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The main objective of this paper is to revisit the category known as “brazilianism”. This category is analyzed from a traditional and historical perspective, which regards “brazilianisms” as particular expressions or words, coined in Brazil, that diverge from Portuguese expressions. This category is also analyzed from a lexicographical perspective, which, based on a traditional view, labels certain lexical items as “brazilianisms”. This paper is based on literature review dating back to the first records of these formations, as well as on the investigation of modern dictionaries. A common core of all definitions of “brazilianisms” discussed throughout this paper is that this category distinguishes Brazilian Portuguese (BP) from European Portuguese (EP), although there is disagreement with respect to the etymological origins of these formations. This paper does not acknowledge this as a problematic fact, and further concludes that the profusion of etymological sources (e.g., Amerindian, African, and Portuguese) is one of the fundamental characteristics of “brazilianisms”. Additionally, this paper revisits Mario de Andrade’s contributions to the topic, based on his particular view of “brazilianisms”, from his project titled Gramatiquinha. The label “brazilianism” is then extended to encompass not only words, but also various constructions and strategies which, nonetheless, would be typical of BP. Finally, the main contribution of this paper lies in the attempt to trace back the history of the concept of “brazilianism”, to rediscover it, and to think about which structures and contemporary trends in BP could be investigated under this category.

According to Inpe – Instituto Nacional de Pesquisas Espaciais, disasters are calamitous events that cause great negative impact on society and are essentially distinguished by their origins, that is, by the nature of the phenomenon which triggers them. Earthquakes, deluges, storms, tsunamis, floods, among others, are examples of common natural phenomena that can cause natural disasters. The aim of this paper is to present the analyses of some metaphor occurrence in the economic-financial discourse related to the global economic crisis which originated from these natural disaster denominations. This crisis, which had its major disclosure in 2007, has caused the (re)appearance of many new metaphorical Lexical Items to denominate the actions, institutions, processes, etc., which affected the financial system of several countries, causing negative effects on the economy of these nations. Lexical Items such as storm, deluge, flood and tsunami, for example, have assumed terminological characteristics and started to denominate in a more concrete way the concepts related to the crisis. Under the light of Conceptual Metaphor and Frame Semantics theories we analyze in this paper some metaphorical Lexical Items used in the press discourse to refer to the crisis, published in Folha de S. Paulo newspaper from August 2007 to December 2013.

This paper presents some results concerning the Project Cultural and educational values in specialized metaphor: multiple images of the world economic crisis in print media, which is being developed under Capes-DGPU Program, a cooperation program established between Brazil and Spain in order to support exchange and research among researchers and post-graduate students from Brazilian and Spanish universities. Based on the corpus of journalistic texts constituted within this project, we emphasize, in this paper, the relations between Economics and Medicine. These relations, established through metaphors and other figures, show how these two sciences establish intersections, which are reflected in the terminology of the world economic crisis.

This paper aims to offer some remarks upon the argumentative use of images - mainly photographs - in the legal proceedings of the criminal and labor areas. Notions and categories of dialogical discourse analysis, inspired in the works of Bakhtin and the Circle, are the theoretical-methodological basis of the paper. We understand that every utterance in law proceedings belongs to a genre defined in the ideological sphere of law and, as such, presents a thematic content, style, and compositional form appropriate to the genre. In addition, they constitute themselves as the unique discursive project of the enunciator, who occasionally combines words and images in the construction of persuasive sense. In the statements presented, the set of words and images expressed evaluative standpoints, whether in agreement or not. Moreover, the analysis showed some different voices of the countless speeches that circulate in our society.

This paper focuses on the textual and discursive organization of the oral genre "conference" (also called, in this paper, "oral presentation"). Based on text planning and context production, our goal is to analyze, textualization strategies employed by the user and "top-down" regulations (regulations forced into the enunciation due to their given social place, language and genre) that interfere in such production and, therefore, are present in the texts being studied. The corpus chosen is part of the formal utterances (a university level class), transcribed by the NURC - Urban Standard Language in São Paulo City Project (Projeto da Norma Urbana Culta da Cidade de São Paulo – SP) and published by Castilho and Preti (1986). Our theoretical framework leans on the aspects related to Discourse Textual Linguistics, as proposed by Adam (2000). From this perspective, we investigate the relationship between the macro-structural organization of the text and the various external factors at play in the textual elaboration of the corpus under analysis. Our focus lies on the aspects related to the communicative situation and to the interaction among speakers. The results of the analyses raise discussions regarding the interaction postulated by Adam (2000) between “bottom-up” regulations, which govern the chains of propositions in the system constituting the text, and “top-down” regulations, which are imposed by the situations of interaction and by genre. This way, we also try to show, in our analysis, that oral presentations have specific textual strategies. An example is the adoption of a narrative textual type which can be an indication of the asynchronous character of such genre, once the narrative is monological (in the conversational sense) and limits the possibilities for cooperation from the listeners. Thus, under the impact of the search for expression and for interaction, statements can take infinite forms, but genres and languages interfere as factors that regulate the textuality process.

This paper aims at dealing with issues related to language spoken in the classroom, focusing on discursive practices that highlight argumentation. We believe that the discussions that were made around genres, especially guided by the studies of Bakhtin and Text Linguistics, have been providing a breakthrough towards the necessity for the school to promote language teaching through the discursive genre approach. That is what we expect to be happening since both writing and spoken modalities deserve space in learning. We believe that oral genres demand that teachers acquire specific knowledge of the features of spoken language interaction that arise from its use in practical situations. Because these studies are recent among our researchers (not longer than three decades), they should still be very present in our discussions. In this paper, we focus on a specific genre of oral tradition – the debate. It is ideal for knowledge building and taking a stand at issues that arise in society, all of which is particularly important to the school. Besides contributing to the development of skills required by certain sociodiscursive practices, it is proposed that the teaching of argumentation in oral genres concentrate on the observation of selected strategies in interactions. We are particularly interested in interactions that emerge when one interaction party is trying to persuade the other. The corpus consists of the transcriptions of debates which occurred both in the classroom and in other contexts, such as the media. The methodological approach is done by identifying the arguments and their strategic use in specific situations. The theoretical discussion rests on the works of Orecchioni (2010), Marcuschi (2004), Dolz and Schneuwly (2004), Perelman and Olbrechts-Tyteca (1996 [1958]), among others.

This paper addresses some comparative aspects of the 3rd person possessive pronouns seu and dele in Modern Brazilian Portuguese (BP) and Old Portuguese (OP). Following Müller (1997) and Menuzzi (1999, 2003) we propose that the BP pronominal system is undergoing some change which made seu become disfavored as an anaphoric form for 3rd person referential antecedents. The generalization has a ramification for the fact that the form dele is the possessive for 3rd person. We also assume Menuzzi’s ideia that the restriction on 3rd person referential antecedents follows from a syntactic condition on anaphoric dependencies, the Chain Condition, which applies to sentential anaphora because it is the way syntax interprets Accessibility Principles, which govern discourse anaphora. In OP, however, the form seu is strongly preferred as a 3rd person possessive pronoun. In these terms, it can take referential antecedents and also be bound by quantified antecedents. We assume that the morphosyntactic properties that differentiated the two forms, seu and dele, mainly gender and number, were crucial to the historical development of the Portuguese language. Other archaic possessive strategies as the dative clitics lhe/lhes~lhi/lhis and the construction seu…dele are also discussed as evidence for dele as a possessive form. We concluded the paper with some suggestions about the cause of the diachronic reanalysis that affected the 3rd person possessive system in the history of BP.

This paper aims to analyze the syntactic and intonational structures associated with VOS sentences (sentences in verb-object-subject order) in European Portuguese (henceforth EP), with the hypothesis that prosody (reflected in intonational structure) can encode the syntactic structure associated with EP neutral sentences (sentences SVO – in subject-verb-object order) and the syntactic structure associated with EP VOS sentences in different ways. This hypothesis is based on the experimental results presented in Frota (1994), which reveal that the intonational contour associated with special syntactic structures of EP is affected locally (or even whole) in relation to the neutral contour. For the investigation of that hypothesis, the intonational and syntactic structures associated with EP SVO neutral sentences and with EP VOS sentences are comparatively analyzed. For the syntactic analysis of the latter type of sentences, syntactic and prosodic arguments are brought in favor of the derivation proposed by Fernandes (2007), by p-movement (Zubizarreta, 1998) of the object. Regarding the analysis of the intonational structure of EP VOS sentences, based on the results of Fernandes (2007), the initial hypothesis of this study is confirmed, since that the intonational structure associated with EP VOS sentences is different from the intonational structure associated with SVO neutral sentences of the same variety of Portuguese. Unlike the intonational structure of SVO neutral sentences, in the intonational structure of EP VOS sentences there are more pitch accents and also a specific pitch accent (L*+H) associated with the object moved from the right edge of the sentence, according to the syntactic derivation proposed in this paper.

This paper suggests that analytical thinking, critical understanding and perception of intercultural contexts, always with solid investments in humanity, should guide the preparation and training of language teachers. With this in view, we present a discussion grounded in science and conditioned by history, as well as art and technique in teaching practice. This paper also suggests that the university should provide solid theoretical concepts and a well-conformed educational politics, as well as attend to the needs of the social-cultural context of basic level education. The present discussion approaches matters such as: a school-based view of language; the necessary ingredients for the educational process with language and mother-tongue (goals, teacher’s training, curricula, teaching methodologies); the responsibility of promoting education in the true sense of the word. This last point is developed by way of illustration. The main conclusion here arrived at is that such a reality gives ground to forming professionals in the field of education, which demands a clear understanding of language and language use.

The present paper analyzes historical features and linguistic evidences on Dutch documents dating from the beginning of the 18th century about the Portuguese language in Timor. These documents are located at the Arsip Nasional (ANRI ‘National Archive’) in Jakarta, Indonesia, and at the Koninklijk Instituut voor Taal-, Land- en Volkenkunde (KITLV ‘Royal Netherlands Institute of Southeast Asian and Caribbean Studies’) in Leiden, Netherlands. The choice to analyze the Dutch documents was not random due to the fact that these documents are understudied until now. By its turn, the Portuguese documentation about Timor is well studied by Portuguese historians and philologists since the 19th century. The documents located in Indonesia date from the 18th century and are the main source of this study, while the documents from Netherlands date from the 17th century and were only used to confirm the present analysis as additional evidences. Thus, in (2), the main features of Portuguese spoken in Timor-Leste will be pointed out. In (3), the corpus will be analyzed searching for historical information and linguistic evidences which may contribute to a better knowledge on the origin, formation and development of the Portuguese variety spoken in Timor-Leste. Finally, in (4), there are the final remarks about the analysis done on the paper.

This paper presents a study on the Cape Verdean noun phrase, undertaking a comparison with European Portuguese (EP), Brazilian Portuguese (BP) and Guinea-Bissau Creole (Kriyol). The determiner system of Cape Verdean Creole – CVC – raises some questions which are of interest for language researchers since this system comprehends structures which are not attested in other similar languages, like Portuguese. Several scholars consider the "kel"particle, for example, as a definite article. However, the definiteness is not necessarily expressed in this particle and, in Cape Verdean, bare nouns can also come with this particle. Furthermore, according to the majority of CCV researchers, "kel"is neither required nor expected in the noun phrase. In this paper, several studies that deal with Cape Verdean noun phrases will be discussed and some arguments which confirm or not this works will be presented. The results of the analyses of the CVC determiner system will also be demonstrated.

Based on Halliday (1985) and Raible (1992, 2001), this paper argues that the´interpropositional patterns of assim are distributed in continuum, set within the representative usages of different types of interdependency, from examples of dominant relations of parataxis to examples of hypotatics, covering examples between the poles of the continuum. The paper takes as its starting point the function of the phrase assim como, with a description of its syntactic and semantic behavior in the selected corpus and an analysis of evidence of linguistic change through grammaticalization, which infers its function as a connector indicating the position held by this pattern in the continuum.

With this paper, we aim to show how Amaro de Roboredo’s language teaching manual, Methodo grammatical para todas as línguas [Grammar Method for all Languages], published in 1619, recorded aspects of Portuguese norm and use. This research is situated in the fields of epistemology and linguistic historiography (Auroux 2007), specifically in terms of the historical reconstruction of linguistic knowledge, within the realm of Portuguese grammar studies. In order to carry out the investigation of these themes, this paper is divided into three sections: firstly, it places the author and his work into the context of the time period in order to understand the text, i.e., we look at the linguistic ideas of the time. This leads us to the second section of the paper, in which the concept of the Method is presented and discussed – as well as its causes and (late) consequences, and the effect that they had on the teaching of the Portuguese language. The third and final section of the study refers to the record of Portuguese use and norm following the steps used for teaching Latin rules. The research leads us to the conclusion that despite the fact that Roboredo did not set out to describe or normalize the Portuguese language, his method is an important legacy of records of specific features in the uses and norms for this language, especially where he addresses the “curious Portuguese person”, i.e., a subchapter addressed to readers who, besides studying Latin, were interested in becoming acquainted with the rules of the vernacular language in the process of being grammaticized at the time.

Although modernist writers claimed to “look within” and portray the workings of the mind rather than the material world “out there”, recent criticism in cognitive narratology, by David Herman, and genetic criticism, by Dirk Van Hulle, has punctured the myth of an “inward turn” by demonstrating how fictional minds in modernist narratives can be considered from the perspective of the Extended Mind Theory. This paper wishes to corroborate this criticism by examining two chapters from Virginia Woolf’s To the Lighthouse, thus further demonstrating how the modernists’ intuitive shaping of fictional “extended minds” was informed by their own cognitive experiences with “thinking on paper”. I will touch upon the theoretical implications of combining genetic criticism and cognitive narratology, not only for a further renegotiation of the modernist project but also for the concept of authorship within the domain of genetic criticism. The central aim of my further research will be to investigate if the application of theories of distributed cognition can provide a re-definition of literary authorship.

Abstract: As is the case with so many first drafts, some of Beckett's manuscripts still contain gaps: zones in the text that are either left completely blank, or are otherwise indicated to be filled in at a later stage in the writing process. Such gaps are interesting milestones for any genetic critic, because they may indicate a hesitation on the author’s part during the writing process: a name not yet decided on, a word or phrase that needs fine-tuning, etc. In Beckett’s case, these gaps are especially significant, because they feature so prominently in his published works as well: from the startling “(Hiatus in MS.)” in his early novel Watt to the phrase “and here a word he could not catch” in his last prose text Stirrings Still, narrative pauses, interruptions, and false starts have undoubtedly become a leitmotif throughout Beckett’s oeuvre. Encoding Beckett’s own hiatuses for a digital edition of his manuscripts, however, poses a problem. While the TEI’s element may intuitively seem like the perfect match, the description of the element is in fact more closely related to the textual feature we wish to encode. And although these gaps/spaces will invariably differ in appearance (a blank space; an indented string of characters; a symbol of some kind; etc.) and motivation (inadequacy; indecisiveness; etc.), the TEI does not yet allow either of these elements to be classified further through the @type attribute. Using the manuscripts of Beckett’s Malone meurt as a case study, this paper makes a case for the TEI’s element to be added to the att.typed class (a feature request for which was approved while writing this paper), and makes a first attempt at a typology of Beckett's use of hiatuses in his manuscripts.

This paper studies the uses of [diski] in the Brazilian Portuguese language, with a descriptive proposal that combines Functional Discursive Grammar and Grammaticalization Theory-based approaches. The aim of the paper is to widely analyze these uses and to show satisfactory descriptive counterpoints in relation to the evidential paradigm consisting of different patterns of functionality of [diski].

This paper presents an example of a codicological description based on a group of nine documents dating from the 18th century. The documents belong to the Arquivo Nacional (RJ). Besides the increase in the number of philological sources, it can be noticed that there are fewer codicological analysis. So, this paper intends to show the importance of codicology and its countless contributions to philological work using a brief, but detailed, description of a codex.

This paper aims to present some of the Livros de Compromisso and other books generated by lay catholic brotherhoods in the 18th Century in the cities of Ouro Preto and Mariana, Minas Gerais State, Brazil, nowada ys belonging to the Arquivo Eclesiástico da Paróquia de N.S. do Pilar de Ouro Preto, the Museu da Inconfidência, the Arquivo Casa dos Contos and the Arquivo Eclesiástico da Arquidiocese de Mariana. The Compromisso is a written commitment that allows the brotherhood to exist. These brotherhoods, known in Portuguese as irmandades, were officially recognized institutions by the religious and royal instances by means of these books. Their activities were registered in a variety of different books with specific purpose that provide us with an important heritage of manuscript documentation still little studied in the philologic domain. A brief historical view on the institution brotherhood is presented and extracts from different Compromissos are analysed in order to emphasize the singularity of this document. A proposal to understand the role and the structure of this book is produced. Some recurrent aspects on the Compromissos are singled out, examined and exemplified: the spelling variation, the ownership and the occasions when these books ought to be read, the existence of different kinds of written reproduction of the same book, the ordinary thematic prescriptions and the provisions made by ecclesiastical and/or royal power.This paper aims to present some of the Livros de Compromisso and other books generated by lay catholic brotherhoods in the 18th Century in the cities of Ouro Preto and Mariana, State of Minas Gerais, Brazil, nowadays belonging to the Arquivo Eclesiástico da Paróquia de N.S. do Pilar de Ouro Preto, the Museu da Inconfidência, the Arquivo Casa dos Contos and the Arquivo Eclesiástico da Arquidiocese de Mariana. The Compromisso is a written commitement that allows the brotherhood to exist. These brotherhoods, known in Portuguese as irmandades, were officially recognized institutions by the religious and royal instances by means of these books. Their activities were registered in a variety of different books with specific purpose that bequeathed us with an important heritage of manuscript documentation still little studied in the philologic domain. A brief historical view on the institution brotherhood is presented and extracts from different Compromissos are analysed in order to emphasize the singularity of this document. A proposal to understand the role and the structure of this book is produced. Some recurrent aspects on the Compromissos are singled out, examined and exemplified: the spelling variation, the ownership and the occasions when these books ought to be read, the existence of different kinds of written reproduction of the same book, the ordinary thematical prescriptions and the provisions made by ecclesiastical and/or royal power.

The event that leads to the existence of this paper was the finding of thirteen texts written by slaves in XIX century Brazil. Those are rare documents because they appear to be, according to frequent historical studies, written by individuals that, for historical-social circumstances, didn’t have access to litteracy. Such documents were edited according to semi-diplomatic criteria, striving to maintain, as much as possible, their original caracteristics. The paper then analyzes above all, phenomena linked to the acquisition of the written language, such as graphic and graphic-phonic phenomena.

This paper presents some results obtained by the investigation of the discursive construction of the intolerant identity, developed within the Laboratory of Studies on Intolerance. The theoretical framework is that of French discursive semiotics. The objective of the paper is to show how intolerant (racist, fascist, secessionist) discourses are built, and what identity (the intolerant ethos) is built therein. This is done by the investigation of linguistic-discursive procedures, and of the ethical frame within which these discourses are built. This article deals specifically with secessionist discourse, which is a type of intolerant discourse.

This paper seeks to analyze a language structure which, taken to a different sphere, a different discursive practice, a different culture, leads to the appearance of equally differing discourses which, in turn, point to the language assets and to its discursive productivity in different contexts. Based on the concepts of sphere and dialogical relations, both stemming from Bakhtinian terminology, and taking into account that language studies practiced by different trends of discourse analysis agree on the fact that they all seek to understand the production of meaning by means of historical, social and cultural dimensions, this paper aims, mainly, at observing the verses of a Brazilian ontemporary song in which the verb vir (to come) is used in its pronominal form vir-se (also to come). Noticing the presence of this form – which is totally strange to Brazilian speakers of Portuguese – in the Brazilian artistic realm, one is led to recognize the forms of language in use as part of the object targeted by analyses and by the theories of discourse.

This paper aims to discuss the representation that university students of letters and pedagogy courses use in the so-called “internetês”, a grapholinguistic form which has been spread in digital genres such as chats, blogs and social networks as the orkut. Popularly, the “internetês” is known as “portuguese language as written on the internet”, characterized by word simplifications that would consider, in the formation process, the spoken genre (the non-standard and stigmatized varieties) of language, rather than the written genre (the standard and prestigious varieties). By means of a textual composition activity, the students were supposed to discuss the relevance of the statement internetês não é língua portuguesa, paying attention tosome theoretical conceptions about language (both in idiomatic and systematic terms), speaking – writing relation and literacy, assessed in a reading and writing practice course. This paper seeks to discuss, mainly, university students’ representation of their own language. The hypothesis is that those students who think that internetês não é língua portuguesa conceive portuguese language as a set of grammatical rules which must be followed whatever the circumstances might be, especially concerning written language. Based on the reflections of Corrêa (2004) – o modo heterogêneo de constituição da escrita – this paper attempts to show that language is heterogeneous in its conception, which makes it impossible to think “internetês” as a simple representation of speech or as textual composition influenced by spoken language.

In this paper we analyze the ‘Nova gramática do Português Contemporâneo’ (New Grammar of Contemporary Portuguese), written by Celso Cunha and Lindley Cintra (1985). We start from the presupposition that traditional grammar is, from the cultural and historical point of view, an important linguistic tool (Auroux, 1998) for society. Our goal is to show that traditional grammar also displays the historical aspects of the language, including data of the linguistic reality (hyperlanguage). This is a paper in linguistic historiography and intends to examine a content that, in this case, is the register of aspects of the brazilian variety of portuguese as a linguistic tool.

This paper discusses the recent impact of linguistic studies on the qualification and performance of elementary and junior high school teachers, focusing mainly on the treatment given to reading, writing and linguistic analysis practices in that context. Two aspects are the object of this reflection: first, advances in the filed of linguistics are related to social transformations; then, the paper considers necessary changes in the initial and continuing qualification of teachers, so as to imprint a critical linguistic formation on elementary and junior high school education.

This paper investigates the pronominal filling of third paper subjects in Brazilian Portuguese in oral and written narratives produced by primary and secondary scholl students. It also compares the production of native speakers to that of non-native ones (Germans with Portuguese as their second language). For this study, 14 informants (7 native and 7 non-native speakers of Portuguese) were shown a video tape and were asked to tell orally and to write down the story of the film. The analysis of the data shows the pronominal filling is the variant most frequently chosen for sentence subjects by all informants: non native writing (100%) > non-native oral telling (83%) > native oral telling (81%) > native writing (59%). The results of non-native speakers in the analysis of the data match the initial hypothesis that pronominal filling is the most frequently used variant, especially in written discourse. The obrigatoriness of filled subjects in German, the native language of the informants, seems to influence the use of overt subjects in Portuguese as foreign language. In the native speaker data, the high rates of overt subjects in oral discourse as well as the significant rates in written discourse seem to confirm the hypothesis formulated by Duarte (1993, 2000) that Brazilian Portuguese is altering its linguistic system from positive to negative marking of the pro-drop parameter. Finaly, a new analysis is elaborated in view of the fact that empty third persons subjects, differently from first and second person ones, do not necessarily correspond to omitted pronouns. Whereas first and second person NPscan only be filled by pronouns, third person NPs can also bi filled by nouns. The reanalysis of the corpus, contrasting empty subjects with both pronominal and nominal overt subjects, suggests that the actual percentages of overt subjects in the third person are more similar to those in the first and second persons tha has been supposed by other authors. This may indicate that the change of Brazilian Portugese in the direction of a language with an obligatory overt subject has already reached a more advanced stage than is commonly acknowledged.

The purpose of this papers is to observe how the oralidade is present in the written speech, falling back upon the journalistic language, much more receptive to those transformations and exemplifying with picked up texts of the newspapers Folha de S. Paulo and Jornal da Tarde, as well as of the magazines Veja and Época. For so much, firstly I will make a brief sketch on the contemporary journalistic language, focusing its main tendencies, beginning the discussion starting from the paper of the “composition manuals” and its philosophy as vestiges of a grammatical purismo, not always proceeded precisely by the journalists. To proceed, I will make a parallel one among the two modalities of the language: the oral and the writing, tend for base the collected material and aiming the main marks of the oralidade in the journalistic speech. I will look for to evidence as such marks they favor the journalist’s involvement with the reader, in a supposition dialogue that reminds, for times, the oral narrative.

Digression occurs in a momentary action of suspension of a topic, in which a new and of more interest one is introduced in that moment, followed by the reintroduction of the original topic. According Dascal and Katriel (1979), there are three types of digressions: 1) the one based on the enunciation; 2) the one based on the interaction; and on 3) inserted sequences. This paper aims to investigate the use of these three types of digressions in oral texts produced by Capixabas speakers, extracted from typically labovian interviews from the PortVix database. The objective of this research is to observe to what extent the interaction, by employing this strategy, is a kind of reorientation of its meaning. The qualitative analysis of the data showed that digression is a conversational strategy which is widely used by the speaker and, despite its suspensory and fluctuating character, it should be considered a coherent event, provided that it decisively intervenes in the establishment, and maintenance of textual and interactional organization of the communicative event.

This paper discusses meaning change in the domain of junctions. According to a theoretical frame which grants pragmatics a status of driving force of change, I focus on the importance of context for the emergence of polysemy and seek criteria to analyze the tendency for meaning subjectivization. Therefore, I perform an empiric analysis, from a longitudinal perspective, of the semantic reanalysis process which has led enquanto, originally a temporal conjunction, to express contrast.

This paper studies how Portuguese textbooks of high school, approved by the Programa Nacional do Livro Didático-2015, approach the teaching of adjectival subordinate clause. Several researchers (Bagno, 2011; Neves, 2011; Travaglia, 2009, 2011) address the issue of grammar teaching, questioning the mechanistic and traditional teaching of identification and classification of linguistic units (morphological and syntactic). These authors argue the articulation of grammar with the teaching of reader and writer skills, so that linguistic resources are studied in mobilizing effects of meaning in the textual construction. The choice of textbooks corpus, therefore, was determined by the grammar teaching proposal explicitly stated in the manuals for the teacher (part attached to the textbook), under which linguistic resources are subsidiary to the reading and writing teaching. First we compare the proposal of manuals on the teaching of grammar and what was accomplished in the book of the student, more specifically on the proposals for the teaching of adjectival subordinate clause. Then, from the study on the functional description of the adjectival subordinate clause (Câmara, 2015), which is based on Functional Discourse Grammar (Hengeveld e Mackenzie, 2008), we studied how some descriptive aspects can be subsidiary for the teaching of the adjective clause, aiming at the development of reading and writing skills. The reason for the choice of this theoretical support is the fact that grammar is hierarchically structured in levels and layers of linguistic analysis, and the pragmatic units determine the semantic units, which in turn determine the morphosyntactic units which, in turn, determine the phonological units. The data show that remains, in the educational proposals of the relative clause in high school textbooks, a grammar teaching that focuses primarily in the nomenclature, metalanguage and in the normative grammar rules. There isn’t many reflection of the linguistic resource from authentic texts to understand how the effects of sense are produced. On the other hand, these materials have a different view of traditional teaching, because some of them consider pragmatic aspects in the non-restrictive relative clause concept.

Our goal is to support the partial analysis suggested by Andrade (2015a) that a set of sentences introduced by “where” when in a not interrogative question in the Portuguese spoken at Libolo/Angola (PLb) doesn’t introduce relative sentences, but it introduces sentences with a syntactic discursive category. In order to corroborate our analysis, we take as a basis some studies on the Capeverdean, variety from St. Nicholas (CSN), developed within the syntax-phonology interface framework. Our conclusion is that the sentences with “where”, when in a not interrogative question in PLb, and that is always followed by “é que” (“is that”), can be involved in the concept of highlighter, a syntactic discursive marker. The comparison between PLb and CSN, presented in this paper, is made between restructured languages (following Holm, 2004): (i) the PLb that is considered a partially restructured language – see Figueiredo e Santos (2014) among others; and (ii) the CSN that is considered a fully restructured language – see Zanoli (2015) among others.

This paper aims at introducing the concept of crisis in the economic scope, its denominations in Brazilian Portuguese (BP) and European Spanish (ES), concluding with its denominative variants in both languages, such as: economy crisis, 2008 crisis, major crisis and major globalization crisis; crisis económica, crisis de 2008, gran crisis e gran crisis de la globalización, respectively, searching to identify the types and causes of these variations. These variants, as fragments, already proposed by Freixa (2014), present the following types: morph syntax variations which are related to an inferior lexicon character, being either by alteration in its syntagmatic structure or by maintenance or change of gender or number; lexicon – may be considered the synonymy itself, since there is total change between both lexical units which will produce the same meaning. Among the causes already proposed by the author (Freixa, 2014), only the following causes will be considered: the functional one, which is constituted by different communicative registers; the stylist icon, which is related to the author’s communicative options and needs. The types and causes of variations will be in traduced, exemplified and analyzed according to the contexts collected from the Brazilian and Spanish corpora, which integrates the Project Valores culturais e didáticos na metáfora de especialidade: as múltiplas imagens da crise econômica mundial na imprensa escrita (Cultural and Didactic Values in the specialty metaphor: multiple images of the world economy crisis in the written midia) – an integrated research Project by USP – University of São Paulo, UEM – State University of Maringa, Unesp and University of Vigo, funded by CAPES/DGPU. As a conclusion, it was observed that the search for denominative variants has been relevant to introduce an in vivo terminology because the case of economical crisis concept and its denominations shows that variations found may go beyond the univocality.

Terminology is defined in relation to other subjects from which a set of concepts have been borrowed. Its scope of study is both interdisciplinary and transdisciplinary since it provides a set of terms for communicating and transmitting specialised knowledge in a study area (Cabré, 1998, p. 70). This paper focuses on a concrete meaning of terminology, known as vocabulary in a specialised field. Our research model is based on the specialised domain, i.e., it focuses on the set of terms used within an ordered domain of concepts and terms which in this case are related to the world economic crisis of capitalism experienced towards the end of the first decade of the 21st century. Therefore six general and specialised newspapers taken from the newspaper and periodicals library (2008-2015) were consulted to look into the use and translation (FR-ES) of the phraseology unit: “refondation du capitalisme”, which in Spanish is translated as “refundación del capitalismo”, in order to obtain data to establish a definition of the said unit unavailable in dictionaries.

This paper looks into the relationship between terminological variation and conceptual variation in a specialised corpus of economic and financial texts published between 2007 and 2013 in Spanish and French. The specific case of (financial) asset is analysed to demonstrate that a good knowledge of the actual use of these variants and their operation in context permits us to better understand cultures and best resolve particular translation problems.

From a practical perspective, this chapter seeks to reflect on the need to incorporate verbal politeness in the teaching of the Portuguese language, both oral and written modes, considering how the interpersonal interaction in various social contexts is established. Clearly a discussion on social factors involved in politeness expression is needed, as well the ability to convey and interpret the communicative functions and knowledge of the rules. This paper examines the politeness in oral and written interactions (formal/semiformal register), taking into account texts from the twentieth century as object of analysis, namely, television interviews, interviews printed later on as well as personal letters (exchanged between friends or family members) and published in collections of literary studies. This chapter also brings a brief reflection on how oral communication and writing are dealt in teaching of the Portuguese language. Our aim is to propose to elementary, secondary and high school teachers ways to work with verbal politeness in daily activities (conversations, interviews, letters, notes). Such tasks will hopefully aid students to perform their social role accordingly through various discursive practices.

This paper is based on the premise that the issue of orality must be the object of attention in mother tongue teaching. Nonetheless, there is a diversity of attitudes concerning this subject. This study discusses, in varying levels of depth, some of the most productive perspectives concerning orality. It comments on some research reports in the field in order to suggest different activities and methodologies to middle and high school teachers when handling the issue.

The present work deals with contents related to the lexicon of Brazilian Portuguese, especially in the state of Maranhão. Discussions will be carried out on the dialect composition of Maranhão, highlighting the influences of different people (indigenous and non-indigenous) that helped create its linguistic identity. The study was theoretically guided by researches developed by professors from ALiMA (Linguistic Atlas of Maranhão) and by authors such as Antunes (2009) and Ilari e Basso (2007), which produced and published surveys focused on the linguistic identity of people in general and variations of Brazilian Portuguese. This paper attempts to demonstrate that (spoken and written) Portuguese language varies not only in Maranhão, but also in the whole country, therefore demonstrating the lack of homogeneity in the language inside the same territory. Furthermore, the study emphasizes different levels of language variation with greater attention to phonetic-phonological and semantic variations of many words used in São Luís, the state capital, in relation to some other cities in the countryside of the state. Linguistic terms commonly found in the dialect of Maranhão will be presented through the use of a small popular dictionary that describes their meanings.

In this paper, the authors present a theoretical and methodological dialogue between conversational, argumentative and interactive studies. Moreover, they seek to demonstrate a possible application of this dialogue in the reality of the Portuguese Language classroom. This is done through the analysis of the oral features present in the genre “spot”, which takes the radio as a support. The work follows a procedural line with the following questions: How to operationalize oral language actions in the classroom through the rhetorical and conversational studies? Is it possible to create compelling conditions to introduce the teaching of oral aspects in the classroom practice? The study of the highlighted genre, in a rhetorical-conversational approach, responded positively to these questions by showing the possibility of inclusion of oral practice in the classroom.

In this paper, we establish relations between the uses of comma in texts written by students from the year of Middle School and the prosodic organization of Brazilian Portuguese. Even though commas usage convention is primarily syntax-based, we argue that the uses of commas in texts have prosodic regularities that, simultaneously, organize the segmentation of utterances and contribute to the constitution of sense in texts. On the one hand, we argue that prosody is a signifying structure in writing and, thus, it is not a particularity of speech. On the other hand, we defend that the uses of commas, by establishing the prosodic structure of language in writing, do reference, by a symbolic process, the way prosodic phenomena produce sense in different utterances within oral practices. As a possible application of the theoretical discussion, we propose to recognize the complexity of commas usage as a more interesting practice at school than considering its so-called syntactic homogeneity.

In this paper, we put forth some reflections upon the production of effects of orality in written texts in light of the fundaments of enunciation. In this theoretical context, we show that the study of orality in written language should not depart from the random identification of lexical and syntactic, figurative and thematic, stylistic or rhetoric resources. What matters is the identification of the interactive scenario in which these linguistic resources are manifested. The interactive scenario is configured by the relationship between narrator/narratee revealed in the text. If this relation takes place by means of the interaction between an I (narrator) and a you (narratee), either explicit or implicit, then it is instituted, in this scenario, the basic principle of dialog, of conversation, which defines the proximity condition of the interlocutors and, therefore, the interactive scenario favorable to the use of orality resources. When this relation, however, takes place in the form of a third person narrator who addresses him/herself to an implicit reader, the scenario of distancing is installed, in which orality resources may be unfit or, if they occur, they may have specific functions. This text addresses special attention to the interactive scenario set by the interaction between I/you, showing, in different examples, traits of orality determined by such interaction, and also the various degrees of proximity that this interaction may reveal in its various manifestations.

This paper describes the process of production and adaptation of phonetics and phonology teaching material for the visually impaired. The research was motivated by the lack of means to represent phonetic and phonological symbols to a visually impaired undergraduate student of the Language and Literature Course of Universidade Estadual de Maringá (UEM) [Maringá State University], Brazil, due to the fact that these symbols are elementary for the professional development of future Portuguese teachers. Considering this shortcoming and in favor of educational inclusion, the intention was to find the best method to represent these symbols. Half-structured interviews were undertaken with special education professionals who work with the visually impaired, which insisted that the Braille method is the most efficient resource for teaching and learning for these students. The result of this research was the adaptation to the Braille system, by professionals of the Centro de Apoio Pedagógico (CAP) [Center for Pedagogical Aid] in Maringá, of a book on phonetics and phonology, including symbols, organized for teachers’ formation.

Marcuschi (1977) points out that orality is an important topic to be developed in the classroom. Lamentably, however, it has been left aside, because teachers and those responsible for education do not consider it as an important feature to be emphasized in the mother tongue teaching. The main reason is the focus given to the language teaching in Brazilian schools: the school is supposed to teach writing, and how to write well. Despite the advances of Linguistic studies on speaking and writing; despite the contributions of Sociolinguistics and Conversation Analysis; and despite the overcoming of prejudices, especially on the strict distinction between the two modes, there is still a long way to go. Thus, it is beneficial to bring up a discussion on speaking and writing. After several years of Marcuschi´s findings (1977), textbook authors, teachers, researchers and those responsible for the Portuguese language teaching have another theoretical approach. Nonetheless, in practice, there is still a lot to be accomplished since writing continues to be the focus of the Portuguese language teaching in Brazilian schools. It seems that most of the teachers know the theory, but they experience difficulties when it comes to the practices of everyday school life. This paper aims to analyze oral marks or effects of orality in written literary texts, more precisely in dialogues produced. These analyzes will aid us in giving subsidies to a Portuguese teacher, so that he/she can work consistently and productively. To illustrate our observations, we have chosen fragments of chronicles written by Brazilian writer Luís Fernando Verissimo, published in three of his works: Comédias para se ler na escola, Sexo na cabeça e Amor Veríssimo.

The Theory of Argumentation within Language, developed by Oswald Ducrot, Jean-Claude Anscombre and Marion Carel, has experienced along its development different phases and forms, constantly seeking to align to what its main developer, Oswald Ducrot, called external hypotheses and internal hypotheses. This paper discusses the presence of Linguistic Theories and Philosophy in Ducrot’s work regarding concepts of Plato, Ferdinand de Saussure and Émile Benveniste, which constitute its external assumptions. The presence of these concepts culminated in the creation of different concepts that comprise the Linguistic Semantics, and gave it a specific point of view about language that emphasizes the internal relationships among language components and understands that speech is the result of a linguistic activity where an “I” speaks to a “you”.

This paper analyses the relative clauses with “ku” [substrate relativizer] and “com” [with] in the Portuguese of Almoxarife, spoken by the community of Almoxarife, São Tome island, aiming to uncover what the motivations are that trigger the use of those relativizers.

This paper aims at discussing two main objectives from a research study. On the one hand, it intends to investigate if the presence of direct discourse in children’s textual productions would influence the occurrence of hyposegmentation – segmentation which is beyond those provided by orthographic conventions, such as “abruxa” ("thewitch"). On the other hand, this work also questions the quality of those hyposegmentations, as an attempt to explore the possible differences among hyposegmentations, considering the enunciative position where they come from. These enunciative positions can be: direct discourse (DD) and other contexts (OC). The corpus of this research is made up of 65 narratives written by 65 second graders of Elementary School. The analysis of the hyposegmentations identified in this corpus allowed us to notice that the enunciative position where children place themselves to narrate/write (DD and OC) has a significant role in the occurrence of hyposegmentations in children’s writing. In some cases, this enunciative position determines the kind of hyposegmentation which may or may not emerge. Based on the results− and considering that hyposegmentations represent clues of the paths followed by children in order to understand what “word” is, as it is defined by orthographic conventions−, we could predict that the way children are affected by what they understand as word is also influenced by the enunciative position children assume when they narrate/write

Tarallo (1993) proposes that the turn of the 20th century is a landmark in the history of Brazilian Portuguese (BP), with the emergence of a Brazilian grammar different from the European Portuguese one specially in relation to the preference for lexical subjects, instead of null pronominal subjects and a strict Subject-Verb order (Tarallo, 1993). BP has been analyzed as a partially pro-drop language, in which the third person singular null subject is interpreted as an arbitrary subject (Holmberg, 2006, Cavalcante, 2007). One of the consequences of this change is that subjects are preferably placed before verbs, thus, it is possible to affirm that in BP VS order is restricted to unaccusative sentences. In this paper, we analyze the subject position in a sample of private letters which are part of the Corpus Compartilhado Diacrônico: Cartas Pessoais brasileiras (Shared diachronic corpus: Brazilian private letters) http://www.letras.ufrj.br/laborhistorico/). It is a sample of letters written between the late nineteenth and early twentieth century, exchanged between couples and/or among children, from the following collections: Ottoni; Oswaldo Cruz (1889-1915); Affonso Penna; Pedreira Ferraz Magalhães and Jayme-Maria. The main hypothesis of the study is that it is possible to detect grammar competition (Kroch, 1989) between the correspondents regarding the position of the subject, mainly related to the social role of the writers in question. As they are couples correspondence, even in the nineteenth century, we can see in the women's letters a pattern of VS order very similar to the current BP pattern: they are restricted to unaccusative and VS constructions; while in the letters written by men, we found different patterns of VS order. This can be explained by historical contingencies that differentiate, as we can see, the configuration of BP grammar in texts written from the nineteenth century on: through the nineteenth century until the mid-twentieth century the role of women in Brazil is restricted to household chores, whereas the men had not only the role of the provider, but in the case of our correspondents, a senator, doctor, president role. In this context, we believe that in women's letters we will find patterns closer to current BP than in men's letters.

This paper examines the patterns of blending in Portuguese, based on empirical data from Portuguese from Brazil, Mozambique and Portugal. A parallelism with the composition process is drawn and: (i) the dissimilarities between both processes – particularly those related to the nature of the source units and the non-concatenative character of the merging – as well as (ii) the similarities regarding the patterns of the internal organization of the lexical units and the classes of categorical relations between the input units are analyzed.

Even though the concept of linguistic variant has been fully established in contemporary sociolinguistic studies, it demands a theoretical review when it is considered from the perspective of lexicon studies, especially when related to historical and variational biases. In this paper, we present limits on identification and characterization of lexical variation, considering formal changes that may occur at other levels of analysis, especially at the morphological or phonetic ones. To support the reflections on the topic, we discuss the process of lexicon constitution in Portuguese and the results of etymological convergence and divergence present in the history of the language. Based on the analysis presented, it is proposed that research on lexical variation should incorporate to this notion any significant formal or content changes.

In this paper we revisit the hypothesis according to which Brazilian Portuguese is formed by two trends – the cultured norm and the vernacular or popular norm – with focus on the problem of the position and placement of pronominal clitics in complex predicates. To do so, we have constructed a database composed of letters written at different moments of the nineteenth and twentieth centuries, and classified according to the education level of their authors. Two structure types were identified: infinitival periphrases and compound tenses. First, we have described the variation in the application of clitic climbing in the nineteenth century data, in order to identify the relevant factor groups, which were very similar to those found for European Portuguese. Subsequently, we have analyzed the quantitative evolution of clitic position and placement until the twentieth century from the classification between cultured and non-cultured authors, with the help of a grammar competition model. We have noticed, regarding clitic position, that the change was parallel in the two studied trends. This suggests that the hypothesis that the trends formed by cultured and non-cultured speakers tend to come closer to each other is a generalization that depends on the sensitivity of each studied phenomenon to external variables, and that syntactic phenomena such as clitic position tend to be less sensitive to such variables.

As conversation unfolds it is noticeable the recurrent mention by speakers to the act of linguistic formulation itself, either by commenting or evaluating their own speech or by negotiating the correct word with the interlocutor, either by explicating the labor in searching for the most adequate formulation or by qualifying the meaning of the choices being made. During this process, the speaker stops the ongoing content of the conversation and turns himself to a particular way of uttering this content. In other words, conversation unfolds instantiated by metaenunciation. Among the different manifestations of metaenunciation, one is highlighted by its interactive nature. By using this strategy, the speaker, explicit or implicitly, stages a dialog with his interlocutor about the convenience of what has been or will be uttered. In this sense, the speaker may apologize or ask for permission to use specific words or expressions, to approach specific topics, to allude to other topics, or even to justify discursive procedures. The speaker may even draw his interlocutor attention to what it will be conveyed, thus highlighting his own point of view. The analysis of this kind of metaenunciative activities, given its explicitly interactive nature, reveals that they are predominantly characterized as formulations marked by attenuation, configured, therefore, in acts of courtesy. The central aim of this paper is to identify and describe linguistic resources used in attenuation inherent to these metaenunciative interventions and therefore to provide evidence to the courtesy relations established among the participants in interaction.

This paper analyzes the terminology in the Internet social networks tutorials. A tutorial is a specialized text, full of terms, aiming to teach an individual or group of individuals who need some guidelines to operationalize a computerized tool, such as a social network. It is necessary to identify linguistic and terminological characteristics from the specialized lexical units in this digital genre. Social networks terminology is described and exemplified here. The results show that it is possible to refer to two specific terminologies in tutorials which help to determine the terminological profile of the thematic area, specifically from the point of view of denomination.