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Writing Studies scholars have raised concerns about framing student struggles to integrate secondary sources as an ethical problem of plagiarism. They propose, instead, framing student citation practices as transitional markers of development in which students use patchwriting to learn the discursive norms and values of academia. Patchwriting as a literacy tool for transfer of knowledge raised questions for me about whether students develop other scaffolds to aid in learning transfer. In this pilot study, I investigate student use of anchor sources, the “perfect source” that frames a student’s central argument, rhetorical structure, and/or purpose. Based on a random sample of a nationwide corpus of First-Year Writing research papers from 16 US institutions, findings show that 21 of 30 research papers (70%) revealed evidence of an anchor source. Six of the 9 papers without anchor sources show evidence of significant rhetorical problems. Results suggest evidence of knowledge transfer, as well as pedagogical implications for supporting this transitional stage in student development.

This paper aims to analyze the social representations of women in Portuguese Textbooks (LDP) distributed in high school programs of state schools and selected based on the Guide of the National Textbook Program (PNLD) 2018. To this end, we draw from the field of Discourse Analysis, more specifically, from Foucault’s postulates (2009, 2011, 2013, 2014, 2016) in dialogue with the notion of “gender identity”, by Louro (1997, 2008). The corpus of analysis is comprised of visual-linguistic texts collected from the three most chosen collections of high school textbooks by schools of Minas Gerais State. Based on the analyses, we found that the corpus presents visual-linguistic texts that foster possible questions about normalized gender representations for women. However, we could perceive that most of the scenes portray previously normalized roles based on the traditional model of asymmetric gender relations. Therefore, in this paper we present other interpretations of the visual-linguistic materialities of LDPs, outlining possible practices of sexism confrontation in Portuguese language teaching and learning.

The aim of this paper is to show empirically, albeit in an indirect manner, some aspects related to language development and knowledge construction, in the frame of the relations between thought and language proposed by contemporary philosophy and by systemic functional linguistics (SFL). To do this, we compare two versions of the same two texts, produced by university students as part of an explicit genre-based learning process, and argue for an evolution of their cognition. Different stances of contemporary philosophy, socio-historic psychology and cognitive studies are revised as part of the conceptual framework, along with the language-based pedagogy proposed within systemic-functional linguistics. Based on this theoretical revision, two teaching-learning experiences informed by this genre-based pedagogy and SFL discourse analysis methodology are presented. These experiences offer some achievements in the direction of the goal of the paper. We propose that students evolve in the construction of knowledge and, hence, in the development of thought, through the development of their writing competences, achieved by the application of genre-based teaching for written discourse. Therefore, based on the experience and the theoretical base proposed, evidence is provided for the hypothesis of cognition of the world as a human faculty constituted by the development of language.

The paper investigates the process of textbook adaptation from Portuguese to Brazilian Sign Language by treating textbooks as a pedagogic support which mirrors our educational culture. More specifically, it aims at reviewing the literature widely accepted as relevant to the topic. The paper is grounded on a framework — Basso (2003), Souza (2015), Moses, Golos e Holcomb (2018), Krusser (2017), Munakata (2016), Ramos (2013), Miranda (2010, 2019) and Silva et al. (2013) — which explores specifically pedagogic materials dedicated to deaf children. It goes on to offer some reflections on the following themes: the relation between schools and didactic materials adapted to Brazilian Sign Language; the introduction of Information and Communication Technologies (ICT) to the school environment; the way students read adaptations, and how adaptations to Brazilian Sign Language can build meanings as it becomes a new mode for reading. Lastly, the paper presents future possibilities for adapted didactic materials as they are described by relevant publications in the field.

Based on data generated for an ethnographic research carried out in 2018 - which aimed at comprehending how literacy practices developed in Portuguese lessons delivered to senioryear students of a public high school dialogue with literacy practices in which such students participate outside school -, this paper proposes to present and discuss the concept of “culturally hybrid zones”. The proposal discusses Erickson’s concepts of “cultural borders” and “cultural boundaries” and is grounded on Bakhtin’s notion of textual “hybridization” as well as on Bhabha’s understanding of “cultural hybridity”. In order to achieve the goal, this paper analyzes reading and writing activities taught in the classroom that was observed, and literacy practices produced by students outside school. The outcomes show educational practices more and less responsive to the students’ linguistic culture. The conclusions point out the possibility and the urgent need of establishing critical dialogues between linguistic knowledge that is traditionally taught in school and the knowledge that is built/utilized by students in other social instances

This paper reports on a doctoral research project, carried out by the first author under the supervision of the second one, whose original focus was on elaborating a first draft of a written code of ethics for Brazilian language teachers. Even though this project was initially conceived to elaborate such a draft in light of some European ethics perspectives, as the proponents were generating data with the research participants, it became evident to them that the European-centered worldview would not properly address the struggles and needs of Brazilian language teachers. Two instances of colonial seeds becoming decolonial flowers are then introduced. The first one relates to the conception of the research project and the data collection; and the second, to the analysis itself. It does not take a village to fail, but it certainly takes one to face it in the way described in this paper. In a highly competitive context as the academia is, time to fail and to reflect upon it would seem to be nonsense to a vast number of scholars. The paper ends with reflective questions to be locally and creatively answered by scholars and teachers from the language education arena.

This paper points to the theoretical and methodological issues involved in the subproject on Portuguese Language Atlas in Indigenous Areas (ALiPAI) part of the project GeoLinTerm coordinated by Abdelhak Razky (UFPA/UnB). The first results of ALiPAI are part of the doctoral thesis of Guedes (2017), which mapped the geosociolinguistic profile of Portuguese in contact with Tupí-Guarani languages in indigenous areas of Pará and Maranhão. The first experiences in the geolinguistic field research in Brazilian indigenous areas provided a confluence of research methodologies, especially Geosociolinguistics (RAZKY, 1998), Pluridimensional and Relational Dialectology (THUN, 1998) and Anthropological Linguistics (RODRIGUES, CABRAL, 2012). Ten informants were selected from each of the five network of points investigated (Suruí Aikewára, Asuriní do Tocantins, Tembé, Guajajára and Guaraní Mbyá). The questionnaires applied in these areas were developed by the National committee of the Linguistic Atlas of Brazil - ALiB: PhoneticPhonological questionnaire (QFF) and Semantic Lexical Questionnaire (QSL). These questionnaires were adapted to include the correspondence request in the indigenous language for each one of the answers obtained in Portuguese. In addition, a complementary QFF and a Sociolinguistic Questionnaire were used. The paper also reflects on the necessary adaptations made in the methodology of geolinguistic research, to account for the geosociolinguistic characteristics of the ALiPAI target communities.

This paper presents in an objective and structured way the use of the main auxiliary verbs and their application in verbal phrases in Portuguese, French, and English. Auxiliary verbs play an important role in the modulation of aspect in compound tenses. They allow the construction of complex verbal phrases which can relativize the aspect and tense of the events described by the main verb. The use of the auxiliary verbs has many similarities and parallels in the different languages, but also distinctions which are diachronically and grammatically defined. Therefore, this study makes a detailed description of the main auxiliary verbs from the three languages mentioned, using concepts and definitions from the literature. Then, this paper performs an analysis of the use of the different auxiliary verbs by examples and equivalences among the languages. Finally, the auxiliary verbs, compound tenses, and verbal phrases in Portuguese, French, and English are discussed in a comparative way among these languages. From this study, we can have a better understanding of the predicative modulation in complex verbal propositions.

The meaning effects engendered by musical resources bring and instigate emotion, ideas, feelings. The music has the power of lulling, touching, envolving, telling histories. Thus, this paper aims to show the importance of music role in the cinema for the movie recreation. We can say recreation because this paper studies the adaptation from a literary text to a cinematographic text. This research brings the transmutation of forms in the novel Primo Basílio by the Portuguese writer Eça de Queirós (1878) to the movie produced and directed by Daniel Filho (2007). Through the Translation Teory, the Genetic Criticism Methodology, as well as the analysis of the music used for the final shooting of the movie in study, it is possible to notice the music role importance in the cinema in regard to telling histories, synthesizing happenings, contributing with the truth impression, assisting the fidelity, reconstructing the plot, ultimately, actualizing the cinema recreation.

This paper systematizes the results found in an exploratory study about relative clauses found in an informationally tagged, balanced sample extracted from the C-ORAL-BRASIL corpus. The data selection focused on the identification of utterances which contain relative clauses which was carried through the DB-IPIC platform (Panunzi & Gregori, 2011). The sorting out of relative clauses was done with the AntConc computational toolset (Anthony, 2013). In order to verify the informational structure of the chosen utterances, the WinPitch software was employed (Martin, 2004). The results found: (i) prosodically corroborate the differences between restrictive and non-restrictive relative clauses, whereby the former occur as linearized structures within one informational unit, whereas the latter are patterned through more than one informational unit; and (ii) demonstrate that in Brazilian Portuguese, both relative clause types prefer the Comment information unit as their default carrier. The paper also presents a description of relative clauses through a diagrammatic representation model that allows showing the relationship between main and relative clause, as well as informational structure within an utterance that stands for the realization scope of relative clauses.

The major aim of this paper is to present, based on quantitative sociolinguistics, a analyse of the process of progressive assimilation that involve the dental stop consonants. First of all, one overview about the regressive assimilation, which was extensively studied in Brazilian Portuguese, will be present. Then, the contexts of progressive assimilation in the speech community of Itabaiana-PB will be analyzed. The motivation for this paper is the fact that, in the dialect from Itabaiana, the process of progressive assimilation, in words such as muito ‘many/much’ and gosto ‘like”, in which the preceding phonological context exerts influence over the following one, tend to undergo the process of regressive assimilation, such as as pote ‘pot’ and bote ‘boat’, more useful when we think about the Brazilian Portuguese. The theoretical approach underlying the research is the variation theory, or quantitative Sociolinguistics, pioneered by William Labov (1972). The data collected had already been electronically stored in the corpus from Projeto Variação Linguística da Paraíba – VALPB. The sample consists of 36 informants from the community, being stratified according to gender, age group and years of schooling. As result, the computer program Goldvarb (SANKOFF; TAGLIAMONTE; SMITH, 2005) pointed as favorite to the application of the rule: the gender (male gender), the level of schooling (no scholar historic since the primary), the following phonological context (high back vowel), the precedent phonological context (monophthong), and the tonicity (post-stressed syllable).

This paper intends to present a part of a master’s research which was developed at the Post-graduation Department of Applied Linguistics at Brasília University. Our aim was to develop and implement a pedagogical proposal for teaching English based on textual genres and anchored on the principles of didactic sequence. We support the concept that every oral or writing discourse happens through texts and the texts are materialized by textual genres. Therefore, facing a society marked by changes in the new technologies field, the textual genres modify, transform, new ones appear, and others disappear. To the textual genres are incorporated other sources besides the verbal language. In this sense, we propose to present in this paper, first of all, a discussion related to didactic sequence and textual genres. Next we will make a brief explanation about the methodology used in the research, called by action research. Then, we will report and discuss how our pedagogical proposal was implemented based on didactic sequence principles; we will also insert some discussions from data collected by a questionnaire and student diaries.

Love is a universal emotion and phenomenon. Despite its importance, this concept has not been the focus of studies in language education, with a few exceptions. This reticence and uneasiness in researching love in academia and in education is considered to be related to misconceptions about love that equate it only to intimate relationships and family matters (PATIENCE, 2008), as well as exclusively to romantic love (VINCENT, 2010). In this paper, I review some international studies that have focused on the concept of love in education from a critical perspective. In order to do that, I first review the crisis we are living today, which makes it ever more important to talk about love. Next, I discuss six studies which investigated the concept of love within the critical approach (in the North American context). I conclude suggesting reflections and implications for practice and summarizing the main elements of a critical revolutionary love approach to language teacher education and language learning and teaching.

This paper presents different realities concerning the practices of teaching English to children up to 6 years old, with examples from different parts of South America, Brazil and its states. It is originally part of a master’s degree dissertation interested in the scenario of Guarapuava, a city from south Brazil, which explains the presented data tending to this region. This is a bibliographical review, developed based on previously elaborated materials, with the purpose of understanding the theme from different perspectives. It is understood that, by having common characteristics, the countries (also states and cities) involved in the study can structure themselves as a support network, sharing their achievements and failures. Because of the scarcity of the offer and studies about this topic, it has sometimes become necessary to address language teaching for older children. The knowledge gap reinforces the need to discuss the topic and the bias of the results, which point to the private education network as the main scenario for this practice, bringing to light the relevance of the implementation of public policies for the democratization of access.

This paper follows the line of contrastive linguistics and aims to analyze the contrast mechanism that differentiates stressed from unstressed syllables, in Brazilian Portuguesa (BP) and Spanish, in relation to duration. The paper aims as well to discuss how of results can be useful in the construction of teaching materials. Results indicate that duration operates at a more consistent and systematic way as correlate of lexical prominence in Portuguese. By presenting a contrastive analysis between the two languages, this work provides detailed and useful information about suprasegmentals. This contribution can be used both implicitly and explicitly to benefit students and teachers working with both of these languages. Including such information in the elaboration of teaching materials may provide opportunities to enhance learning and facilitate the use of suprasegmentals in L2.

This paper seeks to analyze the writing activities proposed by a Portuguese textbook adopted in secondary schools, in the formative path of scientific-humanistic courses, in Portugal. Our main goal is to reflect on the contribution of the writing activities of the book “Entre nós e as palavras”, 10th year, by Pinto and Nunes (2015), Santillana Publisher, to the formation of students as a writer. Our methodology is qualitative and interpretive in nature (DE GRANDE, 2011). The results reveal that the proposals for writing production teaching in this book are mostly expository texts, intrinsically linked to the contents of the Literary Education domain and suggested in an isolated manner. Thus, it is possible to conclude that the analyzed activities do not contribute in a relevant way to the students’ writing formation, because they do not promote their positioning as subjects, providing opportunities for their own relative autonomy and, instead, reinforce directed and limiting teaching practices of writing.

This paper presents the results of a study focused on the analysis of student texts in three disciplines from the humanities. The aim of the study was to determine, from a systemic functional standpoint and through a transitivity analysis of process types (HALLIDAY, 1994), how different fields of knowledge and experience are construed in student texts. In the analysis, we considered 80 texts written by undergraduate students of literature, history and geography. The texts belong to four different genres: essay, question-answer, review and report and were all written in Spanish. The methodology included a quantitative and qualitative analysis of process type realizations of each text, followed by a comparative analysis between the disciplines and between the genres considered in each one. The results showed both the similarities that unite these disciplines as part of the humanities area and the differences that reflect their specific fields of knowledge and construction of meanings.

Internationalization-at-home (IaH) can benefit all types of students, and its value has become more evident in the long aftermath of the Covid-19 pandemic. This paper reports on a virtual exchange initiative: Students of English as a foreign language in Brazil and English composition in the US engaged in an international telecollaboration project. Our objective was to understand whether students who participate in telecollaboration projects develop attitudes that lead to intercultural competence once issues related to the power imbalance between native speakers and non-native speakers of English are addressed. To determine whether the two groups of students developed attitudes of tolerance, respect and curiosity for other cultures as well as attitudes of trust towards each other, we asked them to complete a questionnaire at the end of the project. Results show that the telecollaboration stimulated students’ interest in other cultures, a crucial first step towards the acquisition of intercultural competence. The students collaborated effectively because the two groups trusted each other’s linguistic competence. Our study confirms that telecollaboration is one of the most pedagogically sound initiatives within the sphere of IaH. More instructors should prepare students to communicate and collaborate effectively in cross-cultural teams through this type of experiential learning.

The teaching of Brazilian Sign Language became official from Law No. 10.436 / 2002, which aimed at inclusion and the right to communication through that language. However, actions are still needed to promote knowledge of sign language and to expand the possibilities for social and educational interaction. This paper aims to demonstrate how the use of didactic games contributes to this process. For this purpose, we conducted a literature search as a theoretical background based on Lacerda (2000), Castro and Tredezini (2014) Valadão et al. (2016), among other researchers and then we conducted a pedagogical practice based on playful activities with two groups of a Libras course from the “Instrumental Libras Course - 2018” Extension Project offered at a public university in Paraná inland. The application of this activities allowed us to observe that the use of adapted didactic games helps these students with the appropriation and comprehension process of this spatial and visual language. Thus, we hope that this work will bring theoretical contributions and that the analyzes presented here and thus contribute to the understanding of the adapted game use as a playful and contextualized way to help students internalize Libras vocabularies as a second language.

This paper aims to analyze the development of the interventions of a teacher in training at PIBID/Letras/Português on the written production of a student. These interventions were based on a text and discursive view, applied through a dialogical mediation process, and focused on the participation in the Portuguese Language Olympics (2016 – 3rd edition). In order to do so, we presented the concept of interested interlocution, based on Bakhtinian discursive studies, and worked with an action research in a qualitative approach. The construction of data was built with the collection and analysis of the textual productions of the student involved in the project and with the interventions in the margins of the text, made by the teacher in training. The results indicate that the didactic interventions through notes in the margins of the text and the work with counter-words enabled an active writing process. Such process provided to the author a more active textual re-elaboration, resulting in actions of reformulation of ideas, taking a stand and a better discursive organization of the text. This investigation also revealed to us that the mediation of another person, more experienced, leads the student-author to the perception of the need to reformulate what was said, in such a way that they can make new lines of thought and meanings to the text produced.

Taking into account the increasing presence of digital multimodal genres in our everyday life and the necessity of contributing to the formation of students as more critical readers, this paper aims at presenting a proposal of approach with the animated short film genre by developing language capacities, especially the multisemiotic ones (LENHARO, 2016). In order to achieve this aim, the Grammar of Visual Design – GVD (KRESS; VAN LEEUWEN, 2006) is used as an analysis methodology, as well as some principles related to language capacities (SCHNEUWLY; DOLZ, 2004; BEATO-CANATO; STUTZ; CRISTOVÃO, 2019), according to Socio-discursive Interactionism theory – SDI (BRONCKART, 2012). After that, Lava short film (2015) is presented, and an analytic description grounded in the GVD is proposed as a way of showing possible readings based on the verbal and visual language used. This research concluded that the GVD provides the analysis of a short film and, when articulated with SDI, enhances the development of language capacities that make it possible to have a critical understanding of this genre.

This paper argues that a literary translator performs the original work by expressing inwardly her emotions and feelings under character-masks. Her lexical choices are indicative of her inner performance whose intimate subjectivities are visible when in contrast with the language of another translator. To support my point that literary translation is emotionally performative and happens in the state of psychological transition between the fictional Other and multiple selves as well as between mimesis and autothesis, I will explore the possibility of modelling it as a theatre of the mind by means of contrasting semantically the reporting verbs found in the first chapter of William Faulkner’s The Sound and the Fury and its six translations into Russian, Polish, Lithuanian, Romanian and French.

Textual construction is a dynamic movement of prospecting and retrospection, in which the writer materializes his ideas in a continuum of choices and intentions from the rereading of the writing itself. Pre-writing notes and drafts are memorial documents of artistic making in search of the uniqueness of the work through a style of genesis, an individual rhythm that shapes the writing. In this paper, we use the concepts of Stylistics added to the foundations of Genetic Criticism to analyze the opening scene of the play Eterno, by Doc Comparato, from a set of documents. We observe the textual variation, from the first notes to the publication, besides the metamorphosis for the movie script entitled The Secret Days of Orson Welles in Brazil. We selected seven manuscripts (out of a total of two hundred) and organized the prototext of the Scene of the wild egg. We identified records of the elaboration of the style of the work, which can be seen in the acts of rejecting and selecting language resources, in addition to practices in the development of writing that are repeated in other works of the author and may indicate an individual mark of Comparato.

The use of social networks has been growing dramatically in recent years. Facebook, for example, recorded an average of 1.47 billion daily active users and 2.23 billion monthly in June 2018 worldwide. Given the huge number of users connected to social networks, the interest in mining the opinions of network users about products, services, topics debated in society, personalities and so on emerged from marketing departments of big corporations and from political analysts. In sentiment analysis, the description of the grammatical and lexical means of expressing subjectivity is used to create applications that perform the analysis automatically, allowing, for example, to predict financial trends, voting intentions, identifying the evaluation of products available online, such as books, movies, etc. Based on the Rhetorical Structure Theory (RST), a descriptive theory that investigates the organization of texts characterizing the relations that are established between the parts of the text, this paper aims to describe the relations that emerge from evaluative comments on public Facebook pages of companies.

In this paper, we expose the relevance of active methodologies for teaching grammar through the application of the game “The roulette of social relations of ‘nós’ and ‘a gente’” in a 9th grade class at Jacintho de Figueiredo School (Aracaju/SE) to contribute to the productive teaching of usage patterns of first person plural pronouns. We assume that students must be protagonists of the learning process, considering their personal experiences. The results of the application showed four patterns of use for verbal agreement with the forms “nós” and “a gente”, which highlights the importance of a language teaching model sensitive to sociolinguistic varieties of students against the canonical variety of the language. The game proved to be a plausible alternative to what we proposed because through it the whole class was able to rethink linguistic uses, their conditioning, and impacts on social life

This paper, that focused on a set of actions carried out by its authors – professors of a state and public university in Paraíba state, in a partnership with the Education Office from a town located in region close to the campus where those professors work, was guided for two questions: I) What partnership have high education and basic education established concerning the large-scale assessment known as Prova Brasil?; and II) What reflections on Portuguese language teaching and on teacher education have this partnership led to? The theoretical framework included studies that focused on the historical development of the Portuguese language teaching in basic education (SOARES, 2002; PIETRI, 2003; BUNZEN, 2011). Based on these studies, we highlighted the relation between the Prova Brasil and the discourse for changing in the Portuguese language teaching, which emerged in the 1970s. The analyses showed the importance of the teaching, research and extension actions carried out by the higher education system in reducing the impacts of the neoliberal policy underlying the large-scale assessment Prova Brasil on the Portuguese language teaching and on teacher education.

We discuss in this paper the concept of Portuguese as a Foreign Language (PFL) teacher as a cultural diplomat and discuss the theoretical and methodological aspects of teaching practice of the foreign language teacher. It is pointed out the concepts of approach, methods and techniques as well. Furthermore, we describe a task to work Brazilian culture in PFL class. This task is in accordance with the theories discussed here. Thus, the objective of this text is twofold: first, to defend the idea of the foreign language teacher as a cultural diplomat; second, present the task example to illustrate the assumptions we follow. After the introduction, we discussed the conception of PFL teacher as a cultural diplomat, in (1); we present the theories of teacher-researcher, action research and active methodologies, as well as the notions of approach, method and techniques, in (2); we describe a task is used in our course syllabus, called ‘Brazilian themes’, and some suggestions for developing it, in (3). In our final remarks, in addition to returning to central ideas, we point out the importance of support, from private and public initiatives, to PFL teacher.

This paper is based on a theoretical interface between the theory of variation and change an linguistic functionalism, and revisits Pimpão’s (2012) work to examine the variable context of the present subjunctive (PS) and present indicative (PI) tenses in a diachronic sample composed by letters to the editor published in newspapers from de cities of Florianópolis and Lages (SC) between the late 19th and the late 20th century, looking for contextual evidence of transition. A more refined investigation of the data focusing on historical periodization allowed us to identify, in addition to the increase in frequency of PI from de 1960s, the favorable contexts for the expansion of this verbal form (epistemic sub-mode with spreading temporal projection and direct objective substantive sentences with cognitive verbs, notably the lexical item achar (think/guess)) and constraint contexts (deontic submode with future projection and sentences with formal triggers, such as talvez (perhaps) and concessive conjunctions). The results of these factors that act in an imbricated way co-occurring with PS and PI in each period and over time support the idea that PI is slowly spreading to the functional domain of PS in gradual transition, in Santa Catarina writing.

This paper presents a dialogic reflection on carnivalization in Tarsila do Amaral. The painting Anthropophagy, composed by the syncrisis of A Negra and Abaporu, in dialogue with modern aesthetics, is the corpus, in comparison with other works of the author-creator. Our theoretical foundation is based on the concepts of dialogism and carnivalization of the Bakhtinian studies, mobilized together with verbivocovisual analytical description. Our aim is to reflect on the constitution(s) of identity(ies) through alterity(ies), that is, how much the voice of the other constitutes the voice of the self, composed of a clash that, in the case of Tarsila, constitutes the stylistic trait of her aesthetics, of an artistic identity and an image of Brazil. The relevance is related to the reflection on these conceptions, at a moment of resistances, ruptures and confirmations of traditions, such as the one experienced at the beginning of the last century, although used in another way, since being another historical time. The idea of nationality, of Brazilianness, of the self-other, internal-external, proper-alien rises brighter, as does the urgency to think of another-identity/otherness, heterogeneous, special, responsive and responsible, in the discursive link that constitutes a new-old era and this is the ethical proposal of this work.

The paper describes post-verbal negation in the Brazilian Portuguese of Paraná, based on data from the Linguistic Atlas of Brazil Project (ALiB), as part of a broader effort to map sentential negation in dialects in the southern region of Brazil (and later from the midwestern and northern regions) in comparison to northeastern dialects and European Portuguese (EP). The work is justified by the evidence that such negatives have a restricted presence in southern dialects, possibly being much more recent variants in these dialects than in the Northeast and (parts of) the Southeast of the country. The results show an asymmetric geographic distribution of [neg VP neg] and [VP neg] in Paraná, with [VP neg] being absent in several dialects in which [neg VP neg] is already documented. Regarding the grammatical status of these variants, the findings provide that, despite the lower productivity, they are closer to the properties of post-verbal negatives in the Northeast than to those of the EP, as they are available in (polar) questions and in completive embedded sentences instead of being restricted to matrix declarative clauses.

This paper addresses word formation with adjectives from Tupi origin, açu and mirim, in Amazonian Portuguese. The corpus for the analysis was constituted by the reading of books, and dictionaries, which include the formations by composition with these adjectives. For the purposes of the research, our theoretical foundation is based on the Generative Morphology model (ARONOFF, 1976; BASÍLIO, 2009; ROCHA, 2008; SPENCER, 1991) in order to make it possible to construct rules applicable to the bases that these adjectives select. The results show the existence of formations by composition mainly and the application of Structural Analysis Rules (SARs) and Word Formation Rules (WFRs). In addition, some constructions do not have entries in dictionaries and others do not characterize the formation process by composition. We concluded that there is an extensive list of words formed with -açu and mirim incorporated in Brazilian Portuguese, showing that they are very productive in the formation of compound words and sometimes in derivative word formation.

This paper investigates the variable phonetic and phonological phenomenon of vowel raising of pretonic mid-vowels in medial context in the variety spoken in the Northwest of São Paulo State, e.g. m[i]lhor (‘better’/‘best’) and c[u]lega (‘mate’). This work focuses on vowel raising without a trigger, i.e., that cannot be explained by vowel harmony, triggered by a high vowel in the following syllable, e.g. m[i]nino (‘boy’) and g[u]rdu ra (‘fat’). Therefore, this research advances in relation to the studies of Silveira (2008), Carmo (2009, 2013, 2014, 2018) and Carmo and Tenani (2013) concerning vowel raising of medial pretonic mid-vowels in the same variety. Following the theoretical and methodological framework of Linguistic Variation and Change Theory (LABOV, 2008), 38 interviews with spontaneous speech samples taken from the IBORUNA database, a result of ALIP project (GONÇALVES, 2007, IBILCE/ UNESP – FAPESP 03/08058), were analyzed. The quantitative analysis of the data, through the utilization of the statistical package Goldvarb X, demonstrates that vowel raising is not very productive in this variety, with rates of 5% and 10.3% for /e/ and /o/, respectively. In general, it occurs in paradigms of certain lexical items, which corroborates the hypothesis of lexical diffusion in order to explain the process (BISOL, 2009).

This paper discusses research findings on the linguistic beliefs and attitudes of some informants from Guarani village Tekoha Añetete in Diamante d’Oeste, Paraná state. This area was chosen due to the sociolinguistic complexity highlighted by the multi-ethnic place from the tri-border area, with a significant presence of Guarani Indigenous. Six bilingual women informants were interviewed to compose the corpus of this study whose mother tongue is Guarani and their second language is Portuguese. Variables such as gender and age range were considered (from 20 to 35 years old, from 36 to 55 years old and over 55 years old). Thus, according to the theoretical-methodological principles of Sociolinguistics (LABOV, 2008 [1972]), as well as other research works focused on linguistic beliefs and attitudes (MORENO FERNÁNDEZ, 1998; AGUILERA, 2008; CORBARI, 2013), the points of view of six informant women were analyzed regarding their responses to five questions from the semi-structured survey, which aimed at reflecting on the manifestations of cognitive, affective and conative components, indicators of linguistic attitudes trend. It was observed that the language, inside and outside the village, suggests that both Guarani culture and language are more prestigious than the others studied here.

This paper aims to identify the circumstances of use of the item daí (then) in the speech of informants from Curitiba and has as corpus data from interviews of the Projeto Atlas Linguístico do Brasil (ALiB) (Brazilian Linguistic Atlas Project) conducted in this city. This research is justified by the fact that in southern Brazilian localities the use of daí is frequent in contexts different from those established by grammars, that is to say, as an adverb of place or time. For the constitution of the theoretical foundation, we used studies on grammaticalization process and stratified the results based on the Linguistic Variation Theory, in which we observed the data according to the diasexual, diageneric and diastratic variables. Therefore, this research intents to: (i) verify, in the speech of Curitiba informants from ALiB corpus, the use of the expression daí as an adverb and as other grammatical or discursive classes; (ii) analyze each employment according to extralinguistic variables; and (iii) verify if there are linguistic factors intervening in the use of the expression daí. Thus, we found that daí proved to be a discursive mark in the speech of older women with higher education, which may indicate that the change did not consolidate, but the frequency of its usage remains at the level of diageneric and diastratic variation.

This paper deals with a geo-sociolinguistic analysis of the lexical choices that the speakers of seventeen cities of inland Paraná State make to complete the sentence: God is in heaven and in hell is ...? The data that supported this research were collected and transcribed by researchers of the Linguistic Atlas of Brazil Project (ALiB), a contemporary initiative for the variationist study based on the importance of valuing regionalisms and understanding the motivations that generate them. In order to do so, the following analyses were carried out: (i) bibliography on the references to this being in some western religions; (ii) lexicographic, on the inclusion in dictionaries of the variants found; (iii) geolinguistics, on the spatial distribution of the variants in the interior of Paraná; and (iv) sociolinguistics to verify that extralinguistic factors such as location, sex, age, schooling and religion can interfere in the choice of the speaker over the use of this or that denomination. The data showed that the speakers of the sixteen localities of inland Paraná State know almost two dozen names for the devil, of which five are the most frequent: diabo, capeta, demônio, satanás and lúcifer, and most of them are included in dictionaries with this meaning in Aulete (1964) and Ferreira (2004). As for the extralinguistic variables, it was verified that the men and the informants of the age group II are responsible for the greater number of variants and also for the unique occurrences. The variables locality, sex and religion, which the informants profess, do not seem to influence the presence or frequency of the variants.

In language, there are a few cases of exposition of arguments that, in spite of all the effort the subjects do in their enunciative constructs, misunderstandings and contradictions seem to return in these arguments, which may generate some disagreement. These flaws in argumentation can and must be explained by several theories within the scope of language studies: from the most structural, through the enunciative theories, to the most discursive. In this sense, we propose in this paper to search, in a discursive understanding of language, namely, from French Discourse Analysis, and more specifically that of the discursive theory of constitutive silence to every language process, proposed by Eni Orlandi (2007), the analyzes for these ritual failures in the elaboration of the arguments. To do so, we have brought the analysis of some cases that have occurred in what we call the digital media of Brazilian daily life, that is, cases that circulated in the virtual spaces of the Internet and its various enunciative devices. In these case analysis, we seek, through the formula of constitutive and foundational silence, described by Orlandi (2007), to understand how misunderstandings and contradictions are, in fact, the evidence and irruption of these discursive silencings in the discursive arguments of the cases. Thus, responding to this hypothesis is our main objective in this work.

This paper reports on the implementation of a didactic sequence which addresses the oral genre selection interview, as a support in the construction of a didactic model, focusing particularly on the evaluation process implemented. The interview was constructed as an oral genre, hence as a communicative social practice and the aim was to develop students’ oral skills through activities grounded in Conversation Analysis (CA). The proposal was motivated on account of the research problem that investigates whether it is possible to develop, potentialize and optimize oral skills through the teaching and approach to text/discursive genres in high school, purposely designed for students who are concluding their technical/vocational education. From the research problem, the educational product developed encompasses a common situation to workers, whose preparation lacked a model directed at the applicant (interviewee). The integration of the oral element involved in a text production requires, firstly, a social practice that is built in a collective context, the text is produced by means of interactions. Results bespeak a more conscious learning process involving language adequacy for manifold social practices, especially for formal situations of linguistic-discursive interactions, as is the case of a selective process.

The present paper aims at presenting a proposal for the teaching of Portuguese language based on literacy perspective. It is an action-research whose specific objective was the creation of a school newspaper as a strategy to promote the teaching of the Portuguese language. From this objective, the necessary discursive genres for the elaboration of the newspaper were studied. Therefore, this work is based on the official documents that govern Brazilian education; Literacy Studies, according to Street (2014), Kleiman (1995, 2000, 2005, 2006, 2010), Soares (2001). There is also the assumption of the socio-historical conception of language based on Bakhtin (2003), considering that social practices should guide the teaching of the mother language in the school context. As a result, it was possible to observe that thinking about teaching based on social practices contributes to the teaching-learning process since the production of the journal’s genres (BONINI, 2014), related to student and community issues, was meaningful at the time of production.

In this paper, the morfo-semantics statute of the lexical formations ending in -land in Portuguese is described: their formal characteristics and their extensions of meaning operated over time. To represent the relevant phonological and morphological aspects of these formations, we apply the Booij model (2005, 2010), called Construction Morphology. In turn, the semantic-cognitive aspects of X-(o)lândia are addressed by means of Fauconnier & Turner’s (2002) Conceptual Blending Theory. We intend to show which cognitive domains are involved and how blending occurs. To this, we have a corpus consisting of 114 words, extracted mainly from electronic dictionaries, such as Aurélio and Houaiss. We try to show that the new formations differ from the older ones not only by the frontier vowel -o- (see ‘Ceilândia’ vc. ‘Cracolândia’), but above all because they activate a frame that allows naming places of agglomeration, such as ‘macacolândia’ (‘place full of black people’) and ‘macholândia’ (‘meeting place of heterosexual males for fun and leisure’). In the case of the onyonyms, such as ‘sushilândia’ (‘oriental food restaurant’), the blending is made by completion, while in the X-olandia formations it is made by elaboration. The main difference between these last two recent uses is the expression of point of view, since X-olândia refers to forms almost always evaluated negatively by the conceptualizer: they are not circumscribed places, being perceived as areas with a large contingent of elements depreciated by the speaker.

This paper presents an enunciative analysis of the discourses of a group of teachers aiming to understand the ways in which the teachers elaborate the English teaching in the public school in relation to the prescriptions of the official documents and the work conditions. The theoretical basis for the enunciative-discursive analysis is based on Bakhtin and Volochínov, authors who theorize the social, dialogic and ideological language in the discursive formation of the individual. The text develops a brief contextualization of the scenary in which the teaching of English is established in public schools, including the trajectory of the insertion of the English language in the curriculum of the schools and the presentation of official documents that support the offer of the subject. The analyzes indicate that the official documents discourses organize the teachers’ view of English language teaching practices in the public school, guide the evaluation of the teaching methods and the appreciation of the work itself in the classroom.

This paper aims at describing and analyzing abstentions and invalid responses to some questions of the Phonetic-Phonological Questionnaire (QFF) that were registered by the informants of the Linguistic Atlas of the State of Alagoas - ALEAL. Relatively common in field studies, information with these characteristics are still poorly explored in scientific studies. This work is mainly based on the results referring to QFF 26 – BOTAR (to lay), in which we asked the informant “What will the chicken do when it clucks and goes to the nest?”. The verb pôr (to put), predominant among the speakers of the ALEAL, is understood as invalid responses, because it doesn’t meet the purposes of the linguistic phenomenon that would be analyzed, that is, the opening of the pretonic medial vowel. Only two abstentions were registered. When examining the reasons that lead the speakers to realize the mentioned occurrences, it is intended to contribute to a correct interpretation of the information obtained, in addition to rethinking the current methodologies, always with a view to the production of a cartography of excellence, that is, faithfully aligned to the different variables worked by the researcher, and, of course, to the collected registers.

Geolinguistic and dialectological studies comprise several stages such as definition of the object of study, objective, methodology, profile and selection of the informants, definition and preparation of the interviewers, financing, preparation of material for the interviews, establishment of the points of contact, selection of informants, the conduct of interviews, among others. Among the authors who discuss the stages of this work are Brandão (1991), Aragão (1998), Ferreira (1998), Aguilera (1998) and Caruso (2005). For this study, the conduction of the interview in field research is what matters. The objective of this paper is to analyze the strategies of the inquirer to obtain adequate answers from the informants. The corpus of this research considers the 40 interviews of the Linguistic Atlas of Brazil (ALiB), in five capitals of the Northeast of Brazil: Salvador (BA), Aracaju (SE), Maceió (AL), Recife (PE) and João Pessoa (PB). The data collection consisted of the analysis of question 102 of the QFF. From the corpus analyzed, the interviewers achieved the desired response in 29 interviews, totalizing 72.5%. The results point to different strategies of the inquirer to obtain the expected response.

At the creative environment of Carnival colleges, different languages are exchanges to communicate the story of the college. This paper exams the process of construction of meanings at Paulo Barros’s creator aesthetic, a Brazilian Carnival artistic producer. Specifically, it analyzes the exchanges in the process of creation on the allegory “Where is Waldo”, developed for 2007 Carnival by the college Unidos do Viradouro; that year, this Carnival College talked through several kinds of games with the plot “A Viradouro vira o jogo” (“Viradouro turns the game on”). The theoretical scope comes from Genetic Criticism and Peirce’s Semiotics; this contribution lets us access the show by an unknown perspective: its backstage, wher textual signs and imagery codes parade followed by tune patterns that suggest gestures. The Carnival generation of meanings is: communicative processes that engender senses in the parades of Samba colleges.

The article reports on the research developed in the last six years by the NUPROC (www.cce.ufsc.br), at the Federal University of Santa Catarina, to divulge the intellectual activity of Dom Pedro II. In these years of research, we have systematically analyzed for the first time in Brazil the literary translations of various classical and modern languages carried out by the Emperor and ignored by the official records that focused on his political and administrative acts. These analyzes have resulted in several publications and academic papers (dissertations, theses and postdoctoral research). Now, once collected, organized, transcribed and analyzed the original and digitized manuscripts to which we had access, we intend to make available all this material unpublished to all researchers and groups that are Interested in the History of Imperial Brazil and the translation and literature in Brazil in the nineteenth century. In order to do this, we intend to transform these transcriptions into genetic editions accessible in digital and hypertextual platforms in the form of hyperdiplomatic transcriptions, to the example of the Projekt HyperNietzsche and The Beckett Digital Manuscript Project. In addition to this concrete objective, the article (and the project to which it refers) intends to raise the question still little discussed in Brazil about the necessary interface between Humanities and Digital media.

Our aim in this paper consists in grasping the media discourse functioning about the celebrity’s body, to describe the ways in which the subject celebrity is built in relation to the body and with knowledge and practices that emerge from this relationship. To this propose, we take as theoretical subsidy Michel Foucault’s reflections about the body, observed in a discursive bias. The materiality of analyses are made up of news published on the website Ego. In examining these reports, We have demonstrated that the subject celebrity subjective up from practices and knowledge that relate to the construction of a turning body under the fitness moral and, at the same time, it uses these discourses as possibilities to remain in the orbit of the media apparatus. In addition, the celebrity discourse emerge linguistic and enunciative marks related to indexes and rates of fat, amount of exercise and training, nutritional treatments and quirky diets, among other things, responsible for change that body, under the limits of a fitness moral of an ascetic that privileges the exibition of slim body shapes, wellturned and athletic.

Based on theoretical concepts related to Discourse Analysis from French perspective, this paper proposes to reflect about the procedures of production of sense in the poem O bicho by Manuel Bandeira, in order to understand the discursive functioning of this significant materiality belonging to literary discourse. In this perspective, we seek to present contributions of Discourse Analysis as a theory of reading that can be applied to different texts, in particular, in this article, to the literary text. Thus, we start from an analysis of the processes of constitution, the formulation and movement of the poem, in the light of the concepts such as production conditions, discursive memory and the processes of paraphrase and polysemy developed by the Discourse Analyst Eni Orlandi, here in Brazil, grounded on a reflection on the relation between text and discourse. Thus, we seek to give visibility to the senses in operation in the text, which allowed us to work the contradiction that constitutes a “man” who is in a condition of bug and contemplate the paths of memory of say, in which senses evident related to debris and rest may be other and mean survival or the counterparty of consumption, in other words, what is outside.

In the present paper, we argue that traditional stereotypes related to the language learners such as non-native speaker; prejudices regarding the way communicative practices across languages take place may darken the communicative practices that arise locally. Such situated practices, as long as recognized, have the potential to become resources for the organization of learning and to broaden one’s participation in various domains of everyday life. It is noteworthy that any possibility of widening participation is mediated by locally situated interaction, which is open to interpretation. We understand that, in an additional language, people may be able to use situated communicative practices to participate in experiences with the emerging language and thus achieve their social goals. We conclude that failure to recognize the wealth of heterogeneity that may arise locally is a great loss and in order to recognize and interpret it in real time there is a need to overcome the conception of language as a modern and static object. Based on the principles of Critical Applied Linguistics and Sociocultural Studies, we seek to present a theoretical discussion about the need for understanding communicative practices at school beyond the traditional standards, which are grounded on essentialized structures and on a monolingual ideology.

This study is part of SAL – Systemics Across Languages, a project, developed in association with researchers from China, Argentina, Mexico, Colombia and Thailand, whose aim is to study specific and universal features of languages. In Brazil, it project focuses mainly the study scientific language. This article aims to analyze the different uses and functions of the clitic se in scientific articles. This study excluded se when functioning as a reflexive pronoun or as a conjunction since their uses are clearly described and they are not related with the focus of this investigation: defocus of the participant. The theory underlying this research, Systemic Functional Linguistics (HALLIDAY, 1994, 2004), focuses language in use and analyzes the grammatical choices in texts (spoken or written) based on their context of culture and of situation. This paper shows se occurs in three categories: in middle constructions (self-caused process); in constructions that defocus participants, and in agnate constructions.

In this paper, I analyze negative scope ambiguity in sentences with cause, temporal and purpose adjuncts, in which negation can take scope either over the predicate or over the adjunct. I discuss Huang (1982), Takubo (1985) and Johnston’s (1994) analyses, which propose that the ambiguity is derived from different c-command relations between negation and adjunct, due to an optionality of adjunction to VP or IP. Against this view, I show a set of facts which are problematic for any analysis based only in c-command, i.e., several syntactic contexts where negation should c-command the adjunct, but where the ambiguity surprisingly still holds. Based on this, I argue that c-command is a necessary, but not sufficient condition to establish negative scope. And I suggest that the availability of predicate negation and adjunct negation results from an optionality of the operation of Labeling in adjunction, according Hornstein and Nunes (2008).

Most part of indigenous adults in the Guarani communities of Mato Grosso do Sul is bilingual and has one of the indigenous languages, Guarani Kaiowá or Guarani Ñandeva, as their mother tongue and Portuguese as a second language; only a few elderly and young children still who do not go to school speak only the mother tongue. In this paper, we try to verify which impression the speakers have for each of these languages and the importance they attribute to each one of them. Data analysis showed that the mother tongue is closely related to the expression of their traditional culture; in general, the indigenous claim their languages are being transmitted to new generations, and therefore preserved in an appropriate manner in the two communities. The Portuguese is also considered very important by all informants and the main motivation for its teaching/learning is the need to contact with the non-indigenous population. These results may help us understand issues related to the future of these indigenous languages and Portuguese language in the investigated communities.