Navegando por Assunto "Linguística"

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Academia de Belas Artes Pernambucana: análise da tradição e da conexão nos telegramas do diretor Joel Francisco Jaime Galvão
(2023-04-12) Brito, Bianca do Carmo Pereira; Gomes, Valéria Severina; http://lattes.cnpq.br/8893406062883304; http://lattes.cnpq.br/0536837940481312
Este trabajo, mediante el análisis de 60 copias de telegramas del director de la Escuela de Bellas Artes de Pernambuco, el ingeniero Joel Galvão, entre los años 1936 y 1941, pretende sacar a la luz los recursos de unión y los temas más frecuentes en la escritura de este género, según el corpus seleccionado. Se parte de los presupuestos teóricos del modelo de Tradición del Discurso, expuestos en Kabatek (2006), Gomes y Iapechino (2008) y Peter Koch (2021), así como de la concepción de género textual de Carvalho (2005) y Bezerra (2017) y de la perspectiva de la Lingüística Textual, basada en las investigaciones de Antunes (2005), Oliveira y Cavalcante et al (2020) sobre la cohesión. El género textual será analizado en las dimensiones temáticas y los recursos lingüísticos de conexión, que configuran formas tradicionales de decir propias de la naturaleza telegráfica. El análisis temático nos permitió darnos cuenta de que los telegramas tenían temas más comunes, en su mayoría, como felicitaciones, peticiones y agradecimientos. También se observó, desde el punto de vista textual, que los telegramas realizan conexiones menos complejas para la construcción de su significado. Tales hallazgos corroboran el propósito del género de ser objetivo y simple. Debido a esta característica, abdica del uso de variedades de conexiones y exige más de su lector, desde el punto de vista de la coherencia.
Análise de construções linguísticas topicalizadas nos parágrafos de texto dissertativo-argumentativo das redações do ENEM
(2021-08-23) Arruda, Alícia Auxiliadora Nunes; Vicente, Renata Barbosa; http://lattes.cnpq.br/2541553913706614; http://lattes.cnpq.br/2163868464264435
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.
Aspectos descritivos e sócio-históricos da língua falada em Pernambuco
(EDUFRPE; FACEPE, 2015) Sedrins, Adeilson Pinheiro; Sá, Edmilson José de
“Carlinda me falou que tu não falou a sua mãe a respeito disto”: a variação teu/seu no paradigma de segunda pessoa do singular em cartas de amor interioranas do século XX
(2021-02-24) Silva, Rodrigo Selmo da; Ataíde, Cleber Alves de; http://lattes.cnpq.br/4301066659702331; http://lattes.cnpq.br/7786094799532332
The present study aims to analyze the variation of second-person possessive in Brazilian Portuguese teu/tua/seu/sua and to investigate whether the agreement with the personal pronouns tu and você in the position of subject is established. Our corpus consisted of 153 personal letters from the 20th century, in the subgenre love letter, which are part of the computerized text bank of the Pernambuco Linguistic Documentation Laboratory (LEDOC). Data analysis focused on both linguistic and socio-pragmatic aspects of that variation, based on the theoretical assumptions of Historical Sociolinguistics (CONDE SILVESTRE, 2007) and Variationist Sociolinguistics (LABOV, 1972). The discussion of our findings also relied on assumptions of Discursive Tradition (KABATEK, 2006) as well as of theories that deal with the study of the relationships established in the interaction between the correspondents, such as, for example, the theory of Power and solidarity (BROWN AND GILMAN, 1960) and Theory of Politeness (Brown and Levinson, 1987). In the analysis, only the extralinguistic variable gender was controlled. Regarding the linguistic variables, the following categories were selected: the position of subject, the classification of letters, filled and unfilled subject, the semantics of the possessed element, the position of the possessive in relation to the noun and the compositional structure of the letter. As a result, in the 153 letters from Pernambuco, we identified 319 occurrences of the analyzed phenomenon, which are distributed in 202 occurrences of seu and 117 of teu. It was also verified that there is agreement between the forms tu-teu, você-seu and that, from the 90s, the forms você-seu are almost unanimous in the corpus. From the control of the filled and unfilled category of subject we identified that already in the 90's, the teu still shows resistance when você are in the unfilled category of subject. We also observed that women tend to preserve the canonical forms tu-teu. Regarding the compositional structure of the letter, we identified that the possessive of seu next to the Farewell Section and the P.S. formed a Discursive Tradition. With regard to the control of the semantics of the term owned, this variable was not relevant in the variation of the possessives. Finally, the control of the variable position of the possessive in relation to the term possessed showed that, in Brazilian Portuguese, the possessives of the second person occupy the pre-nominal position.
Ensino de conhecimentos linguísticos e documentos oficiais: Uma análise comparativa entre o Currículo de Pernambuco (2012) e a Base Nacional Comum Curricular (2017)
(2019) Mourato, Maria Alidia Gondim; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921
Education is primordial in the process of transformation of the individual through the interpretation of the world which we live. In this context, some measures are taken to provide to the student access to the quality education, among which should point to official documents, such as the Brazilian Curriculum Parameters (PCN), National Education Guidelines and Bases Law (LDB), Common National Curriculum Base (BNCC) and State Curriculum (PC / PE), among others, such documents are fundamental for the development of quality education. However, this Course Conclusion Paper aims to evaluate two of the documents cited previously, such as the Base (2017) and the State Curriculum Parameter (2012). It is worth noting that the choice of the years of each document to be evaluated was given by the observation that the state curriculum referent to the same year of the Base is a reproduction of that, since it is a function of the states to adapt the BNCC without causing losses to the reality experienced by each region, thus, observing the changes over the years in the official documents, we have a comparative analysis through the existing linguistic knowledge in the curriculum. Therefore, the objective is to analyse in a comparative way the State Curriculum (2012) and the BNCC (2017) from the implementation of linguistics in the classroom. We highlight that the methodology used for the elaboration of this TCC was documentary analysis, in which through the reading it will be possible to understand the use of the primary text to enrich this work. The Curriculum bring with them the concern with providing students with the possibility to learn according to their reality, so the adequacy of BNCC by states is of paramount importance, once it corroborates significantly to the success of the Teaching and Learning.
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.
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).
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.
Insidiosidade na retórica discursiva hitlerista: linguagem, discurso e poder
(2019-02-08) Abreu, Lorrayne Johanson de; Lima, Cristiano Soares de; http://lattes.cnpq.br/6931282608444674; http://lattes.cnpq.br/5349668147615825
Considering Adolf Hitler’s “legacy” regarding World War II (WWII), this research, based on French Psychoanalytical Discourse Analysis (hereafter DA), aims at analyzing one of Hitler's speeches, addressing Hitler’s Youth in September 1934. Observing the conditions of production of such discourse and also the rhetorical-discursive strategies of the speaker, it is possible to note different interdiscourses (and their distortions) among other theoretical elements approached by the DA Field. Once ideas “escape” to the enunciating subject, according Pêcheux (1997) and Orlandi (2009), it deems necessary to conduct a brief background history check on Hitler and then check whom were his words pointed at, since the meaning of ideas can change depending on who is using them. Since the discourse, in essence, results in acting upon the other, as the speaker seeks to make the interlocutor think, say and act according to the will of the former, this research aims at shedding some light and analyzing exactly such point. In this regard, this research discusses how a population seems to have been motivated to engage on WWII through distorted and extremist discourses, and also by the use of certain ideologies spread by someone who happened to be a skilled leader and speaker. Thus, we intend to perform (and contribute to) discussions on discursive choices and their functioning; on how the discourse can reveal more than desired by the subject (which may leave marks which may reveal unconscious traits); and on what effects of meaning each of the parts of the discourse bring.
“Maria eu observei nas palavras que mandastes dizer na carta que tu ainda duvidas do meu amor, mas você não tem razão de assim se expressar”: a variação dos pronomes pessoais Tu e Você em cartas de amor rurais do sertão pernambucano
(2018) Lima, Tallys Júlio Souza; Ataíde, Cleber Alves de; http://lattes.cnpq.br/4301066659702331; http://lattes.cnpq.br/6686116967696807
This work aims to present the results of research on the variation of the use of TU ~ VOCÊ in the syntactic position of subject in letters of love produced in the 50s and 70s by two nonillustrious couples from a rural community of the semiarid of the Pernambuco State. In order to analyze the alternation of the treatment forms, we consider the theoretical-methodological contribution of Historical and Variationist Sociolinguistics, aiming to verify the performance of the following factors: category of fulfillment of the filled and unfilled subject and the agreement paradigm between the syntactic elements Subject -Verb (SV). In the quantitative analysis, we were able to indicate: the productivity of the treatment form VOCÊ/TU (LOPES AND CAVALCANTE, 2011), used as a strategy of referring the second person of the discourse. We also identified the preference of executing the pronoun VOCÊ in a filled category, in the two decades observed, some peculiarities in the use of the traditional pronoun TU and the gradual increase of use of the innovative form (VOCÊ) over the years. Considering the agreement paradigm, we can see that, in the remaining documentation for the analyzed period, signs of the current subsystem of treatment used in the state of Pernambuco have been already present: TU/VOCÊ use with average agreement level (SCHERRE et al., 2009; 2015 and 2018).
Processos referenciais em conversas de um grupo de Whatsapp
(2018) Silva, Aparecida Juliana da; Ranieri, Thaís Ludmila da Silva; http://lattes.cnpq.br/9800015399149501; http://lattes.cnpq.br/6760503859861442
In this work, we propose to analysethe referential processes constructed in conversations of a WhatsApp group, in the interest of approaching the various theories, emerged in Textual Linguistics, to the everyday interactive manifestations of daily life, spontaneously produced by their speakers. With this, thinking of an amplified conception about what we defend by text, we look for the investigations in the WhatsApp app environment, whose place, through its several tools, has been highly conducive to the elaboration of communicative multimodes inside the same one conversation. We recognize that the communicative sophistication is not limited to written text (FÁVERO et al, 2000), nor even to a single textual modality (DIONÍSIO, 2007). In this way, we aim to analyse, with attention, the performatization of the referential elaborations (KOCH, 2004; KOCH; ELIAS, 2006) in our locus of analysis with a view to the unstable categorical perspective of the referenced discourse objects (MONDADA; DUBOIS, 2003). Together with these discussions, we relate,when possible, these assumptions to the new conceptions of text (CAVALCANTE, 2013; CAVALCANTE, CUSTÓDIO FILHO, 2010), revealing, since the first contact, the representativeness of cognitive processing together with the sharing of ideas negotiated in a specific speech community. We also observe the deic constructions from the use of emojis that refer to the location of referents in relation to the discursive space of the participants involved in the interaction (CAVALCANTE, 2000; CIULLA; MARTINS, 2017; OLIVEIRA; SILVA, 2017).We worked with a corpusthat was constituted of prints from conversations of the WhatsApp Família Pereiragroup,of which we are members, confirming, thus, the expressive relation of the sociocognitive processes of language, in the essence of referential constructions, besides proving the need to expand the notions about text.
Sobre as raízes conservadoras dos falares brasileiros
(1980) Silva, Ítala Maria Wanderlei da
No atual estudo procurou-se evidenciar o caráter conservador dos falares brasileiros, ainda não estudados, adequadamente, pela linguística dialetológica. A necessidade de uma documentação científica desses falares, justificou-se pelo fato de que, com o progresso e expansão dos centros urbanos, tem havido uma tendência crescente à nivelação linguística e conseqüente descaracterização das peculiaridades regionais da linguagem
As tradições discursivas nos subgêneros das cartas pessoais pernambucanas
(2019) Melo, Helder Aquino de; Gomes, Valéria Severina; http://lattes.cnpq.br/8893406062883304; http://lattes.cnpq.br/8011190970214247
El presente artículo tiene como objetivo analizar las tradiciones discursivas identificadas en los subgéneros de las cartas personales pernambucanas de los siglos XIX y XX, correlacionando la historicidad de la lengua y del texto. El enfoque de las tradiciones discursivas se hace de acuerdo con las nociones de proximidad y de distancia comunicativa (KOCH, ÖESTERREICHER, 2013) y con la propuesta de Longhin (2014), siendo trabajadas, de modo cualitativo,las dimensiones de la tradicionalidad temática, composicional y de los modos de decir. En cuanto al análisis de las dimensiones de las tradiciones discursivas, además de Longhin (2014), se toman como base los estudios realizados por Koch (1997), Kabatek (2006), Andradey Gomes(2018) y Gomes (2014). El corpusse compone de 185 cartas personales pernambucanas, dividido en 29 cartas personales del siglo XIX y 156 cartas del siglo XX, subdivididas en 38 cartas de amigo, 59 cartas de amor y 88 cartas de familia. De ese corpus se tomaron 20 ejemplos para el análisis de cada dimensión tradicional discursiva.Los resultados de este análisis, aunque preliminares,muestran que las tradicionalidades temáticas, composicionales y de los modos de decir revelan las especificidades de los subgéneros de la carta personal
Variação linguística em sala de aula: prática pedagógica dos professores do ensino fundamental do 1° ao 5°ano
(2019) Alves, Vanessa Severo Viturino; Santos, Renata Lívia de Araújo; http://lattes.cnpq.br/7009377945244623; http://lattes.cnpq.br/4274053084954371
It is known that the linguistic variation shows the way to talk of each individual or social group, however, despite this linguistic diversity reflects the culture of a people, many times is discredited because it differs from the standard norm, which is more widely accepted, since, it has a high social prestige. This work is entitled ―Linguistic variation in the class: pedagogical practice of elementary school teachers from 1st to 5th grade‖, therefore the research searched to ask the following question: How is being worked the linguistic variation in the classroom? So we have the aim to analyse the way how the linguistic variation is worked in the Portuguese language classes. In this perspective we developed a qualitative search, by interview and necessary observations for the data collection. We followed by theoretical concepts of authors, among the most cited are: Bortoni-Ricardo e Marcos Bagno, and some contributions from PCN of portuguese language. In front of the obtained results, we concluded that the majority of the interviewed teachers, despite recognizing the importance of the linguistic diversity, they make judgements, namely, that they focus in your answers the right and the wrong, and making it clear that the student writing is influenced by speaking, therefore it does not divert from the standard norm.
Variação linguística no ensino de língua portuguesa: um olhar do professor de séries do fundamental II
(2019) Soares, Vanessa Silva; Santos, Renata Lívia de Araújo; http://lattes.cnpq.br/7009377945244623; http://lattes.cnpq.br/5882565782735492
During the whole process of teaching languages, from the first schools signed in Brazil guided by the Jesuits, there was a didactic supported by the correct use and the norms of these languages, which was not different when the Portuguese Language enters the school curriculum, supported by manuals made by teachers of the Pedro II College. The normalization of language, for teachers, was for years and years the correct way to learn and speak the language, without space for variations of this. Only recently, in just over twenty years, with the arrival of federal documents aimed at the teacher, such as the PCNs, does Portuguese language teaching begin to be seen in a more interactive way, linking this teaching to the students' daily lives and no longer to an erudite and unreachable language. There were processes in the undergraduate courses that sought to change the vision of the new teachers as to the language in which they use and that later would be their object of work, so that the students could see their speeches in a non-inferiorized way, stating that what they speak It's Portuguese, yes. With this, the objective of this study was to present a study about the importance of linguistic variation in basic education, specifically in elementary education II, with the collaboration of teachers participating in this level of education, through written interviews with six of these teaching professionals from two schools in Serra Talhada-PE. The results show a new context in the teaching practices of Portuguese Language, which aims at a heterogeneous room with respect to its language