Mestrado em Estudos Linguísticos
URI Permanente para esta coleção
Nível: Mestrado Acadêmico
Ano de início: 2006
Conceito atual na CAPES: 5
Ato normativo: Homologado pelo CNE (Portaria MEC Nº 609, de 14/03/2019).
Publicação no DOU 18 de março de 2019, seç. 1, p.135 - Parecer CNE/CES nº 487/2018, Processo no 23001.000335/2018-51).
Periodicidade de seleção: Anual
Área(s) de concentração: Teoria e Análise Linguística
Url do curso: https://linguistica.ufes.br/pt-br/pos-graduacao/PPGEL/detalhes-do-curso?id=1455
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- Item"Deixa o professor explicar?": a coprodução de moralidade na fala-em-interação de sala de aula na modernidade recente(Universidade Federal do Espírito Santo, 2024-10-25) Ceccon, Deyvid Petri; Oliveira, Roberto Perobelli de; https://orcid.org/0000-0002-8130-1061; Witchs, Pedro Henrique; Ostermann, Ana CristinaThis research examines how participants in classroom interaction implement morally loaded actions and thereby manage a moral stance in interaction. It is known that the activity of attributing rights and responsibilities to self and others is a pervasive one in social life (Linell; Rommetveit, 1998) that is also evident in the organization of classroom participation in late modernity (Rampton, 2006). This qualitative study aims to, within the theoretical and methodological framework of Conversation Analysis, investigate when and with which resources the participants in our data make relevant a certain moral order of society and engage on collaboratively doing morality in interaction. In addition, this study aims to provide a characterization of how the interactional production of morality relates to the new communicative order of contemporary classroom talk-in-interaction (Garcez; Lopes, 2017). For instance, morally charged actions can be observed in complaints and reproaches addressed to students by teachers. However, in relation to the emerging interactional arrangement of the classroom, we seek to explain how sanctions like these also occur among the students themselves. Indeed, their actions are implemented in disadvantage or in favor of the teacher’s program of action. For accomplish our analytical purposes, we proceeded with a sequential and multimodal analysis of audiovisual data that belong to the corpora of Grupo Linguagem, Interação e Etnometodologia (GLIE), which consist of excerpts of naturalistic interactions recorded in a public school of Grande Vitória/ES (Goulart, 2020; Mascarenhas, 2020). Among the results of the research, the following interactional patterns were observed: a) the management of moral stance in disadvantage of the main interaction (“PMDIP”); and b) the management of moral stance in favor of the main interaction (“PMPIP”). We observed that such patterns, which are illustrative of the new communicative order, have as sequential developments a discrediting action by teachers in second sequential position (PMDIP) and a ratifying one in second sequential position (PMPIP). This shows us the relevance of teachers' moral work in the classroom interaction. We also analyzed cases of non-co-production of morality in interaction, when teachers are not oriented towards carrying out this work. Therefore, the study sheds light on the interactional consequences of managing a moral stance for ongoing activities in interactions regarding the possibilities of the teachers’ moral work, which point to different ways of doing morality collaboratively in the contemporary classroom.
- ItemContribuições da semântica cognitiva : dialogando sobre os desafios da leitura e a compreensão do leitor-surdo diante das informações sobre HIV-AIDS(Universidade Federal do Espírito Santo, 2024-03-01) Wanzeler, Leandro Alves; Machado, Flávia Medeiros Álvaro ; https://orcid.org/0000-0001-7838-1227; http://lattes.cnpq.br/; https://orcid.org/0000-0003-3758-1075; http://lattes.cnpq.br/; Teixeira, Keila Cardoso ; https://orcid.org/; http://lattes.cnpq.br/; Ribeiro, Veridiane Pinto ; https://orcid.org/; http://lattes.cnpq.br/This dissertation focuses on the issue of educational information campaigns printed in Portuguese in the area of Health, which contributes to important information for the population. To this end, the challenges faced by deaf readers in reading and understanding a controlled reading of an information booklet on HIV/Aids were analyzed, based on the cognition of the lexical translation of the terms and concepts used in the context of health, inserted in the booklet. The methodological proposal is a case study (Yin, 2010), with the participation of a deaf reader with higher education, from Vitória-ES. It aims to discuss how the linguistic obstacles encountered by Deaf Readers interfere with reading comprehension of statements written in Portuguese in an advertising campaign. The procedures for collecting data for the research were carried out in two stages, with the aim of observing the cognitive connections that the Deaf Reader creates when translating the text in Portuguese into Libras - using the written version available on the insert. The theoretical foundation is based on the contributions of Cognitive Linguistics under the semantic primacy (Lakoff, 1987) and lexical semantics (Polguère, 2018), which corresponds to the perspectives of attributing meaning to the text in relation to the linguistic understanding of the language in use, with an emphasis on the semantic and pragmatic aspects that allow for cognitive and cultural contexts (Bybee, 2016). When comparing the information transmitted from the lexicons present on the insert, “AIDS LIVES BETTER KNOWING. FAÇA SEU TESTE ANTI-HIV”, created and distributed in the written form of the Portuguese language, the research was organized as follows: a) translation of the Health advertising booklet into Libras; b) subtitles in Portuguese; c) illustrative resources; d) analysis of the data collected (the hand signals recorded in the reading and comprehension of the Deaf Reader with the printed booklet and video booklet in a controlled situation) on the entries selected from the printed booklet on technical terms. By analyzing the participant's impressions, we can see that the booklet contains a lot of relevant information. However, the Deaf Reader faces obstacles to understanding, lack of linguistic and communicational access in Libras. The results show that the deaf reader has a communication gap when referring to the text in written form, when the text is translated for the deaf individual to read and understand. In this context, there is an inherent need for research in this area, because even deaf people with higher education and extensive encyclopedic knowledge find it difficult to understand clinical terms and concepts as linguistic obstacles when the text refers to the written form of the Portuguese language. The results of the analysis show that the Deaf Reader faces many reading adversities on a daily basis and, in order to minimize the effect of this reading and comprehension, “translation” is the means of making textual (written) information accessible to the Deaf Reader for information in Libras. Translation redesigns the context by making the use of conceptual-clinical terms with “equivalent” content more perceptible, allowing effective and successful comprehension for the interpreting language user (Eco, 2011)
- ItemPráticas de letramento acadêmico no contexto de extensão universitária : implicações para a formação inicial de professores de língua portuguesa(Universidade Federal do Espírito Santo, 2024-09-10) Guimarães, Fernanda Rodrigues; Casotti, Janayna Bertollo Cozer ; https://orcid.org/0000-0001-7459-4268; http://lattes.cnpq.br/; https://orcid.org/0000-0003-3222-1935; http://lattes.cnpq.br/; Furlan, Claudia Jotto Kawachi ; https://orcid.org/0000-0003-4699-6774; http://lattes.cnpq.br/; Basoni, Isabel Cristina Gomes ; https://orcid.org/0000-0003-1277-1569; http://lattes.cnpq.br/The general objective of this research is to investigate the literacy practices developed in an extension project of the Department of Languages and Letters of the Federal University of Espírito Santo and how these practices affect teacher education. The specific objectives are as follows: 1) To identify the literacy practices that are present in the context of the extension project; 2) To identify the choices and decisions made by the student(s)-monitor(s) in relation to the texts that circulate in the location; 3) To analyze interpretatively, the literacy experiences experienced by the student(s)-monitor(s); 4) To analyze interpretatively, how the literacy experiences in an extension project of Ufes affect pre-service teacher education. The research is supported mainly by the New Literacy Studies , from the perspective of Street (2014; 2017); in the conception of discursive genres, based on Bakhtin (2003; 2016); in Fiad's conception of academic literacy (2011; 2013; 2015), which conceives academic literacies as a situated social practice; and, for the discussion on teacher education, supported by authors from both education and applied linguistics, such as Miller (2013), Freire and Leffa (2013), Casotti (2017), Benevides (2006), Guimarães (2023), Muniz and Boas (2017) and Freitas (2022). The methodology used is qualitative, interpretative and ethnographic. The methodology used is qualitative, interpretative and ethnographic. The work is carried out in the context of an extension project at the Federal University of Espírito Santo (Ufes), with students of Letters. The work is carried out in the context of an extension project at the Federal University of Espírito Santo (Ufes), with students of Letters. The following instruments for data collection are used: closed questionnaire, diary written by the researcher as a participant-observer in the extension project and guiding materials for the extension project. In the analyses carried out, it was identified that the main literacy practices experienced by the student(s)-monitor(s) of the extension project were the exchange of emails, meetings and text revisions. Based on the texts circulating in Releitores, we understand that the student(s)-monitor(s)' attitudes and decisions are guided predominantly by the commitment term signed by the student(s)-monitor(s). In view of this, we analyzed the choices and decisions of the student(s)-monitor(s) in the extension project. Finally, at Releitores, we discovered work with varied genres and literacy practices. We believe that the work of the student(s)-monitor(s) at the site goes beyond simply providing services, as it is not just about reviewing and delivering texts, but a process that includes dialogue and training of both the student(s)-monitor(s) as a future teacher and the author of the text
- ItemO tio de inglês nos meandros da autoetnografia: decolonialidades e representatividades por meio do trabalho com material didático(Universidade Federal do Espírito Santo, 2024-09-13) Santos, Douglas Freitas dos; Furlan, Claudia Jotto Kawachi; https://orcid.org/0000-0003-4699-6774; Casotti, Janayna Bertollo Cozer; https://orcid.org/0000-0001-7459-4268; Ferraz, Daniel de MelloIn public regular schools, the teaching and learning of the English Language on all levels of Basic Education is already a reality in many Brazilian cities. This means that Brazilian students might have access to the English Language in classroom since the first year of Elementary School to the last grade of High School. Nonetheless, there is an absence of guidelines when it comes to the discipline in the Brazilian Common Core Curriculum. Besides this gap, there are other problems, such as the absence of institutional adoption of an English textbook to early years. Such implication may have diverse consequences to the teaching and learning of English. One of these consequences is an overload of work to teachers who deal with other contexts and do not have resources, time, or education that overcome the prominent gap. Another consequence is the autonomous adoption, by teachers, of teaching materials and other resources that, because are not chosen critically in a collective manner, may either be of poor quality or prejudicial. Considering the scenario described, this study aims to reflect on how decolonialities and representations are part of my work as a teacher and teaching material designer for the discipline of the English Language of early years in Elementary School. To do so, I consider, besides the teaching materials used and my work from them, some scenes that reflect my processes of teaching and learning of English since the time of being a language student in a private course. In this regard, this study is under the principles of autoethnography as methodology (Ono, 2018). Thus, through reflection and analysis of my experiences with the themes aforesaid, regarding data obtained from personal records, narratives, lesson plans, among others, I aim to discuss the role of teaching material in a scenario dominated by uncertainties. In that regard, I highlight the relevance of studies that emphasize the urgency of being aware of colonialities in education and how teaching materials can contribute to the development of that awareness. This process may lead us to more decolonial, transforming, and critical paths.
- Item"Leia, considere, marque": análise e descrição sistêmico funcional da avaliação escolar voltada ao ensino médio no português brasileiro(Universidade Federal do Espírito Santo, 2024-08-29) Azevedo, Laura Scaramussa; Damasceno, Gesieny Laurett Neves; https://orcid.org/0000-0001-6556-9968; https://orcid.org/0000-0002-1501-3993; Simões, Alex Caldas; Figueredo, Giacomo PatrocínioThis work is affiliated with Systemic-Functional Linguistics (Halliday; McIntosh; Strevens, 1964; Eggins, 2004; Halliday; Matthiessen, 2014), a branch of Functional Linguistics that has a strong interest in the investigation of texts within the environment of basic education (Halliday, 1998; Christie, 2004; Martin; Rose, 2005; Christie; Martin, 2007; Rose, 2019). Based on these studies, the research aims to analyze the SCHOOL EXAM as a genre through Genre Pedagogy, also a prominent area of study within SFL (Martin; Rose, 2007; Rose, 2012). The work seeks the discussion of texture in SCHOOL EXAMS, considering the concept of text within the theory, as well as describing it in terms of its schematic structure, detailing stages and phases, and proposing a way to visualize the description of genres according to the theory. Methodologically, the study uses methods common to research conducted within the SFL framework, such as lexicogrammatical analysis performed through spreadsheets, and also proposes improvements to the method. The results show a stable generic structure concerning SCHOOL EXAMS; moreover, despite the genre showing characteristics that do not follow prototypical features concerning the constitution of the texture, elements of cohesion and coherence indicate the possibility of identifying it within the genre. The lexicogrammatical investigation allowed for the observation of patterns within the systems of this stratum, making it possible to satisfactorily describe the genre in the aspects analyzed.