Navegando por Assunto "Análise do discurso"

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A abordagem da variação linguística no livro didático: uma análise da coleção português: linguagens, de Cereja e Magalhães (2013)
(2018-02-20) Alves, Josefa Edjane Cordeiro; Guedes, Niege da Rocha; http://lattes.cnpq.br/9891874919262555; http://lattes.cnpq.br/1122387175534706
This study does a qualitative research of the bibliographical type when analyzing as a collection of textbooks intended to the High School – Português: linguagens, de Cereja e Magalhães (2013) – it approaches the phenomenon of the linguistic variation. During the construction of the theoretical reference of this work, we focus on the variation and the issues involved on it, establishing as references the works of Bagno (2002, 2007, 2009), Castilho (2004), Faraco (2004), Lucchesi (2004) and Rodrigues (2004). As our study object has a direct relation with the teaching-learning process of Portuguese Language, in the second section of this work, we discuss the teaching of Portuguese and the role of the textbooks, having as basis, among others, the studies of Antunes (2003, 2007, 2009), Geraldi (1997), Dionísio (2005), Soares (1998) and Travaglia (1996). Starting from the analysis, it was possible to verify that the collection approaches the linguistic variation in a positive way, because of the evidence as a natural phenomenon, refuting, in various spaces, the veracity of prejudiced information which reinforces and reproduces the linguistic prejudice, though it has applied some reproductive expressions of the prejudiced vision which rules in the society and makes people believe in the existence of better and more beautiful linguistic variations than others.
Análise textual dos discursos: representações discursivas de vítima no gênero sentença judicial
(2022-05-27) Nascimento, Yaira Vírnia Souza; Santos, Maria de Fátima Silva dos; http://lattes.cnpq.br/7444891591583206; http://lattes.cnpq.br/8776719902964885
Esta pesquisa trata do tema da representação discursiva em textos de sentenças judiciais. Os principais objetivos do estudo são: 1) Explicar a relação entre as representações discursivas da mulher enquanto vítima e o ponto de vista do enunciador, em função da orientação argumentativa do texto; 2) Examinar o papel das representações discursivas na composição das sequências textuais do gênero sentença judicial, tendo em vista descrever a ação sociodiscursiva visada pelo enunciador: acusar, denunciar, instruir na formação da culpa, dentre outros. Para tanto, a metodologia prevê um aprofundamento do tema, com foco no campo conceitual em que buscaremos situar a noção de representação discursiva, atentando-se, particularmente, para sua abordagem voltada para a construção dos sentidos pretendidos nos textos analisados. Para a construção das representações discursivas, selecionamos as categorias teóricas referenciação, predicação e localização. O estudo insere-se no âmbito teórico geral da Linguística de Texto, mais especificamente, na Análise Textual dos Discursos (ATD), proposta por Adam (2011). Inserida no paradigma qualitativo de caráter descritivo, trata-se de uma pesquisa documental, cujo corpus é constituído por uma sentença judicial relacionada a crimes de violência contra a mulher, no caso em questão, a um crime de estupro.
Argumentação e contra argumentação: um discurso que pode condenar ou justificar
(2018) Santos, Valesca Talita Viturino dos; Silva, Jean Paul d'Antony Costa; Silva, Filipe Lima; http://lattes.cnpq.br/0793640526993320; http://lattes.cnpq.br/3561921480563342; http://lattes.cnpq.br/6830135400465830
The shakesperean play “The Merchant of Venice” approaches concepts and contemplates strategies that pass through the limits of fiction, in the proportion that goes far of the makebelieve, showing situations and conflicts that can do a part of the real life, reffering to a society that gives privileges to the major people, since that in all the play, the jew is underprivileged, by the simple fact of being a jew. This work aims to show clearly the view of each personage has about justice and what this relation brings to the life of each one, as personage of the play. Considering the complexity of all these questions, mainly in the attempt to adjust them to a concept of justice, we appropriate about this narrative moment to bring the true about anti-Semitism, social position, power, prejudice presented by the autor. In this perspective we developed an explain search, trying to ansewer the question: Will justice be done for both parts or just one of the parts, for example, the part more discredited was demaged? In this way we opted for analyse this play into the ambit of the law and philosophy, following the theoretical concepts of authors, like: John Rawls, Platão, Sócrates, Kant, Dworkin, among others. Therefore, in front of the done analyse, we concluded that the initial hipothesis did not concretize, namely, there was justice to both parts, even the protagonist losing all your goods, because the justice was applied according yo to the laws of Veneza.
As contribuições dos gêneros textuais no processo de ensino nas aulas de língua portuguesa no 6º ano do ensino fundamental II
(2018-08-29) Barros, Elizabete Josefa de; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631; http://lattes.cnpq.br/2944534748981011
In the quest to analyze the contributions that the textual genres can bring to the students of the 6th year of elementary school, through observations of a Portuguese teacher's class, this work can present a brief overview of the practices with textual genres in language teaching Portuguese as a didactic tool. In an interactionist discourse perspective, this research is supported by the theories proposed by Antunes (2003), Dolz and Schneuwly (2004) and Marcuschi (2002, 2007 and 2008) who believe in a teaching-learning proposal organized from textual genres, attributing to language and interaction the instrumentalization in the construction of knowledge and in the formation of the citizen, with the general objective of investigating ways of using textual genres as a tool for language teaching. Through field research with a qualitative approach, of exploratory nature, having as observation technique, which allowed an analysis regarding the proposal of the teacher's work and its relationship with the genres. In these practices, it was noticeable that the educator in question was often able to plan good reading times, showing a systematic practice of textual genres through the development of various activities developed in the classroom, contributing to the construction of his knowledge, focusing the appropriation of the students' textual production system.
A (des)construção do ethos do presidente Michel Temer em seu primeiro pronunciamento
(2018-08-22) Araújo, Iara da Silva; Silva, Morgana Soares da; http://lattes.cnpq.br/3406043341655042; http://lattes.cnpq.br/6528900427973341
It is known that each type of discourse has its own discursive constructions (MAINGUENEAU, 2004). Political discourse, despite using discursive strategies to construct an image of itself that pleases its voter, is also influenced by the discursive genre in which it occurs, as well as the support (s), by which it is transmitted, and by the discursive community (political environment), to which he belongs. Thus, ethos is not only a means of persuasion, it is revealed from clues left by the enunciator (MAINGUENEAU, 2005). From this, in our work, we wondered: How occurred the (de) construction of Michel Temer’s éthe in his first pronouncement as president of the Republic? What linguistic resources helped in this process of éthe (de) construction? Moved by this problematization, we aim, in this work, to analyze the process of (de)construction of Michel Temer’s éthe, reflecting on the linguistic resources that helped in this process, we also propose to characterize the pronouncement genre. With this, we believe that the present work is an interesting proposal for the analysis of the discourse, since, in addition to the notion of ethos in the political scope, it also brings reflections about pronouncement genre. Our corpus is constituted by the first pronouncement of Michel Temer, as president of the Republic, on August 31, 2016, published by the official site Planalto, analyzed by the inductive method, in a qualitative research of the bibliographic type (XAVIER, 2010 ). We focus our research on the assumptions of Maingueneau (1997, 2004, 2005, 2010, 2010, 2011, 2016) in dialogue with Amossy (2005), Aurélio (2012), Fiorindo (2012), Heine (2012) and Campos (2007), with regard to the discussions on discursive ethos; Charaudeau (2006) with regard to issues related to political discourse; Marcuschi (2008) and Maingueneau (2004), when dealing with the reflections on discursive genres. We found, through discursive fragments of the pronouncement analyzed, that there was a process of (de) construction of the Michel Temer’s ethos, that is, he had to discard a supposedly negative image to construct another that was accepted by the Brazilians
O discurso “Atravessamos uma época em que é preciso saber ousar e saber sofrer”, de Winston Churchill: uma análise dialógica
(2023-09-18) Campos, Jonatas Barbosa; Silva, Cláudia Roberta Tavares; http://lattes.cnpq.br/0948124881794535; http://lattes.cnpq.br/1876812219296769
Buscando tener un modelo eficiente para denunciar las ideas totalitarias y promover la democracia, analizamos, a través del prisma del concepto de dialogismo de Bakhtin, el discurso “Estamos atravesando un tiempo en el que es necesario saber atreverse y saber sufrir”, del político británico Winston Churchill, en el que ensalzaba la democracia luchando contra el nazismo. De esta manera, intentamos exponer, utilizando un ejemplo ya documentado (en este caso, el de Churchill), información relevante para la investigación en el área de la lucha contra el totalitarismo a través de la retórica. Los principales resultados fueron que la descripción explícita de las características de una dictadura y la defensa de la democracia son elementos esenciales de ese modelo.
Discurso (i)legítimo na BNCC?: contribuições críticas investigativas sobre o documento
(2019-07-19) Silva, Anderson Leandro Gama; Lima, Angela Valéria Alves de; http://lattes.cnpq.br/4075380055242993; http://lattes.cnpq.br/6584540291076388
The present work aims to investigate if there is a presence of illegitimate discourse as a form of discursive manipulation in a document that guides and directs the Brazilian education, the National Curricular Common Base (BNCC). The research collected data through the first version of the document and the approved version, using as a theoretical methodological approach the contributions of Fairclough (1995, 2001, 2003), Chouliraki and Fairclough (1999) and the power relations in this discourse proposed by van Dijk (1997, 2010, 2012) and Falcone (2008). In the light of the Critical Discourse Analysis and with three-dimensional analysis method, we investigate if the BNCC is interspersed with discourses with ideologies prone to affirm inequalities and contribute with an antidemocratic and individualistic world view. On a watchful eye to the rights of learning, and now general competencies of the National Base, we intend that this work contributes in a significant way to clarify doubts and certain insecurities related to the discourse proposed by the document that is part of school routine in the whole country.
Discursos, concepções e percursos teórico-metodológicos na formação inicial de professores de língua inglesa
(2019-01-23) Souza, Salvia de Medeiros; Pereira, Sônia Virginia Martins; http://lattes.cnpq.br/1673025156495316; http://lattes.cnpq.br/7735115241100407
The present study is attached to researches about the initial formation of foreign language teachers, as well as to researches in the field of Dialogical Discourse Analysis. The research which led to this study aimed to analyse how the institutional and teacher discourses reflect theoretical and didactic-methodological conceptions demonstrating, in the discourse of students, the initial formation of English language teachers. The theoretical coordinates that support the reflections in this analysis have their origin in the dialogical studies, highlighting the following concepts: concrete utterance (BAKHTIN, 2015a; BRAIT; MELO, 2005), heteroglossia (ZANDWAIS, 2009; FARACO, 2009), dialogism (BAKHTIN/ VOLOCHÍNOV, 2014; BAKHTIN, 2015b; FIORIN, 2016), axiology (VOLOCHÍNOV, 2013; FARACO, 2009) and reported speech (FARACO, 2009). This research is based on a qualitative-interpretative approach and it was configured as a documentary analysis allied to the case study of the Letras Português/ Inglês Course of UFRPE / UAG, which included the identification, verification and examination of documents and the application of data collection instruments to achieve the aims of the research. The conclusions point out that the official discourse of the High Education Institution (HEI) could be more punctual in the study of theoretical-methodological and didactic-pedagogical conceptions for the teaching of English language and articulate the linguistic and pedagogical spheres of knowledge on language. The university professors could articulate their repertoire of knowledge on the English language to their teaching in order to influence the construction of the teaching repertoire of the students and these latter need to seek autonomy in relation to the development of their language proficiency or develop more refined communicative skills, besides the pedagogical deepening for their practices as English teachers.
Efeitos Discursivos da Linguagem Humorístca no Gênero Stand-up
(2018-07-25) Lúcio, Gabrielli da Silva Melo; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631
This paper has as objective analyses, using a qualitative analytical methodology, the discursive effects of a humorous genre that has been highlighting in the last years, The Stand-up Comedy; One of the most recent ways of do humor in Brazil. Based on the theories of Pêcheux (2009) and Orlandi (2010), considering the theoretical aspects of the French Discourse Analysis, we focus on the conditions of production of the said and unsaid discourses, as well as on the varied effects of sense found in the stretches of the Stand-up shows produced by the humorist and presenter Rafael Bastos. We noticed through analysis, that the genre carries in its discourses strong ideological loads that are camouflaged purposely through of the unsaid discourses, because of inviability of being totally uttered. Such derision are based on the values and relationships that society shares, constituting what many call black humor. Thus, the need arose for a study about the genre in its linguistic, social and ideological foundations.
Ensino da produção de texto: o caso do livro didático “Ápis-letramento e alfabetização”
(2018-08-31) Lima, Magda Vitória dos Santos; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/0023535792004826
The present work is an analysis of the approach developed for teaching textual production in a textbook from elementary school's 3rd grade. We aim to: Identify proposed writing activities in the textbook; Investigate whether these activities involve the writing of different textual genres; Observe whether these activities thoroughly describe all composing elements of the proposed textual production context and whether they promote deeper reflection on those elements from students; Analyse whether these activities go through all different steps for textual production: planning, storming ideas and text revision. In order to get a better grasp on our object and analyse the data, we based our studies on the work of Leal and Brandão (2007), Silva and Melo (2007a; 2007b), Leal and Melo (2007), Soares (2004), Dolz and Schneuwly (2004) and Antunes (2003), which largely discuss on textual production activities and how to teach writing. The present work developed what can be classified as a documental research, as suggested by André and Ludke (1996), and quanti-qualitative (that is, simultaneously, quantitative and qualitative) as suggested by Malhotra (2001). The analysed textbook was Ápis: Letramento e Alfabetização, which is used on the majority of schools in the city of São João-PE. We analysed all 11 activities specified on the section dedicated for textual production while verifying how work was developed for this branch of teaching. The data analysis showed that, despite the fact that students were asked to produce different genres and were exposed to examples of these, the situations proposed for production, in their vast majority, did not represent real writing practice, they only had didactic purposes. Also, the activities do not supply enough information and orientation on the characteristics of the genre for production, as well as on how to develop the theme, how to plan the writing itself and how to revise and edit the final text. We conclude that the analysed book does not hold textual production teaching practice as seen in the literature of the field, which ultimately incurs on poor motivation and support for writing. In this case, teacher's intervention becomes essential, as an alternative to modify and complement proposed activities available in the textbook.
Ensino de produção textual: análise de livro didático de ensino médio
(2019-01-17) Barbosa, Marillya de Moraes Monteiro; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631; http://lattes.cnpq.br/4089003711471508
The present work had the objective of doing a descriptive analysis of activities of textual production of a High School of Portuguese Language in textbooks, verifying how the pedagogic proposal contributed to the writing of students. Considering that the textbook is one of the main pedagogical methods used in the Portuguese language classes and that the teaching of writing is directly connected with the development of the communicative competence of the students, we seek to establish a relation between the practices of teaching of writing suggested by the textbook and the developing literacy of the individual. Based on Choppin (2004) and Fernandes (2010), we conceptualize and define the characteristics and importance of the textbook. We agree with the teaching of writing based on the concepts of text genre presented by Marcuschi (2005), Bakhtin (1997) and Souza (2011) and of literacy addressed by Soares (2009) and Kleiman (1995). Concerning the teaching practices, we brought the studies of Antunes (2003 and 2009). An analysis of a chapter of the textbook "Portuguese: Context, Interlocution and Sense", by the authors Maria Luiza M. Abaurre, Maria Bernadete M. Abaurre and Marcela Pontara, which deals of the textual production of the short story, genre checking how it approaches this issue if and the proposed activities contribute to the didactics of the teacher and the student’s literacy. s verified that in the teaching of writing the book presents proposals of activities that contribute to the written literacy of the students besides offering an interactionist conception of language, presenting a social contextualization of the texts used, with interpretation activities that approach diverse language aspects, being a relevant source of information and training for students and an important didactic support for teachers.
Entre insígnias e brasões: a construção do Movimento Armorial sob a ótica do Diário de Pernambuco (1970-1974)
(2024-10-04) Soares Júnior, José Benedito; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/2171560150857240
This research aims to analyze the dissemination of the Armorial Movement in the publications of the newspaper Diário de Pernambuco (DP), in the city of Recife, from 1970 to 1974. Using the newspaper as the source and object, the goal is to identify how the DP disseminated and represented the Movement Armorial in its editions and also address the role of the subjects involved in disseminating the Armorial Movement, their social positions and the state support given to this cultural manifestation. The data for this research was collected in the Hemeroteca Digital, on the National Library website, using the word ‘armorial’ as a filter. Data analysis showed that the discourses produced by the DP are similar to the state discourse in the cultural scope. This discourse aspires to portray the Armorial Movement, especially the Orquestra Armorial de Câmara do Recife as a manifestation that represents the roots of Brazilian culture.
Estudo dos operadores argumentativos no gênero reportagem
(2018-08-30) Nascimento, Sheila Silva do; Lima, Angela Valéria Alves de; Lima, Emanuelle Camila Moraes de Melo Albuquerque; http://lattes.cnpq.br/0470905904340465; http://lattes.cnpq.br/4075380055242993; http://lattes.cnpq.br/9602004490850911
This research aims to discuss the use of argumentative operators in political reports, seeking to answer if there is impartiality in the published texts and whether the use of argumentative operators was used as a form of adherence or manipulation of the reader, by the author. We will base our study on Koch (2000, 2002 and 2003), Parreira (2006) and Orlandi (2000).These studies deal with the use of argumentative operators in the text, not only as a grammatical element, but also from the semantic point of view (Koch and Parreira) as well as the theory that studies the influence of the relations of power in the adhesion of the opinion of the other before the text (Orlandi). As results, we hope to reinforce the importance of recognizing the role of each argumentative operator within the text, analyzing the context in which were employed and the author's intentionality behind its use.
Um estudo sobre o gênero textual notícia sob a perspectiva do letramento social, do letramento escolar e da retextualização no ensino fundamental
(2019-04-26) Souza, Cristiane Galindo Gonzaga de; Ogliari, Marlene Maria; http://lattes.cnpq.br/2205083696463820
The current discussions about the teaching of languages, particularly about the teaching of the Portuguese language, have led us to emphasize two present theoretical-methodological trends: the conceptions on literacy and the theory of text genres. Thus, based on both these conceptions, our purpose in this paper is to implement a study concerning literacy and retextualization in Basic Education, making use of “news” as our focal text genre. We aimed at developing the skills of writing production and writing comprehension, through pedagogical activities of retextualization, carried out in classroom context, with students of the 6th grade from an elementary school. These students were regularly registered in a municipal school in the outskirts of the city of Garanhuns - PE. Our theoretical basis included the works of Soares (2004; 2008), Marcuschi (2007; 2008; 2010), Kleiman (1985; 1995; 2007; 2008; 2010), Tfouni (1995; 2010), Carvalho (2014), Rojo (1998; 2009), Terra (2013), PCN (1997), Silva (2007), Santos e Carvalho (2012) e Dickson (2018). In order to achieve our general purpose, we developed a field research (MARCONI and LAKATO, 2011), with a qualitative approach (NEVES, 1996), from a daily social practice, involving the subjects of this study. These subjects actually share the everyday experiences of all social groups who belong to a graphophonic society, where members usually hear or read the pieces of news and, afterwards, retell them during their social interactions. By means of an assessment, realized to find out how much the subjects already mastered, out of our proposed text genre, we complemented the characteristics of the selected genre, so as to propose a few pedagogical activities of retextualization. With exception of the writing production, related to the first and to the last activities, for the other tasks, we proceeded with the following sequence: reading; comprehension of local or regional news, which had been experienced by the students at that moment, and then these students, acting as reporters, were asked to convey to us the same piece of news, in written form. We were able to observe, out of the analyses and discussions we had previously conducted, that deriving from a social literacy, that is, from the amount of knowledge which the student already has, uses and masters of a particular text genre, as well as the contents, experienced by the students, and based on the extra linguistic-text-discursive knowledge that we have managed to offer them, a clear improvement in the learning process of the Portuguese language in fact took place. Such improvement has become evident through a gradual higher similarity with the actual studied genre, not only in the written mode of the language, but also in relation to its linguistic-text-discursive use, also necessary and expected for a successful accomplishment of students‟ formal school literacy.
Estudos sobre língua, literatura e ensino
(EDUFRPE, 2019) Sedrins, Adeilson Pinheiro; Lima, Rafael Bezerra de; Albuquerque, Emanuelle Camila Moraes de Melo; Santos, Eudes da Silva
Apresentamos, neste livro, trabalhos apresentados na III Semana de Letras da Unidade Acadêmica de Garanhuns da Universidade Federal Rural de Pernambuco (III SeLUAG – UFRPE) e do I Seminário de Estudos Linguísticos e Literários Aplicados ao Ensino (I SELLAE). Esses eventos, realizados no período de 3 a 7 de dezembro de 2018, na UFRPE/UAG, em Garanhuns, Pernambuco, foram frutos da iniciativa de professores e alunos do curso de licenciatura em Letras da referida Unidade, com apoio do Programa de Mestrado Profissional em Letras da UFRPE. Após um hiato de quatro anos, o curso de licenciatura em Letras da UAG, por iniciativa do Grupo de Estudos em Teoria da Gramática (GETEGRA), retomou a sua Semana, com o objetivo de promover espaços de produção e divulgação do conhecimento, envolvendo seus alunos e professores em atividades científicas, acadêmicas e culturais. O tema da III SeLUAG, “Novos desafios para o ensino de língua e litera tura: diversidade, pluralismo teórico e formação de professores”, buscou discutir os desafios para a docência na área de Letras na contemporaneidade, com vistas a provocar reflexões e produzir ações concretas em prol de uma melhoria do ensino básico e superior, que se mostre inclusivo, democrático, plural e, por isso, mais justo e efetivo. O I Seminário de Estudos Linguísticos e Literários Aplicados ao Ensino (I SELLAE) foi promovido pelo Mestrado Profissional em Letras da UFRPE/UAG – Profletras –ocorrendo dentro da programação da III SeLUAG, com o objetivo de promover atividades para a discussão da formação docente, no âmbito da Linguística, da Literatura e da Educação. Ao todo, a III SeLUAG e o I SELLAE foram constituídos por 4 mesas-redondas, 3 conferências, 1 sessão de pôster, 14 minicursos, 19 sessões de simpósios temáticos e atividades culturais promovidas em diferentes momentos da programação. Foram cerca de 115 trabalhos aprovados para apresentação e 250 inscritos. Este livro reúne trinta e três trabalhos apresentados durante os dois eventos, que estão divididos em seis seções temáticas: Estudos em teoria e análise linguística; Estudos do texto e de gêneros textuais; Estudos em Análise do Discurso; Estudos sobre o ensino de Literatura; Estudos em Literatura; Estudos sobre o ensino de língua. O objetivo desta obra é divulgar os resultados de pesquisas realizadas por pesquisadores e professores, a fim de promover, junto ao leitor, novas reflexões sobre a língua, a literatura e o ensino. (Texto extraído da apresentação do livro).
As formas da função acusativa em cartas de amor do Sertão Pernambucano: entre variação e tradição discursiva
(2019) Silva, Antonia Caroline Alves da; Ataíde, Cleber Alves de; http://lattes.cnpq.br/4301066659702331; http://lattes.cnpq.br/3875671872212548
This paper aims to investigate the forms of reference to the interlocutor in the accusative function, in love letters written in the 1950s. As for the analysis material, we used a corpus composed of 22 love letters written by non-illustrious people of the Pernambuco hinterland, 21 missives narrated by a male letter writer and 1 letter written by a female letter writer, previously collected by the members of the project Para a da History of Brazilian Portuguese - Pernambuco Regional Team. For that, we are based on the theoretical-methodological orientations of Historical Sociolinguistics and the concept of Discursive Traditions. Methodologically, we identified the contexts of occurrence of accusative forms of reference to the interlocutor, obtaining a total of 64 data, distributed as follows: 58 occurrences of the clitic, 4 data of him and 2 record of you. Regarding the selected factors, namely, the relation between the accusative and the subject, as well as the position of the accusative, we obtained the following results regarding the first factor: i) in relation to the letters in which the tu appeared as an exclusive strategy, the clitic was categorical with 18 dice; ii) the missives with exclusive use of you were recorded alternating forms accusative te, you and you presenting 9, 3 and 2 data, respectively; iii) in the cards with variable use of you and you, the clitic te was also the most productive strategy, with 24 dice rather than one occurrence of the clitic him; iv) in contexts without reference to the second person, the clitic figured you as a categorical strategy, presenting 7 data. Regarding pronominal placement, we obtained 50 data on proclysis and 14 data on enclysis. Regarding the contexts favorable to the pronominal placement of the accusative postponed to the verb, we recorded the following cases: i) beginning of sentence; ii) infinitive verb. Thus, our research meets what Lopes et al. (2018) state that, observing that you entered the 2nd person paradigm effectively as a subject, however, in the other syntactic functions, it suffers some resistance, since we observe the predominance of the clitic in the analyzed missives, regardless of the type of subject employed. In addition, we observed the preference for placing the accusative in the pre-verbal position, which meets the results obtained in studies on the same phenomenon (SOUZA, 2014).
Generalização e particularização como efeitos de sentido: uma análise de duas capas do Jornal O Globo sobre o processo de impeachment de Dilma Rousseff
(2019-02-05) Mendonça, Moacir Japearson Albuquerque; Gomes, Juliene da Silva Barros; http://lattes.cnpq.br/2570720500233989; http://lattes.cnpq.br/2414704183137814
This research aims to analyze, in the light of Discourse Analysis (AD), the effects of generalization and particularization, in two covers of the O Globo Journal that coincide with two manifestations in March 2016, occurred during the impeachment process of then President Dilma Rousseff. Based on the concepts of ideology, discourse, subject (PECHEUX, 1969) and discursive materiality (PECHEUX. M; FUCHS. C, 1975), we will focus on the journal cover genre (AGUIAR, 2010), from a multimodal perspective (MAINGUENEAU, 2015; LEEUWEN, 2011) where verbal text, comprised of the headlines and texts of cover calls, and non-verbal calls, comprised of the photographs and catoon, are part of a text-discourse whole (BARROS, 2003) in our analysis. We understand that analyzing these Effects of Sense (POSSENTI, 2009) and others that may be constituted in the statements, we can identify or suggest the ideological matrix of the vehicle. We conclude by the effects of sense revealed in the data that, although the newspaper O Globo seeks apparent neutrality and impartiality, trying to show the two manifestations in an exempt form, the discourse of the newspaper can be affirmed as pro-impeachment, from the explicitation the linguistic choices and the configuration of the other constituent elements of the samples of the genus under analysis. This allows us to think about the role of print media and to rediscuss the concepts of neutrality and impartiality of the media in general, provoking reflections on its role in political processes.
Os gêneros textuais no livro didático do ensino médio: uma análise da coleção trilhas e tramas
(2019) Silva, Mayara Laryssa Turbano dos Santos; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327
This monograph has as object of study an analysis of genres present in the Textbook of Secondary Education - Language Collection “trilhas e Tramas”. As a theoretical foundation for the realization of this monograph with some authors, Rojo (2015), Volmer and Ramos (2009), Santos and Marlow (2018) and Filho, Oliveira e Fonseca (2019), Silva and Lucena (2018), Marcuschi (2002 ), Ritter (2015) and Vilarinho e Silva (2015). Our goal surrounds the investigation of the role of the school and the government, before the selection of the Textbook and which used teaching strategies, according to the same selection of genres. This research was divided into four parts, the first State of the Art, which reports three works of different authors, to compare and to support the foundation of this work. The second part comprises the theoretical chapter with concepts and theories about the genres with reference to guiding curriculum documents, the NCP, BNCC and Textbook. The third part is the methodology used to carry out, characterized by a literature search and document the criteria and categories. Finally the fourth part comprises the analyzes and the Textbook, the methodology for its presentation regarding the elect genres of both oral and written mode and favorable and unfavorable points of their approach.
Implicações pedagógicas em atividades no livro didático de língua portuguesa
(2019-07-11) Miranda, Jéssica Paranhos de Lucena; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631
The teaching of Portuguese Language constantly brings reflections and positions so that the teaching and learning process can be implemented in an innovative way through methods and techniques aimed at the evolution of education. In this context, this study aims to present the implications of the process of teaching Portuguese by textual genres through reading in a Textbook. Among the authors that stand out on this subject is Irandé Antunes, who exposes implications in the classroom for writing, speaking, grammar and especially reading, providing the thought that the teaching process should be unique. Thus, the methodological process is through a qualitative research with exploratory and explanatory methods as theoretical basis in the conceptions of Irandé Antunes (2003), which contextualizes methods to combat the existing implications. The analyzes were performed in a 6th Grade Textbook, which identified reading implications that consolidates the existence of care with the development of activities that do not benefit the teaching and learning process, thus confirming that there are implications in textbooks still in contemporary times even with the constant educational strategies to effect a quality education.
A importância da Linguística Forense na identificação de autoria em crimes de ameaça
(2023-04-25) Assis, Sérgio José de; Soares, Inaldo Firmino; http://lattes.cnpq.br/0543042624198336; http://lattes.cnpq.br/2637740965039357
El presente trabajo busca analizar y traer reflexiones sobre la importancia del Análisis del Discurso, especialmente en lo que se refiere a la Lingüística Forense y su contribución al esclarecimiento de casos de delitos de lenguaje. Para ello, se utilizó como base la teoría de la Semiolingüística, propuesta por el teórico Patrick Charaudeau, con la ayuda del lingüista forense Welton Pereira e Silva. La metodología utilizada en el trabajo fue la investigación bibliográfica, con un enfoque cualitativo y descriptivo-expositivo y para ello se seleccionaron algunos textos del género carta y/o mensajes con contenidos amenazantes y, a partir de estos textos, observando las características lingüísticas, intentará llegar al autor, imputándole el tipo delictivo con ayuda de la sociolingüística. Considerando que el Curso de Letras es indispensable en la formación de lingüistas, es necesario pensar, entonces, en la simplificación del lenguaje jurídico como política lingüística de materialización del acceso a la Justicia, uniendo así el Derecho al mundo del Análisis del Discurso.