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In our never-ending search for the most efficient and eloquent ways of teaching English as a foreign language, we have identified “Guided meditation” as an interesting and challenging alternative approach and strategy. This paper discusses the notions of “linguistics”, “applied linguistics” and “psycholinguistics” and it tackles several teaching methods connected to guided meditation, such as “Suggestopedia” and the “Natural Approach”. It further deals with the main differences between “mindfulness”, “guided meditation” and “transcendentalism”, and then it aims at showing and explaining ways of using guided meditation practice for boosting teaching and learning English as a foreign language, mainly based on Tatiana Slama-Cazacu’s dynamic-contextual methodology (1999). The paper also designs an experiment that is going to be implemented in the first semester of the academic year 2021-2022, based on the hypothesis that the students engaged in guided meditation strategies can generate new ideas (be creative), cooperate with their colleagues, learn, reflect and think critically, improving thus their communication abilities in English. For this purpose, the research framework of the paper presents the subjects, the main research methods, the data collection instruments and the stages of the experiment (administering an initial and an achievement test, a pre-survey and a post-survey, conceiving activities, collecting work samples and the teacher’s observation notes).

The paper explores the socio-cultural practice of place naming and road naming, using Conceptual Metaphor Theory as a framework to deconstruct the ‘Place Names’ and ‘Road Names’ of two important Spanish Missions that were part of North Mexico’s main routes in Nueva Hispania: the Santa Maria Valenciana of the Port of Saint Antoinette of the Bear, West Texas Bexar, now partly in New Mexico, and the Mission San Xavier de Baca, in Tuboc, Southern Tucson, Arizona. Conceptual metaphor theory and linguistic anthropology are combined for the theoretical grounding and data acquisition methods, forming conceptual metaphor mappings for the framework for a modern-day search for Al’Dorado. Gibbs (1994) and Lakoff & Johnson, (1999) research provide the theoretical foundations for this search for “the Lost City of Gold”. The assumptions of the cognitive mechanism of language will require establishing the conceptual mappings between the abstract place names from the ‘Royal Road’, the Camino Real and the ‘Rio Grande River-Route’. The physical source domain is the geographical and historical structures along the Roads and Missions that connect the Baja (lower) and Nuevo (upper) Camino Real. The study moves across New Mexico and Arizona, as they connect with a Spanish Moorish Mission, called the La Jornada. The Stations on the Cross(ing) along the Horn of Plenty may contain the material culture artifacts to establish a physical source domain, where the historical Lost City of Gold an are more than abstract legends, but may have come from the traveling caravans from Vispania along the Royal Road. The paper focuses on the Sandbar of Doyle, where the Sultan of Zandibar Santo Tovar, (Duval, Doyle) built an ancient Al Medina, or Alameda, the ‘City in the Middle’. The Chico Tovar as the architect and builder of Las Cruces New Mexico. The word Al’ Dorado translates into a Proper Noun, ‘the Golden Boy’, -n. the adored; but it also translates as ‘the Golden (Dorar- the Hardened Dome) City’-n creating with allusion and ellipsis in the ambiguity of finding Al-Dorado. Gibbs, (1994) and Lakoff & Johnson, (1999) research on conceptual metaphor theory can be used to as a framework to explore the social cultural practice of naming, and continue the search for Al’ Dorado. Two main coherent relations will appear in the language linking the Proper Names and Place Name: Hermigues, or Alfonso Hermigues of the Santa Cruz de los Reyes, with those who became Ordenes de San Fernando y San Hermenegildo. This was Herman’s Guild, Hermileone, and they controlled the dispatches along the Camino Real with the ‘Armados de la Camino Real’ (‘The Armed of the Camino Real’) who were ‘military or nobility’ hiding as ‘clergy’. They became the conversos at the Fall of the Moors in Muslim Spain. The Black Berry Cabeza de Baca caravans give us the ‘Moro’ Spanish Moors and here is are allusions to the Color and Herald of Black Salazars of Xavior The Chico Tovar, whose name is also ‘Zaed Bivar’ in New Spain, now part of New Mexico and Arizona.

This paper aims at describing the role and the different manifestations of metaphor in scientific discourse, drawing a distinction between creative and conventional metaphors. To this end, a corpus composed of nineteen Nobel lectures, delivered by nineteen women, will be analysed by means of the critical discourse analysis theoretical and methodological tool, with particular attention to the framing that metaphor produced in scientific discourse. Our analysis shows that scientific discourse tends to privilege conventional metaphors, rather than creative ones, above all as far as the main shared domain concepts are concerned.

This paper discusses the role of deep reading comprehension in combating the endorsement and propagation of fake news. For this, we present a theoretical review on mechanisms for developing deep reading comprehension and critical reading skills and reflections on how fake news interacts with the collective thought and the unconscious of the reading public. We also suggest action possibilities for the improvement of the critical and competent reader through two journalistic texts published in digital media showing how information is presented in fake news. By identifying elements that can contribute to disseminating misleading information, we discuss how the manipulation of false narratives can influence the reading public. The analysis of the texts demonstrates how the social collective receives the fake news and takes it as accurate, intensifying the spread of disinformation. In this sense, it is vital to highlight the importance of deep reading to boost the critical capacity of the reader as a tool to stop the impact of fake news.

This theoretical paper examines whether acquiring better literacy skills may help people to be less vulnerable to various types of information disorders such as fake news or conspiracy theories. We start this venture by looking, first, at the relationships between vulnerability to information disorders and literacy (or, more generally, formal education), and second, at the literacy-induced transfer effects on cognitive skills. Then we will comment on some interesting findings made within the framework of an experimental project in which we examined subliterate adults and adolescents. Grounded on these results, we conjecture on the relationships between literacy, logical reasoning, critical thinking and endorsement of conspiracy theories.

This paper - linked to project Practices Orality and Citizenship (MIRANDA, 2007 /FAPEMIG) and to the lexicographical FrameNet project (www.framenet.icsi.berkeley.edu) in their line Frames and Citizenship - is defined as a study case (Yin, 2001) and aims at the investigation of school practices that contribute to the promotion of education of orality equated to a favorable interactional environment to teaching and learning process and to civic education. The investigative scenario chosen was a public school in the city of Juiz de Fora - MG, recognized, by managers and teachers, by the "success" of their projects, in particular the theater project. The database consisted of documentation in audio (and later transcribed) semi-structured interviews (LABOV, 2008 [1972]) made with students of the 6th year participating in the project. The linguistic contribution of this study is linked to the Semantics of Frames (FILLMORE, 1977, 1988, 2007) that provides a central analytical category for the analysis of discourses - the frame. In this paper, we bring partial results about frames network evoked by the discourse of the students, following the methodology of annotation promoted by a computational tool (FrameNet Desktop) of the lexical project FrameNet. In the partial analysis begins to gain relief an indicator of success, the emergence of frames (Intencionally_create; Intencionally_act; Forming_relationships and others) in which the student is configured as a Frame Element with active role in mediated teacher scene, which can be the first indicator of success: youth participation (COSTA, 2004).

Abstract: The paper discusses the national culture Sakha language consciousness presented on the Yakut Associative dictionary, whose methodology was based on a mass associative experiment, resulted in an associative-verbal network, allowing not only a person's verbal memory fragment identification, but also a particular culture carriers of the world systemic image revelation. The author analyses the linguistically represented ​​northern ethnos culture traditional values through the prism of socio-cultural and linguistic processes determined by the globalized context. An attempt was made to identify the meanings that an ethnic group representatives put into certain traditional worldview key elements, national identity daily markers of the Sakha consciousness to understand their significant role in certain nation’s traditional national identity and culture formation and preservation. Keywords: language consciousness; national identity and culture; associative-verbal network; worldview; lexicon.

Abstract: Applied Psycholinguistics is a science that engages many others: experimental psychology, cognitive and neurocognitive sciences, linguistics, psychology of language and literacy, and educational and remediation sciences. The present paper’s objective is to show Science is itself a changing combination of ever-changing sciences without close boundaries, which implies the necessity of crossing domains in both research and learning. After a reminder of several topics of relevance to applied psycholinguistics, which concern mental processing, how cognition relates to the brain and to language, and how cognition and language engendered literacy, I argue that research in the corresponding sciences needs to be opened to other dimensions, such as society, culture, and politics. Finally, I evoke the history of the ideas regarding the isolationism of individualized sciences vs. their unification, taking, as examples of the latter, the early Marxism, and the International Movement for the Unity of Science from the fourth decade of the 20th century. Keywords: Applied Psycholinguistics; literacy as product of cognition and language; concept of Science; history of scientific ideas; permeability of science to culture and politics.

This paper deals with the psycholinguistic cognitive process investigation methods of text reception and the translation process, the free associative experiment, which can be seen as a complex investigation method. Its application is, thus, to be embedded in the translational experiment, from the perspective of translation polyvariety: Two German novel translations „The Master and Margarita" by Mikhail Bulgakov and „Doctor Zhivago" by Boris Pasternak are to be analyzed in the frames of the psycholinguistic experiment. The source of the translation polyvariability is the subjective character’s meaning interpretation, which is based on probabilistic processes and associative meanings. Emotions play an important role here. The empirical data obtained will be used for didactic purposes in the prospective translators´ training.

This paper reports on the grass roots adoption of a methodology for teaching reading and writing based on genre theory (Martin and Rose, 2012; Rose and Martin, 2012) in English for general purposes classes at an English language teaching (ELT) centre at an Australian university. We report on teachers’ experiences on using genre pedagogy, informed and inspired by the Reading to Learn (R2L) program and genre pedagogy from the so-called ‘Sydney School’ (Martin & Rose, 2007; Martin & Rose, 2008; Rose & Martin, 2012). We report on how we introduced elements of the R2L program into our lessons using a ‘bottom up’ approach with the view that individual teachers might find this useful for implementation of this methodology in their own contexts. We found that genre pedagogy can be adopted by teachers and implemented at the classroom level despite such challenges as teachers learning new classroom practices and reconciling differences with previous classroom practices.

As coronavirus pandemic has spread all over the world, schools and universities needed to reinvent themselves so that their students could be remotely assisted. In this context, this paper aims to present the experiences of English without Borders Program at the Federal University of XXX with Remote Teaching, highlighting the actions related to the planning sessions, as well as the difficulties teachers and coordinators faced and the adjustments that were necessary. The analysis was carried out using the case study methodology, with teachers’ feedback collected from pedagogical meetings and questionnaires sent by e-mail. The remote teaching modality was contrasted with e-learning, and among the conclusions presented, it was evidenced that the initial difficulties with the promotion of interactions among students were reduced when the feeling of community identity built during the classes was perceived. The teacher training process developed to assist scholarship holders in this new educational scenario was also endorsed as a differential of the program, with the indication that sharing experiences with remote education is necessary so that educators can be prepared for a future surrounded for uncertainties.

Como e por que trabalhar poesia na sala de aula é o que se pretende abordar neste trabalho. A sensibilização para a linguagem poética, suas características estruturais e um pequeno repertório teórico que sustenta a reflexão sobre o fazer poético vem sendo trabalhado ao longo da atividade acadêmica em forma de Oficinas de Leitura e Produção. Os grupos que vivenciaram a metodologia dessas oficinas são estudantes do Ensino Fundamental I e II, estagiários de Letras do Instituto de Aplicação da UERJ, profissionais de diferentes áreas da disciplina Oficina de Poesia do curso de Especialização em Literatura Infantil e Juvenil da UFF, além de professores que frequentaram minicursos em congressos da área. As oficinas de poesia têm se mostrado eficazes como possibilidade de aproximar do gênero lírico diferentes tipos e faixas etárias de leitores, permitindo-lhes manipular o estrato linguístico de forma criativa e, principalmente em relação aos professores da educação básica, vivenciar atividades que podem enriquecer a prática docente. Os resultados dessas oficinas podem ser mensurados pelo maior interesse dos estudantes em ler, compreender e produzir poemas e a participação entusiasmada dos professores que inseriram a metodologia da oficina em suas práticas docentes. O repertório ficcional é amplo e varia de acordo com o público participante e a experiência do leitor. Já o repertório teórico apoia-se principalmente em: CANDIDO (1986; 1989; 2004); CÍCERO (2007); SOARES (1989); CARA (1986); MORICONI (2002); MOISÉS (2012); SECCHIN (2018) dentre outros. Abstract This paper intends to address how and why to work with poetry in the classroom. Awareness of poetic language, its structural characteristic and a brief theoretical framework that give support to reflections on ways of doing poetry has been worked on throughout academic activity in the form of Reading and Production Workshops. Groups that have experienced the methodology of those workshops comprise students from primary and middle schools and undergraduate students of the Lyrics Course in the Institute of Application at UERJ as well as professionals from different areas of knowledge in the subject Poetry Workshop from the specialization course in Children and Youth Literature and teachers who attended mini courses in congress in the area. The poetry workshops have proved to be effective as a possibility to bring different types and age groups of readers closer to the lyric genre, allowing them to manipulate the linguistic stratum in a creative way, especially basic education teachers, who have the chance to experience activities that can improve teaching practice. The results of these workshops can be measured by students' greater interest in reading, understanding and producing poems and the enthusiastic participation of the teachers who adopted the workshop methodology in their teaching practices. The fictional repertoire is broad and varies according to the participating audience and reader's experience. The theoretical framework is based mainly on: CANDIDO (1986; 1989; 2004); CÍCERO (2007); SOARES (1989); CARA (1986); MORICONI (2002); MOISÉS (2012); SECCHIN (2018) among others.

This paper presents an analysis of the approach to poetry presented by the textbook Contemporary Portuguese: dialogue, reflection and use (2017), the most selected, and consequently the most distributed textbook, in 2018 National Program for Textbooks and Didactic Materials (PNLD). Aiming to reflect about the place of lyric literacy in Brazilian classrooms, this article discusses the issues that involve the study of literary genres (especially “lyric”), textbooks, and the education of readers. The tentative panorama presented here is not original: schools perpetuate a traditional didactic approach to poetry. Although it is possible to detect a theoretical advance on the subject, this advance is still restricted to the academic field, not reaching schools. Moreover, if the new theoretical assumptions meet the school, what happens then is a “collage” of concepts and systematizations that do not help students’ to interact with literary texts. In the textbook here analyzed, therefore, there is no connection between literary theory and literary reading that could help in the education of poetry readers, especially with regard to the understanding of the "lyric" genre.

In this paper, we developed the idea that the hermeneutic philosophy contemplates a moral attitude of empathy, of putting yourself in the other’s spot, through the literary text. From this perspective, we discussed the oppressive situation of two fictional characters – Popróshin, from “Diário de um louco”, story by Nikolai Gógol, and the madman from Cati, from the same title by Dyonelio Machado. The presented human beings in these works are driven into madness by oppressive unfair and violent social realities that touch the reader. We consider that, bowing down on human nature questions, the hermeneutic points to other possibilities that the being has to exists and allows the interpreter an opportunity to exchange oneself in the construction of understanding, increasing its horizons of meanings. Such an interpretative point of view requires the reader to put himself in the work in order to hear it, once what is researched is not separate from the researcher. Thus, as theoretical basis, we based ourselves on the assumptions of hermeneutic philosophy, especially with Hans-Georg Gadamer and Ernildo Stein, on the ideas concerning the theme of translation by Jacques Derrida, and authors who can contribute to a reflection of violence and of madness.

This paper investigates the role of paragraph structure in the reading comprehension process. Reading a text is an integrative process, in which information processed at a lower level is progressively integrated with information processed at a later level (KINTSCH; RAWSON, 2013). Understanding of a level is required for understanding of the subsequent level to occur. The levels are organized into textual units, ranging from the sentence to the whole text, including the paragraph. In the study of text comprehension, therefore, it is necessary to determine how information from one level is extracted, as well as how it is integrated to the next level, during the processing of textual units. Thus, The research question addressed here is how the paragraph arrangement, assumed here as a textual unit, affects the overall comprehension of the text (KINTSCH; VAN DIJK, 1978). On the other hand, individual differences also affect both text processing and comprehension, since readers are able to recognize the underlying structure of the text and the textual units, using them as a strategy for extracting information. Therefore, another research question is how different reader profiles deals with the way of the text and and its units are organized (KIERAS, 1978). The present work aimed to evaluate the role of paragraph structuring in reading comprehension, identify different reader profiles and how they deal with (good / bad) textual organization. By using a self-paced reading experiment, we sought to categorize the subjects in order to extract the different reader profiles. The results point to a decisive role of the textual structure in processing, being the ability to process this structure directly linked to the individual skills of the readers.

The special volume of the journal Signo, 88(47), 2022 publishes the submitted, evaluated, accepted and reviewed articles, product of the communications and conferences presented at the Online 12th ISAPL International Congress "New perspectives in psycholinguistic research: language, culture, technologies", June 3-5, 2021. Twenty-two authors represent nine countries (Belgium, Brazil, France, Georgia, Poland, Portugal, Romania, Russia and Ukraine), since, of the seventeen papers selected, some were written by more than one author. Brazilian authors constitute the largest number (eight), which is understandable, since the current ISAPL President and Secretary-Treasurer are Brazilians.

Toronto, no Canadá, é uma das cidades mais multiculturais do mundo. Suas escolas públicas costumam receber alunos de diferentes nacionalidades, ascendências, etnias, religiões e culturas, o que pode dificultar bastante os processos de ensino e aprendizagem. Nesta entrevista, as duas especialistas canadenses falam da produtiva parceria que estabeleceram, durante cerca de 10 anos, com objetivo de melhorar o ensino na Joyce Public School, escola situada no noroeste da cidade, na região de York. Com isso demonstram a importância do trabalho conjunto entre os especialistas das universidades e os professores da escola pública. Quem mais ganhou com essa pesquisa foram os professores e os alunos. Heather Lotherington é professora, pesquisadora e diretora associada da Faculdade de Educação da York University, em Toronto, Canadá. É ph. D. em Educação pela University of Toronto. Seus interesses de pesquisa são o ensino/aprendizagem de línguas, mediado pela tecnologia, em ambiente multicultural e multilinguístico. Em sua produção acadêmica, em meio a muitos artigos e papers, destacam-se os livros: Pedagogy of Multiliteracies: Rewriting Goldilocks (Pedagogia dos Multiletramentos: reescrevendo Goldilocks) (Routlege, 2011) e Teaching Young Learners in a Superdiverse World: Multimodal Approaches and Perspectives (Ensinando jovens aprendizes em um mundo superdiverso: abordagens multimodais e perspectivas) (Routledge, 2017), co-editado com Cheryl Paige. Os dois livros constituem a apresentação dos resultados da pesquisa-ação colaborativa realizada na Joyce Public School. Cheryl Paige é mestre em Educação pela University of Toronto, foi diretora da Joyce Public School e atualmente é consultora de Tecnologia Educacional no Toronto District School Board.

In this paper, we aim at presenting the concept of Blended Classic Joint Attention (TURNER, 2015). At first, we discuss the concept of Classic Joint Attention (TOMASELLO, 1995, THOMAS; TURNER 2011), and then we illustrate BCJA using a scene from a video made by Jout Jout, a famous Brazilian youtuber. After that, we discuss the concept of multimodal deixis and present our data collection, which consist of four samples collected form the Distributed Little Red Hen Lab. Two of them are from Brazilian TV news, and the other two from US talk-show “The Daily Show”. We analyzed the multimodal verbo-gestural compounds in which the spatial deictics “here” and “aqui” co-occurs with manual gestures and eye-gazes. Results showed that in less prototypical examples, with fixed expressions, there is no interaction with the telespectator. On the other hand, in more prototypical examples, the eye-gazes are aimed at the telespectator, while the manual gesture is aimed at the immediate interlocutor.

This paper aims to carry out the analysis of the phraseological lexicon formed by the words truth and heart and their translations into Portuguese taken from a parallel corpus composed by the subtitles in English and Portuguese of five seasons of the American series Gossip Girl, in order to identify the conceptual metaphors underlying these combinations and to contrast the linguistic metaphorical manifestations in both studied languages. For the analysis, we have the methodological support of Word Smith Tools, version 6.0 (SCOTT, 2012), which enabled us to identify and extract the phraseological lexicon composed of conceptual metaphors present in the series. In this way, it was possible to identify a total of twelve different conceptual metaphors in the phraseological units constituted by the lexias verdade and coração and truth and heart. It is hoped, therefore, to have been possible to evidence the presence of the conceptual metaphors in phraseological units, emphasizing the importance of the metaphors for the Phraseology.

The aim of this paper is to analyze two occurrences with an intermediate degree of prototipicality of the deictic “here” in multimodal data. These occurrences were extracted from the Distributed Little Red Hen Lab. From the theoretical point of view, we use the studies about Deixis in a cognitive perspective (MARMARIDOU, 2000), by anchoring, mostly, in the concept of Idealized Cognitive Models (LAKOFF, 1987,); Frames (FILLMORE, 1986 apud CIENKI, 2007); e Image Schemas (LAKOFF, 1987); (JOHNSON, 1987). Afterwards, we discuss about Gesture Modes of Representation (MÜLLER, 1998a, 1998b, 2014 apud CIENKI, 2017) and Pointing Gestures (KENDON, 2004). From the methodological point of view, we develop our analyses based on the Linguistic Annotation System for Gesture (LASG) (BRESSEM et al., 2013) and on the Metaphor Identification Guidelines for Gesture (MIG-G) (CIENKI, 2017). The results showed that the occurrences categorized as in intermediately prototypical refer to cases in which “here” is related to a broader locative context and have an in between iconic Mode of Representation between “Molding” and “Drawing”, as well as to cases in which the gesture performed can be categorized as being in between a Pointing Gesture and a Gesture Mode of Representation. In addition, we noticed that, regarding the Modes of Representation, it would be desirable that there be the Mode of Representation “Drawing” in 3D (not provided in original classification).

This paper aims to analyze the reaction to three books that belong to the collection for the early years of elementary school developed by the 2012Library at School National Program (Programa Nacional Biblioteca na Escola - PNBE). It has the intention of contributing to the reflection of possible practices of literary reading in the early years. This analysis was based on the material that resulted from reading sessions of these books at three public schools in Rio Grande do Sul - Brazil, and it addresses the following topics: possibilities for enriching shared reading in class when done interactively; the significance of multi-semiotic (multimodal) reading of children’s literature; the importance of articulating the book’s fictional universe with the children's personal, social and cultural experiences; the usefulness of helping students to use paratextual elements of the targeted book.

This paper aims at suggesting possibilities to consider Me llamo Rigoberta Menchú y así me nació la conciencia, which was published in 1985, as an opportunity to a non canonical literature teaching in high school. In accordance with Grosfoguel’s proposition (2008) to move the positioning from the European man to American indigenous women, such as Rigoberta Menchú, and seeking to embrace those literatures that are still hardly studied in high school, it is suggested to build perspectives to discuss social life aspects, in particular those exclusion and social injustice situations that are perpetuated by the process of coloniality.

The assessment of reading comprehension is an issue that has motivated a considerable amount of studies. Many of these have shown that the variables of readers’ characteristics, types of texts, subsequent task of reading comprehension and language do influence the way one approaches a text. In this paper, the extent to which the ability to formulate questions about a text correlates with working memory capacity was examined. Eleven L2 (foreign, second, additional language) graduate students performed a reading span test and a reading task which required them to read two expository texts and formulate one question at the end of each paragraph of each of the texts. Results indicated that, although there was not a statistically significant correlation between textually implicit and scripturally implicit questions and working memory capacity, these types of questions were more frequent for those readers with a higher working memory capacity, suggesting that they are more prone to make inferences.

In this paper we examine some cases in which transmedia was used by Brazilian publishing houses as a tool for creation of supplementary media to their books. Besides the characteristics of the transmedia phenomenon, related to the new modes of writing and reading, and of production and consumption of media in contemporary times, we are interested in analyzing the goals of the transmedia projects developed by Brazilian publishing houses, as well as the media and strategies employed by them. From the observation of the examples collected, we aim to establish a pattern of the literary genres chosen, the target audience, the media used and the goals aspired.

The production of texts in school has always been characterized as a complex activity, having in mind the demand to contemplate the social uses of language and of multiliteracies. Due to this difficulty, unfortunately, what we see is a teaching of writing that is neither systemic nor progressive, a teaching approach that does not mobilize the abilities that involve the competence to write and does not explore the diverse languages and semiosis that are at our disposal in contemporaneity. The essay the students have to write for ENEM reinforces the production of texts that explore only verbal language. Having this context in mind, this paper provides a discussion and analysis of the multimodal retextualization procedure in order to verify how high school students retextualize a predominantly verbal text in multimodal texts. Finally, we note the importance of taking activities that mobilize other types of languages beyond the verbal text into the classroom and the possibility of merging these activities with the demand made by the students, in this case, the ENEM essay.

The issue of meaning production in written communication is discussed through the analysis of three different material presentations of the Gospels: a handwritten codex, a printed book and a tablet. Starting with a distinction between “text" and "book", the paper states that material supports are important in the construction of meaning without, however, relegating to the background, as unimportant, questions of uses, appropriations by readers and, of course, the text. A minimal cartography designed to map the production of meaning in reading is proposed, involving the text, the material aspects of its presentation, the individual and social dimension of the readers.

Textual operations of erasure were widely used in avant-garde print literature in the 20th and the 21st centuries, spurring reflections on how meaning emerges from the dialectics between imprinting and suppressing signs from a page. In most of those works, the model reader was conceived as a discursive entity subsequent to the time of the utterance whereby the textual materiality would be erased, so he should only read a product that was previously erased, cut or scratched. On the other hand, due to interactive resources, some works from digital literature engender new temporalities in the dynamics of erasing-writing, especially instantiating the reader as a contemporary of (and responsible for) those operations that alter the body of the text. Therefore, this paper presents an analysis of two digital literature works – Petite brosse à dépoussiérer la fiction, by Philippe Bootz (2005), and Degenerative, by Eugenio Tisselli (2005) – under the light of French post-structuralist theories about the relation between writing and erasing. In that perspective, we herein investigate how different deletion operations within digital literature create a topological fold in which the reader is always sent back to the present time – or to some present time – of the crime against the text, thus entailing and erasure that paradoxically destroys textuality, but builds the reading.

Recent trends in metaphor studies have focussed on the cultural and ideological dimensions of the conceptualization of experience and its linguistic realization in discourse. Within this perspective, racism has been approached as the driving ideological force underlying the conceptual metaphor BAD IS DARKNESS, and more specific ones, such as DIFFICULT IS DARKNESS and IGNORANCE IS DARKNESS. These metaphors would, in turn, licence what has been referred to, in the literature, as ‘black metaphors’, i.e., metaphorical linguistic expressions which would evoke and, at the same time, perpetuate racism. The aim of this paper is to investigate an alternative hypothesis - without rejecting the ideologically-based one - to approach black metaphors, from the perspective of the sensorimotor experience with the physical phenomenon of darkness. This hypothesis is explored through an investigation of ‘black metaphors’ found in biblical texts. The choice of such corpus is justified, mostly, by the fact that racial discrimination, though clearly present in biblical times, did not seem to be so directly associated with skin colour as it has been more recently. The analysis looks firstly into the passages where the literal linguistic markers of the source domain are found, in order to investigate how the physical experiences with darkness are evaluated in the narratives. Secondly, the metaphorical uses of the same expressions are identified, and the target domains specified. The results of the analysis have confirmed the possibility of the conceptual projection from the sensorimotor experience with darkness onto negatively evaluated abstract notions. This seems to evidence the role of embodied cognition in metaphor, not just in its epistemic, but also in its evaluative function.

In this paper, we start from studies examining the role of the connective expression naverdade in order to show that this expression has an importante performance in the way the speaker represents, in his speech, other speeches or other voices. Adopting the Geneva Model of discourse analysis as theoretical and methodological framework, we study the role of this expression in the polyphonic organization form of an opinion article and an election debate. As a result, this expression can function as a polyphonic implicit speech mark when the speaker retakes talks with origin in characters’ voice and also as a diaphonic implicit speech mark when the speaker retakes talks with origin in the interlocutor's voice. As a polyphonic implicit speech mark, naverdade reinforces information given previously, in order to gain the reader’s accession. But as a diaphonic implicit speech mark, the same expression works as a resource to attack, to reject or to impugn the interlocutor's speech.

This paper aims to analyze the argumentation developed in two articles, published in Folha de S. Paulo, that represent polarized stances about a series of teenage meetings — known as rolezinhos — held in several malls in dozens of Brazilian cities in 2013 and 2014. To do so, we establish a theoretical dialogue between Cognitive Linguistics and Argumentation Studies, that relates the cognitive principle of Force Dynamics (Talmy, 2000) to the structuration of argumentation. We could determine three axes that organize the ideological positions in the articles: the conception of shopping malls as private or public spaces; the importance of the right to property in comparison to the right to manifest; and the view of the rolezinhos as events oriented towards entertainment or social contestation. The first components of each axis are harmonically deployed in the first text (T1) in order to build a conceptualization of danger, whereby the teenagers act as an Antagonist that blocks the tendency of the ‘true costumer’ to buy and have fun in the mall. The second components of each axis are also correlated and structure the argumentation of the second text (T2), which bases itself in a conception that the law should be an Agent which guarantees the tendency of the Agonist ‘young people’ to manifest, since these teenagers are already conceptualized as being blocked by social inequality, and the society is taken as having the duty of including these people.

The novel A Casa dos Budas Ditosos is presented to readers as the transcript of the oral testimony of a libertine sexagenarian, identified only by the initials CLB. In what is probably his most outrageous and controversial work, João Ubaldo Ribeiro creates a complex and provocative author/orator’s character, which seeks to seduce and exercise power through discourse. Because the testimony has a Strong argumentative dimension and a persuasive purpose, we seek to study in this paper how is characterized the rhetoric of this libertine. Thus, we care for the argumentative strategies and rhetorical devices employed by the narrator throughout the novel. For this analysis, we will use as a theoretical basis Aristotle's Rhetoric and contemporary works such as Chaïm Perelman and Olbrechts-Tyteca's, as well as works on the semantics area, such as those of Bernard Pottier.

This paper deals the phenomenon of referencing in a scientific popularization video of YouTube. The main aim is comprehending which are the functions undertaken by the visual elements (icons and theatrical performance) to the production of meanings about the discourse objects. For that, there were established the following specific aims: to identify cases of co-referentiality between lexicalized designations and visual messages, describing the semantic operations engineered by this union and ii) to analyze qualitatively these cohesive links considering the components of communicative situation (of science midiatization). The operation of the referential constructions is investigated in the lights of Textual Linguistics (CAVALCANTE, 2003) and of the studies on science midiatization (CHARAUDEAU, 2008), once this is the surrounding of language activity permeated by rituals and constraints that overdetermine the lexical and semiotic choices to explain science. The webvideo examined it is conceived as a syncretic text, which requires that be used concepts from Semiotics (BARROS, 1990; GREIMAS e COURTÉS, 2013; PIETROFORTE, 2008) and from nonverbal communication (RECTOR E TRINTA, 2005), to map the semi-symbolism of text and, therefore, to obtain signification macrounities of the episode. The results showed semantic-discursive and cognitive factors that make the “syncretic referencing” work, extending the notion of anaphora. In sequential and textual progression, there are verified ways of representation which are closely linked to knowledge that emerges from situation of science midiatization.

This paper aims to research two educational resources created in the ELO and Redigir projects through discursive analysis based on the French Semiotics theory. We seek to find a profile of currently available resources. This proposal is part of the project "Recursos Educacionais Abertos para Leitura e Produção de Textos nas Licenciaturas” (REALPTL), supported by CNPq, that proposes the research and creation of Open Educational Resources (OER) aimed at literacy licentiate. In this first stage, research, analysis of ELO and Redigir allow to create a theoretical and practical proposal of an online environment to sharing OER found in positive and negative aspects in this research. In this analysis, from the categories: thematic, internal links, interactivity, graphic interface, creativity, language conception and educational conception, some of the results point to the need for internal links with the graphical interface and the lack of technological resources themselves to ensure interactivity.

Murilo Mendes says in autobiographical texts that he was a careful reader of poems. Thus his memory was peopled by a large collection of images and references, many of which the poet distributed in several of his poems . Tracking the presence of this extraneous matter in the poetry of Murilo is a way of picking up his interpretations and the possibilities of expression he detected and assimilated. Also, it is possible to realize the poetical composition processes based on the embedded images and rhythmic units redefinition. The corpus of poems and texts analyzed in this paper aims to show how the incorporation – etymologically "junction", "bundling" – of other poets’ matter allowed Murilo Mendes to ponder the poet's role in modernity -- among other themes.

Discourse is made of several voices, a premise that was announced since Bakhtin’s studies. The advances in the field of intertextuality allowed a wider specification of the term and broaden the discussion of many different occurrence of the intertext in literature. The work of a German contemporary playwright, Dea Loher, brings the recurrence of intertext, and the present paper aims to investigate this manifestation in two of her plays, Olgas Raum and Licht. Loher uses citation, references and allusions, cutting pieces of other texts and pasting them into her writing. This game of cutting and pasting is also visible inside her aesthetic, as she uses elements that are part of other theatrical aesthetics and adapts them in her work, creating an original style. Representing the political side of theater, Loher provides her reader with the possibility of reflecting and, in the considered two plays, she does it through the deconstruction of the canonic discourse, showing how discourses are made and how they are connected to power maintenance. This way, intertext, the hybrid aesthetic and other aesthetical and linguistic resources are organized to receive these political themes that come to the reader as questions and inquires.

There is a growing spoken and written use of the expression é que named " expletive " both in the Brazilian and European Portuguese. This paper reports the results of an empirical investigation of the emergence use of the expression é que. It aims at presenting the processes/mechanisms that characterize the emergence use of the expression é que as related to a process of grammaticalization. From a functionalist paradigm in which the study of grammaticalization is situated, the study analyzes, diachronically, written sample data since the ancient Portuguese. The empirical results seem to confirm the hypothesis that the one-way path to the change of the expression é que had, in the early stages of grammaticalization a semantic-pragmatic motivation OBJECT/ SPACE > TEXT, including a mechanism of metoymy by means of a reanalysis of the 13th century original use of é o que in the expression é que.

The AQUA-motion verbs – as studied by Majsak & Rahilina 2003 and 2007, Lander, Majsak & Rahilina [2005] 2008, 2012 and 2013, and Divjak & Lemmens 2007, and in European Portuguese (EP) by Batoréo, 2007, 2008, 2009; Batoréo et al., 2007; Casadinho, 2007 – allow typically metaphorical uses, which we postulate can be organized in patterns. Our study shows that in European Portuguese there are two metaphorization patterns to be observed: (i) AQUA-motion metaphor in AERO-motion domain and (ii) AQUA-motion metaphor in abstract domain (e.g. abundance, arts, politics, etc.). In the first case, where the target domain of the metaphorization is the air, in EP we navigate through a crowd or we float in a waltz, whereas in the second, where it is abstract, we swim in money or in blood, and politicians navigate at sea or face floating currency in finances. In the present paper we survey the EP verbs of AQUA-motion metaphors in non-elicited data from electronically available language corpora (cf. Linguateca). In some cases comparisons are made with typologically diferent languages (as, e.g. Polish, cf. Prokofjeva’s 2007, Batoréo 2009).

The aim of this paper is to show a cognitive semantic investigation on the idea of expectation, defined as a mental construct which organizes the thinking and works as specific motivation in the process of communication. Expectation is an idea that may be created in the speaker's or in the listener's mind. It may be verbalized or not. Its semantic information may not be realized in real life, bringing frustration to communication. This study of expectation suggested that it is useful to have a theory to explain what other approaches left over. The working methodology focused in the gathering of data related to the phenomenon and the procedures to explain them inside a cognitive approach. The utterances are directly dependent of how the mind words. Therefore, studying speech we can have an access to people's mind. The idea of expectation may be interpreted under different traditional semantic labels. However, there are some peculiarities that can be explained only by a cognitive approach to language. We find words and phrases in the languages which reveal the presence of an expectation, such as "I think that...", "there has been an expectation about..." All answers are expected to fulfill an expectation. This investigation brought evidence that the mental expectation is essential to the act of communication. Therefore, the study of expectation in languages and in people's mind is important for the researches on cognitive semantics.

Theoretical Lexicography is the discipline which, in a general way, studies and criticizes the dictionaries. It is open to the theoretical contribution from other fields of research, such as Text Linguistics, Pragmatics, and Multimodality, once they may show another lexical dimension. Thus, we base our analysis on the theoretical support from Prototypes Theory, from cognitive sciences. In that sense, this paper aims to identify and describe the prototypicality in entries from the five type 3 dictionaries from the PNLD 2012 (National Plan for the Didactic Books). In order to do so, we use theories from Pontes (2008; 2009) and Geeraerts (2007). We analyze five entries, one from each dictionary type 3.

In this paper, we propose a teaching project based on the theme of politics in which we work on various genres putting together areas like Portuguese and Neuroscience. In Neuroscience we specifically work with memory and executive functions aiming the student success in the processes of teaching and learning. The research methodology is a critical action research. We do so for teachers to rethink their teaching practices. The results presented here embrace the teaching project, the inferences during the implementation of the teaching project, and the memory consolidation test by a group conversation. In doing so, we argue for the importance of Neuroscience as an ally to Education to help us think of strategies that consider the functioning of the brain and, therefore, enhance student success.

In this paper, we address the integrative action of research, teaching, and extension, called Encounters with poetry, performed by the members of the Poetic Studies Research Group for seventeen years. Re-present data and theoretical view of the first report on the experience, published in the Signo Journal, 1999 edition, and also generated actions for systematic reports of the group. This article also recovers two book chapters: one published in Diálogos de Sevilha (Dialogues of Seville), and the other one in the book Literatura e outras linguagens (Literature and other languages). Moreover, it moves forward with data and studies developed until the early 2015. Predominantly associated with the concepts of repercussion-resonance and reverie, based on Gaston Bachelard, the research also incorporated studies of other theoreticians as well as from the Brazilian song. We emphasize that, in activities for the public lover of the poetic, participants set out their feelings to the images of the poems, as well as to their existential trajectory, in an environment that values the ludic and pleasure.

This article aims at contributing to the understanding of the nature of language and the human brain by analyzing studies of syntactic processing. Studies involving syntactic processing are still a challenge for neuroscience. However, advanced techniques have been used to investigate how the brain stores and processes information, being able to construct a sentence. The present paper, studies which used comprehension tasks of syntactic structures together with fMRI are discussed. It addresses studies which investigated the three most studied aspects in syntactic processing: syntactic violation; processing sentences compared to the list of words; and syntactic complexity (FRIEDERICI, 2004). The methodology consists of an exploratory approach on the subject, based on a review.

The present article contains the metamemories of Prof. Elenor Schneider, current Dean of Undergraduation of Unisc, regarding his participation as well as of other professors at the historical evolution of Signo magazine, which is not under the responsability of the Department of Modern Languages anymore; nowadays it is the Master's program of Modern Languages Department/Departamento de Letras – reading and cognition of Unisc the responsible for its publishing. The Professor rescues the origin of the journal, its evolution and qualification, to the final moment of its impression on paper. He registers the moments of difficulties but also of resilience, scanning the trajectory of the Department and the undergaduation course in Modern Languages at Unisc in its progressive steps in search of quality that today they boast.

Based on regional literary studies, this paper analyzes the characters Dona Gloria, Madalena and Paulo Honório. They are presented by Graciliano Ramos in the novel São Bernardo (2005). The goal is to understand how are articulated the characters in the conflict with the region in which they operate and how the regional distress can come to compose them from contact with different realities, and bring out a process of reflection / humanization of the characters. Furthermore are discussed categories as regionalism, cultural region, and regionality.

This article reflects on a group of theoretical and literary references that we consider useful to an approach to oral narration as a poetic possibility and artistic form in the contemporary cultural scene. To choose these references, all of which are classics in various fields of narrative studies, we considered their possible relevance to debates in empirical contexts where stories are studied and told in Brazil today. We indicate the importance of the concepts of verbal art and performance (Richard Bauman and Paul Zumthor), the relation between narrative and cultural memory (Lyotard) and the opening to the emergence of new narratives suggested by Ricoeur, Kearney, Didi-Huberman and Gagnebin in their discussions based on Walter Benjamin’s classic essay “The Storyteller.” The paper concludes by affirming the singularity of the role of oral narration in the mediations required by the complex contemporary cultural web. It seeks to contribute to the valorization of practices such as storytelling, which has a growing presence in Brazilian schools and other cultural spaces, and support the establishment of increasingly higher ethical-aesthetic standards for research in this field.

The objetive of this paper is to analyse the narrator and the characters in the romances of chivalry about the Grail: Perceval, by Chrétien de Troyes; Parsifal, by Wolfram von Eschenbach and A Demanda do Santo Graal, an anonymous portuguese text. After analysing the prodution context of these works, it is used the ideas of Paul Zumthor and Walter Benjamim about the relation of orality and writing to discuss the narrator of the novels. Then, the characters are investigated according to the typology proposed by Antonio Prieto. The first two romances of chivalry about the Grail are closer not only to the orality as well as the myth, whereas in the portuguese text there is a greater control of the narrative due to its religious characteristic.

“METAPHOR IS LKE...”: COGNITION AND DISCOURSE IN SITUATED METAPHORS ABSTRACT The aim of this paper is to propose an articulation between cognition and discourseas a conceptual tool to understand both the role of metaphor in language in use and the role of use in determining metaphoricity. To this end, besides a preliminary theoretical discussion, four texts of different genres, which have in common metaphorical language as a guiding process in meaning construction, will be analysed under the light of the concept of “situated metaphor”, to be elaborated here. This approach is inserted into the context of recent metaphor studies, which, together, form what can be thought of as ‘a discursive turn’ within the sociocognitive paradigm in metaphor research.