related to the hospitalization process or their daily lives before admission.In light of this, the proposed investigation seeks to analyze literacy practices associated with the project titled "High-Risk Stories." To achieve this, we rely on the insights shared by the professionals overseeing the project, as it is currently impractical to consult the participating women due to the temporary suspension of the project. The research falls within the domain of Applied Linguistics (Moita Lopes, 2006; Kleiman, 2019) and adopts a field research design (Gil, 2008) with a qualitative approach (Bogdan; Biklen, 1994) to data. Two professionals from the psychological support team of the maternity unit in question participate in the research, and their responses to questionnaires and semi-structured interviews constitute the analytical corpus for this investigation.Theoretical underpinnings draw upon discussions within Literacy Studies as a social practice (Kleiman, 1995; 2014; Oliveira), health literacy (Paz, 2008), as well as works addressing the therapeutic aspect of writing (Sexton; Pennebaker, 2009), among others. Preliminary findings from the study underscore the significance of the literacy practices implemented by the project, which, in conjunction with medical/hospital treatment, substantially facilitated the women's journey through the hospitalization process.

This study aimed to analyse the different occurrences of violence and silence within short narratives “Menina a caminho”, by Raduan Nassar, and “Os autos de Beatriz”, by Ricardo Daunt, as literary productions that elaborate authoritative contexts. The research is qualitative and bibliographical. The comparative method is applied in order to establish associations between narratives (Carvalhal, 2003; Nitrini, 2015). To achieve the main intent of this work, the intersections between literature and society were observed based on the understandings of the integrative procedure (Candido, 2010, 2014) and the dialogical theory (Bakhtin, 2015), thus conceiving the stories as structures and discourses. Violence was studied according to Marilena Chauí (2017), who conceived the sociological notion of varied manners of aggressions being deeply rooted in the Brazilian society. Jaime Ginzburg (2012) and Karl Schøllhammer (2013), on their own turn, identified the productivity of the theme within national literature. Silence was understood as a non-verbal element of the utterance (Bakhtin, 2016; Volóchinov, 2019a), for which is necessary the attribution of a linguistic meaning (Barthes, 2003). In literature, such theme was comprehended based on the understanding of Lourival Holanda (1992), who saw in silence an indication of unequal social systems. As both violence and silence are intertwined in determined literary texts, circumstances of silencing, relative to the usage of force to make cease certain discursive manifestations, were also interpreted. As a result, multiple dimensions of violence, both symbolic and physical, were highlighted, such as the hierarchization of society, sexual abuse, rape, domestic aggression and torture. For silence, its apparitions around violent events were underlined, alongside the instances in which it was implicated in the maintenance of the Brazilian military dictatorship and in the self-protection of its opponents. Silencing, set apart by its forced nature, was identified within both narratives as impediment of the political speech. It was concluded, by the end of the research process, that the expressive means and the compositional elements from each narrative was responsible for the creation of different dimensions of the themes studied. They were seen in relation to either more hierarchical social relations or to the fictional materialisation of a violent state.

We aim to create a critical reading approach to the novel The Handmaid's Tale (1996) by Canadian author Margaret Atwood and its homonymous adaptation for the TV series produced by Bruce Miller (2017-), in the light of the contrast-dialogue between Walter Benjamin and Mikhail Bakhtin, considering the categories of language and discourse. To this end, the specific objectives are: to discuss the theory of language in Benjamin and Bakhtin, considering the accordance and dissonance in their thought; to analyze how the language, from the point of view of Benjamin and Bakhtin, is rescued through the actions of the characters in the novel The handmaid’s tale (1996) and its adaptation to the TV series; to explore the categories of closed and disclosed discourses in the theoretical thought of Walter Benjamin and Mikhail Bakhtin; to investigate how the closed discourses in the novel The handmaid’s tale (1996) and its adaptation to the TV series are desecrated by the disclosed discourses, considering the thought of Benjamin and Bakhtin. In methodological terms, since our corpus is constituted of a series and a novel, we will analyze them in the light of critical literary and cultural theories, using bibliographical research as the technical procedure. The theoretical framework was the following: to discuss language and discourse we used the work of Mikhail Bakhtin (1987, 2014, 2015, 2018a, 2018b, 2019); and the writings of Walter Benjamin (1994, 2013, 2020). By way of conclusion, the critical reading of the novel The Handmaid's Tale (1996) and its adaptation for the series of the same name in the light of the dialogical confrontation between Benjamin and Bakhtin allowed us to identify the reification of the use of language by the dictatorship of Gilead as a strategy of oppression and civil domination, as well as the redemption of this language through the disruptive actions of the characters who stood up to the system. In terms of discourse, we detected in the characters' speech the impoverishment of verbal communication between individuals, as well as closed discourses originating from the dictatorship of Gilead which prevented individuals from elaborating their positions against the system, just as it was possible to see open discourses in the words of the characters who stood up to the oppression of the figures representing the power of Gilead. The dialogical confrontation between Walter Benjamin and Mikhail Bakhtin proved to be productive, as it was possible to find points of encounter and confrontation in the categories of language and discourse: in "language" we see that for Bakhtin, language is dialogical, full of social voices; for Benjamin, it is only in the interrelationship with the other that significant and creative potential is manifested. As far as discourse is concerned, Bakhtin sees it as heterodiscursive, tense with opinions, with the voices of others; in Benjamin, discursive openness occurs in the libertarian tone of technical reproducibility, of revolutionary history, for example.

In this thesis, we investigate the relationship between the discourse plan category and the situated metaphor category in opinion articles. We consider the functional and cognitive dimensions underlying this relationship. Our general hypothesis is that there is a close relationship between the discursive plan of opinion articles and the emergence of situated metaphors in these texts. This relationship is expressed by the predilection of portions in figure position to evoke the situated metaphor. In view of this relationship, we have developed an analysis that combines the functional and cognitive aspects to discuss the phenomenon focused on here. In terms of the functionalist approach, we draw on the assumptions of Functional Linguistics based on Givón (1995, 2001, 2011 [1979]), Traugott and Dasher (2002) and Furtado da Cunha, Costa and Cezario (2015), among others. With regard to Cognitivism, we draw on Tomasello (1998), Lakoff (1987), Fauconnier (1997), Lakoff and Johnson (2003 [1980]), among others. We also draw on Hopper and Thompson (1980), Haido (1996) and Lemos (2020) for discussions on discourse plan, and on Vereza (2007, 2013, 2016, 2017) for situated metaphor. Our investigative locus is the text and, because it extrapolates the traditional method of analysis of these theoretical strands, our work has a macrolinguistic approach. Methodologically, the research is qualitative and descriptive-explanatory. We used both inductive and deductive reasoning to observe the phenomenon analyzed and used the saturation method to describe the results obtained from the empirical material analyzed, which consisted of four opinion articles with different themes and authors. Our results show that there is a link between the analytical categories discourse plan and situated metaphor, so that the majority of situated metaphors (online) are used in a figure position, constituting a mechanism used in the service of argumentation. Furthermore, the findings show that the creation/understanding procedures of these metaphors produced online are monitored by processes of (inter)subjectivity and pragmatic inference, at the same time as they are supported by cognitive models. Thus, the linking of these two categories reflects, from a functional point of view, the close relationship between form and function: the choice of placing the metaphor in a figure position, highlighting the statement with updated meaning online, reflects its discursive role in the service of argumentation and consequent adherence, by the interlocutors, to the thesis defended. In cognitive terms, the general domain mechanisms, particularly imagery schemes and metaphorical and metonymic projections, support the mappings established ad hoc, enabling the interlocutor to undertake online interpretations, i.e. changes in interpretation that do not affect the linguistic code definitively, but are necessary to achieve an understanding of the situated metaphor.

Este trabalho intenta reconhecer o processo de construção identitária resultante da participação de sujeitos em comunidades de leitores do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN), localizadas no interior do estado.  Assim, parte-se da concepção de que a prática da leitura, mesmo quando solitária, envolve uma série de negociações entre leitor, autor, personagens e os planos de fundo sociais que os envolvem, transformando essa prática em uma atividade de caça (CERTEAU, 2014) e evidenciando a natureza dialógica dos enunciados, como proposto por Bakhtin e seu círculo de pensadores. Ao observar o processo de leitura nas comunidades de leitores IFRN, o fenômeno ganha capilaridade ao perceber o contexto dos sujeitos envolvidos nessas práticas, uma vez que quando estão na condição de moradores de cidades do interior estão mergulhados em uma realidade particular que, muitas vezes, podam suas possibilidades de identidade. Assim, a leitura para muitos estudantes é uma forma de ver e performar – de forma ficcional – aquilo que eles mesmo são, mas não podem falar sobre ou não possuem referências disso no meio em que vivem. Para compreender esse embate que evoca vozes dos sujeitos leitores, dos heróis das obras lidas, dos que compõem o corpo da escola e, por fim, dos que formam as cidades e regiões em que o IFRN se localiza, é fundamental a discussão em torno da polifonia (BAKHTIN, 2008) para compreender como essa multiplicidade de vozes em equipolência constrói e reconstrói as identidades dos sujeitos que passam por esse processo. Na tentativa de compreender esse processo, serão realizadas entrevistas com doze pessoas envolvidas nesse processo, sendo nove ex-alunos participantes de comunidades de leitores do IFRN, e três professores que estiveram envolvidos nesses projetos. Esses relatos serão transformados em texto escrito e, a partir do processo metodológico das micro-histórias (GINZBURG, 2006) e, ancorados nas teorias de Bakhtin e do Círculo, sobretudo no que compete à polifonia, problematizaremos as implicações dessas comunidades de leitores para a construção identitárias dos sujeitos nela envolvidas. Para ancorar essa discussão, teorias que dialogam sobre a hipermodernidade (LIPOVETSKY, 2004), corpo (LOURO 2016), leitura (PETIT, 2010) e regionalidade (RIBEIRO, 2006) foram essenciais para situar os sujeitos. Além disso, concepções que tiram a polifonia de sua visão ortodoxa (ALEKSIEVITCH, 2016; CANEVACCI, 2004) promoveram caminhos teórico-metodológicos mais adequados para esta pesquisa.

In addition to the prosodic function, many studies currently approach the punctuation system as a phenomenon made up of various graphic forms that act at different levels (e.g. the word, the sentence and the text), relating it to syntactic organization, the semantic organization of written language and enunciation. This paper is part of this set of reflections and seeks to understand, from a linguistic-enunciative approach, the use of the comma and metalinguistic activities by 4th grade elementary school students who write the text in partnership, in an ecological situation and in real time. To do this, we answered the following questions: 1) How do the students use the comma in the text they are writing? 2) In which textual situations does the comma seem to be most present in the texts? 3) What is the linguistic nature of the comments? Syntactic, semantic or other? 4) What linguistic and discursive strategies do students use when they replace a punctuation mark with another textual object (any linguistic or graphic element)? 5) What relationships do students establish between the comma and other textual objects? Taking these aspects into account, we analyzed four textual production tasks of invented written stories, captured and recorded in process through the Ramos System, which consists of three types of media: visual, sound and written record to capture what happens in the classroom, in real time and space. Through this system, we have access to the dialog of the students who are writing the same text together. Thus, considering the school manuscript, we investigated the inscription of commas, described in our study as follows: 1. Absence of the comma in positions required by grammar; 2. Presence of the comma in a position required by grammar; 3. Presence of the comma in a position not provided for by grammar; 4. Switched position of the comma, to indicate the graphic occurrence of another punctuation mark in the position of a comma; 5. Substitute position of the comma, use of the comma in the position of another punctuation mark. With regard to dialogic text, we highlight the following situations: 1. mention of the linguistic term comma, when students insert this punctuation mark into the text and verbalize it in the linearity of a statement being written; 2. simple commentary on the comma, with short sentences and no explanation or argumentation about the use of this punctuation mark; 3. unfolded commentary, when students explain, argue and justify the use of the comma in the text.  The results, which are still in progress, show that the comments made by the children in certain text writing situations reveal well-established linguistic knowledge about the need to use the graphic forms that make up the punctuation system. The mention of the linguistic term comma, even before the writer recorded this graphic mark on the paper, was a recurring action in all four dyads. The verbalization of the term comma with a simple comment, even before the scribe registered this graphic mark on the paper, was also a recurring action, which may signal a reflection on the written language and is justified by the fact that the students have already acquired knowledge of the syntactic structure of the written language and understand that certain textual portions have a complete meaning and must be separated from others that follow them by punctuation marks. The unfolded comment about the use of the comma is not very common and does not appear in all the dyads analyzed. It occurs when students talk about or try to affirm the presence of the comma, using syntax or semantic issues. By comparing the simple comment with the unfolded one, we do not assume that the unfolded comment reveals that one pair has more knowledge about the use of the comma than another, but that by arguing, we can show how students are consolidating their knowledge about the comma and, potentially, its use. There is always metalinguistic activity in the use of a punctuation mark, because its presence in the text presupposes some kind of knowledge (silenced or verbalized). This knowledge, however, is under construction, especially when the students are learning to write. Its use doesn't always imply a direct relationship with the grammatical rule, since students don't know how to discuss all the rules - or don't discuss them at all. A punctuation mark plays a fundamental role in the writing of texts, even when it is not present, when it is not placed in the right place or when it takes the place of another punctuation mark. The presence of a comma, for example, signals that students already understand that the punctuation system is related to the written text. In the specific case of the comma, students report the relationship between the comma and large chunks of meaning or the relationship between the comma and constituent elements of the sentence. The use, the mentions, followed or not by comments, signal a reflection on written language and the incorporation of knowledge acquired by the students about the syntactic structure of written language, mobilizing rules for the use of the comma.

This is a qualitative research that has as its object the process of literary micronarratives signification on the social network Instagram. Based on the initial question that guides it How does the process of signification of literary micronarratives occur on the social network Instagram?, we list the following research questions: what are the resources used in the construction of a literary micronarrative on the social network Instagram?; what is the role of the resources used in the construction of a literary narrative on the social network Instagram?; which are the movements used by a reader in the process of meaning of a literary micronarrative on Instagram?; how does the relationship between the author and the reader of a literary micronarrative on the social network Instagram occur?; how can micronarratives as an object of PL (Portuguese language) teaching represent a possibility beyond the immediacy of including digital discourse in classes? Given these questions, we defined the general objective of analyzing how the process of micronarratives’ signification occurs on the social network Instagram; following the specific objectives of i) identifying the resources used in the construction of a literary micronarrative on the social network Instagram; ii) describe the role of the resources used in the construction of a literary narrative on the social network Instagram; iii) investigate the movements used by a reader in the process of meaning of a literary micronarrative on Instagram, by comments; iv) investigate the relationship between the author and the reader of the literary micronarrative on Instagram; v) reflect on the way in which micronarratives as an object of PL teaching can represent a possibility beyond the immediacy of including digital discourse in classes? We have built a theoretical path from Foucault's foundations that are relevant to Discourse Analysis to Pêcheux, with the intention of integrating the assumptions of Paveau's Digital Discourse Analysis for an ecological analysis of literary discourse on the social network Instagram. To this end, the analyses consider data from the @microliteratura page on the social network Instagram and our corpus consists of a collection of examples around a composite of six publications from the aforementioned page, which correspond to seven micronarratives and the entire significance environment. We chose not to use the transcribed micronarratives, as this would lead to a linguistic analysis that considers the digital as a backin, and we used the screenshots for the purpose of a post-dualist analysis that takes the digital as a resource of signification. As a result, we identified the collaboration between author and reader as co-producers of the discourse, the recurring use of fixed forms and visual aspects that signify the literary discourse. Based on the study carried out, we outlined some possibilities for treating micronarratives on Instagram as an object of teaching in Basic Education.

The sertão/Northeast was invented through the consolidation of a hegemonic discursive matrix that implies to the territory a series of images and archives of social memory that refer to drought, extreme poverty, inclemency of space and, as an essential consequence, to the withdrawal and exodus. A large part of such socio-territorial, cultural and historical aspects were established through a hegemonic discursive matrix that brought together discursive processes in different spheres of human activity, according to the historiography of Albuquerque Jr. (2011; 2013). Among the spheres that contributed decisively to the invention of the Northeast/sertão, we can highlight the artistic-cultural sphere, especially with regard to what was called northeastern regionalism, a concept that defines the culture of the territory as traditional, archaic and mythical, corroborating for the consolidation of a supposedly essential identity for the space and its people. This time, the objective of this work is to understand how the identity of the sertão is discursively (re)constructed in statements by masters of popular/regionalist culture from the city of Piranhas/AL, state of Alagoas. That is, I intend to understand what world of meanings are present in oral statements by masters of regionalist popular culture from Piranha and what are the semantic and identity implications for the territory. For this purpose, I take as a corpus/materiality of studies, utterances by masters of regionalist popular culture from Piranhas/AL, generated in “controlled conversations” carried out with subjects recognized regionally as masters of regional culture of cultural manifestations such as the Samba from Tebei, Reisado, Grupo Armorial from Piranhas/AL and Xaxado from the city located in the high backlands of Alagoas. I am epistemologically affiliated with the theoretical-methodological assumptions of Applied Linguistics with an indisciplinary basis, an area of linguistic-discursive studies based on the concern to elaborate intelligibility about contemporary social life, the research is also anchored in the interpretivist epistemological paradigm, understood and modulated here, to the in the light of Bakhtinian studies, such as ethnolinguistics of living speech, which provides apparatus and theoretical-methodological subsidies for a discursive reading of the aforementioned materiality. Understanding the corpus of the research as complex, during the course of the investigation, knowledge from different areas of knowledge is mobilized, such as History, Geography, Linguistics, Cultural and Identity Studies, referring to the historiographical proposal of Albuquerque Jr. (2011, 2014, 2016, 2017, 2018 and 2020), as well as in the conception of Bakhtinian language in Bakhtin (2011, 2015, 2018) and Volochinov (2017, 2018, 2019) as well as in the epistemological proposal of Moita Lopes (2006, 2009, 2020), Signorini (1998), Hall (2007; 2014), among others. The results reverberate the identity construction of the hinterland through the imbrication of two fundamental questions, culture and nature. The statements of the masters of popular culture build the sertão identity in dialogue with the hegemonic discursive matrix and with the regionalist political-literary proposal of the end of the century. XIX over the territory, so that the sun, for example, is chosen narratively as a striking symbol for the construction of such an aspect.

This research seeks to investigate and describe the complexity of the linguistic development of language games, regarding the early period development of infants. Thus, its main aim is to demonstrate the importance of playing language games for linguistic development, that is, for the conceptual emulation accomplished by young children.  In theoretical terms, this study is significantly based on the following notions: Ecological Cognition (Ecocognition; DUQUE, 2015b; 2016; 2017; 2018), a strand of Cognitive Linguistics, whose initial condition is the organism-environment relationship; Frames (LAKOFF, 2011; DUQUE, 2015a, 2017); Language Games (WITTGENSTEIN, 1999; STEELS, 2012; DUQUE, 2018; 2022); and Joint Attention (TOMASELLO, 2008). Furthermore, this study is grounded in the Interpretivist Research Paradigm, since its purpose consists of understanding and interpreting the semiosis of human relations (MINAYO, 2009). Therefore, the nature of this research is qualitative. The methodological procedures performed in this study, which have empirical properties, are based on the assumptions of Content Analysis  (BARDIN, 2011) and focus on the description and analysis of corpus. The corpus of this research is composed by twenty videos from the Youtube Channel “Gêmeos Alê e Nanda”. However, for the qualification exam, a fraction of our corpus was analyzed. Such fraction contains seven videos, which totalled four minutes and forty-six seconds of critical events in the recordings. The analysis carried out so far suggests that a language game is formed by the combination of the two types of information in the environment, that is, perceptual information and linguistic information. Then, throughout the interactions, a language game acquires cultural frammings, profiles, perspectives, and intentions, which operate in real time and are controlled by the perceptual information provided by direct perception. As soon as children experience new situations, the simple games are fed back and constitute new and more complex games. Such language games seem to be first captured as information attached to experienced situations. They are subsequently detached from the situations and transformed into linguistic information, that is, into linguistic constructions whose joint attention is more precise and contributive in constructing new meanings for the environment.

This study analyzes the writings of undergraduate students to understand how the voice of others is moved from one text to another and to what extent they leave or not traces of a writing that mobilizes knowledge. Through the writing of book reports, summaries and reviews, we investigated how undergraduates mobilize different voices and whether, when incorporating the speeches, they show traces of a writing that mobilizes knowledge, and what linguistic strategies can be observed from this academic writing. The productions are seen, in this investigation, as a product that says about the process of forming undergraduates, as a writing that demands knowledge about linguistic ways of dealing with discourses about the social sphere in which this writing takes place and for which it is intended. From this perspective, we observe the texts based on the following questions: How do undergraduates materialize the voice of others when moving them from one text to another? What linguistic traits can be identified as writing that mobilizes knowledge in the production of files, summaries and reviews? How does the student move the discourses of a text when incorporating other voices? And how can the student, by producing more than one version of the text, in the context of remote classes, manage to create space for the construction of a mobilizing writing? We raised as a presupposition the idea that in the writing of book reports, summaries and reviews, one can observe the way in which the undergraduate, when moving different voices, incorporates the discourses, allowing to see or not linguistic forms of a writing that mobilizes knowledge. Our corpus of analysis consists of the writings and rewritings produced by fifteen students of a Leitura e Produção de Textos Acadêmicos I discipline at UFRN (2020.2), in the context of remote classes as a result of the Covid-19 pandemic. From this total, we selected texts produced by five students to compose the cut of the analyses. As a theoretical contribution, we sought Pêcheux's (1997) studies on the subject-form in discourse; Maingueneau (1997) to investigate the forms of reported discourse; Fuchs (1985) on linguistic paraphrase; and Authier-Revuz (1990; 2004; 2007) for the allusion to the discourse of the other. In this direction, the results obtained permitted us to raise, in the discursive thread of writing, the idea that students, when moving the voices of a text, tend to select in the 1st version the most relevant writings and take them for rewriting. In the 2nd version, by interpellation of the other, in a biased way, students rewrite only the points addressed in the teacher/tutor's guidance. In this way, we were able to perceive traces of mobilizing writings, only in the production of summaries and reviews.  

In this dissertation, we studied the argumentation in a labor process of moral damage, whose objective was to identify and describe the procedures of the Language and, more specifically, of the speech used in the request of moral damage in a judicial sentence. We support our research in the constructs in ATD – Textual Analysis of Discourses – Adam (2011), in studies on the rhetoric of Aristotle (1969) and Perelman (1996), Rodrigues, Silva Neto and Passeggi (2010); methodologically, we used the deductive-inductive method, as we analyzed the argumentation in an “unknown” text – particular case – based on an already known theory (about language, text and argumentation). As for the nature and objectives, our research was characterized as qualitative and as an explanatory and descriptive investigation, with technical procedures for document collection and bibliographical research. As a corpus, we use a judicial sentence of a labor nature, extracted from the website of the TRT - Regional Labor Court, 21st Region. The results revealed, through the positions of the enunciators in the analyzed discourses, that the argumentative connectors played decisive roles in the organization of the argumentative strategies of the text and the discourse, guiding the co-enunciators towards the conclusion desired by their enunciator. It was also possible to conclude that the use of argumentative connectors allowed constructions with presuppositions in the form of presentation of the arguments and in the construction of the argumentation, as well as the operators "therefore", "because", "with the purpose of", but also", " not only” among others. Finally, the enunciator introduced arguments based on the use of linguistic marks capable of demonstrating – justifying a thesis and refuting an adverse thesis towards an acceptable basic conclusion within a text plan.

This essay intends to do an investigation about how MAIS PAIC PROGRAM contributes for literary literacy in the final stage of the Ensino Fundamental in a public school in the city of Capistrano, in the state of Ceará, Brazil, considering the development of literary readers in post remote learning era. The study aims to analyze the axis Literature and reader development at MAIS PAIC PROGRAM, according to official documents that drive the teaching of literature in Basic Education, such as Base Nacional Comum Curricular and Parâmetros Curriculares Nacionais and to identify any challenges that learners have tackled in public schools in the city, the development of literary readers, during literary reading. From that basis, this essay proposes a didactic sequence related to literary reading, focusing on the development of a literary reader, promoting
literary literacy after the remote learning period with the reading cycle applied in MAIS PAIC. In order to understand the topic, it is necessary to consider the teaching of literature as a human right (CANDIDO, 2017), the literary reading during and after remote learning as a reading practice in a place of crisis
(PETIT, 2020) and the teaching of literature from basic didactic sequences for literary literacy (COSSON, 2020). The research also applies workshops inspired in basic sequence of Cosson (2020) for MAIS PAIC reading cycle, in a 9 th grade class of a city school in Capistrano. The results in this essay show that after the experienced challenges in remote learning, literature needs to be present in classroom, in order to promote the literary literacy and the development of literary readers using didactic sequences that allow students to perform interactive reading, becoming protagonists in their own learning process and, in addition, they might dialogue with one another and behold literature as a human right that school must grant.

With the rise of Web 2.0, social networks have undergone an upsurge of reticular messages that resulted in new writreadings, as well as new discursive genres. The digital starts to include, then, not only those who communicate through languages whose production and reception occur through the written record anchored in sound, but also covers the universe of deaf sign language users, in this case the Brazilian Sign Language – Libras. Given its linguistic modality that focuses on visuospatiality, cultural, socio-discursive and axiological values intertwined with the deaf and their idiosyncrasies are mixed. Although this work presents itself with bibliographic reviews of various interfaces, it seeks, above all, to problematize the production, circulation and interpretation of the stickers-Libras and specifically proposes to (I) corroborate that it is a techno-genre; (II) that there are bundles of regularities; and (III) that it enables the advent of a technography of Libras. The theoretical construct is essentially based on the epistemological tripartite: (techno) carnivalization, in the light of Bakhtinian circle; digital resignification biased by Digital Discourse Analysis (DDA), proposed by Marie-Anne Paveau (2017, 2019, 2021); and in comparison to Queer Studies in applied and indisciplinary linguistics (LOPES et al., 2022). In terms of methodological path, we resorted to digital ethnography (HINE, 2004, 2016; VALLADA et al., 2022) as a background; and for the purpose of exploring the stickers-Libras, we chose the social network WhatsApp as a research locus, since it is the most popular instant messaging platform (IM) in Brazil. Thus, three groups were selected: (1) a group where most are deaf and LGBTQIAP+ subjects; (2) a group of Education professionals from several Brazilian states; and (3) a group of sympathizers for the left-wing policies in Brazil, with the common factor that they are all users of Libras. Regarding the register of the utterances (technotexts) signaled in the stickers-Libras, the screenshots made it possible to subsidize their analysis. There are exceptions to animated stickers-Libras, which needed more than one record, and, for this reason, a hyperlink was inserted giving access to Youtube. In view of the data analysis, it was observed that party political issues stood out and influenced most of the technotexts. It is deduced that this was due to the fact that their productions took place in an election year chronotope (BAKHTIN, 2018). In the meantime, it was found that there was a recurrence of responsiveness through demeaning with the use of the lower body and the grotesque, as well as counter-discourses resignifying cyberviolence, or even a consensus between the two. In all of the language manifestations of the appreciated technogenre, the post-organic, (reified) body was present in discursive performances, entextualizing the other in a dialogical and dialectical relationship, entering the realm of post-dualism.

In this research, we investigate uses of the subschema [dentro de X] in Brazilian Portuguese in a synchronic perspective, which licenses types such as dentro de casa, dentro da cultura, dentro do prazo. We aim to analyze the morphosyntactic configuration and semantic multifunctionality of this subscheme, as well as cognitive and pragmatic aspects implied in its constructs. Our theoretical support is the Usage-Based Functional Linguistics, as outlined in Furtado da Cunha, Bispo and Silva (2013) and in Bispo and Lopes (2022), which implies contemplating contributions from Construction Grammar in the terms of Goldberg (2003, 2006), Croft (2001), Traugott and Trousdale (2013), among others. The research is quali-quantitative, and the empirical database is composed of oral and written texts, compiled by Lacerda (2019) and made available by the Núcleo de Pesquisa em Abordagem Construcional e Tradução (NUPACT). This compilation contemplates material from the following oral corpora: "Projeto Mineirês: a construção de um dialeto", "Programa de Estudos sobre o uso da Língua - PEUL" and "Projeto Norma Urbana Oral Culta do Rio de Janeiro - NURC/RJ". The written texts come from blogs, from informal magazines such as Ana Maria and Marie Claire, and from formal magazines such as Exame and Veja. The results reveal that, from a structural point of view, the slot X of the subschema [dentro de X] can be filled by nominal (lexical or pronominal) syntagma or by clause, with lexical SN being the most frequent. Semantically, [dentro de X] has circumstantial value and its instances convey the following senses: concrete place, virtual place, time and mode-conformity. In the uses of this subschema, metaphorical and metonymic processes are at work, as well as pragmatic aspects, such as subjectivity and intersubjectivity. In terms of constructional properties, [dentro de X] can be further characterized as partially schematic, highly productive and partially compositional.

This research has as object of investigation the literary work Água viva, by Clarice Lispector (1973/1998a). Água Viva is characterized by the presence of stream of consciousness and an unexpectedly improvisational tone, in addition to not fitting into conventional genre conceptions. Thus, one of the main aspects of the work is the deconstruction (or reconstruction) of the definitions and limits of traditional literary genres. In the language of the book, in which the stream of consciousness stands out, a cosmovision, or conception of the world, is presented, in which the character of indeterminacy of existence is highlighted, which is placed as beyond the total control of the human being; at the same time, the existence of the being is conceived as strictly linked to the existence of the other, and to that of the world, as inseparable. Therefore, in this work, our objective is to investigate how this cosmovision is aesthetically constructed by the language of the work, especially in the symbolic structures represented and by the constitution of the book as a whole, with regard to its genre. To base this analysis, we consider the propositions of existential-phenomenology, specifically with regard to Martin Heidegger's thought on the conceptions of loneliness and anguish. In this sense, we take as a basis especially the works Os conceitos fundamentais da metafísica: mundo, finitude, solidão (2011), by Heidegger, and A existência para além do sujeito: a crise da subjetividade moderna e suas repercussões para a possibilidade de uma clínica psicológica com fundamentos fenomenológicos-existenciais (2011), by Ana Maria Lopez Calvo de Feijoo, emphasizing concepts such as being-in-the-world and being-with. This is because it is through solitude that space is created for the narrator-protagonist of the work in question to look at herself and understand herself — and, at the same time, not understand herself — as an individual, but also as part of a whole, which is expressed in the conceptions of existence constructed by the work, from an aesthetic point of view.

The main objective of this dissertation is to analyze the cognitive-discursive process involved in the construction of the meaning of HAPPINESS and to investigate the moral dimension that permeates the different uses of this concept in the book "The art of happiness" by Dalai Lama and Howard C. Cutler. We verified how the meaning of HAPPINESS emerges as the authors develop the themes in each part of the book, through the narratives produced on how to achieve happiness. To succeed in our study objective, we take as central theoretical contributions the concepts of conceptual metaphor (LAKOFF; JOHNSON, 1980), frame (DUQUE, 2015, 2017) and online/offline frames (VEREZA, 2013a). These analytical categories are inserted in the theoretical-methodological set of Embodied Cognitive Linguistics, which is in line with the phenomenological perspective of Merleau-Ponty, which addresses our immediate and corporeal experience of the world. Focused on understanding how linguistic constructions shape value systems, the research is of a qualitative and interpretative nature. for the methodological procedures, we used the following tools to analyze the data: metaphor identification - bootstrapping (DUQUE, 2018), frame-based analysis methodology (DUQUE, 2015, 2017) and content analysis (BARDIN, 1977). In order to visualize the frames evoked by the lexical items of the textual surface we used text processing software to create cloud, similarity and Factor Correspondence Analysis (CFA) graphs. The analysis of the results allows us to understand more precisely that HAPPINESS is built based on the conceptual framework of GOAL, which encompasses the elements of ORIGIN-PATH-GOAL. In addition, the methodology used showed that the moral underlying the use of the concept of HAPPINESS in the speech is represented by the metaphor MORALITY IS STRENGTH.

This thesis is situated in the field of applied linguistics and aims to investigate the effects of manipulating task complexity on speech connectivity, measured through attributes of speech graphs. Additionally, it seeks to gain a deeper understanding of the role of individual differences in Working Memory Capacity (WMC) and Theory of Mind (ToM) among participants. For this study, bilingual Brazilians (n=33) who have Portuguese as their first language (L1) and English as their second language (L2) were recruited, all of whom were regular students of the Access E2C English course. Participants who agreed to participate in the research signed a consent form prior to data collection. The protocols used in this study included: L2 oral production based on comic strips, divided into more and less complex tasks; a self-administered Reading Span Test (Oliveira et al., 2021) for WMC measures; and the Faux-Pas Test (Baron-Cohen, O'Riordan, Stone, Jones, & Plaisted, 1999) to assess participants' ToM levels. The data collected during the oral tasks were processed using the computational tool Speech Graphs (Mota et al., 2012, 2016, 2019) for speech graph generation. We conducted descriptive and inferential statistical analyses to address our research questions and hypotheses. Through the descriptive analysis of speech graphs and the attributes LSC (largest strongly connected component), LCC (largest connected component) e RE (repeated edges), we were able to spot tendencies. Namely, individuals tend to present a more connected speech when performing under the non complex condition. Despite finding medium to large effect size measures (Cohen's d) among the speech graph attributes under both complexity conditions, our inferential analysis confirmed that task complexity predicts only the attributes LCC and RE. In regard to our two other research question, we did not find any evidence of the relationship between WMC and ToM in speech connectedness under different task complexity conditions. Our results provide important considerations for future research and a deeper comprehension of the relationship between task complexity, speech connectedness and individual. Further research could aim at exploring the additional variables and refined the techniques used to measure individual differences in WMC and ToM.

A tragédia nasceu no berço da literatura ocidental e muitos filósofos e críticos da área da literatura se dedicaram ao estudo da tragédia grega com o objetivo de tentar entender como se processava o trágico na Grécia antiga. Esse gênero estava ligado ao culto religioso e ficou consagrado pela sua dimensão estética.  Contudo, com o advento da modernidade, cada época revitalizou a tradição, e consequentemente, o conceito. Nesse percurso, a tragédia mudou de configuração ultrapassando a categoria da tragédia da antiguidade, passando a ser manifestar tanto na linguagem artística, filosófica e histórica.  Na visão de Raymod Wiliam (2000), “chegamos à tragédia por muitos caminhos”. Assim, a concepção do trágico vinculado ao gênero dramático passou por várias transformações históricas ao longo dos séculos e cada época passou a discutir diferentemente a condição humana, de tal modo que o herói, dependente das forças divinas, foi substituído por uma pessoa comum com livre arbítrio, mas dependente das forças sociais. Sabendo que muito desses aspectos ainda ficaram por ser pensados, escritos e discutidos, propusemo-nos a desenvolver um estudo do romance S. Bernardo, de Graciliano Ramos, com o objetivo de verificar como são trabalhados os elementos do trágico nessa obra de 1934, mostrando que, mesmo depois do desaparecimento das tragédias clássicas da antiguidade, podem-se recuperar alguns traços do trágico antigo em um romance. Acreditamos que a melhor maneira de compreender o trágico em S. Bernardo seja a partir das categorias da tragédia da antiguidade e da modernidade. Nesse encaminhamento, na busca da peculiaridade do sentido trágico, a nossa atenção volta-se para a configuração trágica a partir de dois universos diferentes - o rural e o urbano, simbolizados na figura de Paulo Honório e Madalena. A dimensão trágica em S. Bernardo é revelada por vários elementos próprios do fabular da mitologia como: a coruja, que, entre o terror e a piedade, funciona como oráculo antecipando a fatalidade, o pathos, a hybris, a noção de destino, a peripécia.

When Margaret Atwood wrote The Handmaid's Tale, in 1985, she was based on historical moments that occurred before and during that decade and, mainly, on the fact that the feminine and feminist protests that wanted autonomy to decide about their lives and their bodies. Therefore, this book brought and brings significant points to be debated today, considering that women continue in the search for equality. In this work, we approach the role played by women in the history of humanity and in society, the creation of patriarchy, which subjects women to machismo present in everyday life and in all environments to which they belong, and how religiosity is used to maintain and validate this masculine dominion over her, based on the sacred scriptures and speeches that propagate and perpetuate these customs. All these points are observed in the Republic of Gilead, where Atwod's dystopian novel takes place. Gerda Lerner (2019), Heleieth Saffioti (1987), Simone de Beauvoir (2019), Silvia Federici (2017) and Pierre Bourdieu (2010) are some of the names that serve as a theoretical reference for our research and are related to the mentioned themes. As this is a qualitative, exploratory, documentary and bibliographic work, we found that, despite being a literary work, traces of this new world described by Margaret Atwood still exist in the 21st century and are once again gaining strength and space in our society, affirming the importance of this research to lead us to reflection.

This Master's thesis, entitled: THE RECEPTION OF THE LITERARY TEXT IN HIGH SCHOOL FROM OS ESCRAVOS AND CONTOS NEGREIROS: DIALOGUES AND (IM) PERTINENT CONFRONTS, aimed to present to a group of the 3rd year of High School, through the bias of the Method Recepcional (BORDINI & AGUIAR, 1993), the reading and discussion of the work of Marcelino Freire: Contos negreiros (2005) in confrontation with the work of Castro Alves, Os escravos (1883), as well as promoting the debate of ideas and/ or racist and prejudiced thoughts when trying to build a bridge between such ideas and/or thoughts arising from the colonial past and the remnants of these in contemporary times. This study stems from the need that students have to carry out literary readings that enable them to develop critically and position themselves in society. The application of the intervention and the analysis of the results point to the precarious condition of literary readers and the urgent implementation of reading projects that make them proficient.

In this master’s thesis, I present an investigation conducted to characterize the construction of meaning that takes place in concrete linguistic interactions, that is, in real and authentic communication situations. For this purpose, I employed a non-probabilistic sampling strategy, selecting the recorded instances of interactions during a ten-minute and two-second segment of the documentary series The Beatles: Get Back (Part 2..., 2021). For analyzing this audiovisual material, I implemented a categorical content analysis (Bardin, 2011) which primarily encompassed the description of language games from an ecocognitive perspective (Duque, 2022a). The outcomes of this study suggest that the construction of meaning in interactions can be characterized as a cumulative cognitive process of (re)modeling concepts, in which specific conditions of historicity and situatedness play a distinctive role.

The present research seeks to discuss the conflict between the visualization of Black characters and their stereotyped representation in the novel Úrsula (1956), the object of our research, and the first Brazilian novel written by a Black woman, Maria Firmina dos Reis. In this sense, its general objective is to understand the representation of black characters in Úrsula. Specifically, we intend to identify and discuss the conflict found in the novel between the visualization and stereotyping of Túlio, Susana, and Antero, the Black characters of the novel. Our theoretical framework is based on Bakhtin’s theory of the novel (2015) as well as writings of authors from the Bakhtin Circle, and the studies of Brookshaw (1983), who brings a classification of stereotypes of Black characters found in Brazilian literature. Moreover, our discussion on the historical and cultural context of slavery is based on Gomes’s studies (2020). Based on our analysis of the novel, we conclude that the practice of stereotyping used by 19th-century writers is reverberated by Maria Firmina dos Reis when creating her Black characters, because although she seeks to make her Black characters visible, escaping from the “white symbolism” of the time, she failed to build them in a non-stereotypical way.

It is not possible to talk about Jorge Luis Borges without mentioning three words: time, mirrors and labyrinths, because the writer not only works these elements in his works through a neofantastic way, but also incorporates the discussions that these elements bring to the reading of his epoch, from a game with space-time at the heart of his tales. In this articulation between neofantastic form and content brought from the historical context in which it is inserted, the expansion of the real duplicates geographical references and expands them, in search of an understanding of its own time. Our general objective in this thesis is, therefore, to investigate the discursive labyrinths of modernity in the fictional chronotopes of Borgean narratives, in order to understand how these procedures and exchanges, between the real and the fictional, are carried out and how they are sometimes articulated with the discourses on the modernization process in Latin America. For this, we took as methodology the discussions brought by Mikhail Bakhtin about studies on aesthetics and literature, focusing on the texts "The problem of content, material and form", in his book Questions of literature and aesthetics (2014) and, in his reflections on space-time in the literary work The forms of time and the chronotope (2018). Thus, we divided our work into three stages or specific objectives: to identify how the fictional chronotopes are articulated with the typologies of the fantastic; examine how these fantastical forms serve as the basis for a Borgean neofantastic; to analyze the composition of fictional chrontopes in Borges' neofantastic prose, based on some short stories from the books Ficciones (1944) and El Aleph (1950). In this path of investigation, we combine historical discussions about the context of modernity in Latin America, from Júlio Pimentel Pinto (1998), Beatriz Sarlo (1995), Octavio Paz (2014), Erik Hobsbawn (2018), Marshall Berman (2007 ), how these discussions enter and are worked on in the literary work, reflecting on the fantastic forms from Tzvetan Todorov (1981) and Jaime Alazraki (1990), focusing on the work of Jorge Luis Borges, studied by theorists such as Daniel Balderston (1993), María Barrenechea (1984), Emir Rodriguez Monegal (1980), Beatriz Sarlo (1995). Such choices are important to understand how the refraction of certain discourses are linked through a material and a form, in the creation of fictional Borgean chronotopes, spatializing important discussions on Argentine cultural memory and on the discursive ambivalence in modernity.

The artistic production Ispinho e fulô (2005), Antônio Gonçalves da Silva's third book — Patativa do Assaré — originally published in 1988, constitutes a corpus of our research, which aims to study the chronotope in the configuration of the poet's work in the media-political context. We go through the Patativian being to analyze the intrinsic connection of temporal and spatial relationships, known by the term chronotope, analyze the different voices that constitute their poetic vocality, and analyze, in their linguistic-discursive materiality, how the poet builds his style and how he cleans up the aesthetic finish of his discursive materiality. Our perspective will be based on the concept of the subject and of dialogical relationships between texts, as conceived by Bakhtin (1992, 2003, 1995). For this theorist, the recognition of the subject and the meaning is essential for the constitution of both. To explore the Patativian sertaneity demands discussing the different voices that constitute the poet's language, therefore, the mark of our “scrubland” is the paradigm of Applied Linguistics and the dialogical perspective of language, according to Bakhtin (2003), since we believe, through these approaches, blending the world of science with the world of life will result in very promising “fruits”. Collaborating for our “planting” to be successful, we adopted qualitative-interpretative research as a methodological approach and took as a basis the socio-historical model of language, understanding language as a discursive practice. In this “planting management” knowledge is recognized as something in motion, always built on the interpretation of language — There is no subject so old that something new cannot be said about it — Fyodor Dostoevsky (1821-1881). In this way, the procedure may include the social relations in which language is produced, the social world with sufficient depth, width and height to ensure adequate coverage of the language.

This dissertation questions possible similarities and differences between the demonization of female characters created by female authors and that which torments female characters developed by male authors. These questions incite the need to understand who these characters are in works of fiction. As such, the research done in this study considered the following objectives: investigate, by means of comparative study, the construction of subjectivities present in the observed characters related to relationships of power and the human body, in addition to erotism present in family relationships throughout the novels: Nada [Nothing] (1944) by the Spanish author, Carmen Laforet (1921-2004); O Pássaro Secreto [The Secret Bird] (2021) by the Brazilian author, Marília Arnaud (1960–); and Elogio de la madrastra [The Stepmother’s Praise] (1988) as well as Los cuadernos de don Rigoberto [The Notebooks of Don Rigoberto] (1997) by the Peruvian author, Mario Vargas Llosa (1936–). Furthermore, this study seeks to analyze how the maternal role of the female characters in these novels is rendered problematic, witnessing the tendency to break from the social expectations of how a woman should embrace motherhood. In order to develop and support this analysis, undertones of several theoretical precepts are referenced including: Mikhail Bakhtin’s notion of dialogism (1997, 1997, 2010, 2011); views of eroticism and sexuality from Georges Bataille (2014), Sigmund Freud (2006, 2020), and Michel Foucault (2012, 2013, 2014). Reflections on the notion of gender and gender culture as historical and linguistic constructions are also taken into account from the texts of authors Judith Butler (2003), Simone de Beauvoir (2019), Margaret A. McLaren (2016), and Susan Bordo (1997). The analysis of the text corpus reveals that the observed female characters in the chosen works refract the social context in which they are inserted, being exposed to the time and space of determined power relations. It is perceived that this deviation often results in the denouncement of their roles in family ties and as members of society. Furthermore, there is a distinguishable difference between the more complex female characters of Arnaud and Laforet and the more simple-minded ones of Vargas Llosa, demonstrating that there is a much deeper sense of anguish in the characters created by female authors.

In this work, I investigate the modal construction [V1AUX + Prep + V2INF], with the aim of characterizing it both formally and functionally, considering morphosyntactic, cognitive, and semantic-pragmatic aspects implicated in its instances of use. To achieve this, I anchor myself in the assumptions of Usage-based Functional Linguistics, according to Furtado da Cunha, Bispo, and Silva (2013), Furtado da Cunha and Bispo (2022), which incorporates contributions from Construction Grammar in the line of Goldberg (1995), Croft (2001), Traugott and Trousdale (2013), and others. Methodologically, the research presents a qualitative-quantitative bias and has a descriptive-explanatory nature. The database is composed of occurrences taken from the Corpus do Português online, specifically from the Web/Dialects section. The results show that, in the investigated constructional patterns, ficar, estar, ter, and haver lost their characteristics as full verbs, becoming auxiliary verbs. Regarding token frequency, the most recurrent pattern was ter de + infinitive, followed by haver de, estar para, and ficar de + infinitive. Regarding functional aspects, I found that the senses conveyed by the construction are related to notions of obligation, necessity, commitment, and volition, mostly linked to deontic modality. However, some uses of haver de, estar para, and ficar de + infinitive align with epistemic modality. Furthermore, I found that the sharing of functional spaces between the ter de + infinitive and haver de + infinitive patterns is limited to some usage contexts, related to the expression of necessity/obligation. Moreover, all investigated sub-schemas presented semantic variability regarding the filling of the V2 slot. Regarding the underlying cognitive aspects of the instances of use of the sub-schemas under focus, the results point to the presence of different configurations via conceptual perspectivization in the diverse uses of each pattern and to recurrent metonymic and metaphoric projections in the analyzed constructs. Regarding the sociointeractional processes, there is a continuum between the subjective and intersubjective biases in each investigated constructional pattern, in which the same constructional type can present multifunctionality in different usage contexts. Moreover, some samples of ter de, haver de, estar para, and ficar de + infinitive align with specific speech acts and their respective perlocutionary effects, while others instantiate indirect speech acts. The constructional network of which the sub-schemas are part is headed by the broader scheme that titles the work - [V1AUX + Prep + V2INF] -, and the licensed constructional patterns are characterized as partially schematic, with high productivity and intermediate compositionality.

1.      This research addresses the themes of mourning and melancholy and the post-term demand of affective-libidinal relationships investigated in the works: the Women of Tijucopapo (1992) and Obscene abandono: amor e perda (2002), by Marilene Felinto. Such matters direct the study of the nexus between the protagonists, their pain after having suffered from the abandonment of their love objects and the feeling of romantic love. We adopted a qualitative approach and proposed an interpretative analysis based on the authors and references of Literary and Cultural Studies and Psychoanalyst Criticism, or even on the literary works that contributed to the discussion. Based on the reflections of Freud, Kehl, Chianca, Lejarraga, Costa, Kristeva, Butler, Stephan and Lorde, the concepts of romantic love, mourning, melancholy and their processes are resumed as a guiding resource for the critical measure of Felinto's poetic prose. We analyze the aesthetic and poetic elements of melancholy and mourning that constitute and represent the revisitation of the past in the process of identity represented in the voices of female characters, in the literary, psychoanalytic and sociocultural context. In this way, the protagonists' discourse, mourning and melancholy are approached as textual agents that establish a bridge between writing and the process of acceptance of the loss of the object. In this perspective, it is worth explaining that Felinto's prose appears as literary art, critical and autonomous, capable of confronting the very perception of sublimation in moments of rupture, on which it is based.

The Argentine writer Silvia Miguens (1950) presents the dialogue between literature and history as a striking feature of her work. It is also noted the predominance of female protagonists, in this way, it is possible to identify the general profile of her publications which began in the 1990s. In this logic of literary production, the work that makes up our focus of analysis, the book Cómo se atreve. Una vida de Juana Paula Manso (2004), fictionalized the also Argentine writer Juana Paula Manso de Noronha (1819-1875). Thus, in this work, we seek to analyze the protagonist Juana Paula, especially regarding her intellectual and professional training process, considering the more intimate look suggested by Silvia Miguens, in addition to identifying the connections with other historical women through the protagonist, revealing a network of knowledge among them and also through them. This qualitative and bibliographic-based study has among its main references Jozef (1986; 2005), Menton (1993) and Hernandes (2017) for the study of productions of narratives of historical extraction; Candido (2014) and Brait (2017) with discussions about character, our main analytical category; Lewkowicz (2000) and Zucotti (1998) with their works on the historical figure of Juana Paula Manso, in addition to texts by Juana Manso herself, published especially in periodicals such as Jornal das Senhoras (1852) and Álbum de Señoritas (1854), for example; Lacerda (2003), Lerner (2019), Perrot (2017), Wolf (2020) and Hooks (2019) regarding intellectual formation, patriarchy issues, and women's struggles; Burke (2017) and his approach about exile and knowledge production; Candido (2011) and his reflections on the ability of literature to teach in different ways. In view of the proposed objectives, we verified that Miguens manages to impart a more intimate character to the narrative, valuing a little-known and/or explored side of Juana Manso's life. In addition, we found that the displacements and influence of Juana Paula’s father were fundamental in her intellectual formation and that, in fact, the narrator reveals, throughout the chapters, a network of knowledge by bringing other historical figures to the text – especially women – in connection with the main character of the novel, besides Juana Manso's own texts that are intertextually integrated into the narrative.

This paper consists in the critical reading of the novel Rastejo (2017), by the norte-rio-grandense writer Humberto Hermenegildo de Araújo. We anchor ourselves, methodologically, in the integrative sociological critique of Antonio Candido (2002; 2005; 2010), through which the understanding about how the work of the Potiguar artist is inscribed in the contemporary Brazilian cultural panorama, updating the regionalist tradition precedent from the perspective of Neoregionalism (BRITO, 2017). As a work plan, the mentioned theme was used, understood, genetically, as a universal human disposition (LEITE, 1978; CHIAPPINI, 1995; 1997), configured through a sentimental link between the subject and the native space. To support the discussion, mainly the studies of Candido (2002a; 2017a; 2017c; 2017d) are taken, from which the neo-regional nature of the novel by the potiguar writer is conceived, in the form of cultural elements from the past that resurface updated, such as residues (WILLIAMS, 1979; 2011) and traces (BENJAMIN, 2007). By this logic, the representation of the sertanejo man is analyzed as a remnant of a previous rural culture, when he begins to be impacted by the daily experience of the urban space, of an industrial and capitalist modernity. By this logic, the representation of the sertanejo man is analyzed as a remnant of a previous rural culture, when he begins to be impacted by the daily experience of the urban space, of an industrial and capitalist modernity, evaluating such tension, to the in the light of a critical historiography of the novel genre (BAKHTIN, 2003; 2014a), in the context of formatting contemporary fiction. Under these conditions, the analysis of the protagonist of Rastejo arises, who, as a narrator, transfigures the various psychological nuances of a hero who diverges from the classic format (LUKÁCS, 2009; LIMA, 2017; LEITE, 1978; ANDRADE, 2002; GINZBURG, 2012b; LAFETÁ, 1992), by problematizing the tensions of life in the big city in contrast to previous rural experiences, implying the emergence of a melancholic condition, as an emotional response to the contradictions of modernity. At the character's constitutive level, it results in the first-person narration technique, which places remembrance as a necessary device to access the past (HALBWACHS, 2003; BOSI, 2003; CANDAU, 2019), and the alterity relations produced throughout the life of the central character, especially when observing the male and female representation models, in the context of the sertaneja and urban cultures transfigured in the work. It is understood, therefore, that Pedro da Costa represents, in the neo-regional transfiguration, the remaining subject of the sertão, who experiences social and emotional tension, in the face of the new ways of life determined by urban modernity.

This thesis develops and verifies the death-learning hypothesis: from the recurrence of the death as a theme in the novels Ciranda de pedra (originally published in 1954), by Lygia Fagundes Telles, and A confissão da leoa (2012), by Mia Couto, we observe how the process of death (dying, the dead, mourning, melancholy and the libidinal reinvestment in new beloved objects) works as a catalyst for human development in the protagonists who, immersed in many experiences of death (biological/natural and symbolic/ metaphorical), mature psychically, affectively and socially, configuring these works as formation novels (PINTO, 1990; MAZZARI, 2010; MORETTI, 2020). From a transdisciplinary theoretical foundation (Psychoanalysis, Biology, Social Ethnology, Philosophy and History), we discuss how dying and dealing with the dead have been configured in society, reverberating subjectively in the formation of the characters under analysis. Considering the existence of few works that relate the theme of death with literary works, the relevance of this research is ratified, which contributes to the area of studies of Comparative Literature, uniting Mozambican African literature and contemporary Brazilian literature of female authorship. By way of illustration, we offer briefly, in addition to the two novels that make up our corpus, other literary examples in which dying is presented as a theme, demonstrating its recurrence as a way of ratifying the wide presence of what we call here “death-learning”.

Understanding class assembly as a literacy event implies understanding how social agents come together to solve a problem in the school community. This is because, seen as a literacy event, the class assembly is configured as a fruitful space for reading, writing, listening and speaking actions developed as social actions that can enable the construction of argumentation as an emancipating social practice. Thus, this thesis has the general objective of investigating how the class assembly boost the development of argumentation as an emancipatory social practice. With this aim, the following specific objectives are postulated: (i) analyze whether, in class assemblies, the network of established discursive activities/genres enables argumentation as a social practice; (ii) identify skills related to the argumentation competence, as well as other specific competences, developed in class meetings; (iii) understand how the learning of argumentative strategies, in class assemblies, enables the production of convincing oral, written and multisemiotic texts. From a theoretical-methodological point of view, this is a qualitative and interpretative research-action with an ethnographic approach and inserted in the Applied Linguistics field. It is based on the dialogic perspective of language; in the conception of genres of the new rhetoric; in the socio-cultural literacy studies and in the argumentation research field based on interaction. The participants of this investigation are high school students from a public school in Rio Grande do Norte and, during the process, also the management team, the teachers and an external agent to the educational institution collaborated. The instruments used for the data generation were: participant observation and field notes; photographs; written and rewritten texts of different discursive genres; videos produced with Animaker and Canva, and questionnaires using the Google Forms tool, in order to support the construction of the characterization of the students and the teachers from the school. Through the data analysis, it is highlighted that reading, writing, listening and speaking practices, developed in class assemblies, through a network of activities and discursive genres, make argumentation viable as a social practice with a social change perspective.

This research takes as object of study the argumentative places or topoi, analyzing their structure and function in the argument in favor of the nationalist discourse that runs through the work “O Sacrifício do Amor” (1909), by Isabel Gondim. From the point of view of the Discursive Traditions Model (KOCH, 1997; KOCHOESTERREICHER, 2007; KABATEK, 2004, 2005), argumentative places constitute a content traditionality within other traditionality(ies), such as that of the nationalist discourse, that of the theater play genre and those of textual sequences, among others. As a theoretical basis, the work uses subsidies arising from the Textual Analysis of Discourses (ATD) and the Discursive Traditions Model (DTs). Through the analysis of argumentative sequences (ADAM, 1991, 2011, 2017, 2019, 2021, 2022), we sought to highlight the presence of topoi that support the nationalism present in the work “O Sacrificio do Amor”, by Isabel Gondim, characterizing the presence of content traditions. With regard to methodology, the research assumed an applied research character with a qualitative, quantitative and bibliographical approach, of an exploratory and interpretative nature. We conclude through the analysis that the drama presents topoi that reaffirm the nationalist content in the work, being arranged throughout the dramatic text as: topos of justice and nobility; tops of honor; tops of love of country; peaks of glory; tops of the homeland as a mother. These topoi used in the work to compose the argumentative movements in the construction of the nationalist discourse constitute a tradition of content within the dramatic genre in Brazilian Romanticism. The research also sought to highlight Potiguar literature and contribute to the dissemination of literary production in the State of Rio Grande do Norte.

Chilean Roberto Bolaño (1953-2003) is one of the leading names in contemporary literature. Author of seminal works such as Detetives Selvagens (1998) and 2666 (2004), the Chilean mobilizes in his works different approaches (based on violence, evil and the shadow of politics) of disappearance. The author was part of a generation that became notable for bringing new aesthetic proposals to Latin American literature that sought to differentiate themselves from the Boom trends of the 1970s. In this thesis, the quest to understand aspects of this disappearance goes through the search for its symbolism, its political role, its contemporary discussion in a world that is about to disappear, and the very construction of an aesthetic universe that is disappearing, writing from its own exhaustion. These symbolic and ethical ways of facing disappearance gain theoretical support in the reflections of Blanchot (2005) and Barthes (2005), but also walk through the political and philosophical discussion of Fisher (2021), Haraway (2009), Didi-Huberman (2020), and several other authors who help in the construction of an archeology of disappearance, which is mirrored in the work of the two authors in focus. The ideas surrounding this disappearance gain resonance in the works Amuleto (1999), Detetives Selvagens (1988) and 2666 (2006), but they are also spread throughout the work of the Chilean writer.

The theme of this research is the presence of José de Alencar in the foreign cultural memory of Argentine literature from the 19th and early 20th centuries, a crucial phase in the formation of Argentine cultural and literary identity. Based on the Argentine translation of his Indianist novel O Guarani in 1910, accomplished by the linguist, journalist, and Argentine translator Arturo Costa Álvarez (1870-1929) and published by the Biblioteca de la Nación, the focus shifts to the context of intellectual and symbolic exchanges between Brazil and Argentina, also involving France, through a network of contacts formed by cultural agents (translators, writers, and diplomats), institutions (La Nación publisher and newspaper), and the literary criticism of both Argentine and Brazilian contexts of the time. The goal of the work is a case study of the processes of cultural transfers between Brazil and Argentina, focusing on the dynamics of mediation, translation, and circulation of this classic 19th-century Brazilian literature translated in Argentina at the turn of the 20th century. Therefore, it is a bibliographic, descriptive, and analytical study, considering both contextual and (para)textual aspects. The corpus of analysis includes the novel El Guaraní (1910), archives from the newspaper La Nación, the speeches of the diplomat Oliveira Lima (2012), and the letters of the writer Aluísio Azevedo (1938). From a theoretical-methodological standpoint, this work adopts the approach of cultural transfers (Espagne, 2012, 2017; Lüsebrink, Mix 2017; Rodrigues, 2010) and the sociology of translation (Casanova, 2002; Bourdieu, 2003, 2004; Heilbron, Sapiro, 2009), taking into account both (para)textual analysis and the analysis of specific cultural elements, as proposed by Franco-Aixelá (2013) and the theory of Venuti (2002; 2021). In relation to the Brazil-Argentina context, the evidence of the crucial role of political-cultural activities of the diplomatic network could be identified not only in the dissemination of O Guarani but also, in general of Brazilian literature translated abroad, with significant repercussions on the discourse about national cultural identities in the two neighboring countries at that historical moment. Here, the network of contacts of diplomat, journalist, and writer Aluísio Azevedo stands out, who acted as a sponsor for many translations, including the José de Alencar's novel, O Guarani. Considering the profile of the translator Arturo Costa Álvarez, it can be concluded from the analysis of this case study that the translation strategies adopted by him resulted in a conservative approach (Franco Aixelá, 2013) and a foreignising tendency (Venuti, 2002), which provided, in a way led to the translator's visibility in the work. Thus, this visibility will allow the circulation of the novel El Guaraní (1910) in many different spaces and times. The fact that the novel O Guarani is considered by literary criticism, beyond national boundaries, one of the most significant Brazilian novels in the period of the formation of the national literature and the historical moment of the search for a distinct cultural identity, resulted in a strong circulation of this Argentine translation from 1910, in the Latin American world of the 20th century. It saw a re-edition in Argentina in 1946, an edition in Spain in 1984, another in Cuba in 1983, and yet another in Mexico in 1992. Except for the Spain edition, none of the other publications mention the Argentine translator. Thus, this current research will contribute to the visualization and appreciation of the translation activities of Arturo Costa Álvarez and reveals that the case of the Argentine translation El Guaraní (1910) is a key example of dynamics of cultural transfer in both south-north and south-south axes of cultural goods circulation.

In this work, we analyze the literature teaching  in high school integrated to the professional practice of the Natal-Central Campus of the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). For this, we start from our performance/ experience as a teacher in classes of the 3rd year of technical high school integrated to the professional practice of the courses of Environmental Control, Electrotechnical and Administration of the said Campus. The debate on the literature teaching in regular high school is already well developed, with relevant theoretical references: Aguiar and Bordini (1993), Cherry (2005), Cosson (2006), Geraldi (2003), Silva (2005), Yunes (2002), Zilberman (1991). However, studies on the literature teaching for high school integrated to professional practice are still poorly developed, demonstrating the importance of turning to this field, considering the specificities of the technical curriculum integrated to professional practice in high school. Thus, our research, in a qualitative and bibliographical way, discusses the process of teaching and learning of literature in IFRN, elaborates a didactic proposal for the literary reading of the novel genre and presents the results of this proposal in works developed by students of the 3rd year of high school between the years 2014 and 2017. In the development of this practice, we start from the discussions about the literary reading and the expanded sequence (Cosson, 2006), we broaden these theoretical directions and understand intersemiotic translation, from subjective reading, as a methodological alternative for teaching literature in professional education. In this bias, the analytical corpus of this work are the intersemiotic translation productions produced by students from the subjective reading of the novel São Bernardo, by Graciliano Ramos. To support the discussions on subjective reading and intersemiotic translation, we relied on Rouxel (2013), Langlade (2013), Jouve (2013), Rezende (2013) and Plaza (2010). As a result, we found that the students showed interest in the exercise of intersemiotic translation, because the affinity with the visual signs was clear. In addition, we observed that the contact with the literary text was also enriched, because to transform the literary language into another artistic language, it was necessary a subjective acquisition of the base text, thus consolidating the process of literary reading in school.

This research presents a study about the literary production of the writer Aurélio Pinheiro, situated in the context of the 1930s, of the twentieth century, having as object of literary investigation the novels O Desterro de Humberto Saraiva (1926) and Macau (1934). The main objective of the work was to analyze, considering the tensions between tradition and modernity that integrate the author's fiction, the representation of melancholy and its consequences in the constitution of the protagonists in the face of the experiences of loss, observing, even, the relations of approximations and singularity established. To this end, the examination of the protagonist characters took place in the light of the concept of problematic hero, in Lukács (2009), and of failed subject, in Mário de Andrade (2002) and Luís Bueno (2006), understanding, therefore, the relationship of conflict between the "I" and life in society, in addition to the analysis of melancholy in these same characters. We take as main references: Walter Benjamin (1985; 1989), Kampff Lages (2007), Costa Lima (2017) and Sigmund Freud (1978; 2010). The methodological choices were based on the guidelines of Antonio Candido (1976, 1987, 2012), regarding the study between text and context and literature and society, in order to establish possible connections in the face of the sociological and psychological elements present in the analyzed narratives. This means that the dialectical method of the work, in addition to being bibliographical (due to the need to offer an overview of the intellectual production of Aurélio Pinheiro), was also of an investigative-reflective and interpretive nature, considering the sociopolitical configuration of Brazil in the first decades of the twentieth century, besides to the interdisciplinary nature, since we consider the categories of analysis focused on the social and the interiority of the subject (melancholy). Thus, we carried out an investigation into the intellectual production of Aurélio Pinheiro, which contemplates several themes, offering a panoramic view of the most varied genres worked by the author. Initially, we brought a contextualization regarding Modernism and Regionalism in Brazilian literature, as well as a study regarding the fictional production that comprises the state of Rio Grande do Norte, referring to the first decades of the twentieth century. Then, we exposed the trajectory of the intellectual activity of Aurelio Pinheiro, through biographical and bibliographical researches, highlighting his relationship with the Amazonian scenario, in addition to the presence of scientific knowledge in his fiction. The analysis of the novels allowed us to verify that the various thematic strands that emerge in the writing of Aurélio Pinheiro reinforce the humanist writer who was constantly integrated into the space and the problems inscribed throughout his work. His protagonists live conflicting experiences and become subjects of decadent and melancholic interiority as a result of trajectories marked by the losses they face throughout their journeys. In O Desterro de Humberto Saraiva, the protagonist Humberto Saraiva is unable to react to a conservative context and decides to distance himself from social life. In Macau, Aluísio faces family failure as a result of  the processes of modernization, but somehow manages to adapt to the context of transformations. The analyses lead us to reflect on themes of human existence, power, passions, vileness, among others that Aurélio Pinheiro's writing contemplates.

Situated in the field of Applied Linguistics, my objective is to investigate the identity formation of deaf individuals who have graduated from the Letras-Libras/Língua Portuguesa (CLLP) course at UFRN. The data I analyze, concrete utterances in Libras (Brazilian Sign Language), from three deaf individuals, originate from the second class of the extension project titled "Ser Acadêmico", conducted in 2021, aimed at veteran students and alumni of the CLLP course, with the purpose of discussing academic life and studying how academic discourse genres are constructed. We conducted the analysis of these utterances with analytical reference to the philosophical concepts of Bakhtin's Circle on language and with a theoretical framework regarding deafness and identity constructions in today's world, encompassing Deaf Studies and Cultural Studies. In the first stage of our analysis, where our intention was to identify how the discourse practices in teaching and learning that these individuals participated in throughout their lives are valued in their narratives of academic experiences, we observed that (i) regarding their school experiences, discourse related to linguistic accessibility-related hardships prevails; (ii) regarding their experiences in higher education, it is noteworthy that each of the three individuals emphasizes different aspects of their undergraduate journey: Nelson spans his trajectory narratively, recounting his experiences from being a freshman to becoming a professor in the program that educated him; Rodrigo focuses on his experience in Scientific Initiation; Gladis presents the differences between her first and second undergraduate degrees (Pedagogy and CLLP, respectively); (iii) concerning postgraduate studies, the utterances highlight the importance of Libras for access to this level of education. In the second phase of the analysis, we delved into the positions taken by the subjects regarding Libras and Portuguese in a classroom discussion. In the tense dynamics of the interplay between these two languages, influenced by centripetal and centrifugal forces, it becomes evident that within the deaf academic community, coexist (i) the perception that, in the deaf history (both individual and collective), the imposition of Portuguese on the deaf has been and still is a symbol of oppression by the hearing culture over the deaf culture; (ii) an awareness that fluency in Portuguese by deaf individuals can be an important factor for the empowerment of deaf individuals; (iii) the recognition that the reach of Libras in a predominantly hearing and grapho-phonocentric society is still limited; and (iv) the active desire for Libras to be genuinely considered by academia as a legitimate language for the construction and dissemination of scientific knowledge.

Research shows that strategic planning may be an ally in the development of bilingual learners’ oral production. Therefore, this study aims to investigate the effect of planning and of metacognitive strategies on oral production in L2. In this work, we chose calibration as the metacognitive strategy to be evaluated and we measured it by the correspondence between the individual's degree of perception in a task in relation to their actual performance in it. In this sense, this research intends to verify how different types of planning (no-planning, individual planning and planning in pairs) may impact bilingual learners’ oral production (in terms of accuracy, weighted lexical density, fluency and outcome), to analyze the role of calibration in the development of these learners' oral production and to identify which metacognitive strategies are part of this process. The study consisted of 63 Portuguese-English bilingual learners. All participants answered a questionnaire about personal information, performed three oral production tasks, gave themselves a grade for each proposed task and answered a questionnaire about the metacognitive strategies used in the oral productions. Results indicate that, in what concerns fluency, there was significant impact of planning in pairs and that, in this type of planning, learners also showed greater degree of confidence in the success of their oral production. However, individual planning resulted in learners having more adjusted calibration of their oral productions. With regard to accuracy, weighted lexical density and outcome, planning individually or in pairs does not seem to have made a difference in learners' oral production. Furthermore, the findings regarding the participants' perceptions suggest that they used different planning strategies, such as building a speech sequence in their head and using paper and pen, and considered planning in pairs to be more beneficial to the development of their oral productions.

This thesis is a study on the theme of time, based on the work 'De la diferencia entre lo temporal, y eterno; crisol de desengaños, con la memoria de la eternidade, postrímerias humanas y principales mysterios divinos' by Father Juan Eusebio Nieremberg. In this research, the objective is to demonstrate the presence of the Baroque alongside the approach to time, from its metaphysical perspective, respecting the historical context that preceded the colonization process, namely, the economic and sanitary crisis established between the 14th and 15th centuries, and the different expeditions in the conquest of America, with emphasis on the case of Paraguay, which, combined with the Spanish desire for expansion and acquisition of wealth, encouraged colonization. To achieve this, the research undertook a historical-literary analysis based on authors such as Morais (2011), Raminelli (2009; 2011; 2023), Acreche (2017), Schell (2010), among others, to understand the origins and development of the colonization process in light of Spanish expeditions. The first chapter proposed an overview of the antecedents of colonization, emphasizing cultural, economic, and social aspects, as well as the development and actions of colonizers in Paraguay. Furthermore, before reflecting on the issue of time itself, the third chapter was dedicated to addressing the historical concepts of the time regarding Spain in the 16th and 17th centuries, the colonization of Latin America, the Society of Jesus, the reductions, and the ideological context of the domination process of the native people, especially in Latin America. Subsequently, the fourth chapter contributed to the analysis of time as the main characteristic of the work under review, starting from the theoretical perspective of Saint Augustine, in a dialogical perspective for Christianity and Western culture, to the contribution of the concept of time in the view of modern theorists. Finally, we delved into the concepts of historical Baroque, highlighting the relationship between Baroque and time (the ephemeral and the eternal) in the specific analysis of Father Nieremberg's work. A bibliographic research was conducted through the collection and review of published works on the theories addressed, directing the study and analysis of the literary work in question. For a critical and relevant discussion, Mahn-Lot (1990), Gil (2010), and Fleck (2023) were used to assist in the analysis of the aforementioned book at the beginning of this abstract. As a result, the second chapter, through the relationship between history and literature, provided a new perspective on the process of colonization of Spanish America, with emphasis on the case of Paraguay through the actions of Nieremberg, namely, that the relations between the colonizer and the indigenous people were not solely oppressive. In the third chapter, we concluded that the missionary experience of the Jesuits was in line with the interests of the Spanish crown and the Catholic Church, making the evangelization of the natives function as a mechanism for recruiting new believers, while opening possibilities for the expansion of Jesuit educational mechanisms in the way colonizers dealt with the indigenous people. In the fourth chapter, we concluded that the concept of time permeates all of human history and plays a crucial role in the emergence and development of the Catholic religion from the perspectives pointed out by Saint Augustine, which, over time, became the subject of Jesuit discourses, where they made the distinction between "ephemeral" and "eternal" time.

This Masters thesis aims to analyze how the Italian semioticist Umberto Eco treats the theme of categorization, in order to point out possible contributions to the studies of that cognitive mechanism within the cognitive sciences and, above all, cognitive linguistics. Among Eco’s vast intellectual production, this study focuses on the analysis of the book Kant and the platypus (1998 [1997]), as this work comprises a number of essays dealing with cognition and language, which, directly or indirectly, discuss categorization. Considering the nature of the object of this research, this thesis is fundamentally a qualitative theoretical-interpretative work (CRESWELL, 2013; SILVA, 2020; ECO, 2014c). The organization of the steps that compose the methodological procedures is inspired by the content analysis (BARDIN, 2011), for the object of study in this research is fundamentally a text. In conformity with those research characteristics, the methodological procedures used in this study include literature review, Ginzburg’s (1989) indiciary paradigm and software of qualitative analysis of texts (Iramuteq®). Based on that methodology, and aiming the proposed general objective, this work examines different conceptions of cognition, of category and of models of categorization, in order to identify and describe the theoretical-epistemological view of the focused author. Throughout the first part of the analysis, the main theoretical constructs of Umberto Eco’s cognitive semantics are presented and explained. In the second part, an approximation between the Italian author’s reflections in the book analyzed and the theoretical and methodological tenets of an ecocognitive approach to language (DUQUE, 2015; 2018). In conclusion, evidence such as a common phenomenological theory grounding, a shared given importance to the body-environment relationship, the consequent highlighting of semantics as integrated with pragmatics and the account of meaning’s adaptability/malleability to different situations, supports that the cognitive semantics delineated by Umberto Eco in the work studied and the eocognitive approach share affinities. 

This Masters thesis aims to describe the cognitive-discursive construction process of metaphors of fear in the novel O cemitério (original title: Pet Sematary) by Stephen King. We examine how the author metaphorically builds the concept of fear through its descriptions and its psychological effects on characters. In order to have a thorough view on that subject, we work with the theory of conceptual metaphor (LAKOFF; JOHNSON, 1980), the concept of situated metaphor (VEREZA, 2013b), the concept of metonym (BARCELONA, 2003a, 2003b), the notion of frame (DUQUE, 2015; 2017) and online/offline frames (VEREZA, 2013a).  These categories are taken from the theoretical framework of Cognitive Linguistics, from which we highlight the Theory of Embodied Mind and the Theory of Conceptual Metaphor. Both of these theories argue for the embodied aspect of the human cognition and the importance of metaphor for thought. The nature of the present research is interpretative, thus its objective of understanding how members of a given community shape their particular realities, beliefs and intentions. Regarding the methodological procedures, we employ the following tools to build and analyze data: identification of metaphors – bootstrapping (DUQUE, 2018b) and a model of frame representation through graphs (SOUZA; DUQUE, 2018). The results acquired during analysis allow us to understand more accurately how metaphoric strategies set off cognitive processes that build the concept of fear.  In that regard, our research is relevant because it contributes, at least on small scale, to the development of the cognitive study of metaphors.

This thesis proposes an analysis of the character Xerxes in Aeschylus’ Persians tragedy. To the conduction of this research, theoretical bases of history and culture related to the ancient Greek world were used. The following authors guide this part: Albin Lesky (1995 and 2015), Jacqueline de Romilly (2008) and Maria Helena da Rocha Pereira (2006). The main text sources of this analysis are Poetics and Art of Rhetoric, by Aristotle, who has been chosen as main guide to the study here developed due to the temporal proximity of only a few decades between him and the author of the work being analyzed. Being 472 BC as the possible time of its first run, Persians unfolds the events triggered after the Persians’ defeat by the Greeks at the Battle of Salamis in 480 BC. The fact that the main characters in the play are characters of recent history for the audience in question was taken into consideration, that’s why it was necessary, for a broader comprehension, a text selection of the historian Herodotus, who narrated the most part of the conflicts between Greek and Persians. For the purposes of this research only the book VIII has been utilized for having as narrative scenery the Battle of Salamis and its unfolded events. The analysis process had as methodology the detailed lecture of the scenes and has collected opinions stated by its characters, opinions which have been confronted by the actions of the analyzed character, Xerxes, so that we could draw a profile through his characteristics and motivations. Bearing in mind that during the reading it was noticed that Xerxes often was compared to his father, Dario, a former king who through wars and invasions attached a huge number of lands to the already rich Persia. Those comparisons proved pertinent to enrich a profound comprehension of Xerxes, and for this reason it was also made an analysis of Dario, that followed that same means and technics utilized to study the young king Xerxes, but always aiming at elements that would help the analysis of the young king. The culmination of this research is to understand Xerxes’ actions and ponder whether these actions are related or not to the conquers of his father.

A book with a print run of five thousand is usually considered a best seller in Brazil. In contrast, Torto Arado has already sold one hundred thousand, in addition to having won the main national awards for novels. One of the aspects that stand out in justifying this success is the fact that the literature of Itamar Vieira Junior is a literature of alterities, directly dialoguing with the postulates of Benjamin (1987b) when proposing “brushing history against the grain”, which invites not only to think of an inversion of the order, but of a new establishment of the tradition of the oppressed. With this study, the goal is to analyze the forementioned novel from its representations of resistance to barbarism (Benjamin, 1987a; 1987b) and the scars of colonialism (Fanon, 1968) for the composition of literary discourse. From this interpretation, notes for a literacy project are also delimited, taking into account a didactic-methodological path in which literary reading is valued as an experience (Bondía, 2002) and active listening (Bajour, 2012) is understood as an important method of apprehension. reality on the part of the students. In view of the analyzes raised, it is concluded that Torto Arado brings enriching contributions to human formation by committing to a revolutionary imaginative horizon for/with the oppressed, as well as the themes formalized in his speech present a fertile ground for a critical and liberating literary education.

The Latin American literature of the second half of the 20th century has been studied as a neo-baroque literature, and the works of the Colombian Gabriel García Márquez, some yes and others not so much, are inserted in this demarcation. When it comes to neobaroque studies, there is still a certain academic preference for certain novels by this author, which ends up leaving other works of his containing fewer observations in the light of these studies. The main objective of this dissertation is to investigate how the artifices of Sarduy's neobaroque are manifested in Gabriel García Márquez's work On Love and Others, and how the world that is drawn in it is baroque. The concept of the figure of the picaro developed by José Antonio Maravall, the idea of labyrinth in 20th century Latin American literature present in the studies of Affonso Romano de Sant'Anna, the classification of "ordeal novel" that the baroque novel receives and about which Mikhail Bakhtin looks at, Alejo Carpentier's wonderful American real to deal with a baroque language, a unique nature and everyday life that America has, and creolization beyond the concept of miscegenation that the Martinican Edouard Glissant builds in his studies , are the theoretical contribution of this work. The contributions of Linda Hutcheon and Elzbieta Sklodowska, both on postmodernity and parody, are also part of the theoretical framework of this dissertation. The methodology used is almost entirely of a bibliographic nature, however, some material collected on the internet will appear.

The Good Women of China: Hidden Voices (2003) is a non-fiction work of literature composed of testimonies of Chinese women transcribed under a literary aesthetic by the writer and journalist Xinran Xue. This dissertation aims to analyze the representation of these women in the work, which occurs through the intertwining of their memories and testimonies to the author's life. Most of the accounts are narrated in the first person by Xinran (2003), so the work has predominantly autobiographical characteristics, but also has the elements of memory and testimony already mentioned, and also contains some journalistic aspects, which makes it a hybrid genre work. Most of the stories told in The Good Women of China: Hidden Voices (2003) take place during the years when Mao Zedong was the Chairman of the Communist Party of China (1949-1976) and are directly influenced by the politics of the time. In the area of literature of the Brazilian academy, works that refer to this period are still not much explored by researchers, therefore, to facilitate the understanding of readers, this work has a historical recapitulation of the main events that occurred in China during the 20th century. In addition, the roots of women's literature in China are also discussed and, in a very superficial way, some concepts of Confucianism, so that one can better understand the archaic conceptions that influence until today the meaning of being a good woman in this country. This is a bibliographic and qualitative study, and its main theoretical reference is Halbwachs (1990), Ricœur (2020) on the study of memory; Lejeune (1975), Hershatter (2011) and Dosse (2015) on autobiography and testimony; Pomar (2003) and Shu (2012), on the history of China in the 20th century; Denton (2016) on modern Chinese literature; and Liu, Karl and Ko (2013) and Pang-White (2018) on female-authored literature in China; Norden (2018) on Confucianism; and Lerner (2017) on patriarchy. It is hoped with this study to demonstrate that the history and experience of women permeate a tradition of dominion determined by patriarchy, in a similar way, in different cultures.

Literature and Linguistics are complementary areas of the human sciences, colliding on many issues, from different points of view that foster critical thinking and a deep analysis of contemporary society in all its complexity. This work intends to converge knowledge of these two areas in a linguistic analysis that allows a deeper and more detailed understanding of the morals and motivations of the characters of the novel “The Invisible Life of Eurídice Gusmão”, which permeate social-political, linguistic and literary issues. To this end, Lakoff (2008) and his categories of analysis are used instrumentally to explore the metaphors of well-being in the book, with the aim of understanding how they are constructed in discourse and how this can influence the way they the characters' social roles are structured, as well as understanding the morals that drive the characters' actions in the text. Although we adopt Lakoff's linguistic and mentalist methodology for analysis, literary studies are also present for a socially and linguistically grounded understanding of the subject. To achieve the objective proposed here, we use the Frame analysis, which is a door to understanding how thought is structured in our brain. To comprehend how moral framing works, we need to understand how our brain structures what we understand by morals through the first institution of which we are a part of: the family. It is through this moral frame, which is divided into two models, Nurturing Father and Strict Father ¹ (Lakoff, 2009), that we will try to understand how the author structures the moral frames that guide the characters in the novel. For that, the metaphors of well-being (Lakoff, 2008) are used as a basis for analysis, with the final objective of presenting the two models of family and understanding how, possibly, these models affect the characters of the novel, and, being these characters a literary representation of Brazilian citizens and customs, one can also infer how some sectors of Brazilian society apply the morals analyzed here.

Esta pesquisa aborda a construção discursiva da identidade docente do professor de língua espanhola em relatórios de estágio, de uma disciplina de estágio supervisionado que deveria ocorrer no ensino fundamental regular, mas que pela falta de campo de atuação, acaba por se desenvolver por meio de modalidades. Considerando este contexto, estabelecemos como objetivo geral: analisar os efeitos de sentido que a experiência de estágio por modalidades provoca na construção da imagem da identidade docente dos licenciandos, do curso de Letras – Língua Espanhola e Literaturas da UFRN. A hipótese é de que a realização do estágio a partir das modalidades possibilita a emergência, nos textos dos estagiários,  de diferentes imagens do que seria um professor de língua espanhola, podendo essas serem percebidas a partir da  escrita dos relatórios de estágio. Para alcançar o nosso propósito elaboramos os seguintes objetivos específicos: a) investigar as formas como os estagiários se relacionam, na escrita dos relatórios, com os textos lidos dentro da disciplina de estágio; b) analisar as imagens do professor de língua espanhola nos relatórios de estágio das diferentes modalidades; c) examinar a partir de operações linguístico-discursivas as imagens presentes nos relatórios sobre o lugar do espanhol no ensino fundamental. Para tanto, este trabalho fundamenta-se na Análise do Discurso de linha francesa,  partindo dos conceitos de formações imaginárias, formações ideológicas e forma-sujeito, propostos por Pêcheux (2014a; 2014b). Também contribuíram os estudos de Guimarães (2016), Rodrigues (2012) e Paraquett (2009) relativos ao ensino de espanhol no contexto brasileiro; e os de Hall (2006), Leffa (2012) e Pimenta e Lima (1997; 2004) sobre construção identitária. Esta pesquisa é de natureza qualitativa, de caráter descritivo-interpretativista baseado no método indiciário apresentado por Ginzburg (1989), bem como na proposta teórico-metodológica de leitura dos dados orientada por Pêcheux (1997). O corpus é composto por 06 relatórios de estágio produzidos por licenciandos do curso de graduação em língua espanhola da Universidade Federal do Rio Grande do Norte. Os relatórios são relativos à disciplina de Estágio Supervisionado de Formação de Professores para o Ensino Fundamental (Espanhol) e foram desenvolvidos durante os anos de 2018 e 2019, o acesso aos relatórios foi autorizado pelo professor responsável pela disciplina, como também pelos alunos que os produziram. Os resultados preliminares apontam que a experiência de estágio por modalidades produz efeitos na construção discursiva da identidade docente dos licenciandos. Um deles seria a ressignificação da imagem do professor de língua espanhola, através do contato com os discursos presentes nas leituras realizadas e/ou com os discursos que perpassam a prática dos professores supervisores. Outro efeito seria a reafirmação do ensino fundamental como um não lugar de atuação para esse profissional.

In the teaching-learning context of Portuguese as a Foreign Language (PFL), one must keep in mind that teaching grammar must be approached from a strictly pedagogical perspective. It needs an active role in the development of the linguistic conscience of the learner, thus making possible the critical usage of forms and functions which native speakers employ spontaneously, extrapolating the norm professed in the prescriptive manuals and reproduced in the PFL Textbook (TB). Therefore, it is necessary to comprehend the PFL TB’s gaps and to work to foster better conditions to approaches which generate real communication, and so that language in use is the focus of the possibilities of interaction. That said, our investigation, which is of qualitative nature, aims to analyze how the competence fazer pedidos is presented in PFL textbooks, how it is approached in a less practical and/or functional way besides what the grammar rule recommends. In our analysis we use three manuals for teaching PFL which include said competence: Novo Avenida Brasil 1 (LIMA et al., 2008); NOTA 10: Português do Brasil (DIAS; FROTA, 2015); and SAMBA!: Curso de Língua Portuguesa para Estrangeiros (FERRAZ; PINHEIRO, 2020). We map the uses proposed by the aforementioned Textbooks, comparing them to the reoccurring varieties in the language in use. Theoretically, we are supported by the interpretations on methods of teaching foreign language by Larsen-Freeman (2000); stages of grammatical learning with communicative approach by Brown (2007); Bizarro (2017); Kramsch (2013); Mendes (2011); Meyer (2013); Silveira (1998); Santos and Alvarez (2010); among other theoreticians.

From the perspective of Variationist Sociolinguistics, this thesis aims to analyze the variation between the first-person plural pronouns NÓS and A GENTE in the speech of the TV hostess of the variety program Resenhas do RN in the years 2019-2020. We transcribed 16 episodes recorded in different cities of Rio Grande do Norte. We controlled the following factors as restrictors of the choice between pronouns: (i) the different phases that constitute the variety show; (ii) the possibility of accommodating of the hostess to the social profile of the interviewees. However, the factors linked to the accommodation of the hostess to the interlocutor were not significant. The Resenhas do RN can be divided into three phases. In the initial narration, the hostess uses a more formal style of speech permeated by writing. In the second moment, when presenting the episode and speaking directly to the audience, her speech is less formal. Finally, as she interviews the guests, her talk approaches an everyday conversation. Our hypothesis was that, at the time of the interview, the hostess would use the most recent pronoun A GENTE, which was confirmed. We conclude that, depending on the textual genre that provides the data, it is necessary to take it not as a whole, but considering the different parts of its composition. Each part may allow for different degrees of formality, which is relevant for the selection of variant forms.

Fairy tales have always been part of the cultural traditions of different peoples. Through oral accounts, these discursive genres were engendered in the formation of generations, with regard to customs, religiosities and behaviors. From then onwards, the unreal, the magical and the irrational, common categories in the archetypal representations of fairy tales, became recurrent conceptions in the creation of stories, whose prohibited, banned or rejected phenomenologies by society came to be considered possible in the wonderful world. In terms of writing, some names stood out by producing or assembling collections of fairy tales for children, some of them being the german brothers Grimm (Snow White and the seven dwarfs); the french Charles Perrault (Sleeping Beauty) and the danish Hans Christian Andersen (The Little Mermaid). With technological advances, these same tales gained new versions through the cinematographic image. The rise of animation cinema, mainly by the Disney industries, contributed to these narratives, which have resisted for millennia, to establish themselves with the characteristics they have today. However, in the film Shrek (2001), we are presented with an upside-down animated fairy tale of these stories of an oral and cinematographic nature. The problematic revolves around the corrosion of oral and filmic texts that present the plot of so-called “traditional” stories. In the plot, we are taken to follow the adventure of the ogre Shrek in search of Princess Fiona, with which he falls in love on the way. It is on this path that existential dilemmas, identity issues, as well as the chronotopic interferences of the road in the subjects are revealed. As corroboration for the discussion of this problematic, we used the basic precepts guiding of the postulates of the Bakhtin Circle, with regard to discursive genres (BAKHTIN, 2016) (focused on short stories and movies); the carnival cosmovision and the philosophy of laughter (BAKHTIN, 2010, 2018) as principles of subversion and corrosion, from the film Shrek (2001), by DreamWorks, brazilian translation, and the concept of chronotope; furthermore, the research is inserted in the mestizo, hybrid, multidisciplinary and radical area of Applied Linguistics and is based on the philosophical theories of Byung-Chul Han (2017a, 2017b, 2019, 2021), as well as in the concept of hypermodernity by Lipovetsky (2004). Regarding the methodology, the construction and collection of data was developed from a qualitative-interpretative perspective and was used the evidential paradigm of Ginzburg (1986) and the dialogical comparison at first thought by Bakhtin (2017) and later elaborated by Manfrim (2017) and Sobral (2017). It's believed that our corpus presents a conception of the hero, the princess and the grotesque body whose deconstruction of idealized images of children's tales present, in the movie's heterodiscourse, representations that differ from those present in fairy tales.

The present work aims to analyze the presence of Friedrich Schiller in the Brazilian 19th century press, contributing to new insights in the Comparative Literature, History of the Press and German Studies areas in Brazil. Essentially in the nineteenth-century period, periodicals assumed a significant role: In addition to informing, they formed new readers. The social and historical context of the period provided a significant increase in the transatlantic circulation of ideas and culture, making foreign authors such as Schiller, Goethe, Schlegel, and many others Brazilian readers. Using the data collection of Hemeroteca Digital Brasileira (BNDigital) - Fundação Biblioteca Nacional, it is possible to investigate the conjunctures and arguments involving the circulation, translation, and imagetic construction of the German author, representative of the Tempestade e Ímpeto movement and of Weimar Classicism. We highlight the following periodicals: the Diário do Rio de Janeiro, the Jornal de Recife and the Publicador Maranhense, in the period between 1822 and 1890, to exemplify the occurrences of Schiller in the Brazilian Portuguese-speaking periodicals during the initial phase of his socio-cultural and identity formation. Schiller is first introduced in the country from theatrical performances, and later his name figures among the pages of Brazilian periodicals. Among his translators are the poet Antônio Gonçalves Dias from Maranhão, the professor Bernardo Taveira Júnior from Rio Grande do Sul, and the writer Tobias Barreto from Sergipe. The journalistic publications about Schiller demonstrate the author's heterogeneity of strategies for information and dissemination. Considered a reference in Germany, Schiller is included via the translation dynamics and periodicals circulation as part of a universal canon of men who served as a reference or model for the context of national discourses. We understand the Schillerian presence as a relevant mosaic in the formation of foreign cultural memory in Brazilian literature. We treat our corpus, the journalistic occurrences involving Schiller and his works, by quantitative and qualitative analysis. For the quantitative analysis we will rely on the Lima's work (2010). We base the qualitative analysis on the theoretical-methodological concept of Cultural Transfers by Michel Espagne (2017), added to the research presented in the collection Transits, exchanges and cultural transfers by Xavier; Augusti and Mollier (2019). In addition to the concept of Anthropophagy as a cultural procedure concerning the foreigner, through the studies of Berman (1984), Schwarz (2006)) and Bernd (2008). For the socioeconomic approach we resorted to Pascale Casanova (2002) and Pierre Bourdieu (2002). We use Brazilian periodicals as a reference, present in BNDigital focusing on the presence of Schiller from the transatlantic perspective of the printed history, used in the collections of Granja and Luca (2018), Poncioni; Levin (2018), Abreu (2016), Guimarães (2012) and Barbosa (2007). This work highlights the under-explored Brazilian's potential of historical periodicals and their contributions beyond the History of the Periodical Press.

Recently we have seen a significant increase in the number of children registered in schools that offer bilingual curriculum or bilingual programs in Brazil. A detailed review by Williams and Lowrance-Faulhaber (2018) analyzed 35 articles on reading and writing in bilingual children and showed advantages in simultaneous biliteracy. The development of one language supported the other language, so, children used their knowledge of both languages, using translanguaging, bidirectionally; thereby, one language supporting the other in parallel. This research investigates the effects of bilingual education and simultaneous biliteracy on the levels of speech connectivity and reading fluency in portuguese and english with 31 students who are 10 years old and study in a bilingual school in Natal/RN. In this research, we used individual oral production and reading tasks in L1 and L2, also, we assessed proficiency in L2. Our  findings argue for possible advantages of simultaneous biliteracy for the linguistic and cognitive development of children in biliteracy. Therefore, we argue that there is a concomitant development in the fluency and reading comprehension of bilingual students, as well as in the connectivity of oral production, without causing disadvantage to both, when we analyze the two languages in this context.

The novel El Siglo de las Luces, by Alejo Carpentier, addresses the social and political impact of the French Revolution in the Antilles, transposing to the region the turbulence and the game of uncertainties and questions that marked the Enlightenment or Enlightenment (XVIII). It tries, from the first pages, to portray the echoes of European history in the Caribbean Sea, and also to record the incipient pro-independence movements of the then colonies. Our proposal is to read it having as its main theoretical reference the study of the North American theorist Seymour Menton (1993), who established six criteria to classify the Nueva Novela Histórica (NNH) in Latin America, of which El Siglo, published in 1962, appears as the inaugural narrative of this strand of literary analysis. In this context, this dissertation unfolds into three main approaches, which condense the topics proposed by the so-called new historical approach. The first turns to the conceptual link between literature and history thought by Menton and other theorists, examining the way in which it is particularized in this novel; then, we address the first element of Bakhtin's aesthetics present in Menton's analysis – intertextuality –, made explicit by references to the Spanish painter Francisco de Goya. Finally, we demonstrate the ways in which Carpentier uses the Bakhtinian concepts of carnivalesque and parody in his novel and how, in doing so, he adds explicitly baroque elements to the narrated story. This study therefore points to a methodological path [via NNH] that enables a close dialog between a segment of literary theory and the analyzed novel, in this case, El Siglo de las Luces.

This paper adopts a specific approach to text studies: a coserian textual linguistics. According to Eugenio Coseriu, language has three levels: 1) the universal level, 2) the historical level, and 3) the individual level. According to the author, text linguistics is situated at the individual level of language, its object of study is the text (understood as the linguistic act of a speaker in a given situation) and its central task is to explain the process of interpreting the meaning of texts. Although he establishes the basic concepts that guide and delimit the study of the text, the author recognizes that his linguistics of the text is in its draft stage, for, although it contains the main foundations of the theme, it still lacks proposals for expansion and deepening. From our point of view, for such a development to be achieved, one of the points to be considered rests on the investigation of the relationship between the surroundings and the textual procedures with regard to the explanation of the heuristic analysis of meaning. It is based on the indications left by Coseriu (2007) that we forward this work, whose guiding question asks: how can Coserian theoretical constructs be mobilized in favor of the task of interpretation of the meaning of texts? Our central objective is, therefore, to present a proposal capable of demonstrating, in a systematized way, how Coserian theoretical constructs can be mobilized in favor of the task of interpreting the meaning of texts. As a result of this main goal, our specific objectives are: to unravel the epistemological relations that unite the theory of environments and textual procedures, to explain how each element of the theoretical framework of the individual level of language acts in favor of the construction of meaning in texts, to present a framework that brings together guidelines capable of guiding the task of the hermeneutics of meaning, and to demonstrate the empirical reach of this device based on a sample of concrete texts. For this, we revisit the theory of environments, which are defined as the circumstances of speech that guide the whole discourse and give it meaning, and can even determine the level of truth of the utterances (COSERIU, 1979, p. 228). 228) and we explain the nature of their link with the individual level of language; we point out why contexts and textual procedures act in a constitutive and collaborative way in the construction of the meaning of texts; we systematize the analytical procedure of meaning, namely: meaning is objectified by textual procedures and circumstantiated by environment; we present a guideline plan, from an operational point of view, how the theoretical constructs of the coserian LT can be mobilized in favor of an analytical heuristic of the meaning of texts and we exemplify the applicability of this plan through a sample consisting of a prose text, a verse text and a multimodal text. We consider that our proposal can be used as an effective tool in terms of empirical investigation of the hermeneutics of the meaning of texts and, in this way, we believe that it can contribute, to some extent, to the task of transmitting, systematizing and extending the work of Eugenio Coseriu.

This research aims to understand conceptual integration through a built model based on an ecocognitive vision. Such phenomenon is characterized by the junction of two or more concepts causing a third concept with new characteristics not initially foreseen. The MRIC (Recursive Model of Conceptual Integration) is added by an embodied vision based on the ecological approach to cognition and language (DUQUE, 2015b, 2016, 2017), which postulates that our cognition is in line with the environment. The model emphasizes the physical observation of the body that occurs online as communication situations are presented in roleplaying games. We take into account not only speech and written text, but also gestures and contexts that exist in an effective communication situation within this framework. To this end, we used RPG games captured from public channels on youtube.com as corpus. The approach is essentially qualitative and interpretive with exploratory objectives (GIL, 1991). As for the methodology, the study is guided by grounded theory (STRAUSS; CORBIN, 2015), which allows the construction of interpretations from the data found by the researcher. As for the nature, the research is of the basic type (CASELL; SYMON, 1994) and interpretative (CRESWELL, 2003). Along the way, we revisit theories, analytical tools and operational concepts of Cognitive Linguistics such as the notions of simulation (BARSALOU, 1999), frames and framing (LAKOFF, 2004; FILLMORE, 1976; DUQUE, 2015a, 2017; DUQUE; SILVA 2019) and conceptual integration (FAUCONNIER; TURNER, 1996, 2002). During the studies it was possible to realize that both the environment and the linguistic production and physical movement of the players have a strong participation in the process of Conceptual Integration. Another important factor in this construction of meaning was the rescue of situations similar to those experienced within the game. The player seems to use collaborative strategies among the other participants to understand the discourse and he does it in an ecological way, adapting to the ever-changing situations provided by the narrative activity of the RPG.

Labor relations are investigated from the problematizations arising from the post-industrial revolution period, such as Karl Marx's productions on workforce, wages, price and profit. Nowadays, these relationships have also become a concern in Language Studies, more specifically, in the field of Applied Linguistics. The relationships between language and work could therefore be of interest for research. Among these possibilities of investigation, Literacy Studies offer theoretical-methodological alternatives focused on the analysis of the role of written language as a mediator of social practices in the workplace. Considering the teaching work in this field of labor relations, this thesis proposed to investigate how teachers from IFSertãoPE, Salgueiro campus, represent their work within literate practices and, consequently, to understand how these professionals constitute themselves through their work literacy practices. Methodologically, this research is inserted in the inter and transdisciplinary area of Applied Linguistics (MOITA LOPES, 2006; 2013; SIGNORINI, 1998) and is configured as an investigation of the qualitative type with an ethnographic approach (BARTON, 2012), with an interpretative data approach. (BOGDAN; BIKLEN, 1994; CHIZZOTTI, 2005). The theoretical contributions are anchored, in an interdisciplinary and transdisciplinary way, in the assumptions of Literacy Studies (KLEIMAN, 1995; KLEIMAN; ASSIS, 2016; STREET, 1995), in the contributions of research on Labor Literacy (PAZ, 2008), in the discussions of Cultural Studies on identities (HALL, 2011; BAUMAN, 2005) and in the theory of Social Representations (MOSCOVICI, 2013; JODELET, 2001). Data analysis points to the occurrence of teacher labor literacy practices, belonging to institutional, pedagogical, bureaucratic and digital domains. Perceived representations of teaching work signal the influence of students' demands and the guidelines of institutional normative documents. The latter seem to contribute, in the view of the teachers, to the consolidation of the mechanising conception of work. Regarding the identity constitutions in the testimonies of these teachers, a strong gender marking was perceived, insofar as there seem to be differences between being a male teacher and being a female teacher in the context of professional and technological education.

This thesis studies the textual productions of students in the last stage of elementary school in contest condition with the objective of analyzing the relationship between the discourse on the teaching of writing, understood as the set of didactic methodologies provided for in official documents, and the constitution of a subject of the student-competitor, conceived as an ideological effect produced by the historical insertion of the student in a didactic tradition. Based on the Discourse Analysis introduced by Pêcheux (2014; 2015) and expanded by Courtine (2014) and the discussions on education, teaching and text production proposed by Larossa (2014), Comenius (2001), Bourdieu and Passeron (1992) , Apple (1979; 2001), Geraldi (1984; 1991), Gnerre (1992), Fabiano-Campos (2011) and Fairchild (2012), the teaching of writing that takes textual/discursive genres as objects of teaching is problematized, since there are indications that this contemporary practice nourishes and is nourished by discourses that, reproducing ancient conceptions, have become a supposed consensus. This would allow, in the face of official pedagogical guidelines, the emergence of gendering, a didacticism that is equally current (discursive event) and always already said (discursive memory). Reading statements (PÊCHEUX, 2016) and formulations, associating syntactic form and lexical-semantic content (COURTINE, 2014), compared to 43 (forty-three) written essays allows us to interpret, based on the analysis of writing modes of the subject-competitors, the functioning of the neoliberal discursive formation materialized in official documents. The analysis of the texts allows to identify a tendency of incorporation of the technical control in the process of production of classes through the embedding of the competence (object of learning) codified in the exercise proposed in the classroom, marked by the systematicity and by the reintroduction, under the label of gendering, of reproduction rituals, an amalgamation that contrasts with Bakhtinian dialogism. The analysis of the texts allows us to identify a tendency towards the incorporation of technical control over the subject-competitor's saying, marked by systematicity and by the reintroduction, under the label of gendering, of reproduction rituals, an amalgamation that contrasts with Bakhtinian dialogism. In relation to the constitution of the subject, there are movements that indicate a certain adherence to themes of neoliberal discourse at the same time that there are occurrences of contrastive oscillations that approach differentiation procedures, indicating an attempt to work by the subject-competitor.

The present thesis is affiliated with the theoretical conception of Discourse Analysis (AD), a perspective through which we seek to understand the written production of subject teachers in training conditions in the Professional Master's Degree in Letters (ProfLetras). To this end, we intend to defend the hypothesis that the forces that drive the discourses are engendered, almost covertly, to keep technicism in activity, through Didactic Sequences (DS), given that the current proposals for teaching writing emphasize a one-size-fits-all approach to text. Based on this hypothesis, the question is: Does the teaching of writing at university and at school prioritize the technical conception, through didactic sequences as a proposal for teaching writing? How and what is the movement that controls and induces the teaching of Portuguese Language (LP) from the 1960s has been established until the present day, establishing the pedagogical discourse that genres, along with DS, have become words and practices mandatory in the classroom? What constitutes the discourse of ProfLetras professors when using SD as a teaching methodology for LP in the dissertation, while demanding writing in such a homogeneous, standardized and idealized way? What are the meaning effects that subjectivize the teaching of writing through SD as if they were incontestable truths of an equal writing for all, where the teachers subjects are constituted for an increasingly technical discourse that controls and induces to a single writing mode? The objective of this research is to problematize how the discourses of truths, through the discursive regularities, are formed for the constitution of their subjectivities, by investigating what forces act in the discourse of the SD used as a teaching methodology of LP, elaborated by the subjects professors of ProfLetras , from the residues that they report and that impel to discursive practices in control and conduct of conduct of teacher, which refers to the technicist conception of teaching. As an object of study, we will analyze the truth speech of the subjects teachers in training condition, materialized in SD, for that we have as corpus 26 dissertations from ProfLetras . To substantiate the research, describe, analyze and interpret the “Archeology of knowledge” that reflects the relations of manufactured knowledge, the “The order of discourse” that expands the relationship of power/knowledge and the “The subject and the power” are used” that addresses the constitution of subjectivities (FOUCAULT, 1995; 2013; 2014a; 2014b, 2017). In this direction, we follow Geraldi (1984; 1992; 2010, 2018) and Larrosa (2017; 2002) to remind us of the importance of experience, of writing in the school context. The results reveal that the presence of marks arising from the perspective of the technicist conception of language engendered in the practice of the teacher subject in the training process still prevails. In short, we find a technicist discourse in the DS of the dissertations, which stems from neoliberal practices that aim to conduct conduct through technicist rituals arising from the pedagogical discourse that refers to a regulatory movement in the teaching of writing that tends to reduce the experience of the teacher subjects. to focus on practices of repetition/reproduction that reveal models and recipes to maintain the discourse of truth that power/knowledge operates. Such control and conduction techniques impede the production of knowledge.

This thesis analyzes Maçã agreste, a novel by Raimundo Carrero, from the narrative path of six of its characters. The construction of this literary category, as well as the other aspects that compose the narrative, contributes to making visible the violence that is present in society. One of the traits that make this possible is the fact that the work brings marginalized characters who occupy undervalued social spaces. Thus, the objective of this work is to investigate whether the aesthetics, the construction of characters, the language, and the structural organization of Maçã agreste are used as instruments to explain the structural violence present in contemporary society. In relation to the theme of violence, we rely on the concepts of ethical violence by Butler (2015); symbolic violence by Bordieu (2001, 2012); structural violence by Galtung (1990, 2018); and discipline by Foucault (1988, 2014). As for the analysis of the characterization, we based this study on the precepts of Candido (2007) and Brait (1985). In relation to the relationship between literature and violence, we rely on Lins (1990). This research is of a qualitative nature since it seeks to investigate the elements that compose the aesthetics of the work, such as narrative focus, type of discourse, language used to create each character, and its importance in understanding and justifying the presence of the theme of violence. The recurrence of violence in the novel can be understood as a strategy to draw attention to the violence constantly suffered by people, especially those who live in situations of social vulnerability, based on existing norms of conduct and the production of situations of social injustice.

Discursive topic is an analytical category adopted by the Textual-Interactive Perspective (TIP) to operate in the description and analysis of textual organization. Being initially conceived for the study of spoken text in the context of the Grammar of Spoken Portuguese Project (GSPP), the discursive topic was gradually reformulated by studies within the scope of TIP in order to be also used in written texts. However, an in-depth discussion on how the topical organization of multi-semiotic texts (language events that mobilize verbal and non-verbal signs) must be set has not been developed yet. Therefore, this research proposes the following question: which theoretical revisions does the discursive topic category need to undergo in order to carry out the analysis of multi-semiotic texts, as well? Given this problem, the main objective of the investigation is to rethink the concept of discursive topic, so this category may also be applicable to the analysis of multi-semiotic texts. Considering non-verbal elements in the defining properties of the topic is a challenge that requires, in addition to rethinking the principles that underlie the theory, the very conception of text, and formalizing the analysis through the use of categories specific to Textual Linguistics. The discussion on the properties of the topic in multi-semiotic texts pointed to the possibility for the category to be adapted: the property of centering can be demonstrated by verbal and nonverbal references; organicity, however, needs to be assisted by the notion of relief. Through these adaptations, TIP expands its application potential for a theoretical object considered from other predicates and relationships.

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Time has been an object of analysis since the philosophers of nature, being understood, at first, as a measurable order of movement. Much later, it started to be examined by Physics, during the period that is confused with the very establishment of the area as a science. The concept of space, on the other hand, despite following a similar path, has always enjoyed less prestige, at least in philosophy. With Einstein, protagonist in the shakeout of classical mechanics, the two concepts were understood together, one constituting the other. Bakhtin, taking advantage of the paradigm shift, projects what he called chronotope to, among other significations, explain the stabilities in the genres of Literature. Expanding the category, this thesis deals with another material for analysis: the series. In this genre, as it is in life, certain acts have distinct times and spaces, so that the choice for one or another film feature, ideologically values the fictitious event, giving it the finish desired by the professionals responsible for the production. When resuming emotive-volitive indices, these features build minor chronotopes (chronotopic motifs or small chronotopes), therefore being able to, as a whole, demonstrate a predominant time-space. In that sense, it is investigated, from a dialogical angle - that is, anchoring itself in Dialogical Discourse Analysis (DDA) -, the time-space in the formation of the city, using as corpus scenes from the two (2) seasons of the series Master of None, produced by Netflix. The objective is to identify, analyze and discuss the most regular minor chronotopes - the coordinates of time in space -, to understand the dominant chronotope of the city in the universe of the series, in order to reveal the relations mobilized in the fictional city, thus manifesting the basic organizational centers of events and, in turn, the particular representation of man and life. For that, the following specific objectives are required: (i) to interpret the smaller chronotopes, identifying patterns; (ii) relate the smaller chronotopes, problematizing the suggested image of man and the culture inherent to his performance; (iii) discuss implicit dialogic relationships. This research is part of Applied Linguistics (AL), with a qualitative approach, socio-historical focus and evidential paradigm.

The process of two-way translation, or collaborative translation, is a language event strongly marked by the interaction between translating agents (O'BRIEN, 2011). From this event, we can describe and analyze the metalinguistic and metaenunciative movements circumscribed in the translation process that involve the morphosyntactic and lexical organizations and the constitutive cultural aspects in the source text or source text in its relation to the meta text or target text (NORD, 2016, HURTADO, 2011). This research falls within the field of translation studies and collaborative writing, having as its main objective to describe and analyze the incidence and nature of negotiations in the process of collaborative translation, from Latin into Portuguese, among students of the Course of Letters - Spanish Language. The research corpus was generated in two Latin language classrooms, in the period of 2019.2, and is part of the project Studies of Collaborative Translation in Higher Education (TRAÇO), run at the Federal University of Rio Grande do Norte (UFRN). To collect the material for analysis, we used the Ramos System, developed by the School Manuscript Laboratory (LAME/UFAL). With this methodology, we privileged: a) the ecological context (in loco) and the students' spontaneous speech (transcription of speech data); b) the interactive and collaborative condition of writing, in which the co-enunciative process enhances the emergence of metalinguistic and metaenunciative reflections. Since the students were still in the process of learning the Latin language, we observed that, in the collaborative translation process, the students resorted to homophony and the similarity effect between languages, to their previous knowledge of the textual theme and to the structural knowledge of the language of both the source text and the target text, being of morphosyntactic, lexical and semantic nature. Our research has shown, on the one hand, that collaborative translation events are significant in the process of learning a foreign language; on the other hand, that negotiation enhances linguistic-discursive reflections among the translator-writers, leading to an expansion of expressiveness in their own native tongue.

Our research arose from the question: “how do students demonstrate their position in their texts when confronted with articles and the discourses that persuade them?”. From this questioning, we developed the general objective to analyze how students from the semesters of admission to the Federal University of Rio Grande do Norte (UFRN) of courses outside the scope of the Letters course position themselves about the text worked on in class, that is, how it performs identification or counter-identification processes. To fulfill this general objective, we developed as specific objectives (1) to interpret how these students perform their readings of the proposed text, based on the linguistic clues offered by the answer to the questions and by the production of the critical reviews proposed in the research instrument; and (2) analyze how students carry out the process of writing answers to questions and critical reviews. The research is affiliated to the French Discourse Analysis, as postulated by Pêcheux (2014), and uses a qualitative approach, following the indicative paradigm of Ginzburg (1989). For the application of the research, we developed four questions, in which the last constituted itself as a proposal for the production of a critical review, about the text “Poder e ética na pesquisa social” (DEBERT, 2003) and the data collections were developed through the space provided in subjects offered by the Department of Letters at UFRN for Mathematics, Nursing and Journalism courses. As a methodological approach, we analyzed the responses to questions and the production of critical reviews by six students, two from each collection. In our analyzes, we realized that the positions taken oscillate between identification with discourses that privilege the interests of research subjects, identification with discourses that conciliate the interests of researchers and research subjects, and counter-identifications with both discourses, establishing changes in these discourses. However, these positions, although assumed by the students, often occur through the reproduction of the source text, with very similar constructions and even misappropriation.

Based upon an understanding of literature that considers social life, as proposed by the integralist procedure by Antonio Candido (2014, 2017), this study analysed the contemporary novel Não falei, written by Beatriz Bracher. The novel brings the narrative of a narrator that remembers the time when he was subjected to torture during the Brazilian civil and military dictatorship, time frame in which he suffered, besides physical subjugation, with the loss of his brother-in-law, Armando, a revolutionary activist murdered by the Brazilian state. The capture of Armando is linked, by relatives and acquaintanceships, to the narrator himself, accused of giving away information during torture that occasioned the killing. These facts result in a silence of many years, in which the protagonist refuses to address the accusation. Given the novel’s themes, the goal of this research was to investigate, in the literary text, the intercurrences between violence and silence. We studied the first according to the understanding of Jaime Ginzburg (2012, 2017), Márcio Seligmann-Silva (2000) and Sigmund Freud (1989, 2012) on the aesthetic of violence, on the representation of catastrophe and on the residual trauma from experiencing torture; the second, following the propositions of Roland Barthes (2003), that sees silence as a sign, of Eni Orlandi (2007), on the matter of forceful silencing as the interdiction of signification, and of Lourival Holanda (1992) on non-verbalization as a manifestation of social oppression. During the study, we established the fragmentary aspect of the representation of torture, the equivalence amongst the torture victim’s silence and resistance, the impact of violence in the perspective of the narrator and silence as a condition cultivated in different levels through the novel, be it inside the protagonist’s family in the past, with acquaintances in the present or during the military dictatorship. We concluded, confronted by such results, that the narrator’s reticent and reserved linguistic behaviour in defending himself from the accusation that hovers over his head comes from a distrust in language and in men, a disbelief that has its roots in the torture procedure. Furthermore, it was noted how the literary representation creates an incomplete and polysemic narration after the traumas that hit the narrator. The study of these matters points out the relevance of the novel in adopting a singular perspective of a traumatic historical event, evidencing, through the fictional word, what was covered by the official discourses.

The work As Meninas by Lygia Fagundes Telles published in 1973, tells the story of three young students who face their life dilemmas before a patriarchal and prejudiced society regarding the taboos present in their daily lives. The plot presents us an oppressive and violent scenario, typical of the Military Regime, which occurred in the period which the romance is taking place, but we can see that the most explicit violence in the book is present in the sexual abuse experienced by one of the characters, while oppression, in addition to being observed in the political scene, it is also intended to censor habits that, when considered taboo, face a prejudiced discourse that confronts the lifestyle of these characters who stage a story of female protagonism, a typical characteristic in the author's works. The objective of this dissertation is to carry out an analysis of the taboos present in the narrative and its developments on female characters, relating them to certain taboos created through traditions and customs from a patriarchal society. Bibliographic based search, uses authors such as Simone de Beauvoir (1967, 1970), Virginia Woolf (2019), Sigmund Freud (2012, 2013), Elizabeth Badinter (1991), Antonio Candido (2007), Jean Delumeau (1989), Mary Del Priore (2011), among others, as a theoretical reference for the accomplishment this study, which aims to dialogue with the concepts cited throughout the text. It seeks to emphasize the importance of debating about this theme, as a way to break with the paradigms that involve taboos. To this end, this dissertation analyzes literary figures that represent what many women experience, considering that even their own bodies are stigmas of a taboo.

In the field of postcolonial studies, memory has the difficult task of recovering what was lost in time-past and, through history, narrating the events that constitute the formation of the social, political and cultural identity of a people. The evocation of memory and the rupture with the homogeneous record of history mark the political commitment to the criticism of colonialism and the deconstruction of its discourse of power. In this investigative context, the literary production of rwandan writer Scholastique Mukasonga plays an important role in contemporary critical theories; be a spokesperson for the story that the story does not tell. In order to understand this writing that transits between denunciation and testimony, this research proposes to analyze the dialogues that the novel the barefoot woman establishes with the policies of Rwandan memory and history, in the second half of the twentieth century, from the representations of the feminine that are drawn in the work. For this intent, the work is theoretically based on Piton (2018), Hatzfeld (2005) and Ancel (2018), with regard to rwanda's witness history and the impacts of modern genocide. In cultural literary theory, with the studies of Noa (2015), Nganang (2007) and Glissant (2005), in conjunction with knowledge of the individual and collective memory of Halbwachs (2006), Benjamin (2012) and Seligmann-Silva (2006). Focusing on the representations of the feminine, addressed by the author in the autobiographical literary making, the texts of Kilomba (2019), Adichie (2019) and Oyěwùmí (2004; 2017) are highlighted. The results of the research indicate that the historical-traumatic event narrated by the author has the female figure as the center of the actions developed in the struggle for survival. In the literary text, the feminine is represented under the gaze of the Rwandan tradition, centered on the maternal functions that Tutsi women performed; also addressing issues such as female empowerment and sexual violence against women in situations of armed conflict, as ocurred in the civil war in Rwanda.

This work intends to provoke discussions about the cinematographic screenplay as a possible genre within the domain of Literature, considering its multiple faces of writing and imagery conception that confront traditional paradigms around its own written nature. We will verify, in the course, elements of structure and content that allow the argumentative sharpening for a determined study, raising interpretive possibilities about the fluidity of the genre usually considered technical and, therefore, non-literary, to the detriment of the approximations it presents with the essentially poetic language and the form. We also intend to present an analytical reading of the work Mister Lonely, by the filmmaker Harmony Korine, in its two versions: the script and the film, in order to provide appraisals that focus on both configurations, with the intention of valuing both the film and the written work. In addition, we intend to verify how the identity crisis occurs in the narrative, taken by the characters, especially the protagonist. The work in question presents, in both forms of manifestation, configurations applicable within the notion of literary art, especially when it comes to the screenplay, the written genre, which has syntactic and semantic aesthetic elements of appreciation. For support we will have as theoretical itinerary authors who deal with themes related to literature, such as Eagleton (2006-2012), Lajolo (1995), Roland Barthes (2004-2005) and Tzvetan Todorov (2017); subjects concerning the screenplay, such as Syd Field (2001), Jean Claude-Carrière and Pascal Bonitzer (1996); authors who discuss the contents of the language of cinema and adaptation, such as Hutcheon (2011), Stam (2006), Henri Mitterand (2014), Ingmar Bergman (1960) and Jennifer Van Sijll (2017); and also theorists who study about the contemporary social subject, such as Zygmunt Bauman (1998-2004) and Stuart Hall (1992), among others.

This work aims to explore the “coming out” process in gay teenagers represented by analyzing fictional characters in literature. Dimitri and Simon are, respectively, the main characters of the novels Submerso (2018), by the Brazilian author Eduardo Cilto and Love, Simon (2018) written by the American Becky Albertalli. The “coming out” is a term used when non-heterosexual people decide to reveal their sexuality to society. This act is exclusive to those people due to the fact that heterosexual people do not have to reaffirm their sexuality. Therefore, this process is very troubled and takes time once those gays teenagers repress something important in their lives, like their homosexuality. This can develop some issues like low self-esteem, social problems, self-depreciation, loneliness, depression, and, in severe cases, suicide. For the better development of this research, we used the qualitative method since we resort to theories and assumptions of authors and researchers who made their own contributions to the theme. Among those, we used the theories of Foucault (1984; 1988), Freud (2002 [1856-1939]; 2012), Sartre (2002), Barthes (2013[1978]; 2004), and Butler (2019). For the “coming out” theories, we used the works of Cass (1979), Coleman (1982), and Cain (1991). Also, from the use of theories and analyses of the novels, this work explored questions about the “coming out” process of the characters, Dimitri and Simon, just as the complexity and troublesome that those processes can be while accepting their homosexuality. In addition to contributing to the continuation of the debate on this theme, we also explored the importance and the perpetuation of Gay Literature, not only in the best-selling lists, which is usual, but also in the Academy. Those books can also be used to turn non-readers into readers and later as a bridge for, finally, read the books that are considered classics and canons of the national and worldwide literature.

Fantasy and dystopia seem to have fallen in the likes of young readers through books like Harry Potter (1997) and Hunger Games (2008). These books present an alternative way of representing reality, subvert the official worldview of life and present us with a carnivalized reality, whether through magic or a dystopian future. While fantasy brings laughter, dystopia brings fear. In Bone Season (2016) we are introduced to a world in which clairvoyance is real and some humans have powers, however, all types of clairvoyance are forbidden and the government uses control of freedom to maintain it. We are, therefore, facing what we call in this research of dystopian fantasy, a hybrid genre that merges traces of fantasy and dystopia, thus building what appears to be a hypermodern example of a serious-comic novel. The problem of dystopian fantasy stems from the clash between laughter – that erodes the seriousness of the world by subverting it in different ways, through fantasy – and the fear – that, on the contrary, seeks to solidify it through the violent maintenance of power, in dystopia. Furthermore, we recognize that the representations of hero, body and society of dystopian fantasy differ from those commonly found in fantasy and dystopia. To anchor this positioning, the present work proposes, based on the postulates of the Bakhtin Circle, about issues of discursive genre, hybrid discursive genre and carnivalization, a dialogical analysis of dystopian fantasy as a gender that converts fantasy and dystopia in hypermodernity, as serious-comical genre, from the book Temporada dos Ossos (2016), by the English author Samantha Shannon. The research is inserted in the mixed, hybrid and undisciplinary area of applied linguistics and is also anchored in a theoretical framework of philosophy, literary and cultural studies based on the works of Han, Hall, Canclini, Bauman and Matangrano. Methodologically, it develops from a qualitative-interpretative perspective and uses the indicative paradigm, proposed by the historian Carlo Ginzburg, to obtain the data. The results point out representations of hero, body and society that insert into the heterodiscourse of the dystopian fantasy novel elements that are unusual to the fantastic youth literature. Such representations have a carnivalized content that dramatically alters their relationship with the audience and the social orientation of the youth fantasy novel.

In this work, a study is made about the Comitative Transitive Construction (CTC). The grammatical tradition pays little attention to the relative/oblique transitive verb. The exception is Rocha Lima (2011). At the border between the traditional grammar and Linguistics, there are Bechara (2009) and Azeredo (2009), who make a brief presentation on the relative complement. Regarding this type of verb and its complement in its linguistic-based grammars, Mateus et al. (2003) and Castilho (2012) denominate them, respectively, as oblique transitive verb and oblique complement, examining semantic and morphosyntactic aspects related to them. In separate approaches in the linguistic field, there are the works of Souza (2011), Jarnalo (2014) and Lerner (2015). In all of them, the relative transitive verb and / or the relative complement are seen emphasizing only their semantic-syntactic aspects. Moving away, in part, from these approaches, the sentence with a relative / oblique transitive verb (including its complement) is treated here in a constructional perspective. For this, the theoretical-methodological apparatus of Functional Linguistics Centered on the Use of constructionist bias is used, as found in Furtado da Cunha, Bispo e Silva (2013), Rosário and Oliveira (2016), among others. The analysis material consists of database from Corpus Discurso e Gramática in its versions from Rio de Janeiro (VOTRE; OLIVEIRA, 1995), Rio Grande (VOTRE; OLIVEIRA, 1996), Juiz de Fora (VOTRE; OLIVEIRA, 1997) and Natal (FURTADO DA CUNHA, 1998). The preliminary survey of corpus data indicates that the oblique transitive construction with the preposition with presents a certain semantic variety related to the extension of its basic meaning. In addition, its complement seems to exhibit different degrees of syntactic integration with the verb which it is linked to as well as diverse inheritance links. These phenomena are motivated by cognitive (such as chunking, analogization, metonymization and metaphorization) and discoursive-interactional motivations (among them, perspective, intersubjectivity and pragmatic inference).

Beyond the literary school, an important point to analyze a poetical work is the relation that a text keeps with production of the same genre. Pay attention to that relation, this work concerns the relations between two epics: Virgil’s Aeneid, and Sousândrade’s O Guesa. For that, it performs a review of epic genre, analyzing its origin, its development, and its features. After this, it describes the Aeneid, detailing the myths and historical events that compounding it, describing its hero’s action and character and avaluating its legacy to the constituition of epic genre in Western culture. By the end, it demonstrates how Sousândrade reelaborates the Virgilian epic model, pointing out in which aspects the Brazilian poet follows that classical reference and in which aspects He disagrees with his classical reference. This work takes Anazildo Vasconcelos da Silva’s the epic semiotization of discourse as its main reference.

This research work proposes three Role-playing Games (RPG) to foster the practice of speaking in English classes, as well as to develop the skills related to it. In order to fulfill these goals, we adapted three RPG games which we previously used in the English language class. To give theoretical pedagogical support to this project, we based it on the constituent elements of Interactional (CELCE-MURCIA, 2007) and Second Language Speaking (GOH and BURNS, 2012; BURNS, 2013) competences. These studies make it possible, within the active method of learning (SCHANK, 1995; WELTMAN, 2007), to produce feedback that helps to monitor the learning and development of orality throughout the project. Guided by the authors named here relating to the use of RPGs in education and game design (JÄRVINEN, 2008; KAPP, 2012), we were able to improve the afore-mentioned games to achieve the objectives of this research. Our wider theoretical framework is based on studies that recomend the use of RPGs in education (FAIRCHILD, 2004; VASQUES, 2008; FLOYD D. and PORTNOW, 2008), mainly in the teaching of English (LUIZ, 2011; LEFFA, BOHN, DAMASCENO and MARZARI, 2012). With this research project, it is expected that by using RPGs, we can develop and stimulate orality in the English language classroom, as well as encouraging the application of  communicative methodologies in language teaching. As a further outcome we aim to contribute a written study on the two themes involved in the subject area of our research.

In 1851, one of the greatest American classical works was released, namely, Moby-Dick. Written by Herman Melville, the literary piece was misunderstood and did not receive its due attention, being rediscovered in the 1920s. Many literary critics did not comprehend its encyclopaedical perspective and the several dialogues with the protestant Christian religion that, according to them, did not respect the most sacred associations in life (DUYCKINCK, 2019). This thesis aims to analyze this religious discourse through the prism of the Dialogic Literary Analysis (DLA), focusing on the analysis of excerpts from the novel related to three aspects about religion: religious mysticism as a narrative fuel, the carnivalization of religious discourse, and the dialogue of the “pagan” religion with puritanism. We conclude that the three aspects quoted previously create an array of dialog possibilities with other cultures and religions and that the use of carnivalization puts the dominant culture and religion in terms of equality with others, generating an interdiscursivity and a supernatural sphere which permeates the whole text without losing sight of the world social reality.

En el campo de la literatura paraguaya despunta una figua de destaque tanto en el punto de vista de la voz literaria cuanto de la política que mediante sus cuentos, consigue destacar el dolor del pueblo paraguayo, las muchas guerras que asolaron el país, la casi esclavitud a la que los agricultores de las plantaciones de yerba mate se sometían, la violencia sufrida por el pueblo, victimas do sistema político de un país que permaneció por muchos años sobre la dictadura. Esa voz es la de Augusto Roa Bastos. Esta disertación tiene el objetivo pesquisar la obra El Trueno entre las hojas, compuesta por 17 cuentos, precedida de una epígrafe indígena que les conduce a las narrativas, tejiéndolas de tal forma que los cuentos se conectan por medio de los personajens y de las historias, buscando analizar y constatar la articulación de la historia con la literatura, observando que la vida, la obra y la historia del Paraguay se juntan por medio del discurso narrativo de Roa Bastos. Además de eso, esta pesquisa pretende apuntar as características (neo)barrocas contenidas en las nas lineas del corpus elegido, de forma que estas sean evidentes principalmete en el proceso de asimilación del barroco en un regreso “doloroso, espresando el “luto cultural” de los negros e indios de la América Latina. Através de una metodología bibliográfica, esta disertación, tiene como contribución teórica la reflexión de Irlemar Chiampi, Severo Sarduy, Lezama Lima, Rafael Barrett, Hugo Rodriguez Alcalá, Josefina Plá, Bartolomeu Meliá, entre otros.

For 150 years, in Brazil, the Portuguese language has been taught. During all this time, changes have been operationalized by different institutional forces: official documents that parameterize this teaching, public policies for teacher education, academic research, textbooks. With the publication of the Base Nacional Comum Curricular (BRASIL, 2017), some more changes have been proposed. Two of them are the formalization of work with competencies and abilities and the emphasis on the competency of argumentation, which becomes mandatory in all basic education. This tends to reshape Portuguese language teaching because the BNCC's concept of argumentation focuses on social interaction and, consequently, the uses of language in the most varied spheres of human activity. Therefore, during the schooling process, it becomes even more imperative to provide students with situations in which argumentation is the means of resolving conflicts, reaching consensus and working collaboratively towards goals to be achieved. Because of this, teaching materials and teaching actions need to be adapted. These adjustments involve incorporating argumentation as a teaching object and developing work based on social uses, which some Brazilian researchers have already studied, such as Ribeiro (2009); Liberali (2013); Aquino (2018); Azevedo; Tinoco (2019). To contribute to this reflection, in this qualitative and interpretive documentary research, we aim, in general, to investigate the proposal for teaching argumentation in the educational collection Geração Alpha Língua Portuguesa, approved in PNLD 2020, and specifically, to analyze the differentials of the work with the argumentation in the section Interação of the aforementioned collection. Methodologically anchored in the area of Applied Linguistics (MOITA LOPES, 1996; KLEIMAN; DE GRANDE, 2015), this dissertation is theoretically based on two central fields: literacy studies from a sociocultural perspective (KLEIMAN, 1995; TINOCO, 2008) and interactional argumentation perspective (GRÁCIO, 2010; PLANTIN, [1996] 2010; SANTOS; AZEVEDO, 2017). Data analysis highlights that the proposal of teaching argumentation through projects that bring together the axes of reading, text production (oral, written, multisemiotic), orality and linguistic/semiotic analysis encourages students to use argumentation in different social actions mediated by diverse languages. With this, argumentation is no longer just a teaching object to become a social practice, something which is experienced, in other words, is a competence that can support social action at school and beyond.

Literacy practices are driven by reading and writing and serve different social purposes. In the atmosphere of the hospital class, these practices make up the work of teachers with the aim of contributing to the school demands of children and adolescents in hospital. In this sense, the study of these practices makes it possible to give intelligibility to the constitution of the teacher's professional activities in non-formal educational spaces. Therefore, the main objective of this research is toto analyze the professional literacy practices of teachers who work in Hospital and Home Educational Care, specifically, in a public hospital in the city of Natal/RN. This analysis was carried out from the categories listed by Hamilton (2000), which comprise: participants, environment/domain, artifacts and activities. Methodologically, the investigation lies within the scope of Applied Linguistics (MOITA LOPES, 2006; KLEIMAN, 2019), takes a qualitative interpretive perspective (MOITA LOPES, 1994; BOGDAN; BIKLEN 1994; MOREIRA; CALEFFE 2006; CHIZZOTTI, 2005), with an ethnographic bias (ANDRÉ, 1995; SILVA; SILVA, 2016).Theoretically, this research is anchored in theLiteracy Studies (HEART, 1982; STREET, 1984, BARTON, 2000; BAYNHAM, 1995; KLEIMAN, 1995, 2005; ROJO, 2009), including in Labor Literacy (PAZ, 2008), in Health and Psychology studies (OLIVEIRA; MAIA, 2012), Hospital Schooling (RODRIGUES, 2012; BEHRENS, 2014; CASTRO, 2014; SANTOS; SOUZA, 2014), and in the dialogical conception of language (BAKHTIN/VOLOSHINOV ([1929] 2016; ALVES, 2016; FREIRE, 2016).The analyzes point to the occurrence of several practices of professional literacy that the teacher working in the Hospital and Home Educational Service performs, among them are: consultation of the census, interview with companions, correspondence with the school of origin, reception of the student, assistance in beds, room service, student registration and planning. Its implementation aims to contribute to the literacy of student-patients, especially school literacy, taking into account aspects related to the hospital environment, the pathology of the student, the social context in which he is inserted, the school of origin, among other factors.

In the present doctoral thesis, we aim at formulating a proposal of textual-discursive analysis of normative discursive genres in the legal discourse while applying it to the analysis of multilateral environmental agreements. For that purpose, we have selected the United Nations Framework Convention on Climate Change as the object of our investigation. Assuming that the meaning of the text is reasoned in such enunciative settings, we seek theoretical support from the text, discourse and enunciative linguistics, via Textual Discourse Analysis (ATD) (ADAM, 2011, 2015, 2017, 2018, 2020); the speech act theory (SEARLE, 1969, 1979; SEARLE; VANDERVEKEN, 1985; VANDERVEKEN, 1990), and the pragma-dialectical theory of argumentation (EEMEREN, 2010, 2015, 2017, 2018; EEMEREN; GROOTENDORST, 2004; EEMEREN; SNOECK HENKEMANS, 2017; SNOECK HENKEMANS, 1992; FETERIS, 2017a, 2017b; KLOOSTERHUIS, 2006). Within this theoretical framework, we aim at understanding the role played by the interpretative argumentation process in the establishment of meaning within normative discursive genres, based on elements of the legal pragmatics of discourse and legal justification (DASCAL, 2003; MACCORMICK; SUMMERS, 1991) as well as by adopting such a process in the form of a theoretic-methodological formulation towardstextual-discursive analysis. Following this formulation, we analyze our object of study within the argumentative orientation level of textual analysis, highlighting the components of illocutionary force — in particular the illocutionary point, its mode of achievement and degree of strength — and the strategic maneuvers adopted by the speaker/enunciator to orient argumentatively their utterance towards a given communicative goal. By applying this formulation to the analysis of commissive illocutionary acts of certain segments of our object of study, we explain how the degree of commitment of the speaker/enunciator towards their propositional content varies according to the manner with which certain discursive markers, categorized under the light of an illocutionary-argumentative approach, affect the modes of achievement of the courses of actions to which they commit themselves. On top of seeking to understand how the speaker/enunciator orients the establishment of meaning argumentatively, such an analysis was capable of generating frameworks and schemes of representation of the obtained data and of the interpretative argumentation process involved in the justification of meaning from a predominantly textual-linguistic perspective. It is expected that the proposal formulated in this research may be able to provide contributions to future linguistic studies on the legal discourse and, more broadly, to any further research that might transit in the intersections between text, argumentation and language.

Spanish is spoken in more than 20 countries around the world and its ample linguistic diversity is one of its greatest riches. This phenomenon, in addition, is especially noted when we find distinct varieties that still preserve a common standard which makes possible, in most cases, intelligibility among speakers of different regions, primarily at the standard level. We hold that this fact should not be forgotten by Brazilian professional in the area of teaching this language when they are preparing their classes, developing materials and syllabi for their courses. The needs, likes and wants of our student, with respect to the knowledge of the linguistic varieties of Spanish and the geographic proximity of our country with the multi-dialectical surrounding of the Spanish language are sufficient reasons for rethinking this inclusion. Unfortunately, we observe homogenizing and Eurocentric tendencies that impede the pluralistic treatment of the Spanish language in Brazilian education. Thus, the objective of our research is to describe the panorama of Spanish language teaching in relation to the presence and treatment of the phenomenon of linguistic variation, specifically in the Brazilian Northeast, to detect the problems that involve their application and propose a list of contents of phonetic and grammatical variants for the three years of High School. To this end, we have collected data in different environments where linguistic variation may be found: Spanish teacher trainings, textbooks and in teachers’ beliefs, attitudes, knowledge of the teachers’ about this theme. Due to this diversity of fields of research, we use various methodological procedures in the development of the data collection and interpretation. This doctoral thesis is based on the theories on a diverse field of knowledge, and, above all, the studies on linguistic variation in the field of Sociolinguistics, such as Labov (2008), Tagliamonte (2006), López Morales (2015), Calvet (2011), Lucchesi (2004), Moreno Fernández (2009, 2012) and others who defend a plurality in teaching with respect to Spanish varieties such as Andión (2007, 2008, 2013, 2019, 2020), Andión y Casado (2014), Moreno Fernández (2004, 2007, 2010, 2017) and Acuña (2015). Results from our analysis show that the linguistic varieties of Spanish continue to be treated in an anecdotal way, superficially and non-systematically with regard to contents, despite the fact that professors in higher education courses, and teachers’ editions of textbooks emphasize its importance in the classroom.  Our list of proposed contents establishes criteria for the inclusion and the treatment of the main phenomena of phonetic-phonological and grammatical variation in our teaching context. Thus, we hope to contribute to aiding teachers of Spanish as a foreign language in Brazil, as they develop didactic materials, enabling them to find sociolinguistic and didactic information about the variants they intend to teach and reflect on in the books used.

Between the 1970’s and 1980’s, writer and journalist Heloneida Studart published, among other works, three novels which she called “torture Trilogy”: O pardal é um pássaro azul (1975), O estandarte da agonia (1981), O torturador em romaria (1985). In these novels Studart tells of everyday lives against the backdrop of the Brazilian civil-military dictatorship. All three works grant protagonism to female figures; the first two are first-person narratives by the respective protagonists. The third book is narrated by a torturer who reminisces about different moments during the torture of political prisoners while planning a new present and future path for himself. The analysis of this trilogy made possible for us to point out different nuances around the female figures, which lead to an analysis mediated by two key guidelines: the discourses women say to one another through direct dialogue; and the female protagonist’s evolution throughout the plot. In order to support such analysis and to broaden our understanding, we resorted to the Bakhtin Circle’s theory with regards to methodological guidelines and concepts of discourse and language pertaining to Bakhtin (2015, 2016, 2017) and Medviédev (2012), mainly. In addition to Bakhtinian ideas, authors like Saffioti (2013, 2015), Butler (2017), Cisne (2012), hooks (2019), and Beauvoir (1980) support the analyses of such discourses and, above all, of the women characters. These analyses will be driven by detailing the plots in fortuitous, clarifying transcriptions. The conclusion of these analyses makes us notice two apparently opposite movements generated by the two key guidelines: direct speeches with conservative ideas whose direction is toward the stagnation of the female figure’s independence in society; and the evolution of female characters that shows the opposite path, the building up of independence, autonomy, and fearlessness. This apparent contradiction illustrates the female and feminist movement at that period and updates it, revealing the tension of discrepant forces that society still faces regarding female independence and women representations.

About 50 cangaceiros led by Virgulino Ferreira da Silva, Lampião, tried to invade Mossoró-RN in 1927. The defense commanded by Mayor Rodolpho Fernandes defeated the bandits. One of them, José Leite de Santana, Jararaca, to whom they attribute monstrous crimes, such as throwing children into the air and trimming them on the tip of the dagger, was arrested and buried alive by the police, according to the most common version for his death. Since that year, the media has repeatedly resumed narratives that exalt local heroes to the detriment of enemies. The problematization is centered on the fact that, despite this supposed enunciative regularity, the speeches materialized in the press generated slidings, as Jararaca became a saint, obfuscating the defenders. Besides that, his tomb attracts the faithful and the curious, while few know where the mayor's is located, who saved the citizens from the lampiônica fury. The ruptures that led to such a phenomenon motivate this thesis whose objective is to identify, describe and analyze discursivities from which it is possible to extract evidence about the conditions of appearance, formation and continuity of the statements about the “canonization” of the bandit. For this purpose, a qualitative research with insertion in the interdisciplinary applied linguistic area was projected (MOTA LOPES, 2006). The theoretical basis starts from language studies, with Foucault (1987, 2004, 2005, 2006, 2007a, 2007b and 2013), from whom concepts and procedures related to the method of discourse analysis, power, resistance and ostentation of torments; it involves social and historical theorizations, using Hobsbawm (2010), Fernandes (2009), Nonato (2007), Pericás (2010) and Falcão (2013) to understand banditry in the Northeast of Brazil; and seeks, in communication studies, especially in Maingueneau (2004), Sousa (2004), Traquina (2001, 2005), Thompson (2004), Charaudeau (2006), Wolf (2003), for clues to interpret the role of the media in the transformation from criminal to miracle worker. The provisional conclusion reached, due to the examination of the corpus formed by journalistic articles from 1927, 1977 and 2017, is that the Jararaca that inhabits the Mossoró imaginary is not man, it is a discourse about him, crossed by multiple influences in the subversion of the mechanisms of control, selection, organization and redistribution of signs from the official discourse from the State apparatus, by the quotidian discourse produced in the unstable peripheries in the turmoil of social relations, thanks to the agenda-setting process that has produced symbolic repercussions for almost 100 years.

The concessiveness is postulated as an argumentative and rhetorical movement (NEVES, 1999, 2000; NEVES, BRAGA, 2016) by which the voice of the interlocutor emerges in the discourse, and is also described, by grammarians (CUNHA, CINTRA, 2013, BECHARA, 1954, 2009) as an indication that a real or imaginary obstacle, presented in the concessive clause, was not strong enough to prevent the event presented in the main clause to occur. On this research, we have as object of study the variation of use between concessive conjunctions with apesar (apesar (de) que) and conjunctions with mesmo (mesmo que/assim, assim mesmo), extracted from sociolinguistic interviews in the FALA-Natal and found in greater numbers among the concessives present there. The FALA-Natal was constituted with members from the Natal speech community, stratified in sex, age and level of education. The main objective is to describe and analyze the concessive conjunctions context of occurrence based on syntactic, semantic-pragmatic, stylistic, discursive and social factors, and also to trace generalizations about possible specializations of use of these forms. On the theoretical basis, it is found the articulation of theoretical-methodological assumptions of the variational sociolinguistics, guiding the look at the phenomenon of variation and linguistic change in the use of concessive conjunctions, and the vision of the North American functionalism of grammar as an emergent entity, fluid and shaped by the use that is given in the day to day by the speakers to the linguistic items. Upon to this perspective, we developed a qualitative-quantitative research. The data quantification is done not only for the testing of the hypotheses, but also to allow both generalizations about the studied phenomenon and the results comparison of this research with other researches dealing with the same theme, and also in the search for indications of specialization in the use of concessive conjunctions. Our research involves the investigation of syntactic factors (mode-temporal correlation, sentence ordering, type of construct to which the conjunction is linked), semantic-pragmatics (semantic relations, domains of reading, identity between participants in the main clause and in the concessive clause), discursive (gender and subject) and social (sex, age and level of schooling). We used the Goldvarb X statistical package, which showed a more determinant influence of gender, education, modal correlation and discursive genre. The result shows that the expression of concessiveness performed by mesmo and apesar not only has a linguistic bias, but also a pragmatic-discursive and social one, and, in additionn it shows signs of change in progress.

In the light of North American functionalism, this thesis aims to obtain synchronic evidence of the grammaticalization path that TIPO is following in the speech of Natal/RN. Therefore, I described and analyzed morphosyntactic and interactional functions performed by this item in correlation to social and linguistic/textual factors.This research dialogues with variationist sociolinguistics, making use this theory proposals concerning linguistic change with regard to social and stylistic explanations. Data come from Fala-Natal Database, which is composed of 48 interviews stratified by age (8 to 12 years, 15 to 21 years, 24 to 45 years old, over 50 years old), sex (female, male) and educational level (elementary I, elementary II and high school). I identify 13 functions performed by TIPO. Four of them were classified as morphosyntactic: comparison, exemplification, explanation and conclusion. In these functions TIPO perform textual roles, connecting clauses with a greater degree of obligation in the structure. The other nine functions are interactional in nature. They are: elaboration marking, re-elaboration marking, informational imprecision marking, factual introduction, emphasis marking, approximate delimitation, direct quote introduction, sequencing marking and clarification request. In these functions TIPO performs more interpersonal roles, expressing attitudes of the speaker towards the listener. I organized the functions of TIPO in a continuum of (inter)subjectification from more subjective meanings to more intersubjective ones. This continnum seems to uncover the stages of the trajectory of grammaticalization followed by TIPO. Besides, older morphosyntactic functions and more recent interactional functions were quantitatively contrasted with regard to age, gender, sentence scope and textual sequence. The results showed a distinct behavior of the morphosyntactic and interactional functions of TIPO as for these factors.

The thesis presents the results of research on the construction of point of view (PDV) and the phenomenon of enunciative responsibility (RE) in scientific articles in the context of undergraduate pedagogy. In this direction, our investigation sought to answer the following questions: 1. How does the scientific article genre, which constitutes the corpus of this thesis, materialize textually, regarding the text plan and the textual sequences? 2. Which linguistic marks mobilize the construction of point of view (PDV)? 3. How does enunciative responsibility manifest itself through linguistic marks and enunciative devices? We set, therefore, as a general objective to describe and interpret linguistic-discursive marks that demonstrate the role of the first speaker-enunciator (L1/E1) in argumentative organization and orientation. From the general objective, 4 (four) specific objectives unfolded that guided the steps of this investigation: describe the functioning of the macro-textual and mesotextual levels, as well as the dominant textual sequence(s) in the scientific articles that constitute the corpus; identify, describe, and analyze the linguistic marks that mobilize the construction of point of view (PDV); analyze enunciative responsibility; interpret the relationships between enunciative stances and the engagement/distancing movement of L1/E1 in scientific articles. We situate ourselves within the scope of textual linguistics, considering it a subdomain of discourse analysis (AD), in addition to studies on enunciation, which implies adopting the theoretical assumptions of Bakhtin (2014[1929]), Adam (2011a[2008], 2019), Rabatel (2010, 2016), and Guentchéva (1994). We initially start from the conception of discourse genre and dialogism proposed by Bakhtin (2014), however we consider the notion of Rabatelian point of view of paramount importance to answer the research questions. Based on the research questions, the objectives, and the theoretical framework adopted, we proposed to analyze 35 scientific articles extracted from the digital repository of the Education Center (CE) of the Federal University of Pernambuco (UFPE), which constitute the end-of-course work (TCC) of a degree in Pedagogy. Our analysis was restricted to the theoretical foundation section of the corpus, because we consider it the most evident space for the polyphony phenomenon among the various sections that constitute the scientific article genre. We then select six linguistic marks: the person indexes, the forms of speech representation, the modalities, the spatial clauses, the verb tenses, the indication of mediating frames, and the autonymic modalization, which allow us to elucidate the phenomenon of SR and to describe the enunciative strategies and devices operated by L1/E1 in his project of saying. The data analysis revealed that, from the specific context of the textual production of scientific articles as TCC, the argumentative sequence predominates among the others, because the very nature of the analyzed section, by putting in dialogue several voices on a specific theme, imposes to the L1/E1 to take a position, making adoptions, refusals or ponderings to the several theories evidenced. Finally, as for the analyzed categories, we recognize the prevalence of indirect speech, introduced by the mediators second and for to the detriment of the others, in addition to the dicendi verbs of distinct nature (affirm and say), which imply the distancing of the L1/E1 on the propositional content of the voice summoned by him.

In the development process of human cognition, it is necessary to consider the integration of the body, brain and environment. Based on this perspective, according to Duque (2015), the way we build concepts is related to the way we act in the environment, since our cognition is distributed throughout the body and beyond. Thus, the conceptualization process develops and establishes itself as we develop the capacity to act in the environment around us. For this reason, we are able to develop and refine our language, which somehow organizes the cognitive system. Based on this, the main objective of this study is to demonstrate how cognitive mechanisms (frames, imagery schemes and mental spaces) work together to build meanings in cartoons. The main objective of this research will be achieved through the following specific objectives: to describe how frames, I-schemes and mental spaces act together in the process of constructing the meaning of cartoons; identify how the frames are articulated and connected for the understanding of the cartoons, for this we observe the behavior of the schematic patterns; demonstrate what is the role of mental spaces so that cartoons are understood; to investigate the role of conceptual blending in the process of understanding cartoons; show how verbal and non-verbal clues work within the process of constructing meanings in cartoons. As it is fundamental for our research, we embrace as a theoretical foundation the ecological perspective of cognition and language defended by Duque (2015,2016,2017,2018), especially with regard to human cognitive processes, responsible for the construction of the meaning of discourse through of frames. In addition to this perspective, we search for other theoretical foundations such as George Lakoff's assumption of embodied language (1987, 1990, 1999). We researched the notion of frame as a cognitive structure defended by authors such as Fillmore (1965, 1967, 1977, 1979, 1982, 1985), Lakoff; Gallese (2005) and Lakoff (2008). We focus on the definition of the imagery scheme presented by Lakoff (1987), Johnson (1987), Gibbs; Colston (2006), Mandler (2004, 2005), Mandler; Cánovas (2014) and Grady (205). Finally, we deepened our studies looking at Fauconnier's Theory of Mental Spaces (1994,1997) and Fauconnier's Conceptual Merge Theory; Turner (2002) explanations about the creative and imaginative aspects of the human mind, since these aspects are developed in the cognitive movements carried out by the brain in the search for construction of the meaning of discourse, mainly in the construction of meaning in the discursive category of cartoon.

Argumentation is a fundamental competence for citizens to defend points of view, fight for rights, modify preexisting situations and statutes, being necessary for the strengthening of democracy. In this sense, thinking about the teaching of argumentation that presupposes this experience means focusing on social practice and the development of critical thinking. In order to contribute to this reflection, this thesis has the general objective of investigating the configuration of the argumentation teaching-learning process in literacy projects. Therefore, we outline some specific objectives: (i) to analyze argumentation as a social practice, experienced in the literacy projects developed; (ii) identify skills related to the competency of argumentation mobilized in these projects; (iii) to map the principles of teaching argumentation within the developed literacy projects. In order to achieve our goals, this research-action, with a qualitative approach and an ethnographic approach, takes an interpretative perspective, is anchored in Applied Linguistics and is based on literacy studies from a sociocultural perspective and on argumentation with an interactional basis. The investigation participants are 3rd-grade high school students from a public school in the state of Rio Grande do Norte and, in the process, we had the collaboration of teachers, principals, coordinators and school employees, in addition to agents outside the school environment: professionals from the State Department of Education and Culture (Secretaria Estadual de Educação e Cultura / SEEC-RN) and a researcher from the Letramentos e Contemporaneidade group. The instruments used for data generation were: participant observation, field notes, audio/video recordings, photographs, semi-structured questionnaires. From the data analysis, the following principles emerged: activities/genres network; argumentation/argumentativeness; construction of the counterword; mobilization of skills/competencies. The results highlight that the teaching of argumentation through literacy projects enables the experience of argumentation as a social practice.

The growing number of researchers focusing on the influence of technologies in the social practice of language use and in the teaching and learning processes stimulates, each time, to believe that the use of technology is already a reality to the social subjects life and in the practices of teaching and learning languages. Reflecting about this thematic, this study makes a literature review based on the magazines Linguagem e Ensino, Revista Brasileira de Linguística Aplicada and Trabalhos em Linguística Aplicada, that publishes about the relation between technology and language teaching. This study investigates 90 scientific articles published from 2011 to 2020, whose objective is to systematize researches in Applied Linguistic considering cyberspace chronotope and recognize teaching level of those studies; to identify social voices related to digital technologies that guide digital reading and writing practices in our time; to understand how those voices is axiologically related to one another; and to think about signals of hypermodern times that characterize the cyberspace chronotope. This research has theoretical bases in the Bakhtin Circle related to chronotype, verbal utterance and ethic act (BAKHTIN, 2011, 2014, 2016, 2017; VOLOCHÍNOV, 2017) in dialog to the virtual universe (LÉVY, 2011), cyberspace (LÉVY, 1998, 2010), hypermodern times (LIPOVETSKY; CHARLES, 2004; ROJO; BARBOSA, 2015) and the liquid modernity (BAUMAN, 2001). Results show the relation between space-time in the process of changing. In the educational cyberspace chronotope, researches point to diverse social spaces responsible for the research building. In addition to this, hypermodern times act at the same time in those spaces, resulting in many studies about problems focusing on the use of technologies in the language teaching. The social voices axiologically composed about reading and writing in a technological context are in dialog and they stimulate a critical reflection about the role of technology in the social and educational scope.

This doctoral research aims to propose ways of adapting the Genre Pedagogy from the Sydney School to the context of Technical Integrated Courses offered by IFRN regarding their English Language subjects. For this reason, the work is anchored in the studies derived from the Genre and Register Theory (MARTIN; ROSE, 2007; 2008; ROSE; MARTIN, 2012; ROSE, 2015b; 2017a; 2017b), and, consequently, the concepts of Systemic Functional Linguistics (HALLIDAY, 1978; 1993;1994; HALLIDAY; MATTHIESSEN, 2014). This study also consists of a qualitative documental and bibliographical research (NUNAN, 2008; MENEZES ET AL., 2019). Therefore, the proposal of this work involves the identification of the genres pointed out by official instruments of Brazilian education such as the National Common Curricular Base (BNCC) and the Brazilian High School National Exam (ENEM), which are guiding documents, especially in terms of High School education. Besides, the official discipline-orienting document from IFRN, the Working Plan of the High School subjects (PTDEM), was also analyzed in that sense. The following step is to adequate the identified genres to the English curricular programs in the IFRN integrated courses, and also suggest ideas of relating these genres to the technological axes of the given courses. The data analysis indicates, so far, that the genres suggested by BNCC are separated according to the skills that are supposed to be worked on in the English subject (oral comprehension, oral production, reading, and writing). The results also show that those genres belong to all the kinds of families used in the Sydney School programs and more.

Nowadays, the image has taken, gradually, a strong impact, once the photos and videos has been distributed in different media on an astonishing speed. In this scenario, a short video report or a short story can have a repercussion, either beneficial, or devastating among the young people. Thus, the audiovisual culture is something strongly involved. It can be seen in viral videos around on app with instant messaging, on social networks, on TV and in movies. About the last one, there is known that movies, before filmed, are built from various verbal and iconic texts. Hence as a reference, this research elects, as an object of investigation, the movie genre, short film, and, consequently, some other genres which are constitutive from: synopsis, beat sheet, screenplay and storyboard. which can be used to film the short fiction movie. In general, the study aims to understand the writing process to create and produce a short film in the context of teaching the Portuguese language to high school students. Specifically, our goals, in the research are: 1) Analyze the processes of genre writing that can be used to build the short film genre in classroom contexts of Portuguese language teaching; 2) Discuss the contributions of Literacy Workshops (LW) could offer as work for textual genre that are constitutive of the short fiction film and; 3) Identify forms of intertextuality present in the texts production created for the short film genre performed by high school students. As a theoretical support, we relied on Kleiman (1995; 2000), Oliveira (2008; 2010), Santos-Marques and Kleiman (2019), Cabral (2016; 2019), Bazerman (2006; 2007), Bawarshi and Reiff (2013). Methodologically, we were inserted into the field of Applied Linguistics (MOITA LOPES, 2006. KLEIMAN, 2013), we were guided by the qualitative-interpretative research paradigm (MOREIRA & CALEFF, 2008; MOITA LOPES, 1994), and we decided for the approach known as active research (THIOLLENT, 2003). The resources used for the data generation, were the audio and video recording of the classes developed in the literacy workshops that were taught in 2019 and the film itself. Accordingly to the instruments, the following data were generated: transcription of classes and interviews, the textual genres written to create the short film titled Sara’s Silence and the film itself. The analysis of the data suggests the dialogue between the theoretical foundations and the interpretation made of the corpus; moreover, it also suggests that literacy workshops are a relevant device for the didactic-pedagogical purpose, which, in our case, is the writing process of the constituent genres of the short film genre of fiction. The Work in this last one, also, benefits the student’s critical abilities, as its production requires adaptations guided by reflection on the existing conditions in the school for the film realization and on the texts used to build it.

Historically, reading and writing seem to have their legitimacy circumscribed only to the school institution, to the point that many literacy practices carried out outside it are socially invisible, especially when its agents are also such. However, in the graphocentric society in which we live, the countless forms of interaction established through language are increasingly evident, especially in spaces beyond the school. Considering that we are subjects of knowledge and that our relationships with the world occur through actions exchanged by reading, writing and speaking, this work aims to establish a fruitful dialogue between the literacies constituted in the Scout Movement, in the Group of Scouts of the Sea Alferes Cassiano Martins (GEMACM), and the community in which it is inserted, which is Barreiras, district of Macau, in the interior of the State of Rio Grande do Norte. Inserted in the context of the Ponta do Tubarão State Sustainable Development Reserve (RDSEPT), our general research objective is to understand how literacy located outside the school context can interact with school literacy and contribute to sustainable development in RDESPT. For this purpose, we seek, as specific objectives, to identify types of literacy (re)constructed in Scout activities that enhance a critical education integrated to the environment and reflect on the interrelationships that can be established between formal and non-formal educational agencies, such as schools and the Scout Movement. With a qualitative approach, in this study we take the perspective of socio-environmental research (ALMEIDA; HAYASHI, 2020), from which we developed an Ecoliteracy Project with the members of the GEMACM, starting from an important environmental issue for them and for the other residents, who it is the improper dumping of cooking oil on the reserve's soil. Theoretically, we base the research on Literacy studies (BARTON; HAMILTON, 1993; BARTON; LEE, 2015; DANTAS, 2012; HAMILTON, 2000; KALANTZIS; COPE; PINHEIRO, 2020; KLEIMAN, 1995, 2000, 2006, KLEIMAN; SITO, 2016; MCLAREN, 1977; OLIVEIRA, 2008, 2010a, 2010b, 2016; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014; TINOCO; VALE-SILVA, 2020) and in environmental studies that address issues related to environmental education, sustainability, scientific literacy and ecoliteracy (BOFF, 2016; CAPRA et al., 2006b; CARVALHO, 2014; CHASSOT, 2018; DEMO, 2019; LEFF, 2009, 2015; MASSARANI; TURNEY; MOREIRA, 2005; MORIN, 1999, 2021; SEABRA 2009). From the discussions that emerged from this study, as a result of the actions developed through the Ecoliteracy Project Preserving our RDSEPT: conscious disposal of cooking oil, we were able to infer different events and practices of ecoliteracy carried out by the scouts, such as conversation circles, meetings, internal training, workshops, among others. In the Ecoliteracy Project, such events and practices mobilized a set of knowledge linked to scientific, digital, school, civic, family, critical and ecoliteracy literacy. With this, we highlight the imminent need for integrative actions between formal and non-formal spaces of teaching-learning, in order to establish fruitful dialogues aimed at critical, emancipatory training in favor of sustainable environmental education, thus favoring practices of eco-literacy inside and outside the school space.