This research is aim at understanding to what extent the teaching staff identity of Portuguese teachers from a state public school, in the city of Campo Alegre - AL, interferes with the practices of (multi)literacy developed by these teachers in their classes and add (or not) to the construction of critical literacy. To this end the theoretical assumption of the Critical Discourse Analysis - CDA Faircloughiana was used, which comprehends the identity as a social construction, conditioned by the relation of power and hegemony. In terms of the multiliteracy notion, we take as a basis the discussions of Rojo (2012), whom the multiliteracies contribute to the transgression and subversion of the relations of power that are generally established by the hegemonic society, to enable the student to a critical stance and to aim the construction of a transforming practice. Therefore, with a qualitative, ethnographic-discursive approach (MAGALHÃES, 2000), from a historical-social order (FREITAS, 2003), is searched, by the questionnaire application, semi-structured and class observations, to map the identities that are being constructed discursively by the teachers around themselves while Portuguese teachers; to identify the discourses about (multi)literacy that basis the teaching practice from the teachers who participated in the research and to reflect in what extend the reading and writing practice developed in the classes contribute for the critical literacy from the students. In the research completion, it is expected to emphasize that the critical discourse analysis, through critical literacy, assumed as reading and writing practice directed by the power relation and ideological discourses, can exhibit these situations and establish a discoursive changing as new configurations of social practices.

Colonization promoted a series of impositions on Latin America concerning language, religiosity, culture, and history as a whole. As a result, there is a distance between sister nations, such as Brazil and other Latin American countries, due to linguistic differentiation, where Brazil is the only country with Portuguese as the official language. Consequently, this has led to a lack of belonging of Brazilians to Latin America, as additional languages chosen for didactic-pedagogical work in school curricula are usually English rather than Spanish, for instance. Considering this and aiming to bring students closer to their Latin American identity, this master's research aims to analyze the perception of students from a 4th-year class in Integrated High School with a focus on Mechanical Engineering at the Federal Institute of Alagoas (IFAL), Campus Maceió, on social themes such as machismo, beauty standards, and native peoples in Spanish language teaching, through the lens of critical literacy and decoloniality theories. The theoretical foundations used for this research were Duboc (2015), Janks (2016), Jordão (2016), and Freire (2014) for critical literacy; Quijano (1999), Bernadino-Costa (2015), Grosfoguel (2019), and Walsh (2013) for decoloniality; and Moita Lopes (2009), Pennycook, and Makoni (2019) for applied linguistics. The methodological approach employed was action research (THIOLLENT, 1986), and the data were collected through the development of thematic lessons, questionnaires, textual/discursive productions of participants (memes, infographics, and curiosity cards), WhatsApp reports, and reflective diaries from the teacher/researcher. Finally, these materials were analyzed qualitatively, prioritizing the description and interpretation of the data. The analysis revealed that the combination of critical literacy and decoloniality approaches, along with the mentioned genres, provided a more inclusive and engaged education, fostering active student participation in the proposed activities. The research revealed the importance of addressing social issues in the classroom, using pedagogical practices that encourage reflection and critical consciousness.

The educational scenario for deaf people has represented an important area of activity
for Translators/Interpreters of Libras and Portuguese (TILSP). At the same time, this
scenario is constituted by them and constitutes them through the dialogic relationships
established between the "self and the other" (Bakhtin, 2011). In this way, this paper
seeks to reflect on the constitution of identities (Hall, 2004; Moita Lopes, 2002; Luz and
Souto Maior, 2018) of TILSPs who work in the early years of elementary school in a
public school in Maceió. The discussions are anchored in the qualitative approach of
Applied Linguistics (Moita Lopes, 2006) and Implied LA (Souto Maior, 2022), based
on the Bakhtinian enunciative-discursive conception of language (Bakhtin, 2003, 2006,
2011; Volochinov, 2017) in dialog with studies in the area of deaf education and translation and interpretation of Libras (Lacerda, 2009; Tuxi, 2009; Nascimento, 2013, 2018). The study's approach is qualitative (Lüdke; André, 1987) and the methodology adopted to construct the data was ethnographic research (Oliveira, 2013; André, 2013), consolidated from the application of semi-open questionnaires, narrative interviews and observations of the practice of TILSPs in the context analyzed, recorded in the researcher's reflective diaries. The analysis procedure followed the methodology of data triangulation and interpretivist analysis (Moita Lopes [1994], 2019; Souto Maior, 2022) of networks of meanings in relation to TILSPs; positions on the practice developed in the educational space. The study thus sheds light on the important role played by TILSPs, especially in primary education. Through the discussion on affective responsiveness, the existence of complex identity constitutions was observed, which imply multiple functions attributed to professionals due to the current educational reality, requiring them to move into the field of pedagogical action, aiming to make the teaching and learning process of deaf students effective.

Oral language has been evidenced in the students' written productions, through different varieties of the standard taught in Portuguese Language classes. These changes commonly come from the relationship and dynamism existing between language - spoken and written - and social practices. Therefore, this research proposes to analyze and discuss, based on the assumptions of sociolinguistics, the existence of Topic Constructions presented as realizations in oral and written texts by Basic Education students in public schools in Maceió. From this consideration, we seek to understand the topic in textual productions found in regular activities in the school environment; in addition to verifying whether or not there is influence of orality in the standard language; as well as establishing the relationship between these linguistic constructions and their permanence over the course of several school years of the students, and, with this, contributing to the demystification of a homogeneous language teaching by considering the understanding of the possible variations applied in each context of production , collaborating for a consistent study, through the maturation of the students' linguistic skills, through different experiences at school. This work takes as theoretical and methodological support the Theory of Variationist Sociolinguistics (cf. LABOV, 2008 [1972]) and theoretical support of Educational Sociolinguistics (cf. BORTONI-RICARDO, 2004); its basis is centered on studies of topic ideas pointed out by Li & Thompson (1976) and discussed by Pontes (1987) who addresses and classifies these constructions. The methodology applied for the development of this study starts from an investigation through laboratory experiences of written and oral textual productions, in which the research collaborators were students of the 9th year of Elementary School and the 3rd year of High School, of the sex/gender male and female, all students from two public schools and residing in the city of Maceió. The result of the research indicates that Elementary School students from School 1 present a greater amount of Topic construction in relation to texts produced by High School students from School 2; in relation to the sex/gender variable, the female manifests a smaller amount of the phenomenon, but in greater variety than the male. There are indications that the higher the level of education, the less use of topics will be, as there are fewer records of these constructions in the productions of High School collaborators. Therefore, it is clear that the study of this phenomenon is relevant, because in addition to reflecting the linguistic diversity of Brazilian Portuguese, it can be observed that in the institutional environments analyzed, the presence of topics in the texts of collaborators points to a language with prominence of topic and subject , in which there are two different constructions, which makes it possible for students to study one more instrument regarding the conscious use of the language.

The importance of initial teacher training in distance learning is undeniable as it focuses on preparation to meet the demands of responsive-active professional practice (Bakhtin, 2011) of students in training regarding teaching and learning (Geraldi, 2014; Zozzoli, 2016) in the distance modality (Moore, 2002; Maia, 2007; Belloni, 2008), in a contemporary educational context, characterized by fragmentation (Hall, 2006, 2014) complexity and fluidity (Bauman, 2001). Based on the field of Applied Linguistics, in this research, we aim to reflect on the identity construction of the Portuguese Language teacher in initial training in the Distance Learning modality of the Literature/Portuguese course at the Federal Institute of Alagoas to work in this modality, based on the field of Applied Linguistics (Moita Lopes, 2006; Fabrício, 2006; 2017; Souto Maior, 2022). For this study, we worked in a virtual classroom with the aim of mediating experiences from a dialogical perspective (Souto Maior et. all, 2020; Zozzoli, 2012), based on the dialogical conception of language (Bakhtin, 2011; Bakhtin/Volóchinov, 2014) that would provide a reflection on pedagogical practices, which stimulate teaching knowledge (Tardif, 2014; Pimenta, 2006, 2012) in distance learning, thus contributing to the construction of teaching identity. As methodological assumptions, we assume a qualitative perspective, of an ethnographic nature with an interpretative nature (Triviños, 1987; Flick, 2009; Oliveira, 2008), using the action research method (Flick, 2009; Barbier, 2004; André, 1995). The construction of data took place through the application of questionnaires, forums, individual Moodle and WhatsApp chats. In this way, the linguistic-discursive practices of these educational environments, specifically in the case of individual chats, forums, the consignment genre (Luz, 2017; Luz, Souto Maior, 2019) and the questionnaire, allow us to analyze the construction of teaching identities , since the utterance is a product of social interaction and reflects/refracts socio-historical changes. In this process, we highlight mediation, which we call implied dialogic between teacher and student, which is characterized by a participatory, integrative and responsive-active bias. These reflections instigate a rethinking of teaching training and knowledge, as well as pedagogical practice in language teaching, especially work with discursive genres in distance learning.

Rhetorical meanings arising from a tragic reality have been the reason and inspiration for writing sensitive and unique productions about it. This is the sinking of four neighborhoods in Maceió-AL, caused by the petrochemical company Braskem, when exploiting rock salt ore underground in the region, when it forced more than one hundred thousand families from their homes. This thesis aims to analyze the speech of this company in the Advertising Reports released in the media through the Series “Understand what Braskem has been doing in MACEIÓ”, from August 2020 to December 2021, arising from the situation generated by you. In this work, a linguistic-interpretative comparison is assumed, treated in the light of the New Rhetoric, understood as the art of persuading through discourse, which is why it is found in the corpus under analysis, among other rhetorical subjects that praise the argumentative categories that constitute the rhetorical system, in a written language modality. This thesis focuses on Critical Discourse Analysis to (re)unveil, through the anchoring between verbal and non-verbal language, the makeup of Braskem's institutional discourse, and on Textual Linguistics, the identification of the genre - advertising report, and the its weave to create effects of persuasive meanings through the language in use. The methodology follows the qualitative approach (Flick, 2009; Oliveira, 2008), as it focuses on the study of the acquisition of knowledge in process and not on obtaining it as a product, with special attention to the choice of documents, access and their analysis (Godoy, 1995). In this way, by intertwining discursive arguments with images, whose objective is to manipulate the reader to blunt the true meaning of Braskem's aid spell-actions, it is clear that the company's ethos is mobilized by the structure/composition of the logos/discourse of concern about that situation. The theoretical constructs that provide the basis for this work are those of Aristotle (2010), Barthes (1996, 2002), Durand (1974), Ferreira (2020), Fiorin (2014, 2015), Fairclough (2001), Perelman and Olbrechts- Tyteca (1996), Santos (1999, 2004), among others. The research is relevant not only because there are no studies on the tragedy caused by the extraction of rock salt ore to thousands of residents of four neighborhoods in Maceió-AL, but also because it articulates the categories of the New Rhetoric - agreement and arguments, with the of Critical Discourse Analysis – enunciation, ideology, memory, historical context, and with Textual Linguistics, unknown and interpolated by the anchoring of text and images. It points out, based on the analyzes and reflections, that the use of linguistic-discursive elements contributed to the utterances about the sinking of the neighborhoods of Maceió-AL, in addition to persuading and masking a reality marked by the institutional power of petrochemicals, by language (re/ un)veiled.

This research seeks to outline the sociolinguistic profile of speakers from the quilombola community Serra das Viúvas/Água Branca-AL in relation to the variation of tu, você, ocê and in the subject position in quilombola speech, with the aim of verifying the frequency of use of variants that represent the second person singular. This study also aims to observe whether there is interference from social and linguistic factors in the variation; verify whether the relationship between interlocutors influences linguistic choice; and check whether the data collection methodology interferes with capturing the variants tu, você, ocê and cê. To develop this research, we used the theoretical and methodological assumptions of the Theory of Linguistic Variation and Change (Labov, 2008[1972]), which deals with the variable uses of language and works with the conception of heterogeneous language, assuming that the language is not static, but variable, influenced by linguistic and social factors. We also use the Theory of Power and Solidarity (Brown; Gilman (2003 [1960]), which deals with the use of treatment pronouns, postulating two characteristics that exist in societies, power and solidarity, and the form of treatment used by the speaker is determined by the relationship between the interlocutors in a given communicative situation. We use (Faraco 2017 [1996]) and (Lopes; Duarte 2003) to explain the process of linguistic change faced by the pronoun vossa mercê to the personal pronoun você. To understand the variant linguistic behavior of tu with agreement, tu without agreement, você, ocê and cê in Brazil, we resorted to the sociolinguistic mapping carried out (Scherre et al. 2015) and (Scherre; Andrade; Catão 2020-2021). In this work, we used two samples from the same speech community, one collected in 2016 with the traditional Variationist Sociolinguistics collection methodology and the other collected in 2022 with a dialogue collection methodology between two informants. To obtain the results, we used the computer program GoldVarb X (Sankoff; Tagliamonte; Smith, 2005). In our study, we first analyzed a sample collected in 2022, we carried out three rounds to better investigate the variation. Thus, after delimiting the dependent variable tu, vocêand cê, we delimited the independent variables for research, namely, age group, sex/gender, education, type of relationship between speakers, relationships between sexes, relationships between groups age pronominal parallelism and determination of the referent. According to the results, the variant most used by quilombolas is você, but there is also the use of the variant tu without agreement and cê. We did a round that included the variants tu and você, in which we found that the conditioning variables for the alternation were education, type of relationship between speakers, sex/gender, pronominal parallelism and relationships between age groups. In the round that analyzed você and cê, only the variable type of relationship between speakers was considered statistically significant for the variation. In the analysis of the second sample, the variations tested were sex/gender, age group, pronominal parallelism and determination of the referent. According to the results, there were few losses of the variants tu, você and cê, however, the occurrences of você are more frequent than tu and cê, in this analysis no variable was considered statistically significant. Finally, we carried out an analysis of the collection methodologies, interviews between documents and informants and dialogue between two informants, and confirmed that the appropriate model for capturing second-person singular variants is the dialogical interview model between two informants.

Esta dissertação empreende uma leitura sobre as obras poéticas Transposição (1967), de
Orides Fontela, e Denso e leve como o voo das árvores (2015), de Renata Pimentel. Os
objetivos nucleares consistem em sondar e apreender os pontos de intersecção entre as duas
poéticas, antevendo como a segunda toma a primeira como elemento de alteridade, bem como
procura balizar o que cada poética determina dentro dos seus domínios. Nesse sentido, a
poesia de Orides se estabelece nos campos das abstrações, da simbologia e da condição
fenomênica do ser/existência, o que nos permite circunscrevê-la no que se denomina poesia
filosofante; com Renata, deparamo-nos com versos debruçados sobre as sutilezas das
concretudes da matéria e do corpo, via “cruzos” e “encruzilhadas” (aliados a saberes
ancestrais, cujo apoio teórico se faz pelos estudos de Simas e Rufino, 2019). Isso se dá no
movimento das similitudes por intermédio da responsividade ao “grande tempo” da literatura,
em que vemos laivos da poesia de Fontela na de Pimentel, dando-se, assim, o liame dialógico
pelo traço da filosofia. Em face disso, este estudo se vale, metodologicamente, da Literatura
Comparada, com foco na Antropofagia Cultural de Oswald de Andrade, a qual se institui, com
maior relevo, mediante a alteridade. Esses fatores de orientação são respaldados pela
Geopoesia (SILVA JR, 2020; 2021), empreendendo a imagem das flâneurs e o mecanismo
analítico da etnoflânerie, viabilizando-nos assimilar os movimentos discursivos e
pensamentais que as vozes instauradas nas poéticas em cotejo manifestam. Tais aspectos
situam este estudo na Crítica Literária Polifônica, que se arqueia perante a inteireza da vida de
homens e de mulheres por meio do desassossego histórico e social, muito clarividente no mal-
estar das civilizações e nos recessos da colonização. As arestas dessa perspectiva encontram
sustentação na teoria bakhtiniana (BAKHTIN, 2002; 2020), movendo conceitos nevrálgicos
para a investigação dos objetos artísticos aqui aferidos. Também consideramos as
contribuições teóricas de Jean Cohen (1974) e Hugo Friedrich (1978). Esses compassos nos
levam à estética do caos, que toma a matéria poética para responder ao mal-estar da cultura
pela palavra, pela imagem e pela ação artística, aludindo aos contornos multifacetados da arte
e às condições existenciais de suspensão, fragmentação, inquietação e transcendência
histórica dos indivíduos.

Este trabalho tem como principal objetivo analisar a relação entre a narrativa literária de feição fantástica e a história da ditatura militar no Brasil (1964-1985) na obra Sombras de Reis Barbudos (1972), de José J. Veiga. Focalizamos a relação “entre campo e cidade” (CANDIDO, 2011) nesse romance a partir do olhar do narrador sobre a invasão da urbe (com todo seu aparato técnico e cultural) nas pequenas comunidades do interior brasileiro. Tal problemática se mostra explícita no contraste entre a invasão das tecnologias e práticas urbanas nas cenas, costumes e falares regionais característicos do interior brasileiro e/ou, mais especificamente, goiano, lugar onde o escritor nasceu e viveu boa parte de sua vida. Inserimos este romance no seio da narrativa goiana do século XX que pensa e escreve a história do Brasil desde seu interior agrário, tropeiro e sertanejo, mesmo que por um viés mágico ou fantástico (no esteio do boom latianoamericano). Consideramos o constante e complexo movimento dialético e dialógico entre literatura, cultura, narração e paisagem, esta última construída não apenas em seu aspecto visual, mas a partir de nuances que interagem com os sentidos humanos e sua memória, de modo a cooperar para o reconhecimento de uma cultura que é invadida pelo outro e pelo seu modus operandi autoritário. Assim, evidenciamos como o narrador – uma criança – consolida-se na obra de 1972 enquanto instância ético-estética (BAKHTIN, 2006) fundamental no trânsito entre história do Brasil e história-contada pela ficção, de modo a garantir que a arte se apresente enquanto produto de responsabilidade histórica. Com Angel Rama, analisamos o fenômeno da transculturação, explícita no romance. Sigmund Freud e Italo Calvino oferecem ferramentas teórico-críticas para discutirmos os conceitos de mal-estar na cultura e leveza, despontados deste livro-alegoria de um regime político experimentado em toda a dimensão do território nacional (não apenas na fictícia cidade de Taitara). Para refletir sobre a dialética campo e cidade, recorremos a Antonio Candido e Alfredo Bosi. Já Agostinho Potenciano Souza, Samira Campedelli e Antonio Arnoni Prado são vozes da crítica especializada em José J. Veiga às quais nos somamos. No campo da teoria narrativa, dialogamos com Walter Benjamin e quanto à narrativa histórica e à história do Brasil, Marcos Napolitano (2014) e Demian Bezerra de Melo (2012) comparecem como nomes centrais de nossa perspectiva. Esta pesquisa, portanto, visou apresentar uma leitura sobre liberdade e leveza, contra o peso do mal-estar e do autoritarismo, a partir de um romance goiano dos anos 1970.

Noting the spread of the new coronavirus globally, the World Health Organization (WHO) declared an international emergency. In view of this scenario, one of the strategies of the Brazilian State was to regulate (Decree No. 10,316, of 04/7/2020). With the aforementioned Decree, the Brazilian State regulated the “Emergency Aid”, affirming the importance of this aid for maintaining the needs of workers, especially workers affected by massive unemployment. This dissertation aims to contribute to the study of the contradictions in the neoliberal discourse on “Emergency Aid” and its meaning effects in different discursive formations. The corpora (COURTINE, 2009) was composed of discursive sequences (SD) extracted from Decrees about emergency aid. In order to analyze the circulation of meanings about the referential expression on screen, SD were formulated based on articles published in the media and on the website of a union representation that represents workers, the Central Única dos Trabalhadores (CUT). The period considered for the selection of materials was April to September 2020, specifically the days after the publication of the aforementioned Decrees. The analysis has shown that, by responding in an emergency with the "Emergency Aid", the Brazilian State simulates that it is effectively contributing to facing the country's social inequalities, while its responsibility for unemployment, informality and the precarious living conditions of A large portion of the population is silenced, both in official discourse (SILVA, 2015), and in the media and trade union space.

Is it possible to carry out a reading based on the critical dystopian principle in a genre that is not part of the literary tradition of critical dystopia? This is one of the questions that motivated the construction of this dissertation. In order to identify whether the Mafalda series establishes dialogues with critical dystopia and how the development of these dialogues is built within the narrative, through humor and irony. For this, I use as an object of study the series Mafalda, published by the Argentine humorist and comic artist Quino between 1964 and 1973, and which is diluted in the collections Toda a Mafalda, which brings together in a single volume all the strips officially published in the period mentioned, and Mafalda Inédita, who brings the strips that were censored and not officially published. To this end, my research is essentially structured on the theoretical postulates of Alves-Costa (2021); Baccoline and Moylan (2003); Barbieri (2017); Eisner (2005); Lima (2021); Moylan (2016); Queiroz (2012); Queiroz (2017); Ramos (2017); Ramos (2010); Survin (2015) among others. This study counts as a methodological procedure a bibliographic research, which allows the investigation of a theme from the material already published. To analyze the possibility of a reading of the Mafalda series from a critical dystopian perspective, firstly, it breaks with the patterns followed so far by verifying the existence of this critical dystopia in a genre different from the one traditionally studied, secondly, it provides an opportunity to verify the performance of this textual form under different perspectives from the usual and indicates that the reflexive effects promoted by critical dystopia are enhanced through the structure of comics, essentially characterized by the simultaneous use of verbal and non-verbal texts.

The basic color terms were defined based on criteria proposed by the anthropological linguists Berlin and Kay (B&K) in 1969, and resulted in the following colors also called focal colors, like in Portuguese: white, black, red, green, yellow , blue, brown, purple, pink, orange and gray, terms that constitute, according to the authors, the universal semantic of color and appear in a gradual order, in which white and black head this order and purple, gray, pink and orange an ultimatum. Each of these terms constitutes the best example of each color category as they name those categories. There is a possibility that the number of terms is different between the languages, but there are indications of a universal sharing of repertoire related to colors that necessarily vary between 2 and 11 terms mentioned above. Although the debate over categorization of basic terms for heads is wide with oral languages, as evidenced by recurrent studies in Kay (1975); Kay & McDaniel (1978); Kay, Berlin & Merrifield (1991); Kay & Maffi (1999); Kay & Regier (2006); Kay & Regier (2007); Taylor, J.R. (1995); Davies & Corbett (1994), we still have little information related to sign languages (cf. Zeshan & Sagara, 2016, with the main studies on color terminology in sign languages). In this sense, this research intends to verify if in the Brazilian Sign Language there are restrictions and the universal repertoire of color proposed by the B&K Theory about categorization of basic terms for colors, as well as to compare if there are traces of divergence and convergence with Portuguese - This is a comparative descriptive behavioral study, in which these two languages of different modality will be investigated. The proposed study is something continuous in Brazil, because above all it intends to make use of behavioral tasks with a broad behavioral sample from the description, survey and analysis of data based on the theoretical-methodological requests of Hollman and Uuskula (2012) and Hollman (2010). Two tasks were carried out: one for naming and the other for listing colors; and two analyses, a general one, which considers all participants, and a reduced one, with an equivalent number of participants between languages. The results of the general analysis indicated that the basic color TBCs were more salient in both languages. Primary and secondary color groupings were also found, except for the terms brown and pink in Libras. The reduced analysis, with a smaller number of participants, confirmed the salience of the TBCs, but with some differences in relation to the general analysis, such as the increase in the highlight value of the pink and beige colors in Portuguese and the decrease in the number of distinct terms in Pounds. The results confirm the salience of TBCs and identify the best examples of these color terms in both languages.

The GPS (Global Positioning System) or Global Positioning System is a mechanism that allows finding geographic positions and uses a voice produced by speech synthesis to provide guidance commands and instruct listeners. Because it is an instruction, the speech of the GPS fits the Theory of Speech Acts, more specifically in the directive acts, which aim to make the listener perform the action given by the speaker. Some studies point to the important role of prosody in directive speech. Intonation, for example, has the function of differentiating directive speech acts in communication (SANTOS, 2010; GOMES DA SILVA, CARNAVAL & MORAES, 2020), since different elements of the physical correlates demonstrate different attitudes of the speaker ( QUEIROZ, 2011). In general, systems that use speech synthesis have no problems with respect to the segmental level. However, studies have shown that they are still flawed at the prosodic level (TAYLOR, 2009). The present study proposes to analyze and describe the intonation patterns of directive speech produced by GPS systems and compare them with the human voice. To achieve this objective, the corpus of analysis will use 20 sentences from Google Maps, 20 sentences from Waze and the realization of these sentences by a native female participant of Brazilian Portuguese. Acoustic analysis and description of intonation patterns will be performed using a procedure performed by Almeida (2017), with the scripts AnalyseTier (HIRST, 2012), Momel/Intsint (HIRST, 2007) and ProsodyPro (XU, 2013), together with the PRAAT and a statistical test will be applied using the R software.

ABSTRACT

The native people in Brazil are affected by several discursive events. Since the invasion, such events would be responsible for angering the native nations until the present day. The discourse on the Xukuru-Kariri indigenous people has always been crossed by the political field, since 1790. With the approach of the church and the construction of the city, in the indigenous territory, the Xukuru-Kariri peoples are losing space and the process of taking over indigenous land causes the urban area to grow. The research, the result of which is presented in this dissertation, was responsible for identifying the discourses that affect the originary people and their territory in the historical course. It takes as a starting point the legend of the foundation of the city of Palmeira dos Índios, a text produced by Luiz Barros Torres, which in turn is an attempt to mitigate the native peoples, hide and disguise the scandals involving the elites of the municipality, it is a historical mark of the ideological relationship between non-native versus native. The text works as a discourse of domination that, however peaceful it tries to erase reality from history, mobilizes memory and through repetition generates a process that regularizes the discourse of the narrative. This regularization is necessary to guarantee the seizure of native lands by the powerful in the municipality. In which a small part of the territory is destined for the subsistence of 10 villages of the Xukuru-Kariri people, it is believed that he is responsible for the attempt to dominate the originary people, whom resist various forms of intervention in the historical course.

The discourses of modern society are supported by processes of physical and symbolic violence that affected/affect, above all, the condemned of the land (FANON, 2003) who suffer the impacts of colonization, materialized in a modern coloniality that maintains the structures of power, knowledge and being, resulting in the denial and even erasure of these bodies and minds in time and space. In this context, the school assumes a fundamental role in the formation of a critical and reflective individual, with the aim of seeking social justice and transforming life. Based on this understanding, I developed this master's degree research with the objective of analyzing the critical reflection of the research participants in reading, writing and discussion activities in Portuguese, based on Critical Literacy and Decoloniality practices, through pedagogical workshops with the genres Poetry Slam and Photo denunciation that served as a support for the discussion about themes of social relevance such as racism and economic vulnerability. The research was carried out in a 3rd year high school class, from a state public school, located in the peripheral region of the city of Palmeira dos Índios - AL, between the months of August and December 2022. Theoretical and methodological premises used in this research were: Vilaça and Araújo (2019), Duboc (2016), Janks (2016), Kleiman (2010), Freire (2014), on Critical Literacy; Quijano (1999), Bernadino-Costa, Maldonado-Torres and Grosfoguel (2018), Mota Neto (2016), Walsh (2013) and Moreira Júnior (2021), on Decoloniality; Moita Lopes (2009), Pennycook and Makoni (2019) and Fabrício (2016), on Applied Linguistics. Furthermore, considering that this research started from pedagogical practices that contributed to the improvement of the locus, it is, therefore, a qualitative action research (TRIPP, 2005; THIOLLENT, 1986). After analyzing the data, it was possible to verify that the work with the Poetry Slam and Photo denunciation genres favored the discussion regarding the themes of racism and economic vulnerability, as it contributed to a critical attitude of the participants, both in the interviews and in the written productions. I therefore highlight the change of perspective, the feeling of empathy, the search for social justice, knowledge of the rights and duties prescribed in the Federal Constitution (1888), among other elements that contribute to a transformative practice (TILIO, 2021).

The Brazilian Sign Language (Libras), as a living and pulsating language, carries with each meeting of the deaf the existence of the particular experiences of their localities. The occurrences of variation in the signs of Libras occur at several levels, making the development of research in the area a necessity. Thus, the justification for this investigation lies in the need to identify and describe the occurrences of variation in Libras, since this type of study can further enrich the understanding of the multiplicity of signs of this language, which is the majority among Brazilian deaf people. We were specifically interested, as a general objective, to analyze the kerological and lexical variations that occurred in 14 signs taken from the linguistic corpus contained in the databases of the REDE SURDOS projects, from the Federal University of Ceará (UFC), and LIBRAS NA UFAL, from the Federal University de Alagoas (UFAL), institutions in the Northeast region of Brazil linked to the Corpus Libras/UFSC Project, which is building a National Inventory of the Brazilian Sign Language (INDL).We are based on the Variationist Sociolinguistics of William Labov (2008), dialoguing with other authors in the area such as Coelho, Souza and Görski (2015), Bagno (2017), among others. Discussions about Libras are supported by classics in the area such as Ferreira Brito (1995) and Quadros and Karnopp (2004), and researchers such as Castro Jr (2011), Mendonça (2012), Machado (2016).  As it is a quantitative and descriptive research, the methodological assumptions are based on Corpus Linguistics (ZAVAGLIA, 2004; KNIGHT, 2011), which include the documentation of linguistic data, their description and data recovery for linguistic analysis purposes. The analysis focuses on the linguistic and extralinguistic factors of variation in Libras, with the objective of verifying three defined variables: gender (men and women), age group (young, adults and elderly people), region (Fortaleza and Maceió). The results showed occurrences of internal and external variations to the investigated groups, configuring the presence of variants and idiolects, in addition to the influence of sociolects in the studied signs. This research tries to contribute to the knowledge about Libras, being able to serve as a basis for the development of other researches in the area.

This work argues that there is an interface between verbal and non-verbal language
in argumentation and in the constitution of meaning in the political debate genre,

uttered by discursive enunciators. Thus, it focuses on the analysis of verbal and non-
verbal elements that act in dialogue with objects of discourse in the aforementioned

genre. For this, the relationship established between the referential processes and
the gestures performed by the candidates in the establishment of referents was
observed, how the non-verbal ones helped in the promotion of textuality alongside
the verbal aspects and how the non-verbal elements acted in the argumentative
process in this genre in relation to referencing. In this sense, textual studies were
approached, based on considerations on Textual Linguistics, trajectory, object of
study, characteristics and precursors; it was referencing, tracing a theoretical course
from the initial studies on reference to its constitution as a phenomenon, highlighting
its study categories; conversational studies were discussed, turning to the
characteristics of Conversation Analysis, its origin, definition and characteristics, as
well as its object of study, conversation; considerations were made about interaction,
an approach to non-verbal elements and their study categories, bringing a specific
section to deal with gestures. Furthermore, the existing relationships between verbal
and non-verbal aspects were discussed, in addition to the interrelationship between
TL and AC. As a theoretical reference, it had the contributions of Fávero and Koch
(2012), Koch (1997), (2004) and (2013), Barros (2017), Marcuschi (2003), (2010) and
(2012), Custódio Filho ( 2011), Santos, J. (2018), Cavalcante, Custódio Filho and
Brito (2014), Lima (2003) and (2009), Mondada and Dubois (2014), Koch and Elias
(2010), (2015) and (2016) ), Cavalcante (2000), Oliveira (2007), (2012) and (2021),
Santos, M. (2007), Kerbrat-Orecchioni (2006), Rector and Trinta (1999), among
others. The research follows a qualitative approach, based on Cajueiro (2013),
Bauer, Gaskell and Allum (2015) and Flick (2009). The data were analyzed under the
interpretative, subjective and flexible scope, also with the contributions of Rose
(2015), Myers (2015) and Loizos (2015). The corpus consists of clippings and image
captures of political debates on television on the Band and Record TV networks, from
the second round of the 2014 presidential elections. The selection of these debates
was made considering the smaller number of participants. Transcription into writing
was based on the rules adapted from Preti (2000) and Marcuschi (2003). The
analyzes showed the relationship of congruence existing between the verbal and
non-verbal aspects, the importance of non-verbals in the constitution of objects of
discourse, as well as of the senses, through gestural clues, as well as for the
argumentation based on the established semantic functions. The relevance of the
work is due to the fact that it presents interfaces between verbal and non-verbal
language for the construction of meaning in the televised political debate, with
extension to other areas of knowledge.

Brazilian popular songs provide an opportunity to investigate the figuration of indigenous peoples and their cultural criticism, creating a panorama and proposing the expansion of their studies. Contextualized in the convergences of the fields of Cultural Studies and Critical Utopian Studies, this thesis aims to generate new theoretical postulates of such representations. For that, I analyze in the Brazilian repertoire its poetic discourses and thematic and imagery recurrences. Having as starting points mapping, reading and listening to and analyzing the corpus, formed by seven songs related to the proposed theme and selected from a wider survey of 80 songs launched between 1960 and 2022, I elaborated 3 analytical axes addressed in an interconnected way: 1. indiofuturism; 2 gender representations and 3. relations with the land. Thus, I postulate the concept of indiofuturism, based on Bloch's (2005) theories on utopianism, the concepts of hybridity and cultural third place (BHABHA, 2003), as well as on American Afrofuturisms (DERY, 1994), indigenous futurism (DILLON, 2012) and Brazilian anthropophagy (ANDRADE, 1928; ANDRADE, 1924). In the introductory chapter I discuss the basic concepts of the thesis. In the second chapter, I focus on the songs “Um Índio” (1977) by Caetano Veloso, “Xondaro Ka'aguy Reguá” (2020) by Kunumi and “Tubi Tupy” (1999) by Lenine and Rennó, whose analyses lead to the proposal of the concept of indiofuturism. In the third chapter, I approach the figuration of the indigenous woman, by studying "Indígena futurista" (2022), by Katu Mirim, and "Mãos Vermelhas" (2019), by Kaê Guajajara, from the perspective of Gender Studies, seeking similarities and differences between theories of intersectionality (CRENSHAW, 1986; LUGONES, 2014; ANZALDÚA, 2016; MENDOZA, 2016) and community feminism (PAREDES, 2010; 2015; 2018). In the fourth chapter, I propose a scrutiny of environmental issues and outline dialogues between the concept of bem viver (as systematized by Acosta, 2016), which is based on the philosophy of indigenous peoples and ecofeminism, and the songs “Serpente-Mulher” (2021), by Suraras do Tapajós, and “Amor de Índio” (1978), by Beto Guedes (1978), focusing on the ways in which the aforementioned fields of study intertwine with the idea of ancestry. The works of Canclini (2008), Krenak (2020), and Wisnik (1989; 2019) are used throughout the analytical path, as they raise problematizations that permeate the thesis. The results of the analyses demonstrate that indiofuturistic songs are guided by indigenous worldviews that oppose capitalism and the Anthropocene. From this critique, I conclude that indiofuturism is not linked to linear time, but to ancestral conceptions of spiral time. In addition, the analyses are in line with the principles of bem viver which, as an especially important concept in Latin America, has close ties to the local indigenous peoples. These peoples' social and environmental claims and struggles are present in these compositions, instigating us to explore new strategies for inhabiting Pacha Mama and Abya Yala in respectful coexistence with others life forms, based on ancestral knowledge. This thesis contributes to the expansion of the postulates of the areas of study mentioned above, by proposing indiofuturism, which is a theoretical approach still in development in Brazil.

The 1964’s Civil-Military coup in Brazil constituted a severe and abrupt stoppage in the construction of a democracy process and therefore produced the silencing of many voices. As from january 24th of 1968 every cultural and artistic production begins to be regulated by the AI-5. In that context, any kind of expression against the State was forbidden. The meanings were censored, silenced, excluded, so that they would not move the obvious. "Chico Buarque" was part of a generation of MPB (Brazilian Popular Music) composers that embraced a more popular place of speech: the songs began to take on the body of an engaged politics, within the university movements. The political voice of "Chico Buarque" demonstrated a revolutionary element in the artistic production produced at that historical moment. Chico creates and produces music of resistance, in an attempt to dodge censorship when he changes his name, using a heteronym: 'Julinho da Adelaide'. With this strategy, some song lyrics passed through censorship without major problems. The songs by "Chico Buarque" were banned only because they bore his signature. Nowadays, his songs have been rescued and updated in the discursive memory in the latest Brazilian electoral disputes. We can identify the discursive memory causing a movement of meanings proper to the production of "Chico Buarque". In this doctoral thesis the main objective is to demonstrate how the proper name "Chico Buarque" constitutes itself as a discourse of resistance that operates in the political actuality of Brazil. The corpus of this thesis has a precise cut: songs from the time of the Brazilian civil-military dictatorship. The theoretical-methodological foundation that underlies this work is the Pêcheutian Discourse Analysis, with support in historical materialism and articulation with Lacanian psychoanalysis. "Chico Buarque" sang the resistance yesterday. "Chico Buarque" sings the resistance today because his music is to be read today, because it is the expression of a protest that is renewed in Brazil today, because it is a discursive event. Michel Pêcheux teaches us that the discourse of resistance is the result of the process of domination in class society. Where there is domination, resistance is ipso facto. Chico Buarque's songs resurface as protest and resistance songs to mark a historical moment of struggle, of refusal to the conservative discourse. Just as Marx enables us to think that the revival of the songs today would be to rescue, to borrow a war cry and to update a past.

Key words: Chico Buarque. Proper name. Meaning effects. Resistance. Speech event.

Este trabalho tem por objeto as relações dialógicas entre textos graciliânicos e textos bíblicos,
investigando de que modo o estudo do livro sagrado do cristianismo influenciou a formação
de um intelectual descrente, considerado um dos mais importantes escritores brasileiros.
Apesar de se declarar ateu desde a juventude, é conhecida a irônica predileção de Graciliano
Ramos pela leitura da Bíblia, bem como é notável a referenciação a passagens bíblicas em sua
obra. Por meio de uma análise que combina diferentes proposições teórico-metodológicas,
como as de Bourdieu (1996; 2003) e de Bakhtin (2015; 2016; 2017; 2018; 2019), utilizamos o
conceito operacional de habitus bíblico para nos referirmos às disposições consciente ou
inconscientemente incorporadas pelo autor no processo de construção de seu monumento
literário, e o conceito de dialogismo, para analisar comparativamente os romances Caetés e
Vidas secas em relação, respectivamente, ao Eclesiastes e ao Evangelho de João.

In this research, we present a study of the writing of BP (Brazilian Portuguese) as an L2 by Brazilian deaf people, users of Libras (Brazilian Sign Language). Our main objective was to analyze how the marking of nominal agreement of grammatical gender takes place in written productions, considering that BP and Libras present distinct mechanisms for noun gender agreement. Therefore, we investigated whether and how the morphosyntactic characteristics of Libras have influenced the writing of BP as an L2, and whether there is a pattern in the marking of nominal gender agreement in the analyzed data, given that they are languages with different modalities and syntactic properties. We had two guiding hypotheses for this study: (a) the marking of nominal agreement in written productions of BP by Brazilian deaf people who use Libras presents an instability, sometimes manifesting the pattern found in BP, sometimes deviating from this pattern and presenting an agreement that we called default (b) the composition of the noun and its thematic vowel are directly related to whether or not the agreement is marked, that is, deviations from the agreement tend to occur more frequently in nouns whose thematic vowel is not -a. For our data analysis, we used the generative theory in its Minimalist model (CHOMSKY, 1995 and following studies), in addition to research carried out by researchers such as Luchesi (2009; 2012) and Sedans and Silva (2012) who analyzed occurrences of nominal number agreement and gender in varieties of Portuguese spoken in African countries and Brazilian quilombola communities. The results show that BP written as an L2 by deaf people seems to be directly influenced by the Libras structure, which is a language that does not have to mark the gender of nouns in the NP. Moreover, this is a process that occurs to all acquirers/learners of a language that does not have mandatory gender marking and have to adapt to a language that does present mandatory gender marking.

This thesis goals to describe/analyse the effects of meaning produced by mining’s discourse in Alagoas, mobilized by the socio-environmental crime promoted company Braskem, visible from the year 2018 in Maceió, Alagoas State. Therefore, this research is affiliated to materalist Discourse Analysis (DA), inicially proposed and developed in France by Michel Pêcheux, as a theoretical-methodological perspective for treating discoursive processes. Conceived as a political practice determined by specific production condictions, and realized by socio-historically constituted subjects, the discourse has been treated in DA as an effect of meaning between speakers. The corpus of this research was constructed by heterogeneous nature linguistic surfaces, including adversiting, propagandistic and journalistic materials made to internet, radio and TV circulation, by audiovisual artistic artifacts and by popular inscriptions in public spaces, as grafitti. Beyond to the operacciolization of DA’s theoretical and analytical devices, the analyses process also mobilized other contributions, such as Historical-Dialetical Materialism, studies on the Latin America Mining Genealogy and the Decolonial Studies. This way, authors such as Marx (2017a, 2017b), Marx and Engels (2005, 2007), Althusser (1980, 1983), Foster (2011), Harvey (2014), Galeano (1983), Aráoz (2020) and Quijano (2005) were crucial for deepening the understanding of this thesis’s object. Through our analyzes, this research asserts that the mining’s discourse in Alagoas, whose referent is the territorial/community colapse to five residential neighborhoods, constitutes parts of the coloniality devices that aim to keep the political-economic order founded in colonial period. Based on specific production condictions, which include its presence in major media outlets in Alagoas, that discourse produces a set of “evidences” that blames nature/land for the event, and signifies the mining’s practices as a “partner of society and State”. Thus, the thesis defended with this research is that the mining’s discourse, as a coloniality device, works to guarantee the mineralogical exploration continuity in Alagoas. Despite the meanings’s effects produced by this hegemonic discourse, this reasearch concludes that the respective discourse process is also crossed by drifts in the field of meanings, opening the possibility to a discoursive event in witch revolt and resistance emerge from new subject-forms, producing new knowledge domains about mining.

Due to the history of westernization, the canon of knowledge taught/learned in Brazilian universities has been fundamentally based on theories produced by countries in the global north. The curriculum of Brazilian academies is deeply rooted in colonialism and silences the debate on race, gender and social class in the educational field. Against this colonial project, decolonial pedagogy seeks to resist in a theoretical, systemic, cultural, practical and political way and to break with the dominant paradigms to propose ways of thinking from subordinate epistemic positions. In the teacher education field, this understanding is of fundamental importance for the development of decolonial practices in the classroom and beyond. This doctoral research aims to reflect on the process of developing decolonial practices in the education of English teachers at UNEAL, campus I and III through an autoethnographic/emotional research, as a decolonial option, which seeks to understand the context of teacher education based on the personal/professional experiences of the teacher educator and the research people. Autoethnography is an instrument of political force capable of counteracting dominant academic trends as it seeks to better understand interpersonal relationships and it enables a rethinking of social practices, as well as it encourages personal/professional responsibility and agency through awareness and social/cultural change. This research is underpinned in the assumptions of critical Applied Linguistics, which is concerned with social inequalities, critical reflections on us and the world and the possibilities of transforming it; transgressive, which opposes, resists and crosses the oppressive limits of social domination; problematizing, as it questions the assumptions that guide our way of life; and militant because it proposes practical questions, through languages that enable the implementation of ideals in favor of social equality and a humanizing education. The research was carried out in the English Language courses at UNEAL, Campus I and III, during 2022, with the participation of 30 students from the courses of Applied Linguistics (Campus III, 2022.1), Oral Expression and English Language (Campus I, 2020.2). The results show that: (1) I was able to critically reflect on the education of English teachers at UNEAL, identify colonial traits and (re)signify my teaching practice in the sense of intervening decolonially; (2) the research favored a critical posture of future teachers, awareness of issues of social relevance, a feeling of empathy and autonomy, as well as a change of posture in the face of the struggle for social justice; (3) the decolonial-autoethnographic-emotional research shows that it is possible to do science in academia by valuing different knowledges, respecting cultural diversity and welcoming the emotions and affections of the academic community.

A presente dissertação busca analisar os efeitos de sentido do discurso conservador sobre as pessoas trans no Brasil. Para tanto, foram mobilizados conceitos relacionados aos Direitos Humanos, para, em seguida, introduzir à pesquisa a Teoria Queer, de Judith Butler, enquanto embasamento teórico referente às pessoas trans. Como os recortes ocorrem tendo em conta o contexto brasileiro, também foi importante trazer ao debate as contribuições de Berenice Bento, contribuindo principalmente com o conceito de transfeminicídio. A mediação entre gênero e sociedade, história e ideologia ocorre pelo discurso, aqui compreendido de acordo com a teoria da Análise do Discurso (AD), inaugurada por Michel Pêcheux e, no Brasil, desenvolvida por Eni Orlandi. As sequências discursivas foram formuladas a partir de postagens feitas em redes sociais e na internet em geral, sendo primordial o conceito de ‘memória metálica’ (Eni Orlandi). Estas postagens se referem às pessoas que a pesquisa identificou como ‘formadoras de opinião’ ou ‘influentes’ no setor conservador, em diferentes posições-sujeito: Jair Messias Bolsonaro (Presidente da República), Olavo Luiz Pimentel de Carvalho (Escritor) e José Siqueira Barros Júnior/Sikêra Júnior (apresentador de TV). São mobilizados conceitos essenciais como o esquecimento nº 1 e esquecimento nº 2, interdiscurso e intradiscurso, como também materialidade e discurso digital, condições de produção do discurso no meio digital e em hiperescala, conservadorismo, conservadorismo no Brasil, e, fundamentalmente, ideologia.

This research is presented under a rhetorical-argumentative perspective, in which the objective is to analyze the way in which pathetic discourse is rhetorically manifested through the oral discursive genres, accusation and defense, in the Jury Court, seeking to understand how the passionate elements can be a resource used by speakers to achieve their persuasive intent in the genres under study. Therefore, the analyzes were based on the theoretical postulates of Aristotle (Rhetoric, II) and Meyer (1991, 2000), to support the study of rhetorical passions; as well as on those of Ferreira (2010), Mateus (2018), Perelman and Olbrechts-Tyteca (2014) and Reboul (1998) to support issues related to Rhetoric in general, and also on Marcuschi (1998) and Preti (1998), whose teachings form the basis on which the transcripts were made. Thus, the systematizing of the Rhetoric by Aristotle (384-322 BC) – with the presentation of the 14 (fourteen) passions and the development of a structure for the analysis of these passions based on three fundamentals, namely: in which disposition is the one who feels the passion, against whom one feels, and, finally, in what circumstance the passion presents itself – added by Meyer’s (2000) later considerations, base the research with regard to the rhetoric of the passions. To what relates to the corpus, 3 (three) hearing sessions of the Popular Jury were selected and transcribed, in which the genres accusation and defense were present. For this research, 6 (six) fragments were removed, which were used for the analyses. Such analyzes were carried out based on the teachings of Leach (2008), who instituted four steps for the rhetorical research, founded on a process based on the theory of stasis (LEACH, 2008).  Along this path, the recurrence of passions such as compassion, hate and fear was observed as the main passions identified in the analyzed rhetorical acts. The work continued, in this sense, with the observation of these passions in search of the understanding on what they contribute to the persuavive construction, analyzing Rhetoric as an art of persuading not by any discourse, but by an eminently passionate discourse, as it seems to be the case of the discourse explored in the genres in question.

This study made a dialogical analysis of the event of being northeastern in verb-visual genres. It aims to investigate a way for the qualification of the so-called Northeastern cultural identity and the social representations about the Northeast and its inhabitants were built in the rates and journalistic cartoons aired by major newspapers spread across Brazil. To achieve this goal, carry out a documentary and bibliographic research. We selected thirty-two cartoonists from different parts of the country, famous for their artistic works and for training specialists in opinionated image genres. For the analyses, we adopted the dialogic method of discourse, as we understand its usefulness when exploring subjective aspects involving a language. To theoretically support this study, we consulted the cultural identity theory, proposed by Castells (2018), the cultural hybridization theory, by Canclini (2015) and the cultural dialogic theory, by Morin (1991). As this is a discursive approach to the subject, we mainly adopt Bakhtin's theory of dialogic discourse analysis. During the analyses, we observed the use of cultural identity narratives by local and national elitist groups in society and saw that they are loaded with harmful social constructions, with political and ideological purposes, about the Northeast. We conclude that the rates build cultural narratives that operate in the maintenance of the power of local and national media and local and national political groups, as they spread disturbing social constructions for a Brazilian society about the Northeast and its inhabitants by de-characterizing it. Furthermore, this research points to a need for cartoonists, as opinionated journalists, to cultivate responsibility for their art in order to avoid propagating the discourses of xenophobia, prejudice and above all of intolerance rooted in society.

In this study, we traced the sociolinguistic profile of speakers from the rural area of Pariconha/AL in relation to the pronominal variation of the first person plural nos/a gente in subject position, with the objective of analyzing whether there is variation between the pronouns in the speech of pariknows and which linguistic and social factors favor it. To do so, we resort to Variationist Sociolinguistics (LABOV, 2008), which deals with linguistic variation and change and discusses the different linguistic uses in their social context. Following some basic steps of Labovian Sociolinguistics, the dependent variable and the independent variables were defined: verb tense, morphemic mark, formal parallelism, phonic salience, determination of the referent, sex, age group and education. Thus, in order to achieve the objectives proposed in this study, we used Silva's sample (2020), which was stratified according to the variables gender, age group and schooling and collected in the community of Pariconha/AL. For the statistical analysis of the data, we used the computer program R (R CORE TEAM, 2018) which delimited the statistically significant variables and the statistically non-significant variables in the variation under study. As a result of this study, we obtained 533 occurrences of the pronoun a gente, which correspond to 68% of the realizations, and 250 occurrences of the standard pronoun we, which correspond to 32% of the realizations, showing that there is variation between us and a gente in the position of subject in the rural community of Pariconha-AL. We also observed the significance of the verb tense, morphemic mark, formal parallelism, phonic salience, referent determination, age group and education level. The extralinguistic conditioning of the age group reveals that there are indications of a change in progress through the implementation of the a gente variant among younger speakers. Linguistic conditioning is similar to other linguistic research, especially regarding verb tense and formal parallelism (SEARA, 2000; TAMANINE, 2010; FRANCESCHINI 2011; VITÓRIO 2016; VITÓRIO, 2017; SILVA, 2020; SOUZA, 2020). Thus, we conclude that the variation of the first person plural in the subject position in the rural community of Pariconha-Al is associated with both linguistic and extralinguistic conditioners. The results of this study contribute to understanding how the variable phenomenon of the first person plural is processed in the community under study and to the description of Brazilian Portuguese spoken in rural communities in the state of Alagoas.

The Republic of Guinea-Bissau is a recent nation, which 48 years ago managed to expel the Portuguese invaders, through the armed struggle designed by its leader Amilcar Lopes Cabral. After 21 years of government under the one-party regime (under PAIGC), the country adopted democracy, facing resistance from some beneficiaries of the old regime. However, the remnants of the authoritarian regime have always been an obstacle to the consolidation of a prosperous nation and a democratic rule of law, as coercive forces of the State party have always dominated the political field, defining what should or should not be done. This reality was largely responsible for the impossibility of not having a President of the Republic and an elected Prime Minister to end his term, until José Mário Vaz (in 2020), which demonstrates the fragility of the country's democratic system. From 2015 to 2016, the government program of the then prime minister Carlos Correia was submitted for consideration and voting, at which time 41 parliamentarians from the Social Renovation Party (PRS), which constituted the biggest opposition force in the country, as well as 15 parliamentarians from the ruling African Party for the Independence of Guinea and Cape Verde (PAIGC), abstained. This situation generated days of conflict within the PAIGC, which decided not only to expel the 15 parliamentarians from the Party, but also asked for their replacement in the National Popular Assembly (ANP), thus generating the biggest crisis since the country entered the democratic path. The study aimed to understand the contradictions in the PAIGC discourse, taking into account the argumentation and its sustaining effects, having as a cut journalistic articles. From the Analysis of Discourse inaugurated by Michel Pêcheux, and approaching the studies on the Representation of the Other Discourse (RDO), proposed by Jacqueline Authier-Revuz, we demonstrate that, differently from what we tried to argue, the PAIGC, although it has implemented the multiparty system continues to be affiliated with a discursive and ideological formation of democratic imposition.

This MA Thesis aims at identifying which failing is central to the novel A falência (1901), by Júlia Lopes de Almeida, as well as verifying whether other failings are present, and how the female characters react to such failing(s). Júlia Lopes de Almeida is one of the 19^th century Brazilian writers who have been neglected by literary criticism as well as by the history of Brazilian literature from mid 20^th century onwards. These are women writers who suffer from what has become known and “memorycide”, a notion coined by Constância Lima Duarte (2019) in order to define this kind of erasing. Hence, the work also deals with forgetfulness, and the process of rescuing this writer from Rio de Janeiro. It analyses her novel departing from a feminist and transdisciplinary perspective by weaving history, law and literature using as a theoretical basis the writings of Constância Lima Duarte (2019), Zahidé Muzart (2014), Rita Terezinha Schmidt (2012), Eurídice Figueiredo (2020), Massaud Moisés (2016), Lilia Moritz Schwarcz (2012) e Boris Fausto (2012), among others.

Currently, there are numerous reports that echo the sayings of the current Supreme Pontiff of the Catholic Church, Pope Francis, attributing nomenclature to him as “controversial” and “revolutionary”. Considering the discourses about Pope Francis that circulate in our society, the study that we propose emphasizes the episodes that put into operation the effects of polemical meanings with regard, especially, to the issue of homosexuality. This work, still in development, is affiliated with the perspectives of discursive studies, as proposed by Pêcheux (2014 and 2015) in France and developed by Orlandi (2006, 2012, 2017 and 2020) in Brazil. Based on this theoretical device, we seek to reflect on the functioning of the process of meaning that materializes through the speeches of Pope Francis, considered by the media as revolutionary. This is because, through the observation of the way in which language, history and the senses are related in society, there seems to be a process of rupture between the discursive position of the Pope and what is taken as a basis in Catholic religious discourse. In view of this, the selected corpus, so far, consists of excerpts from Pope Francis' speeches regarding the issue of homosexuality. Our objective is to understand the discursive process in operation: its conditions of production and, in particular, the updating of the discursive memory produced by Pope Francis, a noticeable occurrence when what he said is compared with the discourse of the Church. In view of this, it is therefore a matter of understanding through Discourse Analysis the game of images that is set in motion around Pope Francis so that it is possible to make some hypotheses about the current recognition of this Pope as that of the revolution. The present research, still in progress, hopes that the discussions developed, the results obtained and the conclusions formulated, provide conditions for the elaboration of reflections in relation to which discursive and ideological formations support the discursivity around Pope Francis in a way that to him be given the title of revolutionary.

Esta dissertação traça um percurso pelos diversos desdobramentos da memória em Rua da Padaria (2013), livro de Bruna Beber, autora que é jornalista, poeta, tradutora e pesquisadora contemporânea. Ao entrelaçar o teórico e o poético, objetiva refletir e analisar os versos dos poemas de Bruna Beber, bem como as relações possíveis com a memória. Partindo da perspectiva de que escrever é acionar a memória do lido e do vivido, como afirma Paulo Henriques Britto (2001), a trajetória feita acerca do texto literário será pensada enquanto um processo constante de rememoração feito pelo eu-lírico, voz presente nos textos. As estrofes cruzam vivências e leituras de maneira inventiva, respingando sobre a tela da poesia beberiana metáforas, imagens cotidianas e memórias mínimas. A tradição da memória e da poesia existente desde a mitologia grega serão inevitavelmente revisitadas na composição deste trabalho, entretanto, a pesquisa tem como principais contribuintes teóricos os seguintes nomes: ao tratar da memória, Paul Ricoeur (2007), Walter Benjamin (1996), (1933), (1987), Jeanne Marie Gagnebin (2006) e Zilá Bernd (2016). No que se concentra às observações acerca da poesia, pensarei em comunhão com Octavio Paz (2012), Paul Zumthor (2014) e Mikhail Bakhtin (1998).

The discourse of affections in the construction of the entrepreneurial subject is the object of study of this research, conceived by the desire to reflect on the link between language and affectivity. The text deals with words that are generally used in companies, but that are being used by workers to describe and evaluate their lives. In this direction, using a metaphorical resource, the question is asked: how does a subject become a “company”? This question instigates the investigation in a more particular way on the discourse enunciated by and for the subject-company, from the theoretical-methodological foundation anchored in the Pecheutian Discourse Analysis, sustained in historical materialism, with the dialogue of studies on affects in Spinoza . With this, the objective is to analyze the discursivity of the business subject, which transits between the sense of servitude and freedom in capitalism: the condition of helplessness of the subject-company triggers the reestablishment of the sense of humanity and the resumption of the affection of empathy. The study assumes that the entrepreneur is, on the one hand, the subject who incorporates the biopolitical calls to transform himself continuously, to be an effective manager of his human capital and, in this way, to see himself as an enterprise - which implies a process of self-transformation that, consequently, metamorphoses the affections that circulate in the social body. On the other hand, from a systematic, affective and symptomatic reading, it is identified that the bodies of this business subject are found in the discursivity of affections in the perspective of change and/or transformation of reality.

Este estudio aborda experiencias pedagógicas decoloniales en la enseñanza del español como lengua adicional (ELA) en las clases de la enseñanza fundamental de una escuela pública y periférica de Maceió-AL, ubicada en una comunidad del barrio Benedito Bentes II. Esas prácticas tuvieron como eje las discusiones sobre Racismo y se desarrollaron a distancia, por WhatsApp, durante el distanciamiento social transcurrido por la pandemia del Covid-19, en 2020. El problema que orientó esta investigación partió de la siguiente cuestión: ¿De qué manera fue posible desarrollar una pedagogía decolonial a través de la enseñanza y el aprendizaje del ELA en el contexto de distanciamiento social? Para llevar a cabo este estudio, se tomó como base las siguientes preguntas suleadoras: ¿Cómo las clases de ELA pudieron contribuir lingüística y discursivamente a una experiencia de enseñanza-aprendizaje decolonial? ¿De que forma las prácticas de ELA implementadas repercutieron en las sensibilidades de mundo de los participantes de la investigación? ¿Qué rasgos y marcas de desprendimiento constituyeron esa experiencia de enseñanza-aprendizaje de ELA? A partir de esos interrogantes, se desarrolló una investigación con enfoque cualitativo – insertada en el campo de los estudios transdisciplinarios de la Lingüística Aplicada – caracterizada como Investigación-acción participativa (IAP), perspectiva político-teórico-metodológica difundida por Orlando Fals Borda. Los datos fueron producidos en clases a distancia, realizadas entre el 20 de mayo y el 16 de diciembre de 2020, con alumnos de los 6º y 7º grados de la enseñanza fundamental de una escuela de la Red Pública Municipal de Enseñanza de Maceió. Como registros de investigación para la generación de datos, se utilizaron las transcripciones de interacciones simultáneas en la mencionada aplicación de mensajería; las producciones desarrolladas y enviadas por los estudiantes participantes y los diarios reflexivos del profesor-investigador. Los datos fueron seleccionados e interpretados en una perspectiva dialógica y episódica, de acuerdo con las afinidades teóricas tejidas en el trabajo, a saber, los estudios decoloniales y la literacidad crítica, con el objetivo de producir saberes antihegemónicos y desarrollar una conciencia crítica y problematizadora. A lo largo del trabajo, las interpretaciones indican que, a través de actitudes decoloniales, es posible deconstruir acciones pedagógicas, es decir, resignificar los espacios de aprendizaje, transgredir las formas de enseñar y aprender una lengua adicional y, a su vez, transponer los límites tradicionales de las actividades escolares, movilizadas por el amor maturaniano como emoción mayor. Esa se constituyó, por tanto, en la tesis defendida y desarrollada en el transcurso de la investigación, confirmada en el análisis realizado. La investigación presentó como potencialidades de este proceso pedagógico decolonial: la aptitud y creatividad de los sujetos participantes, la extrapolación del género actividad escolar, la importancia de las historias dirigidas para la promoción del pensamiento crítico y ecoconsciente y la relevancia del trabajo con el ELA, en una perspectiva translingüística, para la provocación de sujetos productores de esa lengua y potentes autores de conocimientos. La relevancia social de esta tesis se establece en su contribución para repensar la enseñanza decolonialmente suleada del español como lengua adicional deformada.

Emerging in the 19th century, and popularized during the 20th century, mainly in works
of literature in English, the literary dystopia is a genre of writing that speculates about
the possibilities of alternative social constructions by imagining hellish worlds that are
constituted as the result of intentional political actions. Due to its great potential for
generating narrative conflicts, along with the constancy of wars, violence, and injustices
that marked the vast majority of world societies during the 20th century - and that
remain during these first two decades of the 21st century -, dystopia, dark sister of
utopia, encompasses a growing number of works that have generated a considerable
corpus of research in literary and cultural studies. In Brazilian literature, the first
dystopias emerged in the 20th century, and have been written and analyzed ever since.
Given the relevance and the aesthetic and social impact of this literary type, this thesis
aims to map the dystopia genre within an exclusive corpus of 20th-century Brazilian
literature, listing works that can be understood, within the perspectives of this genre,
according to certain formal and thematic criteria, as observed by a number of
researchers within the fruitful interdisciplinary field known as Utopian Studies. As a
result of this mapping, thirteen dystopian works were identified and analyzed. Thus, all
these works are addressed, however with a longer and more specific analytical focus on
three of them.: 3 Meses no Século 81 (1947), by Jerônymo Monteiro; Não Verás País
Nenhum (1981), by Ignácio de Loyola Brandão; and 9225: Ficção da Nova Era (1989),
by Regina Sylvia. Through the critical study of these works, which comprehends the
analysis of different themes, forms, images, and stylistic resources, it is possible to
investigate ways in which these dystopias fictionally represent negative aspects of
Brazilian society. I also observe the dialogues between Brazilian and English-language
dystopias. Therefore, the critical investigation directed to this selection, allows us to
understand the configurations of the dystopian genre in a particular way in Brazilian
literature in the 20th century, considering the social and literary elements that are unique
to Brazilian society, history, and culture.

The aim of this thesis is to unveil the meanings behind the aesthetics of black women that circulate in capitalist society through discursive materialities printed in products for curly and frizzy hair and in digital media, such as websites, Instagram and YouTube. To this end, we will use Pecheutian Discourse Analysis as a theoretical and methodological support, since it is an area in between Linguistics, Historical Materialism, and Psychoanalysis, which enables us to think about language, discourse, the historicity of the object, and the political, something essential to the development of our theme. The corpus was built through images published on websites and digital media related to two national cosmetic companies and the words printed on the labels of specific products for curly hair that these companies produce, as well as the analysis of eighteen answers obtained from a questionnaire posted on YouTube communities. We believe that these materialities circulate in society disguised as discourses of empowerment of black aesthetics, encouraging women to assume their natural hair (curly or frizzy) when in fact they are disseminating a racist discourse through the idea of a new standard of beauty to be followed, that of the "perfect", "aligned", "hydrated" curls, an attempt to silence the black aesthetic, in addition to encouraging the exacerbated consumption of industrialized products at the expense of the exploitation of black woman. For our analysis, we narrowed the dialogue with Historical Materialism and with authors and authors who debate about gender and race in the Marxist line, such as Marx (2013), whose theoretical contribution helped us understand the domination-exploitation process of black woman; Almeida (2019), Berth (2019), Davis (2016), Fanon (1968), Gomes (2015) assisted in deepening the issues related to race and class; Kergoat (2010), contributed to the discussion on gender, in addition to the thinkers of Discourse Analysis, Courtine (2014), Orlandi (1996, 2015, 2016, 2018), Pêcheux (1990, 2009, 2011) among others who were fundamental to the development of a debate that articulates the dialogue between race, gender and class, in the pecheutian perspective.

This study in applied linguistics aimed to investigate the video game play practices of high school students and the researcher and player. Theoretical contributions about the game and play were problematized; discourses about play in post-colonial perspectives; play as a textual-discursive activity and the grammar of game-works. Digital literacy was also discussed in the functional and critical perspectives. Autoethnography was the methodological perspective chosen because it understands that the act of play is inseparable from personal experience, as a researcher, player and teacher. Data were collected through an initial questionnaire; virtual classroom interactions and virtual conversations carried out in messaging and/or videoconferencing tools. Data interpretation generated topics based on game studies discussions such as interfaces between players; between game and player, and between players and the contexts that inform the two. The results reveal that the experiences lived and shared by the participants promoted expansions of visions that go beyond common sense regarding electronic games and the act of playing them, as well as a more informed understanding of electronic games as cultural and ideological artifacts and of relationships with the other(s) in culturally-politically-socially  located contexts. Critical ludoliteracy was promoted.

This dissertation analyzes the erasures that arise in textual production processes carried out in the classroom in which two pairs of students from the 2nd year of elementary school participate who write collaboratively and belong to a school in the city of Maceió, AL - Brazil and, to a school in the city of Aveiro - Portugal, all of them are seven years old. Data were recorded using the Ramos System, a multimodal capture device in real time and space in the classroom. Based on Textual Genetics, we will present and delimit the erasure functions proposed by Grésillon (1991, 2007), Biasi (1996), Willemart (1993, 1999) and Fabre (1986, 1993, 2004), as well as the types of erasure discussed in works by Felipeto (2012, 2019) and Calil (2017, 2019). Through a linguistic-enunciative approach, this study, which chooses as categories of analysis erasure types and functions, aims to: a) analyze and classify erasures that arise in four textual creation processes, each two processes produced by each pair; b) compare and discuss the nomenclatures of the types and functions of existing erasures, in view of the existing variation in the area; c) verify which erasures occur more, comparing Brazilian students with Portuguese students. In addition to the Ramos System, we also use collaborative writing as methodological support, in this case, a situation in which two participants build a single text together, so that, in advance, they reflect on what they are going to write and discuss it throughout the writing production. The protocol adopted for data collection in both countries was the same, that is, there was the presentation of the slogan, the training of teachers, the use of the same methods for data collection and guidance in the event of erasure. The results indicate that the functions most used by the pairs are substitution and suppression, which confirms what was exposed by Biasi, when he says that these two operations are more common gestures of writing. Regarding the types, the most used by the dyads were: orthographic, graphics, textual-discursive, punctuation, anticipation, syntactic and accentuation, since they are working and reflecting on the text being produced.

Italo Tulio Carella, intelectual argentino, escritor e professor de teatro, é convidado por Hermilo Borba Filho a dar aulas na escola de Belas Artes da Universidade do Recife, atual Universidade Federal de Pernambuco, no intuito de oxigenar o curso de teatro recém criado, no começo dos anos 1960. Ao mesmo tempo em que a cidade fervilhava intelectual e culturalmente, ela respirava um certo fechamento moral e político, o que fez com que Tulio Carella fosse confundido com um traficante de armas cubano para as Ligas Camponesas, sendo preso e torturado pelo Exército Brasileiro. No seu apartamento no centro da cidade do Recife, o Exército descobre anotações que são seus diários, nos quais relatava, principalmente, os encontros com homens. Convidado a sair da Universidade e deportado informalmente para a Argentina despois da sua prisão, ele lança Orgia, Diário Primeiro, em 1968, período duro da ditadura militar brasileira e também um dos períodos da ditadura militar argentina. Esta pesquisa tenta percorrer esses caminhos, levantando uma discursão da obra como memorialística e/ou ficcional, apreendendo os conceitos de arquivos e memória em literatura, conceitos esses que me guiaram nos labirintos dos arquivos públicos com o objetivo de observar de que modo a transgressão se estabelece, se estrutura e como ela é importante na construção da narrativa e no apagamento de Orgia como obra literária homoerótica. E também mostrar como enxergo essa escrita, dita memorialística, a partir dos achados historiográficos da passagem do autor pela cidade e no pós 1968, correspondendo ao período de seu ostracismo como autor, o que me fez pensar que o assumir da obra como diário tem íntima relação com seu apagamento também como escritor, e que essa transgressão foi o caminho político escolhido por ele, sempre tentando entender como os conceitos de tempo, arquivo, memória e transgressão mobilizam esses pressupostos.

The present study aimed to reflect on the impacts of sexist speeches with students from a non-regular class of Integrated Technical High School at the Federal Institute of Alagoas (IFAL). The research was carried out in remote English language classes and had as main theoretical assumptions the feminist theory (HOOKS, 2018; DAVIS, 2016; COLLINS, 2019) and the perspective of Critical Literacy (MONTE MÓR, 2006; 2013; JANKS, 2014) . The research is in Applied Linguistics (LA), a science that is interested in problems of social relevance and offers answers to the lives of / of the research participants (ROJO, 2013). The work is of a qualitative nature (CROKER, 2009), being a socially critical action research (TRIPP, 2005). The data collection instruments used were: the diaries of the teacher / researcher, recordings of the video classes, activities produced by the students participating in the research and the records of the conversations in a WhatsApp group. The results show that the school environment is not exempt from reproducing prejudiced actions, but reflections on feminist themes in English language classes brought the possibility of unlearning sexist thoughts and actions. They also demonstrated that, although structural machismo is present in the social experiences of IFAL students, purposeful conducts to combat it were identified and valued.

Centered on the perspective of indisciplinary and transgressive Applied Linguistics (LA), which explodes the relationship between theory and practice (MOITA LOPES, 2006) and which conceives language as a social practice, crucially imbricated in contextual elements of realization (FABRÍCIO, 2006), this dissertation proposes a discussion, based on the assumptions of Dialogical Discourse Analysis (ADD), about the “charge” genre presented / identified in five tests directed to students graduating from the course of Letras-Português, from the Faculty of Letters (FALE ), from the Federal University of Alagoas (UFAL), in the tests of the National Student Performance Exam (ENADE), between 2005 and 2017. Therefore, the construction of meanings identified in the cartoons, based on verb-visual elements from the images and, consequently, of the various interpretations, it can be understood in a complex way, taking into account the tangle of information (different contexts) that are presented in this genre. Through the construction of meanings about gender, the notions of “discourse”, “word”, “interdiscourse” and “interaction” served as a support for discussion and analysis, under the contribution of Bakhtin (1998; 2011), Volóchinov (2017) , Fiorin (2018), Braith (2005) and Rohling (2014). The contributions from the perspective of the “Institutional Evaluation”, by Dias Sobrinho (2007), Saviani (1999) and Hoffmann (2014), also served to emphasize the importance of the evaluation process in the university context, as well as to promote a set of associations interpretative in the light of contemporary educational research. As for the methodology, the research approach is qualitative (LÜDKE & ANDRÉ, 1986; FREITAS, 2007), within a socio-historical perspective, based on the understanding that the source of research data is the context in which the event emerges. And, finally, the construction of meaning that is expected from students graduating from the Literature-Portuguese course, with regard to linguistic-discursive knowledge, should be focused on the construction of discursive networks and the construction of new knowledge. of contemporaneity, in order to think about other speeches in relation to their worldview.

Tirinhas no livro didático de Língua Portuguesa: uma análise na perspectiva dialógica

Abstract: Filmmaker, writer, director and multiartist, Tim Burton has built, in his films, drawings, narrative poems and novel, a unique narrative project. His sources of inspiration are the gothic, fantastical and fairy tale narratives (SOARES; SIMÕES, 2008; NABIS, 2010), with children and young adult literature’s appeal as an evident trait in his creations. Hence, Burton realizes his author’s mark, in which, recurringly, the aspects of the gothic are highlighted, acquiring a new apparel by revisiting classics from literature and the horror cinema, faring from a peculiar perspective: that of children’s imagery. With specific focus on the Frankenweenie (2012) feature film, this study sets off from the hypothesis that Burton appropriateselements already crystalized in the gothic narrative, imbuing them with a new configuration and generating, in this process, innovative effects. Here I follow a line which accompanies the history of the gothic’s conception, especially in the field of literature (CUDDON, 1999), observing its outlines while literary genre and also paying attention to its elements and effects (GROOM, 2012), in order to, then, reach the perception of the gothic as a literary mode (CUDDON, 1999; SÁ, 2019). These considerations subside the analytic part of the study, which is organized through three focal points: the figuration of individual and collective fear (DELUMEAU, 2009), observed, in the diegesis, in its relation to the gothic (LOVECRAFT, 1987) and the dystopian (KUMAR, 1987; CLAEYS, 2017); the representation of the dead body and its capacity of generating the fear of death in the individual and collective imagery (BLOCH, 1995; TUAN, 2005);  then, finally, an exploration of the post-modernist aesthetic of the emphasized work, done in the light of the concept of pastiche (COPATI; LAGUARDIA, 2013; FERNANDES; HUTCHEON, 1989; MAGALHÃES, 2018; SALES, 2020), and in association with two cinematographic elements – the matrix and the mise-en-scène (CORTEZ et al 2006). This study reassesses the contemporary reconfigurations of the gothic, identifying and reflecting on the forms from which the rewriting of the gothic narrative, such as realized by Burton, renovates such aesthetics, provoking singular effects, like the awakening of empathy in young readers towards otherness, metaphorized, in the film, through the monstrous. Finally, I stress this dissertation’s contribution to the studies aligned with contemporary (re)readings of the gothic; to the critical fortune on Tim Burton; and to the area of cinema studies, more specifically in the field of animations aimed at children and young adult audiences.

This dissertation builds a critical analysis upon Jorge Cooper’s poetry, aligned, particularly,to the theme of time. The aim is to understand the paths that Cooper’s poetics take in ap- proaching this theme, with rich and long-lasting tradition, relying on other subjects with which it is already familiar, such as: finitude awareness, childhood memory, and loss. Theanalysis focuses on the poet’s second book, Poesia sem idade (1950-1968), considering that this work is crossed by the theme of time and by images that are linked to it. For that,this work discusses the experience of time articulated to language, seeking to understand itfrom the theoretical thought of Paul Ricouer (2019) and reflections on duration by David Lapoujade (2017). In addition, this dissertation reflects on the temporal textures of poetry from a dialogue with theorist Octavio Paz (2003), identifying Cooper's poetics in the con-text of Brazilian poetry at the end of the 20th century, in dialogue with the poetics that preceded it, such as modernism. For this discussion, we work on the theory postulated by Hugo Friederich (1998), Afonso Berardinelli (2007), and Octavio Paz (2013). To think about the images of death and childhood that are sewn to the time (re)woven in the work, a dialogue with Philippe Ariès (2003) and Gaston Bachelard (2018) is proposed. The re- search is also based on the critical reception of the author from Alagoas, which is a centralpiece to the comprehension of Cooper’s poetics.

The present work is a study of the figure of Ama (nursemaid) in Perdição: exercício sobre Antígona (Perdition: an exercise on Antigone) (1991), a play by Portuguese writer Hélia Correia. With a rehearsal rhythm, the dissertation follows the trail of nursemaids from different eras, offering an outline of this marginal character through Iliad and Odyssey by Homer, while shaping the trophós mask in ancient Greek tragedies, with emphasis on The Libation Bearers by Aeschylus, and on Medea and Hippolytus by Euripides. The investigation succeeds the rebirth of this character in Shakespeare's Romeo and Juliet, supported by the studies of Barbara Heliodora, Raymond Williams, and Walter Benjamin. The contemporary drama also acknowledges the figure of the old wet nurses in the Age of Extremes, on the French stages, in Jean Anouilh's Antigone (1944). Therefore, this research will evidence the unfinished and dialogical recovery (in the recommended sense by Mikhail Bakhtin) of the classic Ama (nursemaid), following the character’s trail present in contemporary Portuguese theater. The literary montage method was followed as recommended by Benjamin, especially in the emphasis on remembering the history of the vanquished, under the aegis of historical materialism. To support Benjamin's thought, the elected works were Lembrar, escrever, esquecer (2006) by Jeanne Marie Gagnebin, and Walter Benjamin: aviso de incêndio – uma leitura das teses “Sobre o conceito de história” by Michael Löwy. With the support of Erich Auerbach, the concept of “figure” was resorted, and the observation of nursemaids was conducted since Euriclea (from Homer). The studies of Pierre Vidal-Naquet, Claude Mossé, and Jacquelline Romilly were essential to understand the social and artistic dynamics of the Greek world. Within the scope of Hélia Correia's critical fortune, the research of Maria de Fátima Silva (who produced the preface of Perdição (2006), and organized the collection of studies Furor: ensaios sobre a obra dramática de Hélia Correia (2006)) was centrally resorted. Finally, considering that, in Perdição by Hélia Correia, a dead nursemaid and her dead mistress act together, this study proposes to cross the light of thanatography and the voices of Dialogue of the Dead, by Lucian of Samosata, based on studies by Brazilian researchers Augusto Silva Júnior and Ana Clara Medeiros.

Within the field of Applied Linguistics studies, which has a transdisciplinary political agenda (KLEIMAN, 2013), in its interrelation with the Dialogical Theory of Language, I aim, in this thesis, to analyze, in a context of self-observation, linguistic-discursive practices in the light of dialogical conceptions in working with the Portuguese language in higher education. Based on this, I question which elements, throughout the history of Portuguese language teaching, have highlighted the need to think of the classroom as a responsive arena, anchoring me in Geraldi (1984), Volóchinov (2017), Bakhtin (2011 ), Szundy (2014) and other authors; I problematize how the dialogical perspective can contribute to the promotion of pedagogical practices that consider the procedural dynamics of language, from the notions of discourse, discursive genre, statement, text, dialogical relations, discursiveness and responsiveness (BAKHTIN, 2010b, 2011; VOLÓCHINOV, 2017, 2013, 1997; RODRIGUES, 2004, 2000; ZOZZOLI, 2002, 2012); and I highlight some subsidies to plan and carry out linguistic-discursive practices in Portuguese language teaching (GOULEMONT, 2009; CHARTIER, 1998; BAJARD, 1992; MARCUSCHI, 2003, 2001; ZOZZOLI, 2006, 2003, 1999, 1997; DE CERTEAU, 2014; GERALDI, 1995; POSSENTI, 1996; ANTUNES, 2007; PERINI, 2010); so that, through these questions, it can be identified, in a theoretical-practical perspective, how the teacher self-observation provides the (re) elaboration of teaching practices more favorable to the understanding of living language. The research methodology uses the assumptions of the qualitative approach (ROHLING, 2014; CHIZZOTTI, 2003), looking for an ethnographic aspect (MATTOS, 2011; ANDRÉ, 2008; PAIVA, 2019; ANGROSINO, 2009) and from the perspective of self- observation (GHEDIN, 2005; BIRCH, 1991; FREIRE; 1996; NININ, 2009). The research data were produced procedurally during a Portuguese language curriculum component in a Bachelor of Nursing course, in the 2019.2 semester, at a private higher education institution located in the city of Arapiraca-AL. In the position of professor-researcher, I realized that teaching the Portuguese language, by adopting a view of the classroom as a responsive arena, can enhance its distance from practices restricted to normative-prescriptive, reproductive and systematizing approaches; that the dialogic conceptions discussed provide the teacher with relevant subsidies for the development of teaching practices located in the dynamics of the living language; and that linguistic-discursive practices have proved to be fundamental for broad and concrete pedagogical work with reading, text production and grammar, leaving a noticeable gradation between linguistic-discursive reflection modes that guide Portuguese language teaching activities, ranging from reflection with less active responsiveness to greater active responsiveness. In addition, I identified that self-observation is, in addition to an important direction of research of an ethnographic nature, a favorable vehicle for the teacher to exercise his active and reflective role within concrete teaching practices with the Portuguese language, which are planned and made from their relative autonomy (ZOZZOLI, 2006).

As últimas década foram marcadas por importantes conquistas da comunidade surda, constituindo-se no objeto nuclear de sua luta, o reconhecimento da Língua Brasileira de Sinais – Libras enquanto status linguístico por meio da Lei 10. 492/2002, que marcou a partida para a sanção de outros documentos norteadores como o Decreto 5.626/05. Tal decreto passou a regulamentar diversas ações quanto à disseminação da Libras e políticas de acessibilidade. Na esteira dessas conquistas jurídico-políticas, um sujeito que por anos esteve à margem de um olhar profissional passa a entrar em evidência: o Tradutor e Intérprete de Libras e Língua Portuguesa – Tilsp. A inserção do Tilsp em espaços educacionais de ensino gerou uma onda de discursos acerca desse profissional no que tange ao seu papel/lugar no processo de interlocução entre surdos e ouvintes. Ademais, diversos documentos legais, alguns provenientes de associações e sindicatos de Tilsp. Frente a isso, esta dissertação tem como objetivo geral identificar que efeitos de sentidos são produzidos pelos discursos da neutralidade que atravessam e constituem o campo da Tradução e Interpretação de Libras e Língua Portuguesa. Para alcançar meu objetivo geral, estabeleci dois objetivos específicos: o primeiro incide em identificar que representações os documentos institucionais constroem acerca do tradutor e intérprete de Libras e língua portuguesa e o segundo consiste em estabelecer um diálogo entre os temas levantados no processo de construção das leis em relação à interpretação e a realidade do trabalho do Tilsp. A vista desse intento, filio-me à Linguística Aplicada do séc. XXI (MOITA LOPES, 2006; PENNYCOOK 1998; FABRÍCIO, 2006) na compreensão de fazer pesquisas na área da linguagem numa relação indissociável com a vida. Além disso, apoio-me nas concepções de Bakhtin (2003, 2010) e de Volochinóv (2017) acerca de língua e linguagem. Quanto a metodologia, fiz uma análise documental, proveniente de leis e associações de Tilsp, com vistas a identificar como esses documentos constroem a figura do Tils. Além disso, realizei entrevistas narrativas com Tilsp, alunos surdos e professores não sinalizantes da Libras que lecionam a alunos surdos, visando estabelecer um diálogo entre os discursos advindos da análise dos documentos com a realidade do trabalho dos Tilsp. Como resultados, percebi, em relação ao meu primeiro objetivo específico, os excertos analisados prefiguram o Tilsp como um objeto de mero transporte de sentido entre as línguas. Ao fazer isso, tais discursos concebem o Tilsp como uma não-pessoa. Além disso, percebi que os discursos da neutralidade têm operado no corpo dos Tilsp, invisibilizado-os e apagando-os. Em correspondência ao meu segundo objetivo específico, estabeleci um diálogo com os temas aventados na análise documental com as narrativas dos participantes desta pesquisa. Compreendi que os discursos da neutralidade têm levado a práticas discursivas de silenciamento e subalternização dos Tilsp nos espaços de atuação desses profissionais, sobretudo, no contexto educacional. Ademais, aponto que a famigerada neutralidade tem se configurado, no campo da tradução, como formas de (re)produção das relações de dominação que ocorrem na e pela linguagem. Por fim, espero que este trabalho possa contribuir para a área da tradução e interpretação de Libras e língua portuguesa e para linha de Linguística aplicada, tendo em vista que as reflexões apresentadas podem favorecer para a transformação das relações sociais existentes entre os profissionais Tilsp e o(s) outro(s) do processo interlocutivo. 

O avanço da propagação de fake news no período que antecedeu as eleições presidenciais norte-americana, em 2016, e brasileira, em 2018, coloca desafios importantes para os estudos sobre discurso, ideologia, sujeito e gênero e sua interface com a produção-reprodução de informação em ambientes digitais, conectados em redes on-line. A ancoragem no campo teórico-metodológico da Análise do Discurso (AD) de filiação francesa pecheutiana possibilita a análise dessa atualidade e da memória que a constitui, a partir da observação do funcionamento discursivo da mídia e das notícias falsas em espaços que, por serem “logicamente estabilizados”, criam condições ideais para a circulação-proliferação, em larga escala, do que denominamos de “sentidos virais” associados aos gêneros não binários. A proposta desta pesquisa foi desvelar as condições de produção que evocam, nos enunciados de fake news, à heteronormatividade um funcionamento universal e androcêntrico, impossibilitando, dessa maneira, deslocamentos nos processos de subjetivações sexual e de gênero. Nessa perspectiva, observa-se o uso da inteligência artificial, notadamente, os algoritmos, como um reforço no controle exercido pelas notícias falsas aos gêneros normatizados pela sociedade capitalista.

O conceito de traços distintivos foi fundamental para o desenvolvimento da Fonética e da Fonologia do século XX. Tanto a Fonologia Gerativa (CHOMSKY & HALLE, 1968), propondo uma fonologia linear, quanto a Fonologia Autossegmental (não linear) de Goldsmith (1972) e se utilizaram destes conceitos para apontar descobertas significativas sobre como funciona a língua neste nível de análise. Este conceito foi também utilizado pelas línguas de sinais, tendo como principais estudiosos, Johnson & Liddell (1989) e Brentari (1998), que propuseram uma explicação para o funcionamento da base articulatória das línguas de sinais a partir da Fonologia gerativa e autossegmental. Entretanto, por se tratar de um nível de análise que se distingue completamente de uma modalidade para a outra, se faz necessário aprofundar o conceito de traços de maneira que ele possa abarcar estas duas modalidades de língua (a oral e a gestual). Ao observar a proposta de estrutura autossegmental para o ramo Locação do Modelo Prosódico (BRENTARI, 1998), percebemos que há uma diferença quanto à natureza dos traços, se comparado com a proposição feita pela Fonologia Gerativa e Autossegmental. Este trabalho teve por objetivo propor um conceito de traços distintivo levando em conta as duas modalidades de língua (oral e gestual) a partir de uma revisão deste conceito desde as primeiras discussões no âmbito da fonética e da fonologia, passando pela proposta de Chomsky & Halle, e entrando nos estudos das línguas de sinais, do modelo paramétrico de Stokoe (1960) e chegando até o Modelo Prosódico brentariano. Além disso, propomos uma reorganização para o ramo Locação do Modelo Prosódico proposto por Brentari (1998). Utilizamos como aporte teórico a Fonologia Gerativa (CHOMSKY & HALLE, 1968), a Fonologia Autossegmental (GOLDSMITH, 1972), o Modelo Paramétrico (STOKOE, 1960) e o Modelo Prosódico (BRENTARI, 1998). Metodologicamente, realizamos uma revisão bibliográfica dos textos clássicos, apontando as principais contribuições para a fonética e para a fonologia. Da mesma forma, fizemos um percurso histórico com os estudos da base articulatória das línguas de sinais para então propor um conceito para os traços distintivos. Em seguida, propomos uma quantidade mínima de traços que possam dar conta dos pontos de articulação das línguas de sinais. Para isto, a partir de dados de intuição, escolhemos sinais e fizemos a descrição do sinal a partir dos traços. Por fim, chegamos a uma quantidade mínima de 5 traços que deram conta de descrever o ponto de articulação dos sinais na Libras. Os traços são [tronco], [superior], [alto], [baixo] e [central]. Para testar os traços, escolhemos pares de sinais com distinção mínima, dupla e tripla, que se distinguiam na Locação em diversos pontos de articulação e observamos que a diferença entre eles não está simplesmente no ponto de articulação, mas no traço interno ao ponto. Este trabalho permite que pesquisas nas línguas de sinais neste nível de análise sejam mais aprofundadas quanto a explicação de fenômenos como assimilação, coarticulação e de variação linguística, entre outros.

Esta dissertação faz uma análise de “A terra dos meninos pelados”, de
Graciliano Ramos, a sua primeira obra de literatura infantil. Este
trabalho está estabelecido sob duas linhas de investigação: a primeira
dá conta da dimensão estrutural de “A terra dos meninos pelados”, ao
abordar a sua posição no desenvolvimento histórico do arquivo da
literatura infantil e a análise de seus componentes estéticos. A segunda
linha investigativa trata do tema da construção identitária do
protagonista do conto, Raimundo. Nesta leitura crítica, procurei, a
princípio, compreender as características do gênero ao qual se integra
o conto analisado, buscando suas raízes históricas no cenário nacional,
tendo como aporte teórico o trabalho de Lajolo e Zilberman (1991). Em
seguida, atento para as ilustrações que compõem o volume, entendendo-as como elemento indissociável da narrativa, a fim de investigar a relação entre palavras e imagens na condução da história.

Para tanto, recorri aos trabalhos de Linden (2018) e Nikolajeva e Scott
(2011) ao fazer tal empreendimento. Com base em Propp (2002), a
atenção voltou-se para a estrutura do conto e sua ligação genética com
o arquivo dos contos maravilhosos, os quais Graciliano atualiza com
sua escrita moderna. Nesse diálogo com o passado, foi percebida a
filiação de “A terra dos meninos pelados” com a tradição das narrativas
utópicas, tanto na estrutura quanto nos motivos recorrentes. Todo esse
trajeto levou-me a olhar para a construção identitária de Raimundo na
sua relação com a alteridade, em intersecção com a utopia, não como o
sonho de um lugar ideal, mas de ser/estar no mundo com dignidade
perante o outro. Portanto, na parte final desta dissertação, faço uma
leitura da obra sob a perspectiva dos conceitos identidade, alteridade e
utopia, com o suporte de Ciampa (2005) e Bloch (2005), cujo substrato
é a confirmação do compromisso ético do escritor alagoano com os
valores que resguardam o humanismo.

Este trabalho se apresenta como uma investigação sobre a variação lexical em Libras existente em três municípios de Alagoas: Maceió, São Miguel dos Campos e Arapiraca, com uma análise sobre as variáveis externas sexo, escolaridade e região. A pesquisa surge da necessidade de estudos na área da sociolinguística sobre a Libras, sobretudo em Alagoas, no que diz respeito às variações lexicais existentes num mesmo estado. Como teoria de base, utilizamos os pressupostos da Teoria da Variação Linguística. Como instrumento de análise, nos amparamos no modelo de parâmetros de Stokoe (1960) e mais especificamente nos estudos de Faria-Nascimento (2009) sobre a Libras. Metodologicamente, Seguimos a metodologia proposta por Labov (1972), com uma estratificação a partir das variáveis sexo, escolaridade e região. Dessa forma, 12 surdos participaram da pesquisa, 4 por município, 6 homens e 6 mulheres, 6 surdos cursando ensino médio e 6 surdos cursando ou tendo concluído o ensino superior.  A coleta foi gravada em ambientes comuns aos participantes, em suas casas ou na escola em que estudam, e o gênero entrevista foi utilizado para a coleta. 5 itens foram analisados: AMENDOIM, em que 6 variantes foram produzidas pelos surdos, CENTRO (da cidade), com 5 variantes produzidas, GOIABA, com 5 variantes produzidas, MARACUJÁ, com 4 variantes e PONTO DE ÔNIBUS, com 4 variantes produzidas. Quanto aos resultados para a análise quantitativa, levando em conta as variáveis externas, não foram observadas diferenças entre a produção lexical entre homens e mulheres, nem entre surdos de ensino médio e superior. Quanto à variação regional, como resultados mais significativos, vimos que, exceto em GOIABA, todos os outros itens apresentaram variantes diferentes, por região, ou seja, os falantes de Maceió sempre produziram uma variante diferente dos de São Miguel e de Arapiraca, e os falantes de São Miguel sempre produziram variantes diferentes das encontradas em Maceió e em Arapiraca.

Esta dissertação, que oferece análises de vertentes da obra Daredevil, história em quadrinhos publicada desde 1964 pela Marvel Comics, explora sua estrutura em três eixos analíticos. O primeiro objetiva inicialmente aprofundar um dos pontos fundamentais da proposta aqui apresentada, a multiplicidade de fatores e teores encontrados na obra e sua continuidade, que faz necessária uma leitura para além de uma concepção engessada do subgênero “super-herói”. Para tal recorro a teorizações que consideram a noção de trágico, vindo elas do clássico aos ecos no moderno, incluindo fontes acadêmicas como Eagleton (2013) e Loraux (2007). O mesmo capítulo aponta para as derivações das considerações clássicas sobre personagens heroicos (CAMPBELL, 1953), finalmente trazendo tais noções, então adaptadas, para contextos contemporâneos à obra nvestiga, inclusive recorrendo a estudos sobre a estética do Absurdo, via Camus (2014) e Esslin (1973). O segundo capítulo apresenta reflexões acerca do caráter “demoníaco” imbuído na personalidade do protagonista, como também sobre a coloração vívida de sua vestimenta. Essa leitura tem seu cume analítico na representação da violência no quadrinho; suportes teóricos para esse eixo incluem os textos de Chevalier & Gheerbrant (2003), Kaiser (1986), Pechman (2009) e Gomes (2012). Por fim, o estudo foca nas possíveis relações entre o enredo do corpus e as estéticas do gênero literário distópico, aqui com adaptações sobre suas repercussões na urbanidade atual a partir das teorias de Moylan (2013; 2016) Claeys (2013; 2017) e Tuan (2005). Quanto à análise da forma visual, elemento intrínseco do híbrido das histórias em quadrinhos, o estudo contou com teorizações de Eisner (2005), Barbieri (2017) e Postema (2018).

A Lei 10.436/2002, que reconhece como meio legal de comunicação e expressão a Língua Brasileira de Sinais, afirma que a “Libras não poderá substituir a modalidade escrita da língua portuguesa” e o Decreto nº 5.626/2005, que a regulamenta, esclarece que o português será para o surdo sua segunda língua. Sem acesso à fala e às suas unidades mínimas, os fonemas, nos questionamos: seria possível ao surdo aprender o português escrito, língua de escrita alfabética, como sua segunda língua e cumprir a exigência legal? Alguns dos trabalhos voltados para esse tema, considerando a escrita alfabética como representação da pauta sonora, argumentam que a alfabetização do surdo em português escrito teria mais êxito se houvesse uma escrita de línguas de sinais para intermediar esse processo. Com o propósito de discutir a questão maior que nos ocupa, isto é, a concepção de escrita alfabética e as possibilidades de acesso do surdo a ela, nos propomos a: a) analisar o conceito de escrita que circunda esses trabalhos e examinar os argumentos utilizados em defesa de uma escrita para as línguas de sinais, b) articular os conceitos e os argumentos encontrados com a reflexão proposta por Auroux (1992) acerca da escrita e do processo de gramatização das línguas vernáculas durante o Renascimento e c) apresentar a teoria do valor saussuriano como alternativa à noção de escrita como representação. Dentre os sistemas de escrita disponíveis para as línguas de sinais, escolhemos para a nossa reflexão o SignWriting, criado em 1974 por Valerie Sutton, justamente por se apresentar como um “sistema de escrita alfabético” capaz de registrar qualquer língua de sinais – tal qual o alfabeto latino com as línguas ocidentais, por exemplo. A metodologia adotada caracteriza-se pelo levantamento, seleção, discussão e análise de dados de natureza bibliográfica. Apoiamo-nos, sobretudo, na discussão historiográfica empreendida por Auroux (1992) e Desbordes (1995 e 1996) e nas propostas que tratam da alfabetização do surdo discutidas por Stumpf, (2000, 2003, 2005, 2016 e 2018), Bizio (2015) e Dizeu (2017). Para melhor compreensão da teoria do valor, usaremos Faria (2011 e 2013) e Lier-DeVitto (2018).

Os agrupamentos numéricos em Língua Brasileira de Sinais – Libras, assim como qualquer outra língua, são constituídos por estruturas linguísticas regulares e fixas que integram expressões cujo significado depende da manutenção da ordem de seus constituintes. Apesar de termos, na Libras, alguma intuição sobre como se estabelece sua organização estrutural, não há estudos que investiguem quais características prosódicas estão envolvidas nesse tipo de modalidade linguística. Desse modo, essa pesquisa objetiva descrever como os números de celular são estruturados por sinalizantes surdos fluentes em Libras. A importância deste estudo refere-se à contribuição para uma área pouco explorada: a prosódia das línguas de sinais. O papel da prosódia na interação em línguas de sinais é evidenciado por Leite (2008) que segmenta o discurso através da presença de agrupamentos prosódicos. A prosódia de números é enfatizada por Almeida (2017) que descreve o papel da prosódia na composição da estrutura de números nominais no português brasileiro e por Musiliyu (2014) que identificou padrões entoacionais de agrupamentos numéricos associados a números de telefone no português brasileiro. Buscamos então observar o comportamento prosódico na realização dos agrupamentos nas Libras. A metodologia utilizada organiza-se em etapas: (i) coleta de dados por meio de entrevista em Libras através de sinalização espontânea e leitura de agrupamentos numéricos projetados através de slides; (ii) segmentação e anotação das entrevistas no ELAN; (iii) transferência das anotações realizadas no ELAN, para arquivo com extensão textgrid do Praat (BOERSMA, 2001) para automatizar, por meio do script Analyse tier (HIRST, 2012), os valores de duração necessários para análise dos dados, identificando a duração e os indicadores de pausa realizados durante a sinalização dos números de telefone, bem como o que os caracterizam enquanto agrupamentos prosódicos que definem sua estrutura. Os resultados revelaram que a preferência dos Surdos na sinalização dos números de celular parece ser utilizando uma organização decimal em unidades e subdividindo o agrupamento em unidades prosódicas binárias ou até ternárias. Não identificamos um padrão de distribuição de frequência numérica, nem nos dados lidos, nem nos dados espontâneos, uma vez que não identificamos diferenças estatisticamente significativas entre as frequências de distribuição numérica apresentadas pelos participantes da pesquisa. Identificamos tanto nos dados de leitura, quanto nos pessoais, a sinalização dos números localizados em posição pré-fronteira com uma duração significativamente maior do que os números que não estavam localizados em posição de fronteira, o que indica um alongamento do sinal como pista de marcação da fronteira prosódica. Por outro lado, nossos achados revelam que a pausa não parece ser parâmetro prosódico relevante para marcar fronteira entre unidades prosódicas na sinalização de agrupamentos numéricos de celular. No que se refere à duração dos agrupamentos numéricos como um todo, ao comparar dados lidos e espontâneos, não constatamos diferenças estatisticamente significativas entre tais valores de duração.

O presente trabalho consiste em uma análise dos contos da obra Fantoches, de Erico Verissimo, em uma edição comemorativa, lançada originalmente em 1972, quando o escritor completou quarenta anos de atividade literária. Como objetivo, pretendo avaliar as relações entre as marginálias (palavras e imagens, presentes na supracitada versão do livro), o fantástico, a metaficção e a memória autoral, com base na compreensão da leitura como narrativa. De início, são apreciados os contos de Fantoches a fim de levantar as suas principais características; em seguida, examino os conceitos de metaficção e de fantástico e proponho uma relação entre ambos, a literatura e o mundo; enfim, no último capítulo, investigo a relação entre as marginálias e os contos de Fantoches, a metaficção e o fantástico, conforme o que foi assumido nos capítulos anteriores.