The present study was developed with the objective of identifying how the absence/presence of digital (multi)literacy impacted experiences and pedagogical practices through the adoption of remote teaching implemented during the COVID-19 pandemic, in a State School in the countryside of Bahia. To this end, this study is guided by the following southernizing questions: How was the routine of teachers impacted by the transition from in-person to remote teaching in the lives of teachers at Colégio Estadual de Junco during the isolation period established by the COVID-19 pandemic? How did initial and/or continuing teacher education enable the development of multiliterate practices in the classes at Colégio Estadual de Junco? How did teachers experience multiliteracies during the adoption of remote teaching? In this regard, in order to address the research questions, the adopted methodological approach is qualitative research, from an autoethnographic perspective, since it is also the purpose to investigate the subjective, social, and behavioral aspects of the individuals involved. Therefore, the combination of different data generation tools also allows for exploring my own experience in the face of the experiences and transformations imposed during the pandemic period and remote teaching, including: study of documents, such as 1) decrees and regulations implemented during the adoption of remote teaching; 2) questionnaires to be answered by the research participants, including the researcher; 3) semi-structured and individualized interviews; and 4) storytelling sessions about the pandemic period.

Given the growth of so-called bilingual schools in Brazil and the commercial and social impact
generated by this expansion, this paper focuses on an Afro-Brazilian school located in
Salvador, the blackest city outside of Africa, with the purpose of understanding the possibilities
of perspective others (Matos, 2022) for bilingual education in the country. In this scenario, the
main objective is to delve into the particularities of this educational context in order to
investigate how a decolonial and Afrocentric bilingual education is configured at that school.
The methodological approach is qualitative, with the ethnographic case study being adopted as
a research strategy. Class observations and semi-structured interviews with the pedagogical
team are used as research instruments, in order to generate data on the educational process and
pedagogical practices. The theoretical framework is composed of studies on Bilingual
Education (Megale, 2005, 2018, 2019; García, 2009; Liberali et al., 2022, among others)
Decoloniality (Gonzalez, 1988, 2018; Mignolo, 2007; Maldonado-Torres, 2016; Quijano,
1992; Carneiro, 2005; Bernardino-Costa, 2018; Grosfoguel, 2018; Fanon, 2008; Santos, 2001;
Gomes, 2018, Bispo Dos Santos, 2023, among others) and Afrocentricity (Nascimento, 2009;
Finch Iii , 2009; Mazama 2009; Asante, 2014; Noguera, 2010; Njeri, 2020, among others). In
this scope, I analyzed the bilingual (Portuguese-English) pedagogical proposal adopted by the
school, aiming at understanding the decolonial and Afro-centered concepts that guide the
teachers' pedagogical practices. To this end, the institution's Political-Pedagogical Project
(PPP) was also analyzed with the purpose of finding out how this document materializes in the
English language classroom. Finally, I reflected on “a linguistic education aligned with a
critical and insurgent perspective” (Mendes, 2022) in order to contribute to studies in the area
of Applied Linguistics with a focus on Bilingual Education.

Investigation of the speech of a 11-year-old neurodiverse child (with support level 1 autism), on the basis of the Natural Phonology framework, using the Simplifying Phonological Process methodological/analytical procedure (INGRAM,1976; GRUNWELL ,1985, 1987; TEIXEIRA 1985, 1988, 2016). Results point out that in this case of atypical development, as also found in the conditions of Dyslalia, Dyslexia, and Intellectual Disability, among others, the phonological deviance results from the prevalence of simplifying phonological processes beyond the expected developmental age.

In this research, still under development, my main objective is to develop a literacy project, in
a collaborative way, that contributes to thinking about the functioning of Portuguese language
learning in conjunction with digital technologies in basic education in public education.
Methodologically, it is a study with a qualitative-interpretative approach (MOITA LOPES,
1994), of the research-action-reflection type (THIOLLENT, 2011), in which I seek to build
and develop a literacy project (KLEIMAN, 2008), based on collaborative way. The research
is especially autoethnographic (VERSIANI, 2002; PARDO, 2019), since I seek to bring
reflections about my own practice as a teacher who researches, or a researcher who teaches.
The theoretical field of this study is based on authors who discuss digital technologies in the
context of teaching and learning. In this one, for example, I bring discussions around
cyberculture (LEMOS, 2010; LEVY, 2010; CUNHA, 2012), which enables communications
and interactions in different social media. Based on Kleiman (1995, 2000, 2007, 2008), Street
(2010, 2014) and Marins-Costa (2016) I deal with literacies studies (especially critical ones),
which support the development of this study. The concept of multiliteracies is also essential
for framing the issues presented here, so the choice to bring the discussions by Cazden et al.
(1996), Rojo (2009, 2013), Cope; Kalantzis (2000, 2013), Kalantzis; Cope; Pine (2020).
When approaching multimodality and digital technologies in education, the knowledge of
Silva (2015, 2019), Sancho-Gil (2016), Ribeiro (2016, 2019, 2020, 2021), Coscarelli (1999),
among other authors, are fundamental. Cupani (2014, 2017, 2021) brings conceptions about
the philosophy of technologies, which helps us to understand it epistemically. Regarding the
different types of literacies needed in a cybercultural society, I turn to Dudeney, Hockly and
Pegrum (2016). The field research was structured in three phases: a) in the first, already
carried out, ten Portuguese language teachers and thirty students from a high school class
from a public school in the state network of Feira de Santana (Ba) answered questionnaires
that brought questions about their perceptions and experiences with digital technologies in
teaching and learning, before, during and after Emergency Remote Teaching (ERT); b) in the
second phase, now under development, I am implementing an intervention, in the form of
workshops (based on reading, writing and technologies), which starts from a collaborative
work, in articulation with the results found in the previous stage; c) in the 3rd and last phase, I
will take care of the analyzes referring to the data produced during the aforementioned
workshops, weaving a dialogue with the other data generated in the 1st stage. I consider, from
the results found, which are still partial, that it is increasingly urgent to re-signify the actions
with regard to the teaching and learning of Portuguese Language, so that it is directed towards
a particularly discursive perspective (KLEIMAN; VIEIRA, 2006; SILVA, 2019). In this way,
the articulation between literacy projects and digital technologies can be inserted in the
methodology of Portuguese Language teachers in basic education, being important to identify,
a priori, the needs of the actors involved, giving them space to weave reflections and make
themselves to hear.

Não se aplica

Item não obrigatório para Exame de qualificação de DO

This research intitled “Identity recreation of the visual disable person from
the color perception” have as central objective comprise how, visual disable persons,
improve the ability to infer the meaning of words or expressions from metaphors, similes
and synesthesia, which, as language resources, can favor the accessibility of people with
visual impairment in the perception of colors. The books “O Livro das Cores” e “As cores
no mundo de Lúcia” will be use as important material, a theoretical framework that seeks
to answer some needs of this research, such as the theoretical-methodological axis of
Genetic Criticism, using texts by Salles (2008, 2010, 2017) and Biasi (2010) as important
authors, also subsidized by Peirce's Semiotics, through the studies of Santaella and Nöth
(2017). The audiodescription scripts, based on Farias (2013), Costa (2014), Mayer (2012,
2016, 2017), Motta (2016) and Vergara-Nunes (2016) will also serve as methodological
support for the research. The issue of reading is addressed in the research based on
Brazilian legislation (2013, 2018), which underlies this practice. The research under
analysis is qualitative, with a narrative and procedural basis, built with data collected from
the process of color perception by people with visual impairments, congenital or acquired,
during multisensory workshops. In addition, the oral narratives produced by the research
participants will describe experiences and facts that are significant for the construction of
their identity, considering the profile of each one, before and after the activities developed
in relation to the perception of colors. This investigation also brings, within its
methodology, elements of autobiographical narrative research (BAUER, GASKELL,
2002; CLANDININ, CONNELLY, 2015), seeking to investigate various documents,
such as: interviews, autobiographical texts, diaries and personal notes by the subject
whose material produced is the target of analysis. The proposed research, then, brings the
autobiographical narrative and the audio description scripts as instruments of data
collection and monitoring of the knowledge construction process based on the
participants' sensory experiences. Another important methodological instrument for this
investigation are learning objects called multisensory workshops, which can assist, in a
practical and consistent way, the construction of the knowledge of students and teachers,
in addition to bringing simple and low-cost experiments, becoming a strategy that gives
the student the opportunity to discover, debate and socialize questions related to possible
solutions about what will be worked on in each activity.

The present study, inserted in the area of Applied Linguistics (AL), has the main objective of making a critical reflection on the mechanisms that exclude/erase cultures and, consequently, Afro-Latin identities from the space of debate, along with a reflection on the training process of Spanish language teachers at the Federal University of Bahia, a space for experiences, observations and discussions, which presents itself as a diasporic territory of other epistemologies, that follow paths other than that of the North. To reach the objectives, the research was built from theoretical frameworks, such as: Applied Linguistics and teaching/learning of a foreign/Spanish language; racism in the presence/absence of black authors when training Spanish teachers; and Interculturality in the process of training teachers. I propose this discussion in order to demonstrate the relevance and the need to put into practice an idea of culture/language that goes beyond the colonizing hegemony and the silencing learning route, because, as Almeida (2019) states, racism is not limited to individual behaviors, but also comes from the way institutions function, operating in a dynamics that confers race-based disadvantages and privileges. The study was carried out from a qualitative and interpretive approach and the following methods and instruments were used: reading and analysis of syllabuses of literatures and literacies of the degree course in Spanish and their syllabi. To support the discussions, I relied on the following theoretical references: Almeida (2019); Paraquett (2009); Machado (2006); Souza (2017); Munanga (2019); Santos (2001, 2009), among others, who were selected, on purpose, for fleeing northern references, which somehow dehumanize our identities. The results showed that the curriculum analyzed is still very fragile in terms of Afro-Latin American discussions, even though these are fundamental, whether when training teachers or in whatever the teaching/learning spaces may be, because they constitute a legal and essential issue to the identities of Brazilians

This descriptive, multidisciplinary research, allocated to Critical Applied Linguistics( CAL) is a political agency that seeks to problematize the growing statistics of complaints about people in situations of work analogous to slavery in Brazil, establishing relationships between them and the need for a teacher training, specifically, of professionals in the area of Portuguese Language, mother tongue, close to the areas of Civil Law, as a way of enhancing the critical literacy processes, necessary for an anti-racist and, therefore, citizen education. Through the State of the Art, we will map the CAPES Theses & Dissertations Catalog, aiming to know the productions with this approach in CAL, in a time frame from 2019 to 2022. In line with the highlighted objective, the analysis of two multisemiotic texts “O Menino 23” (non-fiction) and “The seven prisoners” (fiction), in dialogue with Critical Pedagogy ( Freire, 1987), Norberto Bobbio’s legal thought, Critical Discourse Analysis ( VAN DIJK, 2012), of Colonial Studies (QUIJANO, 2005), of Critical Racial Theory and Critical Racial Literacy (BATISTA; ALMEIDA, 2021); FERREIRA, 2015; CRENSHAW, 2002 ), without losing sight of the necessary dialogues with other authors. 

This study aims to understand feminist conceptualizations in internet memes, investigating the
metaphorical and metonymic models that underpin these constructions of meaning. The

research is based on the theoretical assumptions of Cognitive Linguistics (IBARRETXE-
ANTUÑANO; VALENZUELA, 2012; SILVA, 1997; LAKOFF; JOHNSON (2002 [1980)]),

specifically, on Socio-historical-cultural Cognitive Semantics (ALMEIDA , 2019;
SANTANA, 2019). It is based on the Theory of Conceptual Metaphor and Metonymy
(LAKOFF; JOHNSON, 2002 [1980]) and on some of its developments (KÖVECSES 2002;
RADDEN; KÖVECSES, 2007; SORIANO, 2012; PAIVA, 2016), on the Theory of Models
Cognitive Concepts (LAKOFF, 1987) and the Theory of Metaphor and Multimodal
Metonymy (FORCEVILLE, 2008, 2009, 2016). With regard to internet memes, it is based on
Shifman (2014), Chagas (2020) and Recuero (2006). Concerning the methodology, a
qualitative, exploratory, interdisciplinary and descriptive-interpretive study was carried out,
considering the epistemological bases of Cognitive Linguistics, of an empiricist and
phenomenological nature, and based on the ecological proposal of Almeida (2018), based on a
systemic conception of Science, in interrelation with the principles of Complexity Theory
(MORIN, 2003, 2015) and in particular the Theory of Fractals. (CAPRA; LUISI, 2014). The
corpus of the research consisted of thirteen internet memes, which were collected from the
Facebook page Editora Humanas, chosen based on the criteria of influence of the content on
the internet, number of likes, interaction with followers and movement. The Theoretical
Saturation Technique proposed within the scope of Socio-historical-cultural Cognitive
Semantics by Almeida and Santana (2019) and applied by Santana (2019) was also used to
perform the corpus clipping. In short, with the research carried out, it was inferred the
relevance of the metonymic model in the conceptualization of feminists, in particular, in the
formation of the prototypical ICM of these women, since this cognitive mechanism proved to
be the main trainer of the stereotyped constructions of meaning that were found in the
analyzed memes. In turn, the metaphors were on the margins of the feminist conceptualization
process, because, as the study of the corpus demonstrated, few were inferred, and those that
were found related to subjects other than the domain in focus. Finally, in the research, there
was a predominance of constructions of meaning alluding to the prototypical feminist MCI,
which reduces all feminists to a single stereotype, without considering the plurality of this
group.

Measuring the complexity of a language is a strenuous task; one runs into several problems such as the issue of comparability (CROFT, 2003), commonplace in typological studies, as well as the central issue of defining complexity, obviously necessary before we measure it (MIESTAMO, 2008). Besides that, comparative studies in linguistics often use terminology from 19th-century holistic classification of languages, classifying them wholly as isolating, agglutinative, fusional and so on. Also, most analyses are based on a cross-linguistically inconsistent unit, the word (MATTOS & LAZZARINI-CYRINO, 2020). With all this in mind, the present study, using morphemes as analysis units, lists the most frequent grammatical morphemes of 19 languages sampled worldwide, characterizing them by semantic criteria that don’t use the notion of word (CROFT, 2000), and quantifying them according to absolute complexity measures, that is, not referring to the language’s perceived difficulty, but to the number of parts of the system. In order to do so, we used McWhorter’s taxonomy of complexity (2007), Dahl’s notion of verbosity (2004) and Trudgill’s complefixications (2011), classifying each morpheme based on five parameters – the first one, if a given morpheme is glossed as free or bound, and the four subsequent ones properly being about complexity: if a given morpheme realizes contextual inflection, its degree of verbosity, if it presents irregularities and/or structural elaboration, and if it is polyexponent. Relative frequencies for each parameter were taken, and the results were processed using the software R and compared. We found a strong correlation between a higher proportion of unbound grammatical morphology and smaller scores on the four used complexity parameters, as well as the existence of dramatically simplified languages compared to the rest; it’s hypothesized, following McWhorter (2016), that this is due to intense contact events in their past histories. Moreover, we noticed behavior similarities between American languages, and we propose relinquishing holistic classification terminology, as well as not portraying less complex languages negatively.

This thesis, grounded in the Complex Dynamic Systems Theory (CDST), aims to investigate L1 attrition, referring to changes in L1 resulting from the development of an L2. More specifically, this work examines the production of the high back vowel /u/ and the mid-low vowel /ɔ/ in Brazilian Portuguese (BP-L1) by Brazilians residing in London, England. We operate under the assumption from CDST that bilinguals possess a single phonetic-phonological system and that the interaction and inclusion of new sounds or new acoustic cues will lead to alterations in the entire bilingual phonological system, including L1. Thus, it was expected that the high vowel /u/ in PB-L1 would undergo changes in contact with the English language, which includes two high back vowels in its phonetic-phonological inventory, the long vowel /uː/ and the short /ʊ/, i.e., a language that employs vowel duration (long vs. short) as a phonetic-phonological cue. Data (N=36) from Brazilian immigrants, English monolinguals, and BP monolinguals, extracted from Kupske's corpus (2016), were acoustically analyzed. Non-normalized and normalized F1 and F2 values, as well as absolute and relative duration values, were computed. Concerning the vowel development in English, the analysis reveals significant differences in both F1 (p<0.01) and F2 (p<0.001) between immigrants and English natives in the production of /uː/. The study also demonstrates significant differences in the duration of /uː/ (<0.001) between immigrants (167ms, SD=54) and English monolinguals (134 ms, SD=25). The same holds for the short vowel /ʊ/ (p<0.05), indicating that Brazilians do not produce English high vowels with values expected for monolinguals. When examining whether Brazilians differ in their production of English /uː/ and /ʊ/, the study suggests that these vowels are produced differently in terms of F2 (p<0.01) and duration (p<0.001). This leads us to conclude that, although Brazilians exhibit different values from monolinguals for /uː/ and /ʊ/, they have already acquired the "duration" acoustic cue since they can differentiate between the long and short vowels in their production. Regarding PB-L1 sounds, the study reveals that the F1 and F2 values of /u/ in PB-L1 for immigrants are higher and exhibit greater variability when compared to values found for monolinguals. The analysis indicates significant differences in both F1 (p<0.001) and F2 (p<0.001) in the production of /u/ between Brazilian immigrants and BP monolinguals, indicating language attrition for this front vowel in PB-L1. Additionally, the analysis demonstrates statistical differences in the duration of the vowel /u/ between monolinguals and immigrants (p<0.01), with immigrants showing higher duration values (141ms, SD=26) compared to monolinguals (102ms, SD=18). For the mid-low vowel /ɔ/ in PB-L1, immigrants and monolinguals do not exhibit statistical differences in F2 values (p>0.05), but they do differ in F1 (p<0.05) and vowel duration, with immigrants having slightly longer durations (144ms, SD=31) compared to monolinguals (138ms, SD=30). Similar to /u/, immigrants do not produce the mid-low vowel like BP monolinguals. In this sense, attrition of PB-L1 was evident for all analyzed vowels, as expected, given that, according to CDST, environmental changes can lead to changes in the phonological systems of L2.

In this work, we analyze the variation in the use of the imperative mood in the second person singular – indicative (faz) and subjunctive (faça) – in the Midwest Region of Brazil based on data from the Linguistic Atlas of Brazil Project (ALiB). Based on the theoretical-methodological assumptions of Variationist Sociolinguistics (WEINREICH; LABOV; HERZOG, 2006 [1968]; LABOV, 2008 [1972]) and dialectology (CARDOSO, 2010; THUN, 2017), mainly with a focus on the methodology of the ALiB Project, the purpose of this research is to describe the variable phenomenon of the verbal imperative. The data presented in this work were collected by listening to the inquiries of 84 informants stratified by age and sex, from 21 points in the interior of the states of Mato Grosso (103 - Aripuanã, 104 - São Félix do Araguaia, 105 - Diamantino, 106 - Poxoréu, 107 - Vila Bela da Santíssima Trindade, 109 - Barra do Garças, Cáceres and 111 - Alto Araguaia), Mato Grosso do Sul (112 - Coxim, 113 - Corumbá, 114 - Paranaíba, 116 - Nioaque and 117- Ponta Porã) and Goiás (118 - Porangatu, 119 - São Domingos, 120 - Aruanã, 121 - Formosa, 122 - Goiás, 124 - Jataí and 125 - Catalão). Data from the Midwest capitals (108 - Cuiabá (MT), 115 - Campo Grande (MS) and 123 - Goiânia (GO) were collected and analyzed by Oliveira (2015; 2023) in her work on the imperative in the capitals of Brazil and will be used in this work as a comparative way to understand if the inland localities are presented as a counterpoint or as a reflection of the behavior of the speakers of the capitals in relation to the use of the verbal imperative. The data collected were processed by the GoldVarb X program (SANKOFF; TAGLIAMONTE; SMITH, 2005) and will be presented through graphs and tables in order to produce the description and analysis of the results obtained.

This present work aims to analyze discourse sequences of fake news discourses about education, during election period in 2018, in Brazil, seeking to understand the functioning of discourses about education in this moment, therefore problematizing the effects of meaning from different discursive formations, seeking to observe conservation or changes in discourses about education in different discourse sequences. Therefore, it will also be problematized the different meanings of fake news, considering the comprehension of the term in a common-sense perspective, but also its consequent amplifications of meaning to portrait linguistic materiality other than fake news. It will be used Materialist Discourse Analysis as theory and methodology to study the discourse sequences classified as fake news by fact-checking agencies, which will be taken in the present work as determining parameter for a given discursive sequence to be classified as fake news, and also as source of access to the fake news to be analyzed, given its evanescent trait. The theme of the analyzed content is education, considering the conditions of production of discourse of Brazilian election period of 2018, as the year in question was the one in which most of the fake news built and shared were related to education. It is concluded that the fake news discourse on education is part of an attack on Brazilian left-wing, with retaken and rebuilt meanings from previous discourses.

In this thesis, an investigation was developed within the scope of the Lexicon, based on unpublished data extracted from the corpus of the ALiB Project—the Linguistic Atlas of Brazil, which is a nationwide intent in the area of Dialectology and whose method is Multidimensional Geolinguistics, which is based on a basic tripod, defined by Cardoso (2010, p. 89), as a network of points, informants and questionnaires. To carry out this thesis, a network of points composed of 122 locations was selected, distributed in the Northeast and South of Brazil, two questions were used, from the Semantic-Lexical Questionnaire - QSL, the 192, “What is the thin metal object that holds your hair? Show hair clip (grampo) (with pressure)/ ramona/ misse”, and the 193 “DIADEMA/ ARCO/ TIARA - what is the metal or plastic object that goes from one side of the head to the other and serves to hold the hair?” (COMITÊ NACIONAL, 2001, p. 37). There were contributions from 536 informants, stratified, according to the methodology for selecting informants from the aforementioned project, which considers gender (male and female), two age groups (group I – 18 to 30 years old and group II – 50 to 65 years old), incomplete elementary schooling level and, in the capitals, two levels of schooling (incomplete elementary school and university). The denominations found, such as, for example, misse, grampo, birilo, friso, tiara, arco, diadema and travessa were evaluated considering, in addition to spatial distribution, the social aspects that are controlled by the ALiB Project and the geosociocognitive study of the data. The results found confirm that, in the Northeast and South regions, a total of 14 denominations were registered for the thin metal object that serves to hold the hair – misse, grampo (de cabelo)/ grampinha/ guarampo, presilha, birilo, friso, fivela, pegador, pregador (de cabelo), prendedor (de cabelo), cigarra, ramona, joaninha, ladona, passador – and 09, for the object that goes from one side of the head to the other and serves to hold the hair – diadema, tiara, passadeira, traca/atraca/ataque, travessa, gigolé, arco/arquinho/arco de cabelo, regaço e arregar, in the investigated locations. This number demonstrates that we have two extremely culturally diverse regions, and this is reflected, consequently, in the way people speak and in the way they name the accessories used in their hair. The results reveal socio-historical data related to the informants' lexical selection. We verified that the dictionaries, when describing the definitions, allow the polysemous understanding of the lexicons analyzed, in addition to bringing the querent closer to other meanings. Based on this, it was possible to make the radial networks of the lexis registered, in the Northeast and South regions, in which was possible to outline the terms used by the informants of the research developed by the ALiB Project, visualizing the prototypical and peripheral forms related to the names attributed to the hair accessories studied by the speakers. The study of the history of the Northeast and South of Brazil and of hair accessories was important to better understand this element in the geosociolinguistic oral corpus, whose domain proved to be diverse.

This thesis aimed to study death conceptualizations in texts from literary and health Fields published in context of Brazil HIV/AIDS epidemic, exploring how cognitive, social, historical, and cultural aspects are bounded to the signification process. The ideas and discussions were based on the theoretical assumptions of Cognitive Linguistics, more specifically, of Socio-Historical-Cultural Cognitive Semantics, with the following theoretical islands addressed in this study: the Theory of Prototypes, the Theory of Idealized Cognitive Models, the Theory of Conceptual Metaphor, the Multilevel View of Metaphor, the Theory of Conceptual Metonymy; theoretical discussions were linked to studies by Lakoff and Johnson (1980), Lakoff (1987), Johnson (1991), Almeida (2021, 2020, 2019, 2018, 2015), Almeida and Santana (2019), Almeida and Santos (2019) ), Santana (2019), Lakoff and Turner (1989), Radden and Kövecses (1999), Duque (2020, 2018), Kövecses (2020, 2017, 2010, 2009, 2005), Leal (2020), Silva (2021), Cuenca and Hilferty (1999), Barcelona (2007), Paiva (2011, 2010), Sperandio (2014, 2015, 2020), and others. In addition, we have established interdisciplinary dialogues with studies of Philosophy (SONTAG, 1989; LUPER, 2010), History (ARIÈS, 2017/1977), Anthropology (BECKER, 2020/1973) and Sociology (KELLEHEAR, 2013). This research has a qualitative approach of a descriptive-interpretative, bibliographic, and documental nature, based on the paradigm of introspection. The study corpus consisted of tales and medical scientific papers, published between the years 1980 to 2000, based on the Fractal
Theory (MANDELBROT, 1982; PAIVA, 2011, 2010) and the Theoretical Saturation Technique (FLAQUETTO et al., 2018; FONTAELLA, 2011; SANTANA, 2019). The results were organized based on the found Matrix Domains and the Conceptual metaphors identified in the material studied, for example: DEATH IS A LIVING ORGANISM and DEATH IS WAR; these metaphors present, in their structural levels, Image Schemes (PART/WHOLE, FORCE, VERTICALITY, etc.), Matrix Domains (LIVING ORGANISM, WAR), Frames (FACE, CONFRONT, ATTACK/DEFENSE
STRATEGIES, ENCOUNTER, etc.) and Different Mental Spaces (REFLECTION, CONTACT, REPORT, etc.) that are activated in the elaboration of the cognitive content. Also, we identify a close relationship between Metaphors and Conceptual Metonyms, enabling the mapping of different forms of conceptualization of death.

This work aims to discuss the presence of literature in high school assuming literary literacy (PAULINO; COSSON, 2009; COSSON 2014a, 2014b, 2020) as a teaching paradigm capable of promoting the formation of critical and creative readers, besides promoting, as an unfolding of literary fruition, the humanization of subjects (MORIN, 2003; CÂNDIDO, 2011, 2012; COSSON, 2014a, 2014b, 2020; GALLIAN, 2017). This theoretical perspective is opposed to traditional paradigms of literature teaching that prioritize peripheral aspects to the text, instead of reading the text itself, a practice that mischaracterizes literature and endangers its existence (BARTHES, 1979; LEITE, 1983; BORDINI; AGUIAR, 1993; COLOMER, 2007; CHAMPAGNON, 2009; TODOROV, 2009; ZILBERMAN, 2009; LAJOLO, 2009; COSSON, 2014a 2014b, 2020; DALVI et al, 2017). This is a documentary and bibliographic research, of an interpretive nature, which has as corpus the BNCC of High School Languages in addition to four collections of textbooks of PNLD 2018. They are: collection "Vivá Língua Portuguesa" (VLP), "Ser Protagonista" (SP), "Novas Palavras" (NP) and "Linguagem e Interação" (LI). At BNCC, we seek to identify its potential to guide curricula for a teaching-learning literature capable of forming critical and creative readers. In the textbooks, we analyze the place that literature occupies, the repertoire of texts available for reading and the ways of reading proposed by the activities. The data reveal, on the part of the BNCC, a mild, nonspecific treatment with gaps about the teaching of literature. As for textbooks, advances were perceived in relation to previous research regarding the place of literature and the composition of the repertoire. As for the proposed reading modes, there is a marked tendency to direct reading through the text, to the detriment of context readings and intertext, which we understand to be a remnant of the grammatical tradition in the teaching of mother tongue.

The so-called five senses (sight, hearing, touch, taste and smell) are the starting point for the construction of what is denominated knowledge, education and/or

learnings. Languages consolidate knowledge, that is, the building up of the inner being. The historical fact of being a Portuguese colony in the past encourages Brazilians to do much more than (re)exist; it guides individuals to be unchained from what the past holds, to continue along the path of (de)colonizing the way individuals see, hear, touch taste, smell and feel, (re)building ethos and epistemologies that originate from personal enunciative locus. For this reason, this dissertation thesis derived from a geographic and local geopolitics, and it addressed as its main objective the furtherance of the (de)colonization of the senses presented by the research participants and, therefore, the (de)colonization of ontological and epistemological knowledge; and this experience focused on the learning of Spanish in two contexts: in the Instrumental Language class in the History Licensure undergraduate program at the State University of Southwestern Bahia (UESB) and, as well as, in the Foreign Language class in the Spanish Language undergraduate program at the Federal University of Bahia (UFBA). The theoretical basis was grounded on the Applied Linguistics, which is understood as an area that comprises languages in social use; it is also seen in the Interculturality, recognized as a process that seeks social equity among people; furthermore, Applied Linguistics is viewed in the conception of Language as being always associated with Culture; and likewise, in the Complexity, it is understood as a reconnection of knowledge. The methodology was built within the scope of qualitative ethnographic research with self-ethnographic samplings. The results of the research have shown that a pedagogical practice is urgently required for Instrumental Spanish or Spanish for Specific Purposes and/or a degree on Spanish Teacher Training or any other degree, which may be a (de)colonizer and, above all, that makes no distinction between the given classes, as there is no difference between a Spanish Language Teacher Training program and the undergraduate program in History Licensure, when the main goal is the (de)construction of the sensorial in undergraduate programs. However, the data explicitly reveal that what diverges, between one college program and the other, in reality, are the levels of linguistic knowledge presented among the research participants, with regard to the target language.

Training an English Language (LI) teacher from an intercultural perspective has been a major challenge all over the world, and also in Brazil. This action has already to start from a curricular proposal that offers, beyond linguistic subsidies, knowledge related to the language that he/she teaches, knowing how to interact with local and global social practices, in order to develop on his/her learners the capacity of knowing how to live with cultural and political differences. Faced to the globalization process which has modified beliefs, language concepts, mother tongue and foreign language (FL) learning, as well as pedagogical practices around the world and in Brazil, this research investigated how the curricular change of the English Language and Literature Course at UNEB implicated in the training of English language teachers, taking into account aspects related to the interculturality. The change process in question was initiated in 2004, based on the 1996 National Education Guidelines and Bases Law, as well as guided by the National Curriculum Guidelines for undergraduate courses, from 2001, which created the English Language and Literature course, disassociating itself from the former Vernacular Language with English Course, thus constituting itself as a specific training course for English Language teachers. Inserted in the ranks of Applied Linguistics, the work adopts a qualitative approach, based on the ethnographic processes, fundamentally interpretive (ERICKSON, 1986), involving the treatment of data in a natural environment, the classroom, its participants, as well as documents that make up the curricular structure of this training, field notes, structured and semi-structured interviews. As theoretical guidelines for this study, concepts of culture and interculturality were chosen from the perspective of Claire Kramsch (1993, 2004), Mendes (2007), Siqueira (2008, 2012), Scheyerl and Siqueira (2012), Liddicoat (2013, 2019), in addition to the intercultural relationship and teacher training, according to Fleuri (2002), Candau (2008, 2012, 2016, 2018), among others. For curriculum concepts and studies, as theoretical basis were taken Ardoino (1992, 1995, 1998, 2012), Morin (1996, 1999), Sacristán (2000, 2008), Pacheco (2001, 2013), Pinar (2007), Macedo (2012, 2013, 2016, 2018), just to name a few. As important results of the work, it is highlighted in general terms that the redesigned curriculum presents signals of an intercultural perspective, since some of its study components are focused on cultural diversity, and for its inter and transdisciplinary functionality that promotes discussions of themes of social interest, but it is still not characterized as an intercultural training curriculum in its integrity due to the lack of a more systematic study that focuses the interculturality as a necessary factor in teacher training. In this way, it can be considered that a training of English teachers in an intercultural perspective is an increasingly important challenge to be carried out in the education of language teachers in initial training in these current times.

Cardoso (2016) defines Dialectology as a branch of Linguistics that deals with the identification and description of the different uses of a given language. A Dialectology is a main part of research theory, bringing with it the studies that include Lexicology and Phraseology. It is understood that the research with the study Diatopic provides a basis for recognizing monolexies or polylexies. The search it is based on Dialectology and Pluridimensional Geolinguistics. Has as objective to explore the resources of the ALiB, to carry out an inventory of the units lexical texts in the Northeast Region. The thesis is of a descriptive-interpretative nature, idefining the study from the research promotion according to two questions 121 and 122 of the Life Cycles Lexical Semantic Questionnaire of the ALiB Project: “Women lose blood every month. What is it called?” and “At a certain age it ends a/o______ (Cf. item 121). When this happens, the woman is said to _____.” Bringing records from the questions, thus producing a lexical collection of Menstruation variants and entering menopause. The research also brings results with consulting the analyzed dictionaries Moraes Silva (1789) Houaiss (2009), Aulete
(2011), based on the words described in the samples. The research corpus refers to to the Brazilian Linguistic Atlas Project, with a total of 244 linguistic surveys. You informants belong to two age groups (18 to 30 years old and 50 to 65 years old), being of both sexes and having two levels of education - incomplete fundamental and
university degree - for research production. Choosing by geographic area takes place in the Northeast Region of Brazil, with a total of nine states studied and composed of 78 locations. The results of the variations are shown in the tables, graphs, as well as the result of the diatopic variation in the charts language. Having as an important point to establish the geographical distribution of the more productive lexias of the two questions inserted in the work, going through the cartographic method that Geolinguistics establishes for a better performance of the production. It is noticed that the research shows with relevance the variants
found in the Northeast Region, namely: menstruation, ox, rule, goat, being ox, being menstruating, being a goat, menopause, tying the machete.

The present study focuses on the laborious philological activity of editing texts, with the purpose not only of safeguarding handwritten documentation from the ravages of time, from improper handling, but also to contribute to philological and linguistic research in Brazil in general and, in Bahia in particular. In this perspective, the corpus selected for this thesis is a criminal process of physical aggression, practiced by José Torquato Ferreira in José Antonio da Hora, a manuscript document in 97 folios, written on the front and back, mostly drawn up between 1885 and 1886 in Vila de Santana do Catu in 19th century Brazil, which is in the judiciary collection ceded by the Wilton de Oliveira Desembargador Forum to the Federal Institute of Education, Science and Technology of Bahia (IFBAIANO), both based in Catu - BA. Thus, two major objectives are undertaken: the first, referring to the philological approach, or rather, based on the substantive, adjective and transcendent functions described by Spina (1977), focuses on fac-similar and semi-diplomatic editions of the Summary of guilt, articulating with other perspectives, such as Historiography, Codicology, Paleography, Diplomatics and Law, to place the document in the space-time in which it was developed, to understand how legal operators applied the current legislation and how aspects the intimate life of the procedural subjects involved (defendant and victim) reflect the Catuense society of the time (professional activity and level of education); the second, as a result of the philological operation, that is, of the semi-diplomatic edition, will establish a lexical study based on the assumptions of the methodology of the lexical fields of Eugênio Coseriu (1977) to evidence the vocabulary of crime present in the corpus, from the selected lexicons. To carry out the survey of lexicons related to the field of crime and the number of occurrences throughout the criminal process, the use of the computer tool AntConc (ANTHONY, 2016) stands out. As a theoretical contribution, in the philological field, scholars such as: Spina (1977), Cambraia (2005), Lose and Souza (2020), Borges and Souza (2012), among other references, are used. In the historiographical area, in order to contextualize the locus in which the judicial process took place, “the place of production” is located from the discussions of Barros (2020). The codicological aspects are anchored in Dias (2018), Rodríguez Díaz (2016), among others; paleographic aspects in Andrade (2010) and Ávila Seoane (2016) and diplomatic description in Belloto (2002) and Duranti (2015).

This present doctoral thesis discusses gender variation through the attribution of feminine gender to four words: ‘German’, ‘chief’, ‘thief’, and ‘president’, in addition to other lexis used to name the concepts “woman born in Germany”, “woman in charge”, “woman who steals”, “woman in the presidency”. The analysis of gender marking takes into consideration the informants’ selection of use and their evaluation and value judgements of the mentioned forms, which provides a discussion concerning the expression of sexist ideals through language, supported by gender studies that are associated to issues regarding women’s work, the presence of women in the politics as well as the reproduction of these ideals through language which, nowadays, is considerable active with the discussion of non-binary gender in Portuguese and other languages. This work is based on the theoretical and methodological assumptions of Dialectology (CHAMBERS; TRUDGILL, 1994; FERREIRA; CARDOSO, 1994), Pluridimensional Geolinguistics (CARDOSO, 2010), and Variationist Sociolinguistics (WEINREICH; LABOV; HERZOG, 2006 [1968]; LABOV, 2008 [1972]) which aims to analyze linguistic data through a quantitative and qualitative bias. The linguistic data were obtained from the questionnaire from Linguistic Atlas Project (Projeto Atlas Linguístico do Brasil) (ALiB), applied to 1,100 informants from 250 cities, distributed across the five regions of Brazil, both in inner cities and state capitals. The informants are divided according their education (uncompleted elementary and graduation degree), two age groups (18 to 30 and 50 to 65 years old), and sex, providing social criteria that can indicate motivations that influence their linguistic choices. The results obtained by listening to the audios were cataloged and are presented in tables, graphs, and linguistic maps, allowing the visualization of data and comparison among different social groups alongside to the discussion of the themes that seek to explain the motivations of the linguistic choices. All in all, it is possible to reach results that indicate the preference for linguistic forms that are equal for both genders, as in ‘chefe’ and ‘presidente’ other than ‘chefa’ and ‘presidenta’, the identification of unexpected forms used instead of the standard form ‘alemã’, and the competition between the variants ‘ladra’ and ‘ladrona’. Besides that, the work identified various suffixes that carry feminine marks and can be used as an alternative to the expected suffixes and the demonstration of doubt and lack of knowledge of specific linguistic forms to name the questioned concepts by the informants. The results may contribute to the understanding of the category of linguistic gender in Portuguese as more diverse and plural than has been defined in prescriptive grammars.

What leads a native speaker of a language to vehemently claim not to know it at the end of a class, almost begging the teacher for help to unravel the mysteries of a language that he has been exposed to since before he realized himself as a speaker of a difficult and vast linguistic system? Often, the Portuguese language teacher meets students, whether from Basic or Higher Education, who do not see themselves as competent users of their mother tongue. In this reality, the present research is inserted, seeking - by observing the behavior of the subjects belonging to the communities of students of the technical courses in Agriculture and Chemistry Integrated to the High School of the IF Baiano - Campus Catu - to perceive their beliefs, so that, once identified, should be possible to develop teaching strategies closer to the reality and expectations of these social beings. The research, in search of a broader view of the linguistic beliefs from the participants, finds theoretical ballast in the dialogue between Labovian Sociolinguistics, more precisely in studies on social evaluation, teaching, and third wave – Morales (1993), Gómez Molina (1996), Souza (1996), Moreno Fernandez (1998), Aguilera (2008) and Eckert (2012 and 2018); Cognitive Linguistics – Conceptual Metaphor Theory by Lakoff and Johnson (1890 and 1999); Social Psychology – Lambert and Lambert (1972), Steiner and Fishbein (1966); and Cognitive Social Psychology – Günther (2006, 2022). Under ethnographic guidance, the research corpus was collected through the application of belief tests and interview scripts in groups.

Under construction

em revisão.

This research is in the field of Applied Linguistics and its main objective is to offer
alternatives for the southing of both teacher praxis and Spanish language education in Basic
Education, based on experiences with future Spanish language teachers in the state of Sergipe,
Brazil. To achieve this end, four specific objectives were established: a) to understand the
south and its oppositions in respect to the southing of teaching praxis and Spanish language
education; b) to develop Spanish teaching material for Basic Education that take into
consideration voices from the south; c) to analyze teaching materials created in collaboration
with research participants in a process of southing teaching praxis and Spanish language
education; d) to evaluate the implications that the engagement with the created materials
raised for both the teaching praxis and Spanish language education in Basic Education in a
southing perspective. The theoretical framework that supported the thesis discussions is
constituted by the following southing pillars: Applied Linguistics; southing; teaching; Spanish
language education; and social identities of ethnicity, race, gender, and sexuality. In regard to
methodological support, this research is qualitative in nature, with a heuristic basis, as it
encompasses self-reflection processes of those involved in and with the study. The research
was carried out with eight undergraduate student-teachers from the Spanish Literature course
at the Federal University of Sergipe (UFS) who were taking part in the Institutional Teaching
Scholarship Program for Beginner Teachers (PIBID), and with four Spanish language classes
from the Laboratory School of UFS (CODAP/UFS), that is, a group of the 6th grade in
Elementary School and the 1st, 2nd and 3rd grades of High School. The research instruments
used were questionnaires, field notes and selected teaching materials prepared by the
researcher in collaboration with the student-teachers. To generate, record and analyze data,
the following strategies were adopted: group discussion and follow-up meetings with the
student-teachers, observation of classes in which the created materials were implemented and
critical sessions with the Basic Education students and the student-teachers. Through this
heuristic process with a collaborative bias, in search of a methodology “otherwise”, the group
of student-teachers, divided into four pairs, created teaching materials that included voices
from the south – indigenous people, women, black people and LGBTQIA+ - which were then
taken to CODAP/UFS classrooms. Regarding the analysis of the data generated, this study
used contributions from Discursive Textual Analysis – DTA (Moraes, 2003) for recognizing
its assumptions as a new paradigm that seeks to understand phenomena in a plural,
heterogeneous and transversal way. As a result of the analyses, it was possible to understand
how the southing of teaching praxis, during the research process, supported the proposal for a
Spanish language education from the south shared in the classrooms involved in the research.
Among the main mobilizations towards the epistemic and geographic south are the following:
attention to voices and the local context; need for socio-identity literacy of the participants of
the study; coherence in the representations of the social identities covered; projection of
places for listening and speaking; diversity in origin and discursive genres; pedagogical
investment in linguistic materiality; and engagement with intercultural dialogues.

This dissertation aimed to investigate the relationship between the lexicon of the Portuguese
language, with emphasis on human anatomy, focusing on the names assigned to question 117
of the Semantic-Lexical Questionnaire (QSL), formulated as follows: what is the name of the
round bone that is located in front of the knee (NATIONAL ALiB PROJECT COMMITTEE,
2001, p. 30). This Master's research is part of a larger Project, of national scope, the Linguistic
Atlas of Brazil Project (ALiB Project), whose main objective is to describe the Brazilian
linguistic reality with regard to the Portuguese language. The dissertation was elaborated based
on materials collected in loco by the research team of the ALiB Project, carried out with still
unpublished data and the research obtained a work authorization granted by the National
Committee of the Linguistic Atlas Project of Brazil. The corpus studied was constituted through
interviews with 1100 informants, belonging to the 250 locations selected by the project and
spread across the five regions of Brazil: North, Northeast, Southeast, South and Midwest. The
selected informants have the following profile: in each location, two men and two women with
different age groups were interviewed. Age group I covers informants from 18 to 30 years old
and II includes informants from 50 to 65 years old. In the capitals, there is stratification by level
of education. In this way, in the interiors, four informants were questioned who had incomplete
fundamental level and, in the capitals, four more were added who had completed university
level. The data were analyzed from a theoretical-methodological point of view through the
biases of Dialectology, Lexicology and Semantics. The results achieved bring simple and
compound lexias as denominations for the referent studied, such as: kneecap/kneecap; knee
cracker/cracker; pataca / knee pataca / knee pataca / knee pataca; patella; ball/knee ball; knee
frame/knee frame; wheel/knee wheel/wheel/knee wheel; knee cap; potato/knee potato;
meniscus; paw; chicochoelo; knee pussy; knee head; knee alley; knee puppet; knee joint/joint;
dish/knee dish; nightjar and knee disc. There is a set of idiolectal use lexia that are grouped in
other denominations. The data are exposed in different sections dedicated to each of the lexias
and also include quantitative data that appear registered in tables and graphs that point out the
linguistic and diatopic variation. The lexicographical research resulted in partial collection of
data from works in Portuguese and specialized in human anatomy. Finally, the results by
geographic regions are described and also revealed in linguistic charts by region and by capitals
of Brazil, pointing to: (i) patella/knee patella registration; biscuit/knee biscuit and patella as
items present throughout the country with greater or lesser amplitude, the latter being more
frequent in data from state capitals and (ii) identification of metaphorical motivating processes
in part of the lexical items. In addition to the presence of kneecaps throughout Brazil, two major
Brazilian dialect areas were identified: (i) area A – which encompasses the North and Northeast
regions, characterized by the presence of wafer/knee wafer, and (ii) area B – which
encompasses the Southeast, South and Midwest regions, characterized by the presence of
pataca/pataca do genie/patacão/patacão do gene.

Explaining the process of developing a non-native language has been a challenge for general and applied linguists over the years. In this vein, seeking a new theoretical perspective for the area, Larsen-Freeman (1997) traced similarities between language development and the Complexity Theory, arguing that there are many similarities between the new science of chaos/complexity and the development of an additional language. Thus, some authors have been defining language(gem) as a dynamic, complex, nonlinear and adaptive system, understanding that language is much more than a set of structures. In addition, another dimension that is currently being emphasized is the recognition of the diversity of the participants involved in the teaching-learning processes, especially the apprentices. Postmodern theories have recognized the diversity of teaching contexts, highlighting that the local and individual needs of learners are no longer consistent with methods that try to encompass all subjects in all teaching contexts, demanding approaches that take into account the individual differences of learners, as well as the local contextual ecology that supports development. From this perspective, Task-Based Language Teaching (TBLT) has become a flourishing area of research, as it is concerned with promoting communicative situations that will naturally lead to linguistic development, meeting the language needs of its learners. In view of the reflections that such ideas raise, the main objective of this work is to conduct a theoretical analysis of the structure and assumptions of the ELBT from the perspective of the Complex Dynamic Systems Theory (CDST). For that, we have the following specific objectives: (1) to analyze the task cycle from the perspective of Complexity Theory; (2) verify the existence of the characteristics of a complex adaptive system in this approach; (3) analyze whether TBLT is an approach that takes into account the diversity of teaching contexts, with a more specific focus on the individual differences of the learners. We believe that this study can contribute to a better understanding of the Complexity of language teaching by advocating the adoption of the TBLT approach, as well as motivating reflection, especially by non-native language teachers, on new possibilities in terms of teaching approach, more suited to their needs and teaching realities and more consistent with the Complex view of language and the individual differences of its students.

The research arises from a concern about the Spanish language teaching-learning process with regard to the approach of linguistic variation in textbooks available to the public of High School. Thus, we aim to analyze how linguistic variation is addressed in the didactic units that make up the didactic collections approved by the National Textbook Program (PNLD) in the 2018 edict. The choice of this object of study is justified by the relevance that the Textbook (LD) has within the teaching-learning process of students in the classroom, being one of the most adopted resources, especially for teaching Spanish as a Foreign Language (S/ FL). In the first theoretical chapter, we present the theoretical foundations that involve the studies of the linguistic diversity of the Spanish language, this approach being to understand the heterogeneous character of the second most spoken language in the world. While in the second chapter we address the main theoretical foundations of studies developed in Applied Linguistics and Variationist Sociolinguistics that allows dialogue and interdisciplinarity between them, such as, for example, the relationship between language and society in contemporary times, besides treating the phenomenon of linguistic variation in Spanish language teaching-learning process for Brazilian students and its approach in textbooks. The adopted methodology is qualitative - bibliographic content (TELLES, 2002; SILVEIRA and CÓRDOVA, 2009; DENZIN, LINCOLN, 2007), also addressing the assumptions of documentary research since the object of study is developed as a document, in the case the textbook, and having as analysis procedures the content analysis techniques proposed by Bardin (2011), in which three fundamental phases are foreseen: pre-analysis, material exploration and treatment of results (that is, inference and interpretation).

The objective of this dissertation is to analyze the phenomenon of vowel raising in the corpus of the Project Atlas Linguístico do Brasil in two geographic areas of Brazil: one in the Northeast, Ceará, and one in the South, Rio Grande do Sul. For this, data were selected from 6 locations in Ceará - Ipu, Canindé, Crateús, Russas, Iguatu and Crato - and 6 locations in Rio Grande do Sul - Três Passos, Vacaria, Santa Cruz do Sul, Santa Maria, Uruguaiana and Chuí - , locations that are part of the ALiB Project's network of points. In total, 48 surveys were analyzed. The research sample consisted of interviews carried out in loco, with a total of 48 informants stratified by sex (male and female) and age group (I- 18 to 30 years and II- 50 to 65 years). The analysis is based on the assumptions of Contemporary Pluridimensional Dialectology and Geolinguistics and Quantitative Sociolinguistics. From the data obtained, it can be seen that the phenomenon of vowel lifting is supradialectal and widespread in all regions, sexes and age groups, with most cases explained by linguistic issues, especially by vowel harmony. From the linguistic variables, it appears that the high vowel in the following stressed or unstressed position constitutes the main motivation for the occurrence of the phenomenon. Some consonant segments, precedents and subsequents also seem to favor and disfavor the raising. Thus, most of the variables selected by the Goldvarb 2001 statistical program were linguistic. As for the extralinguistic variables, only age group II was selected as favoring, but when comparing with the numbers found in age group I, it is possible to notice that the difference is minimal. Diatopy did not present significant results, with a balance in the number of cases found in the two analyzed states.

As the field of Bilingual Education continues to grow in Brazil, matters of theory and practice become front and center. One of the perennial issues when discussing additional language learning or learning in the additional language is that of the home or first language and its place in the classroom. While some approaches treat the first language as a hindrance, viewing its presence in the additional language as evidence of error, other views suggest the welcoming of L1 as a resource, key to understanding progress. This study, set in the context of virtual first grade classrooms within a bilingual program during the Covid-19 pandemic, examined first language use as it relates to learning to read and write in the second language. Using invented spelling activities and classroom recordings, the use of Portuguese by students and teachers around the emergence of reading and writing was investigated. Specific attention was paid to questions regarding if and how children and teachers leveraged the first language in building metalinguistic connections and reflections favoring the development of biliteracy. In analyzing written samples from invented spelling activities, certain traits of emergent bilinguals’ writing in the second language were observed. In dialogue transcribed from class recordings, important leveraging of first language was observed, through which students reflected on language, made cross linguistic connections and appeared to construct a positive relationship to errors in their language journey. Teachers, by welcoming and directing the use of L1 on the part of students, were found to foster a welcoming environment for children’s reflections and contributions. Taken as a whole, these aspects contributed to biliteracy development. In considering an L1-aware classroom pedagogy as was observed in the study, an element of a Brazilian approach to biliteracy and bilingual education was identified and is now proposed.

The Editora da Universidade Federal da Bahia (Edufba) is an important reference in the promotion of knowledge, but the memory of this institution, a fundamental part of the dissemination of academic knowledge generated by the university community, still lacks studies. This work aims to assist in the composition and reorganization of Edufba's editorial collection that is currently available, although incompletely and incompletely, in the Lugares de Memória space of the Federal University of Bahia (UFBA), in the Reitor Macedo Costa University Library, in the Ondina campus. Characterizing itself as a bibliographical and documentary research, with a predominantly qualitative nature, we revisit the history of the book in Bahia from its beginnings to the present day, in which we observe the important role of university publishers. Reflections on institutional memory, places of memory and the role of university presses in society were essential for the research. As a product of this study, still in development, we aim, in addition to the composition of the publisher's collection in the University's Memories Section, to trace Edufba's editorial historical profile through its works published between 2015 and 2020, in order to understand in what way the publisher's publications represent and present the knowledge generated by the university.

This thesis analyzes the linguistic diversity in the state of Bahia, Brazil, during two different decades, the 60s and the 2000s, as it aims to add knowledge to geolinguistic diachronic studies. In order to do so, it investigates the designations provided by the informants of the first published Brazilian state atlas (Atlas Prévio dos Falares Baianos, APFB) (ROSSI, 1963) and the largest active Brazilian project in the area of Dialectology (the project Atlas Linguístico do Brasil, ALiB Project) for three words used to describe parts of the human body in Brazilian Portuguese: nuca (nape), clavícula (collarbone) and tornozelo (ankle). Therefore, it is guided by the theories and methodologies of Dialectology and Geolinguistics. It displays the data obtained in the 22 locations that are part of the ALiB Project's network of points in Bahia through the application of questions 104. Nuca, 106. Clavícula and 118. Tornozelo, which are included in the Project's Semantic-Lexical Questionnaire. Likewise, it presents the lexical variation present in the 50 localities of the APFB (ROSSI, 1963) in Bahia, based on the analysis of Linguistic Maps 56, 57 and 63 of the atlas.  For APFB (ROSSI, 1963), the answers were provided between the years 1960 and 1961, whereas for the ALiB Project, they were recorded between 2003 and 2010. The data is exposed via graphs, tables, figures and maps. Lexia found in the nine survey points in common among the corpora are compared through cartographic representation. It also presents the results of research carried out in the Aulete Digital dictionaries (AULETE; VALENTE, 2006), the Portuguese Language Dictionary (SILVA, Antonio, 1789) and the Illustrated Dictionary of Health (SILVA; SILVA; VIANA, 2007), taking the linguistic forms shown in the corpora into account. The research indicates that Aulete Digital is the dictionary that registers the largest number of lexia among those studied. The results of the analysis show the diatopic variation, in view of the large number of lexical items identified, as well as a differentiation between the APFB data (ROSSI, 1963) and the ALiB Project. There are forms that appear only in the APFB (ROSSI, 1963), such as “cabelouro” and “toutiço” for “nuca” (nape); “sangrador” for “clavícula” (collarbone) and “rejeito” for “tornozelo” (ankle). It is observed that the prestige forms of the words “nuca”, “clavicula” and “tornozelo” are more prominent when considering the data from the ALiB Project, despite being present in the APFB linguistic maps as well (ROSSI, 1963). The speakers’ creativity is highlighted by the use of metaphor and metonymy in the naming of parts of the body, especially when using designations reserved for the anatomy of animals to name parts of the human body.

Peter Burke (1992), English historian, when dealing with the importance of adopting postures and methodologies that prevent the occurrence of interpretive mistakes, evaluates that for a correct interpretation of written content it is essential to understand and master the signs and other aspects that compose a handwritten document. In this context, the relevance and investigative potential of the philological work, the actions of reading, transcription and diplomatic-paleographical analysis of these writings are inserted, because as Celso Cunha (2004) addresses, “[...] a manuscript is only fully usable after being 'characterized', after undergoing a thorough examination from a codicological and diplomatic point of view”, and the results of this examination will be much richer when carried out also with the theoretical-methodological tools of history, presenting and correlating elements that – added to the fruits of the interpretations produced from the semantics and discursiveness of the texts – will enable the deepening of analyzes in nuances such as the “games” of power and dynamics of action of institutions and historical subjects. Therefore, the objective of this work is, from the analysis of the materiality of the manuscript BR BAAPEB TJBA SRB CAD 577/01 of the Public Archive of the State of Bahia and complementary manuscripts, to carry out a case study about the participation of Lieutenant Hermógenes Francisco de Aguillar Pantoja in the Conjuração Baiana, demonstrating aspects of the dynamics related to power and justice in colonial Bahia at the end of the 18th century. This study was conducted based primarily on the aforementioned manuscript BR BAAPEB TJBA SRB CAD 577/01 and the signatures contained in the investigation established to identify the authorship of the bulletins posted in public places, on August 12, 1798. Resulting in a vast set of documents counting with elements such as, for example, the considered “subversive” copy, translated from French to Portuguese of excerpts from the book Les Ruines de Palmira, or méditation sur les révolutions des empires, by the French philosopher Constantin-François Chassebœuf (Volney), the today's manuscript of notation BR BAAPEB TJBA SRB CAD 577/01 had the handwriting of Lieutenant Hermógenes, according to the accusation and conclusion of the experts of the Court of Appeal of Bahia. The methodology used in the research is the construction of a philological analysis that, articulated with paleographic, historical and diplomatic knowledge, presents all the complexity and richness of the textual records and, at the same time, constitutes, starting from the largest possible number of testimonies, a adequate reading, transcription and interpretation of writings, and other extrinsic aspects. With these data in hand, it is clear that there is a possibility of studying the cursivity, the weight of the writing, the inclinations of the instrument and the scriptor's hands; as well as the evaluation of the characteristics of the supports – namely, the paper – such as coloring, existence or not of watermarks, and sociolinguistic aspects, to establish the initial assumption about who was the mechanical author of the copy of the Enlightenment text. In this way, it is concluded that philology, in addition to its contributions to text studies, when articulated with other sciences, can support new fields of study, such as forensic paleography.

A definir

This work studies the clitic placement in the medieval Spanish from a Generative Perspective

Taking into account that “the lexicon of a language maintains a close relationship with the cultural history of the community” (OLIVEIRA; ISQUERDO 2001, p. 09). The Northeast is a culturally diverse region, popular Northeastern creativity is manifested in the most diverse ways. forms: folklore, crafts, cooking, etc. Thus, the distribution of a community in a certain geographic area is a factor of linguistic differentiation: each point in this area has different social, historical, cultural experiences and this has an impact on its language. (FARACO, 1998, p.112). When we study the lexicon of a particular community, we find the particularities it presents in relation to other locations. Relationships of linguistic similarities and contrasts in the diatopic and diastratic scopes are commonly observed in comparative studies between linguistic communities. The linguistic multiplicity of a place depends on the varieties: geographical or diatopic (local dialects and speech) and sociocultural or diastratic (speaker's group or situation). That said, we will present in this study, linguistic facts (lexical variants of words belonging to the thematic area atmospheric phenomena), explaining the geographic and social characteristics of the informants and their implications. This work uses the data collected by the Project Atlas Linguístico do Brasil (ALiB) team in the Northeast Region as a corpus of analysis and as theoretical assumptions dialectology, geosociolinguistics and lexical approaches, such as lexicology, lexicography and terminology. The data refer to the capitals of each state, collected from informants selected according to the established profile (men and women, range 1 (18-30 years) and range 2 (50-65 years), elementary and university level) . In this opportunity, the objective is to discuss the diatopic distribution of the lexical variants for the questions 07. redemoinho (de vento); 08. relâmpago; 09. raio; 10. trovão;16. estiar o tempo e 17. arco-íris of the thematic area atmospheric phenomena of the QSL of the ALiB Project. As a result of this work, the lexias raio e corisco  were obtained for question 09. And with regard to Questions 08 (relampago), 10 (trovão) and 16 (arco-íris) the results point to the absence of linguistic variation , both from a lexical and diatopic perspective.

The current political and ideological scenario in Brazil is heavily crossed by a growing conservative discourse often attributed to the “new Brazilian right”. In this scenario, it is “common” for teachers, artists, union members, students, in turn, to be s een as enemies of a prosperous Brazil, of the homogeneous country, of the land occupied by “good citizens”. However, discourses of a conservative nature are materialized in official documents from the period of the military dictatorship in Brazil and, thro ugh interdiscursivity, they are present today, above all, in virtual spaces. When considering Brazilian history, strongly marked by the dictatorial regime, one sees that the resurgence of conservatism is a serious social problem that needs further investig ation. Thus, the present study aimed to understand the meaning effects of the “new” conservative discourse in Brazil, since its dissemination promotes reactionary actions that constitute a risk to society, such as the naturalization of censorship gestures. Summaries of International Communism For this, the of the SNI (National Information Service) were analyzed, while Brazilian YouTubers in relative activity and self conservative thinking of the new Brazilian right were selected. declared supporters of the This parallel proved to be essential, as it indicated the ideological approximation found in both records, even with a 47year time lag. In those Youtubers’ channels, we analyzed videos in which they talked about three episodes, namely: (1) suspension of t he Santander exhibition; (2) prohibition of performance at MASP; (3) implementation of the nonparty school. Thus, it was investigated, through the Discourse Analysis recommended by Michel Pêcheux and developed by Eni Orlandi, the opacity of the text, as w ell as its production conditions and ideological affiliations, in addition to exploring the scenes of enunciation, based on the contributions of Dominique Maingueneau and the discussions promoted by Ruth Amossy about the images of the self in the discourse . Thus, from the analysis presented, it could be reflected that Brazilian conservatism constituted a social problem that exposes in its proposals the lack of reasonableness, the denial of scientific evidence and, finally, the disrespect for social advances in the area of human rights, which, in a way, configures a framework in which different inequalities tend to remain. Finally, this study showed that, in Brazil, specifically in the preperiod of 2018, there are dictatorship of 1964 and the preelection similarities between the discourses in the context of obscurantism and denial, either with expressions or actions that refer to progressivism, which were rejected and fought against in official documents and on social networks, respectively.

The present research is part of the field of Applied Linguistics (AL) and is interested in
studies related to the subject of teacher training in languages-cultures. The objective of the
research was to understand how the experiences based on the narrative documentation process
regarding the teaching of languages-cultures in public schools and the training activities
provided by higher education institutions can shape the professional development of teachers
of languages-cultures that work in public education. Methodologically, it was characterized as
an interpretive qualitative research of the type narrative and (auto)biographical research with
an English language teacher who works in the high school of a public institution in a city that
is part of the Centro Territorial de Educação Portal do Sertão (NTE). 19). To generate
research data, field diaries were recorded within the scope of the project Atelier Didactic:
reports of pedagogical experiences for teacher professional development, which was based on
the proposal of the Narrative Documentation of Pedagogical Experiences (DNEP). In
addition, travel diaries and document analysis of reports and resolutions related to university
extension and the Foreign Language Literature Improvement Program (Núcleo PALLE) were
carried out. The pedagogical document resulting from the action made it possible to highlight
the following impacts of the activity developed: i) impact on the professional development of

teachers of language-cultures, dialogic interaction with the school for teaching languages-
cultures, ii) the role of the teacher-narrator as researcher on the inseparability between

teaching and research in languages-cultures and iii) impact on the professional development
of teachers for transformation and social justice. The result achieved from the research
allowed us to present the thesis that university extension can be articulated in order to enhance
a space for training teachers of languages-cultures linking school-university in favor of
building a language education policy taking as reference the pedagogical experiences of those
who narrate them.

Languages formed through massive contact are the subject of numerous studies in the most diverse linguistic areas, all aimed at understanding the influence of contact and the socio-historical vicissitudes that involved the formation of these varieties for their structural characteristics. In this perspective, the objective of this thesis is to carry out the description and analysis of the operation of the Null Subject Parameter in Tonga Portuguese, a variety of Portuguese language spoken by descendants of continental Africans hired to work in cocoa and coffee plantations on the island of São Tomé, during the twentieth century. The analysis, carried out from the theoretical contribution of Parametric Sociolinguistics (TARALLO; KATO, 1989, 2007), Principles and Parameters theory (CHOMSKY, 1981) and Variationist Sociolinguistics (WEINREICH; LABOV; HERZOG, 2006[1968]; LABOV , 2008[1972]), has as corpus a speech sample composed of 18 interviews carried out in the Monte Café farm, with the interviewees being stratified by sex, age and education. The analysis was based on previous studies responsible for presenting the bundle of linguistic properties that are generally associated with the change in the marking of the Null Subject Parameter, especially those by Duarte (1995, 2012, 2018, 2019), Lucchesi (2009), Kapetula (2016), Oliveira (2016), among others. After being identified, the occurrences obtained were coded and submitted to the Goldvarb X variable rules program, which provided the percentages and relative weights for the selected variables. A total of 980 data were found in the analyzed speech sample, with 50.2% of subjects expressed phonetically and 49.8% of null subjects. These numbers are quite significant with regard to the behavior of the phenomenon in the Tonga speech community: although it is lower than that obtained in other varieties of Portuguese language, such as Brazilian Portuguese and Afro-Brazilian Portuguese, the high rate of subjects expressed points to a probable preference for the realized subject, which may accentuate in a few years. On the other hand, the results, very close to those found for Mozambican Portuguese, show that, compared to Brazilian Portuguese and Afro-Brazilian Portuguese, there is still a great influence of European Portuguese on African varieties of Portuguese. The linguistic variables selected as statistically relevant were Previous reference to the subject, with a preference for phonetically performed subjects in contexts of first mention (relative weight 0.717), Semantic characterization of the subject, with the feature [+ animated/ -human] favoring the subject expressed (relative weight 0.597), Presence of constituent to the left of the verb, whose results showed the contexts without constituents to the left of the verb as favoring the expressed subject (relative weight 0.535), and Personal-number ending of the verb, with the pattern [+ person/ +plural] favoring the expressed subject (relative weight 0.648). The only social variable selected was the age group, with younger informants the ones who most used the express subject (relative weight 0.602).

Não se aplica, pois o trabalho foi escrito em espanhol. 

This research entitled “Violence against women: an analysis of axiological voices in the newsrooms of the Enem 2015” aims to analyze how the responsive subject positions himself and dialogues with other voices. This approach is based on studies of the Bakhtinian phase of Textual Linguistics (TL), which is based on some theoretical assumptions of the Bakhtin Circle, thus expanding the research inherent to the Bakhtinian phase, which conceives the text as a dialogic event, semiotic, spoken or written. The corpus of this work are samples of essays produced by candidates from Salvador (Bahia) in the National High School Exam (Enem). In the process of analysis, the historical-ideological layer, the axiological voices and the position of the discursive subject assumed in front of the following thematic proposal of writing were considered: “The persistence of violence against women in Brazilian society”. The analyses showed a clash of voices on the issue of violence against women, positioning themselves against the machismo present in society. Some positions revealed that the rise of women still bothers many people, causing the continuity of violence against women in society in the 21st century.

The main objective of the research was to verify if a digital game about contemporary migrations, produced in Spain, is able to contribute to an intercultural education in Spanish language in Brazil. The theme “Intercultural Spanish Language Education from a Digital Game on Contemporary Migrations” was developed based on the main theoretical approaches of Applied Linguistics, Intercultural Education in Spanish Language, Public Policies and Information and Communication Digital Technologies. The digital game, main object of this investigation, was the Vuelta al mundo en 4 historias, distributed by the Young Red Cross of Spain, whose theme addresses several issues, such as: immigrants, cultures, migratory flows, prejudices, stereotypes, among others. As for the methodological procedures, taking into account the characteristic multimodality of digital games, the narrative sequences of the research object were analyzed, based on Social Semiotics. As a result, the investigation revealed that Vuelta al mundo en 4 historias is not suitable for Spanish language intercultural education in Brazil, as the game presents prejudiced, homogenizing and excluding passages and speeches. For this reason, this study is relevant to the production of digital games for Spanish language intercultural education in Brazil, since it highlights the positive and negative aspects of the construction of such a resource, whether in relation to its forms and/or its contents.

This work, result of a Case Study (CS), analyzed access conditions and the continuity
of deaf people in the Federal University of the Bahian Western – UFOB. The
enrollment of deaf people in Federal Universities has grown in the past years and the
big questions in this research inquired this access’ conditions and the continuity of this
audience in these institutions. To execute this CS at UFBO, I invited the deaf student
Gilvana Gomes Pimentel so we could have a dialogue about her experiences as a
college student in the sense to comprehend her academic trajectory in the countryside
of the State of Bahia, identifying the difficulties faced by her, as well as the strategies
used to overcome the challenges of being a deaf students at a regular Federal
University. Besides that, it was realized a bibliographical study about the research
theme, as well as a documental analyzes about the Laws, Decrees, and Normatives
which concerns Inclusion. This research justification happens in two contexts:
educational and social. Educational because it is imperative that the Laws concerned
to the Inclusive Education in the national and social ground are complied, because it is
necessary the reflection about the perspectives of the deaf people inclusion in society.
The research is referenced by the theoretical input of Inclusion, the Inclusive Public
Policies, the Applied Linguistics, and Literacy. Its objectives were: assess the access
conditions and the accessibility promoted by the inclusive public policies to the deaf
individuals in Federal Universities; describe the main barriers met by the deaf people in
their own educational process, identifying the strategies used by them to stay in the
Federal Universities; identify and analyze the Accessibility and Inclusion Nuclear
contributions (NAI) in the implementation of internal policies directed to the deaf people
at the Federal University of Bahian Western; assess the continuity conditions of deaf
people in this type of teaching; to propose an Action Plan to the Welcoming and the
Continuity of the deaf person at UFOB. The study showed the main problems met by
Gilvana in this scenario and planned some strategies to the minimizations or overcome
of these problems. As a contribution, I proposed an Action Plan to the Welcoming and
Staying of deaf people at UFOB.

KeyWords: Access. Accessibility. Stay. Inclusive Public Policies. Welcoming.

This research, of a dialectological nature, investigates the lowering of pretonic mid vowels in Minas Gerais, based on data from the Project Atlas Linguístico do Brasil (ALiB). To investigate the pretonic mid-vowels in the speech of Minas Gerais (Cf. NASCENTES, 1953; Cf. ZÁGARI, 1998), we based this research on the theoretical-methodological models of Pluridimensional Dialectology (THUN, 1998, 2000; CARDOSO, 2010) and Variationist Sociolinguistics (LABOV, 2008 [1972]; FERNÁNDEZ, 1998). This investigation object is the use of the pretonic mid vowels /E/ and /O/ by Brazilian Portuguese (BP) speakers from Minas Gerais in contexts in which we are considering as lowering of the vowel [e] and the vowel [o], such in p[ɛ]cado and c[ɔ]ração. According to the ALiB methodology, the corpus is built from a methodological tripod: a) Network of points (250 locations across all Brazilian regions, including 25 capitals); b) Application of questionnaires (phonetic-phonological (QFF), semantic-lexical (QSL), morphosyntactic (QMS), themes for semi-directed speeches, metalinguistic questions and text for reading); c) Number of informants (1,100 informants) stratified by sex (male/female), age group (18-30 years/50-65 years) and level of education (fundamental - in all locations/university - only in capitals). For this research were considered: the ALiB network of points with 23 locations distributed throughout Minas Gerais: Januária (127), Janaúba (128), Pedra Azul (129), Unaí (130), Montes Claros (131), Pirapora (132) , Teófilo Otoni (133), Diamantina (134), Uberlândia (135), Patos de Minas (136), Campina Verde (137), Belo Horizonte (138), Ipatinga (139), Passos (140), Formiga (141) , Ouro Preto (142), Viçosa (143), Lavras (144), São João del-Rei (145), Muriaé (146), Poços de Caldas (147), Juiz de Fora (148), Itajubá (149). We selected the phonetic-phonological (QFF) and semantic-lexical (QSL) questionnaires. For our purpose, 92 informants (4 informants per location), classified in social variables such as age (18 to 30 years/50 to 65 years) and sex/gender (male/female). The vowel data obtained were run in the Goldvarb X statistical program (SANKOFF; TAGLIAMONTE; SMITH, 2005) in order to analyze the frequency and relative weights of linguistic variables (stressed vowel, consonantal context, etc.), social (sex/gender and age) and diatopic (localities) in this area, which act in the realization of closed or open vowels. The results showed a frequency of 24.3% of the open front mid vowel [ɛ], in pretonic position, and 19.9% for the open back mid vowel [ɔ]. As for the variables considered were: the diatopic variable – locality; the linguistic variables – stressed and unstressed following vowel context, posterior and anterior consonant context, position of the pretonic vowel; social variables – age group and sex/gender; and the linguistic-discursive variable – questionnaires. As results, we noticed that in the speech of the informants from Minas Gerais, is prevalent the realization of high-medium pretonic vowels, but with a considerable presence of the low-medium variant, especially in the northern area of Minas Gerais. From the diatopical variation, we verified the division of Minas Gerais into two dialectal areas.

The first decade of Asia (1552), by João de Barros, is a historiographical chronicle that deals with Portuguese colonization in Africa and Asia, during the 15th and 16th centuries, a relevant moment for Portugal, which was the first to reach the sea route. to India. Considering the ten books that make up this precious historical document, in this thesis, a diplomatic edition and a loan glossary were carried out, whose etymological bases were not related to Latin or Romance languages. The research, developed under the theoretical and methodological support of historical linguistics stricto sensu, of philology and historical-variational lexicography, contributes to the establishment of a text of great importance for historical and linguistic studies, as well as for the systematic knowledge of a lexical inventory unusual, featuring elements of Arabic, Malay, Tamil, Berber, Javanese, Persian, Kimbundu, Hebrew, Hindustani, Czech and Sanskrit. It serves the research for the continuous work of reconstituting the historical and linguistic scenario of the Portuguese language and the effects of its cultural and linguistic contacts. Because it is the moment of publication of the original work of the temporal borders bordering the end of archaic Portuguese, this thesis also seeks to contribute to the consolidation of research related to this moment in which modern Portuguese begins to consolidate and spread. by the New World.

The author, who speaks Czech, Portuguese, and English, aimed to understand the possible reconfigurations of identity and as he has not identified research between Czech and Portuguese speakers, he decided to conduct his own. This study, linked to the field of Applied Linguistics, and still in the process of construction, can improve pedagogical practices, perceiving the teaching of languages as social and cultural practices. The central question is: speaking non-mother tongue, do socio-cultural identities reconfigure? The work intends to analyze the identity reconfigurations of Czechs and Brazilians. The author interviewed nine Brazilians in the Czech Republic and nine Czechs in Brazil, selected passages of which have already been rewritten and translated and included in the analytical part of the academic work. The theoretical chapter is divided into three parts, focusing on the concepts of language, culture and identity and the relationships between them. The synthesis and interpretation of responses will be based on theoretical approaches by authors such as: Černý (1998), Bauman (2005), Block (2009, 2017), Boroditsky (2003), Everett (2012; 2019), Grosjean (1980, 2001) , Hall (2000, 2006), Kramsch (1998), Le Page (1980), Mendes (2007), Moita Lopes (1994, 1996, 2002, 2003, 2006), Norton (1997, 2000, 2002, 2008, 2010) , Pinker (2003; 2018), Rajagopalan (1998, 2003, 2004, 2006), van Dijk (1999), among others. It is a qualitative, interpretative, and interdisciplinary investigation, the methodology of which is described in detail in the third chapter, including the description of the pilot project, which was carried out before the beginning of the research. The conceptions of identities will be investigated from the perspective of the acquired language, seeking conclusions in the dimension of the interviewees' profiles. Having conducted all the interviews, the author is able to reflect, still partially, on some conclusions regarding identity reconfigurations.

My general objective in this research is to understand how emergency remote teaching happened for students with disabilities, based on the intertwining between teachers, students, teaching materials, and technologies in an analytical posture that goes beyond the human-non-human dichotomy in the pedagogical construction of this teaching model that was designed in the Covid-19 pandemic, considering the context of a state public school in Guanambi/BA. In this scenario, I also try to understand how students and teachers reacted and adapted to this school model, based on their narratives, perceptions, and singularities. Especially with regard to students with disabilities, to identify the variables that hampered or facilitated the accessibility to remote teaching and the teaching-learning objects of the didactic material "Learning Support Notebooks" in the area of Languages, from the perspective of inclusive education and of the pedagogy of multiliteracies, in the researched context. I opted for the ontoepistemologies approach of post-qualitative research (LATHER and PIERRE, 2013; PIERE, 2017; ULMER, 2017), because in addition to expanding the vision to other post-humanist epistemologies, it is an open and flexible way of knowing that feeds on the intertwining of associations between all human and non-human social actors (LATOUR, 2012) that make the research happen and understand that these individuals do not produce themselves alone, separated from things and the environment, but in intra-actions with a world in constant displacements. In this sense, I question how sociomateriality and the agency of digital technologies become visible and how they influence and affect pedagogical practices and the daily lives of social actors who forge the school, and what are the consequences of such materiality in the emergency remote teaching scenario. For this, I use cartography as a method that helps to understand (albeit partially) the complexity of the object of this research. I emphasize that this is research still under construction. Thus, the understandings brought in this text do not yet constitute an in-depth analysis of the data, since other data are emerging in the course of the research.

The excerpt of the research that I present results from the experiences lived by me and by other womens in the context of the club Leia Mulheres-Salvador, a collective whose purpose is to read and debate works written by women. To this end, I present, at this moment, the introduction and two of the four chapters that will constitute the thesis. In the first, I discuss and design the research methodology with the support of Anthropology based on the concept of participant observation, as proposed by Tim Ingold (2015; 2019. In the second chapter, I propose to articulate the observations made in the research context, as well as some of the readings carried out, with theoretical reflections that were relevant to the analysis and understanding of this discursive event. To this end: I discuss the concepts of discourse and social change, taken from Critical Discourse Analysis, based on Fairclough (2016); I reflect on the concept of discursive practice, proposing a dialogue with the field of studies in Critical Applied Linguistics from Kleiman (2013); and, finally, I highlight the relevance of the group in raising questions about the production, distribution and consumption of literature written by women in Brazil, from the point of view of Dalcastagnè (2012), in dialogue with the concepts of place of speech and representation, thought from a feminist point of view, with authors like Ribeiro (2017). In the appendices, I present the questionnaire model and the structuring questions for the reports that will constitute the analysis chapters to be added in the final version of the thesis, in which I also plan to deepen the concept of identity that is now addressed only in a preliminary way.

Forced mobility, especially that which culminates in refuge, is a complex reality that spreads across the planet, in some regions more, in others less, so that many fronts of study focus on the vertices of this social problem. Considering the forced migrations in the South-South axis and from the point of view of language studies, especially Applied Linguistics, this research focuses on the forced migration from Venezuela to Brazil, in the city of Salvador in particular, given that such a movement raises questions of a transcultural, transterritorial and translinguistic nature. That said, this thesis aims to understand how the identities of Venezuelan immigrants in forced displacement, in the Global South axis, in the Brazilian context, are re/constructed and transterritorialized. Furthermore, it seeks to i) investigate the role of memory for the reconstruction of the identities of displaced Venezuelans in the Brazilian context; ii) understand how memories are resignified by subjects in displacement and what are the implications for the re/construction and transterritoriality of their identities iii) analyze how languages, in forced displacement, from the point of view of the migrant in forced flow, they are subsidies or obstacles in cross-cultural relationships in the context of refuge; finally, iv) explain the relationship of the refugee context, memory and displacement narratives to the identity construction of these subjects in question. For this purpose, we use theorists and theories, among others, related to identity (CASTELLS, 1996; SILVA, 2000; BAPTISTA, 2017, 2021); to superdiversity (VERTOVEC, 2007; BLOMMAERT; RAMPTON, 2011); to territory, territoriality and multi/transterritoriality (SANTOS, 1994; HAESBAERT, 2004, 2005; HAESBAERT, MONDARDO, 2010); the Anthropology of Mobility (AUGE, 2010); to narratives of displacement (BAYNHAM; DE FINA, 2005; DE FINA; GEORGAKOPOULOU, 2008; DE FINA, 2003) and, finally, to memory (POLLAK, 1992; CANDAU, 2012) and post-memory. From the methodological point of view, based on the research objectives, this investigation is configured as being descriptive and explanatory with a qualitative approach and abductive perspective. Likewise, the research, based on technical procedures, is understood as a case study of a biographical method. The research participants were 3 Venezuelans in forced flow residing in Salvador with legal status of requesting refugee, refugee and/or residence. From this, displacement narratives were generated through individual semi-structured interviews, recorded in audio and then transcribed. The investigation has shown that the identities of the migrants in question are reconstructed in a particular way in mobility, what I have called transterritorialized identities; Furthermore, the elements of memory are essential for this reconstruction, especially in events related to post-memory, transterritoriality and language and translingual practices in the new territory of experience, so that such questions are also connected to the desires of the being, belonging and re-existing in the new territory of (sur)experiences.

This work analyzes the pronominal subject realization in the afro brazilian community of Lagoinha from a parametric sociolinguistics perspective.

The Certificate of Proficiency in Brazilian Portuguese for Foreigners - CELPE-Bras isan official Brazilian exam that aims to certify proficiency in Portuguese as a foreign language (BRAZIL, 2019). In this view, the objective of this qualitative and documental investigation is to present a critical analysis of how the representations of Afro-Brazilian culture, and ethnic-racial issues are addressed in the oral test of this exam. The sample consists of 80 Provocative Elements (PEs) of four editions in the period between 2003.1 and 2004.2, used in the oral part of the exam. For data collection, PEs were selected and analyzed in order to verify whether or not they bring questions about ethnic-racial relations and, if so, the questions contained in the interview scripts for the PEs selected reflect the country's ethnic-cultural reality or, on the contrary, if present such reality in a minimized, stigmatized way or, even, if such aspects are totally ignored. In addition to analyzing how Afro-Brazilian culture is described, it also seeks to problematize it. That said, the research evokes the concepts of language and culture, race, stereotype, whiteness, structural, individual and institutional racism (ALMEIDA, 2018). Thus, based on the law 10.639/2003 and the MEC/CNE report of 2004, the research intends to contribute for studies in the field of Portuguese for foreign speakers with a view to emphasizing the relevance of the Brazilian ethnic-racial diversity as a constituent part in the scenario of teaching and learning Portuguese for Speakers of Other Languages.

This research aims to investigate how the images of subjects entitled youtubers are discursively constituted, whose bodies are marked by tattoos and body piercing. It is characterized as an interpretive analytical study, whose corpus consists of videos that were posted by Internet users of the YouTube video platform between 2014 and 2018. Still dealing with the images that are investigated from this corpus, there was pay attention to the image of youtubers about the marked body and about the markings, in addition to the images of internet users about the markings. As a support to contribute in an elucidative way with the general objective and for specific objectives, the concepts arising from the theory of Discourse Analysis and Enunciation will be used, these are, respectively: imaginary formations, interdiscourse and discursive formation, memory and autonomic modality. Sociological and anthropological studies will also be mobilized in order to understand the trajectory of body marking and assist in the analyzes that will be made. The justification for the choice of videos for the corpus is related to a thematic cut of the aspects that interpretively stand out the most, in addition to these aspects being also fostered by the referential about the body. These aspects that organize the analyzes are: extensive body markings; body markings in adolescents; body markings and employment; body markings, health and pain. The consequences of the research were only possible, as it was used as a basis to guide the analysis and methodology, the assumptions for literature review arising from Pêcheux (1995, 1997b, 2010) and Authier-Revuz (1998,1999), being them referents to the linguistic cut. In the field of Sociology and anthropology, theoretical contributions were made through the considerations of Ferreira (2010, 2014), Hall (2006, 2011), Le Breton (2012, 2013). From the analysis, it was found that the images of the subjects marked on themselves, put them in the position of instructors, who mobilize knowledge and opinions in defense of the body's marking in order to establish rules of conduct for their Internet users to circumvent prejudice. Regarding the images of youtubers and Internet users about the content, the aesthetic perspective of tattooing and body piercing stands out, to the detriment of the vision of an instrument of revolt against a system of body control. However, the role of body markings stands out as a vehicle for re-signifying the existence of individuals, because as tattoos and body piercing fall within the scope of a desired aesthetic, they are always enunciated in the sense of fetishization, often linked to a bourgeois perspective on life. It is concluded that although the body markings are being reframed and spreading more and more among socially favored groups, the historical and discursive memory about their stigmas are still very recurrent, explaining the important role of digital platforms to combat prejudice, through dissemination of knowledge and different points of view on the topic. It also stands out as it is still present, in the speeches of the analyzed videos, how the sense of an important symbolic space of struggles for the constitution of new identities falls on the body.

Since the globalization, the transit of people and information went beyond physical and communicational boundaries. Contemporary societies are in the midst of transformations that affect different spheres and directly influence the lives of social subjects. In view of this, linguistic practices emerge from different experiences and interactional processes, enabling subjects to employ a variety of linguistic-semiotic resources in their local interactions, negotiating meanings and performing their identities. Thus, standing on the concept of superdiversity (VERTOVEC, 2007), plurilingual subjects engage in translingual practices (CANAGARAJAH, 2013; ROCHA; MACIEL, 2015) and/or translanguaging (GARCÍA; WEI, 2014; WEI, 2018), from which identities are performed for different social purposes (PINTO, 2007; BUTLER, 2019). Therefore, the objective of this research is to understand how these linguistic practices are considered in the educational environment, more precisely in the assessment of written productions of plurilingual subjects, and how identities are performed and negotiated in those productions. This research is based on a qualitative interpretive approach, and is presented as an ethnographic case study that has as participating subjects a teacher and nine students from the PFL (Portuguese as a Foreign Language) course of PROFICI (Programa de Proficiência em Língua Estrangeira para Estudantes e Servidores da UFBA). The students’ written productions are the basis for both the objectives of this research and for the collection of data that also includes: interview with the teacher, questionnaire with the students and the researcher’s fieldnotes. This research is justified by the need for revision of assessment processes that are imposed on the subjects that compose the translingual spaces in the classrooms (WEI, 2011), because the current methods are still ways of defending monolingual ideologies that legitimize language as a coherent homogeneous system (SHOHAMY, 2011).

This research aimed to analyze the projection of ethos in the discourse of Teaching Initiation  Scholarship Holders (Bolsistas de Iniciação à Docência - ID) of the Institutional Program for Teaching Initiation Scholarships (PIBID – Programa Institucional de Iniciação à Docência) from the Institute of Letters of Universidade Federal da Bahia (UFBA). We sought to analyze the proposal for teacher training at PIBID through calls from CAPES – Comissão de Aperfeiçoamento de Pessoal do Nível Superior (Commission for the Improvement of Higher Education Personnel) and also calls from UFBA; reflect on the concept of ethos, with regard to the different conceptions addressed by authors in the field, listing ethos from rhetoric to ethos in the context of linguistics, to understand the ethé projected by ID scholarship holders during their experience in teacher education; observe the practice of PIBID Letras from UFBA and analyze the discursive and pre-discursive ethos, mentioned ethos and shown ethos  by ID scholarship holders and their perceptions about initial teaching training, and also proposing a new way of evaluating the program's teacher training through the speeches of ID scholarship holders. Texts produced by ID scholarship students were investigated, whose discursive genres refer to personal notes, scientific article, logbook, lesson plan, activity plan, report and summary, in order to analyze the ethos projection revealed in the enunciated statements, also considering the context of the scholarship holders in times of training and teaching practices. For the development of this work, the theoretical assumptions of Discourse Analysis were used, with respect to the notions of ethos proposed by Maingueneau (2005, 2008a, 2008b, 2013, 2015). The research has an interpretive qualitative nature, with an exploratory feature, composed of corpora that consist of texts produced by ID scholarship holders during teacher training. The study was developed from a bibliographic survey of theoretical categories, based on the ethos for Discourse Analysis. This research showed that the educational process and the teaching practice of PIBID contributed to the disclosure of the observer ethos and of the future teacher; it also revealed scholarship holders different positions regarding the same methodology adopted by the teacher in the classroom. It was also possible to identify that in the texts with formal discourses, ethé of future teachers engaged in educational subjects and in the teaching of Portuguese language were projected, differently from the texts with informal discourses, in which the scholarship holders criticized the program and the methodology used by the teacher. Beyond that, it was identified that the reports charged by the program were not enough to assess the fellow in relation to her/his teacher training, as this discursive genre aims to reach a specific target audience, based on a technical format, which makes it difficult for the fellows to present their critical comments to the program, since they seek to show the best version of themselves as future teachers, as they know that they are evaluated through these documents.

This work’s main purpose is, departing from a critical reading of the Base Nacional Comum
Curricular (BNCC), to describe and analyze the beliefs of English language teachers in
Elementary and High School in the state education system of Bahia, Brazil, given the new
concepts included in BNCC during its implementation in 2019 and 2020 school years.
Therefore, this qualitative research, in an (auto)ethnographic perspective, was based on the
interpretation of official documents that guide the English teaching in Brazil: LDB (1996), PCN
(1999, 2000), among others, with emphasis on BNCC and its appropriation by teachers and
how it is influencing their beliefs. BNCC applies a formative character to the teaching of
English language curricular component, attributed to three implications: lingua franca,
multiliteracies and teaching approaches, in which the intercultural dimension is an innovation.
These implications are discussed based on relevant studies in the area of each designation lingua
franca (GIMENEZ, 2015; SCHMITZ, 2004; DUBOC, 2019, MAURANEN, 2018, SIQUEIRA,
2017, 2018), multiliteracies (SOARES, 2004; KLEIMAN, 1995; STREET, 2014) and
interculturality (MENDES, 2008; WALSH, 2010; OLIVEIRA; CANDAU, 2010), among
others. The data generated from the questionnaires application to undergraduates and recent
graduates of the Language course at UFBA and teachers from the state school system in the
city of Alagoinhas, BA, are analyzed and discussed, generating inferences about the
relationship among the implementation of BNCC, the appropriation of this document by the
teachers and their beliefs (BARCELOS, 2006) about lingua franca, multiliteracies and
interculturality. With the intention of assisting in the adaptation of English language curricular
component to the new curricular proposal guided by the BNCC, I argue that the appropriation
of the BNCC text and its critical reading should be the first steps towards the promotion of a
more critical and conscious pedagogical practice, complemented by critical, wide and quality
initial or additional pedagogical formation.

Over the years, Brazilian universities have developed the need to undertake Language Policy and Planning for Science and Higher Education (LPP for SHE) (OLIVEIRA et al., 2017) for internationalization (De Wit, 2002, KNIGHT, 2003, 2004). The internationalization movement of Higher Education influenced by external agents, such as the World Bank and the Organization for Economic Cooperation and Development, demands that institutions structure their institutional language policies (CALVET, 1996, 2002; OLIVEIRA, 2013) so that the internationalization process can be developed more effectively. Moreover, this qualitative case study aims to map how LPP for SHE are being built at the Universidade Estadual de Feira de Santana (UEFS), in addition to identifying how they affect the Higher Education Institution's (HEI) internationalization actions. The research is characterized as a two-phase study, counting firstly with documental analysis about the LPP for SHE for internationalization and then interviews about the perceptions of the international advisory and the coordination of Nucli - Idiomas sem fronteiras program of UEFS about the process of developing these policies. The results also indicate a lack of awareness of the academic community on the issue of languages, the demand to develop a collaborative, inclusive and post-monolingual institutional linguistic policy and, in addition, the need to strengthen partnerships with HEIs that can cooperate for a more equitable and harmonious internationalization process.

Among the studies involving Brazilian Sign Language, translation strategies from Brazilian Sign Language to Oral Portuguese Language (LSB-LPO) is a niche that needs to be discussed in greater depth and breadth by scholars of Letters and Translation Studies. Chaibue and Aguiar (2016) presented statistical data that showed great difficulties on the part of translators in this way of translation. Thus, in order to collaborate with studies in this specificity of translation, through a qualitative approach with inductive and interpretive data analysis (MARCONI; LAKATOS, 2003; GIL, 2008; CRESWELL, 2010), I adopted the caption of the video “Getting to know me better”, starring the artist deaf and Drag Queen, Kitana Dreams. In order to present proposals for translations for the aforementioned subtitle, from Batista (2011; 2016) I considered the value of voices (enunciator and translator) and the symbolic value of drag images raised in the discursive level used in the enunciation, observing - through from translation techniques nominated by reworking, free translation and retranslation - linguistic variation, the social meaning of variation, drag speaking style and identity with a focus on Deaf LGBTTQIA+ who perform patterns of femininity. In order to account for the proposed cut – Translation Studies associated with Gender Studies – I established a texture through a plot with interdisciplinary dialogues in order to account for the object of investigation. Hence, I proposed a closer relationship with Third Wave Sociolinguistics, Discursive Sociolinguistics, as well as concepts from French-Brazilian Discourse Analysis and Post-Structuralist Philosophy. Finally, I considered that the LSB-LPO translation modality, in this identity scope, guarantees people who are not fluent in LSB access to Deaf People's discourses, especially to voices and images in Drag Queen artistic performances.

This thesis presents a study of the variation of the pronoun forms tu and você in oral Portuguese in the North region of Brazil, adopting the theoretical and methodological assumptions of Pluridimensional Dialectology and Sociolinguistics. The general objective of the research is, from the studies already made on the use of tu/você variation, to analyze the linguistic and social factors that condition the variation of these pronouns in the spoken Portuguese in the North region. It seeks to analyze how they are distributed in the seven states that make up the northern region of the country (Amapá, Roraima, Amazonas, Pará, Acre, Rondônia and Tocantins) and observe the relevance of extralinguistic variables (location, sex, age group and schooling) and linguistic (type of reference, type of questionnaire, tense and parallelism) in the linguistic behavior of the speakers. In addition, the objective is to represent, in linguistic maps, the use of the pronouns tu and você, in order to delineate the dialectal reality of that region. It is intended, with this, to contribute to the knowledge of the linguistic reality of Brazil, also the main goal of the Linguistic Atlas of Brazil Project (ALiB), to which this research is linked. In this sense, these pronoun forms are investigated in speech samples of informants of two age groups - age group 1 (18 to 30 years) and age group 2 (50 to 65 years), two sexes - male and female and, only in the capitals, two levels of education - university education and elementary education, totaling 120 informants. For better treatment of the data, the corpus was divided into two samples, so named: 1) Elementary Education sample, with informants from the 24 points in the North region only with this degree of education and 2) Capital sample, with informants only from capitals, stratified in two levels of education. Cases of tu, você and cê were heard and transcribed recorded in the recordings of the Phonetic-Phonological Questionnaire, Prosody Questions, Semantic-Lexical Questionnaire, Morphosyntactic Questionnaire, Pragmatic Questions, Themes for Semi-Directed Speeches and Metalinguistic Questions of the ALiB Project. Through the variation analysis carried out with GoldVarb 2001, it was observed that, in general, the pronoun tu is favored by the linguistic factors parallelism, type of reference and verbal time, in addition to the extralinguistic ones: age group, locality, type of questionnaire, education and sex.

The purpose of the present dissertation, based on intercultural and critical perspectives for
language teaching, is to present an analysis of the experimentation of a set of activities for the
development of reading competence, designed to discuss gender relations in English
Language classes at a public school in the state of Bahia, Brazil. To this end, an ethnographic
research was conducted, considering which kind of materials and resources could be
elaborated for the valorization of women and the promotion of gender equality; how
intercultural mediation took place on the part of the researching professor and the

participating students; what was the impact of the activities and discussions in the gender-
related speeches produced by the students and in which way did these materials and resources

contribute to leading students to build intercultural dialogues and to act against the current
oppressions. Therefore, starting from a conception of language as a social instrument of
interaction and insertion of the individuals in the world (MENDES, 2008), reading as a
communicative event and social practice (ANTUNES, 2009; FREIRE, 1979), teaching as a
political act (FREIRE, 1970) and gender as a socio-cultural construction (SCOTT, 1995), the
field research began with the mapping, through a mixed questionnaire, of gender concepts and
roles, as well as the implications of these concepts in discursive constructions. After that first
moment, 14 reading activities were applied, whose texts dealt with topics related to the
contemporary feminist discussion sphere of various aspects such as patriarchy, gender
stereotypes, violence against women, toxic masculinity, intersectionality, gender
representations in the media, etc. These activities were applied throughout the academic year
of 2018, in two high school classes, in which classroom’s interactions were recorded for later
analysis, together with written productions in the printed activities. At the end of the research,
the initial mapping questionnaire was reapplied, to identify whether and how the discussions
in the classroom influenced the gender conceptions brought by the students. After treatment,
analysis, and triangulation of data, I identified that there was a major resignification of the
discourses related to gender produced by the students, as well as indications of their insertion
in a process of critical linguistic awareness, characterized by the ability to read texts critically,
identifiy power relations that mark the control of shifts in interactions, in addition to
understand the role of language itself in the social construction of difference. In addition, the
construction of intercultural dialogues between the participants was also observed, reflecting
openness and sensitivity concerning the identity and cultural differences.

This thesis, which is part of the Historical Linguistics area of the Postgraduate Program in Language and Culture, aims at carrying out a semi-diplomatic edition of the Ledger Book, a private manuscript, which belonged to the “Pinheiro/Canguçu” family , in nineteenth-century rural Bahia, as well as analyzing the writing practices in the rural area of the Fazenda do Campo Seco, in Bom Jesus dos Meiras, presently renamed as city of Brumado. The study focused on the socio-historical analysis of writing production context in this environment, on the drawing up of the scriptors' social profile  as well as on the descriptive study of the graphemic-phonetic indexes identified in the document, thus aiming to contribute to the linguistic social history of Brazil. The linguistic-related results found reveal the graphophonetic variation in nineteenth-century sertão (dry  área in the countryside), showing the use of Brazilian Portuguese spoken by different social classes, in the present synchrony, in different regions of Brazil, regardless of their level of education. As regards the socio-historical context the instrumentalization of editing backed by a fruitful dialogue between the Social History of Written Culture and Micro-History, made it possible to bring the “magnifying glass” closer to individual and localized experiences, such as the case of the gentlemen of Campo Seco, offering us a microcosm of experiences in the nineteenth-century sertão.

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By analyzing and discussing a couple of theoretical assumptions, the purpose of this
thesis is to propose teaching practices for Portuguese language teaching, as a second
language, for the deaf in the view of intercultural approach. Inserted in the field of
Applied Linguistics, this is a bibliographical and interdisciplinary study, based on
qualitative-interpretative and hermeneutic-phenomenological analyses. For the writing
of the theoretical framework, we debated the following issues: a historical overview on
Portuguese teaching for the deaf in Brazil; the challenges and emerging issues based
on legal documents; our conceptions about language, culture and identity; and,
theoretical reflections on the topic ‘bilingual education for the deaf’. Qualitatively and
quantitatively, the theses and the dissertations published in Brazil from 1996 to 2019
were examined. Qualitatively, the curricular proposals as concerns Portuguese
teaching for the deaf were analyzed, considering the following documents: São Paulo
(2008; 2019); Portugal (2011); Faria-Nascimento et al. (2021); Moreira et al. (2021);
Pereira et al. (2021); Silva et al. (2021); Bernardino et al. (2021); and Cruz et al. (2021).
Based on the analyses carried out, the proposition of a curriculum of Portuguese
teaching for the deaf was glimpsed in light of complex thinking; and, still on the
perspective of complex thinking, Portuguese teacher training for the deaf was
discussed. Subsequently, the principles of an intercultural approach are established,
as the pedagogical practices for Portuguese teaching in this approach are presented.
Final considerations presented as nonconclusive reflections pointed out the need and
the urgency of implanting or implementing public policies for linguistic education
practices that recognize and value Portuguese and sign languages equally.

In this dissertation, there is the study of the names attributed to the “aguardente”, based on information collected by researchers from the Brazil Language Atlas Project (ALiB), in the nine Northeastern States, where 348 informants were interviewed, who, according to the methodology of Project, it corresponds to eight, in each capital, and four, in each inner city, distributed in two age groups – I (18 to 30 years old) and II (50 to 65 years old); both sexes; and two levels of education: i. Elementary School, in the capitals and in the inner cities, and ii. University, only, in the capitals. The study aims to reflect on the information presented by conceptualizer informants from the Northeast, when they answer the question 182 of the Lexical Semantic Questionnaire (QSL): AGUARDENTE (COMITÊ NACIONAL DO PROJETO ALiB, 2001, p. 36), “What is the name of alcoholic beverage made from sugar cane?" 753 occurrences were considered, which are organized into 71 denominations, classified into simple and complex, in which 44 common names and 27 brand-names are found. The nature of the data obtained led to an interdisciplinary approach, established between Dialectology, Ethnolinguistics and Cognitive Linguistics, areas of Linguistics that consider essential the relationship between human beings, the language they use in their interactions and the world and culture that surround them. The interdisciplinary theoretical relationship adopted made it possible to follow a bias of data interpretation, in which it was considered that, when presenting their answers, the conceptualizer informants resorted to Idealized Cognitive Models (ICM), among which PART-WHOLE stands out, as if had in denominations like limpa, pura, Ypióca, Pitú. In general, the results indicate to considerations related to the lexical items presented in response to the question 182 from QSL, the name cachaça, considered as prototypical, as it was mentioned by the informants, standing out with greater productivity and range of uses from all the locations surveyed and also in the most diverse situations of utterance, present during the interviews. Among the brand-names, it stands out the name Pitú, which is produced in Pernambuco and presented great representation in interviews with informants from this area, as well as in other Northeastern States. The categorizations revealed by the conceptualizer informants from the Northeast allowed the elaboration of radial networks, which demonstrate the sociocultural representation of the 71 names, according to the productivity of occurrence and coverage. The prototypical lexical item, and those located in the radius closest to it, are mapped, so that the spatial distribution of these variants can be visualized. The study of the history of cachaça and the issues surrounding its domain of experience were important to better understand this relevant cultural element of the Brazilian people.

By means of this research, it aims to list theoretical and methodological contents to approach ethnic and racial issues and African matrix cultures in the education of English teachers. It is a research-action developed in an extension course titled Ethnic and Racial issues and African matrix cultures in the teaching of English linked to the Permanent Center of Extension in Language Arts (NUPEL) from the Federal University of Bahia (UFBA). The course had the participation of nine teachers and lasted for a semester with a total of 45 class hours. In a preliminary phase, it was examined the Bahian public universities curricular inventory, and, then it was proved that they have not adopted a systematic procedure to incorporate the plea for the Law 10.639/03 and the racial curricular guidelines in the Language Arts courses, especially with regards to the articulation of the theme with the specificities of the English language teaching. Consequently, the English teachers show difficulty to work with the theme race, racism, and African-ness, so, besides finding themselves theoretically unprepared to do so, they feel uneasy due to the political, ideological, and controversial nature of the issue. In the present study, it was determined that it is possible to structure an appropriate education at the Law 10.639/03 and the mentioned guidelines orientations through the premise of the Critical Racial Theory (LADSON-BILLINGS, 2006; FERREIRA, 2006b, 2007, 2011; Solórzano e Yosso, 2009) and the Critical Racial Literacy (FERREIRA, 2015a, 2015b; MOSLEY, 2010), added to the Interculturality notions (MENDES, 2007, 2008; WALSH, 2009), and English as lingua franca (JENKINS, 2015; DUBOC; SIQUEIRA, 2020). Proposals with this level may offer theoretical and methodological input not only to the English teacher become qualified and feel safe to approach the theme but also to evaluate how their own racial identity impacts this pedagogical potential. Such comprehension affects even their critical thinking to elaborate didactic material within the same perspective.

The research Dialectal lexicography: the state of the art in the twentieth century (1920-1959) aims a metalexicographic investigation about macro and microstructures of five brazilian dialectal dictionaries: O Dialeto Caipira, de Amadeu Amaral (1920); Vocabulário Sul-Rio-Grandense, de Luiz Carlos Moraes (1935); Vocabulário Amazônico, de Amando Mendes (1942); Vocabulário de Têrmos Populares e Gíria da Paraíba, de Leon Clerot (1959); e o Dicionário de Termos Populares (Registrados no Ceará), de Florival Seraine (1959). The development of the work is justified by the need to build a Brazilian lexicographic history that involves not only language dictionaries, but also dialect dictionaries, with a view to recovering a set of techniques for systematizing diatopic data so that better to define the typology of dialectal dictionary, within the scope of linguistic reference works. The construction of an index for the five books was also the task of this research. The study is supported by references such as Atkins and Rundell (2008), Burkhanov (1998), Cardoso (1999, 2010), Faulstich (2011), González (2011), Hartmann and James (2002), Miranda (2014, 2019) , Krieger (2009), Rey-Debove (1984), Romano (2013), Silvestre and Verdelho (2007), Welker (2004, 2005, 2006 and 2011) and Zgusta (1971). The methodology consisted of examining the pre, intra and post-dictionary texts and the bibliography of the reference works for understanding the dictionary project and identifying the criteria adopted by the authors; counting the number of entries for each work; selection of the plain structure entries pertinent to nouns and verbs inserted in the first three pages of the letters A, B, C, M, N, O and S of each volume to visualize the microstructure of each work and the coherence with the pre- established; identification and description of the informational segments of the entries and their typographic and non-typographic indicators; survey of the organization patterns of the entries of each lexicographic work for nouns and verbs; and, finally, the comparison between the macro and microstructures of each work to obtain a model that represents the profile of a 20th century dialect lexicography. As a result, it is noted that the lexicographic production presented a special highlight for the portuguese language in Brazil, with socio-historical approaches and survey of linguistic phenomena that characterize the dialects, with a remarkable mastery of linguistic terminology for phonetic description and extensive knowledge of diversity, not limited only to the registration of the lexicon of their respective dialectal zones, but developing comparisons and linguistic comments. Nevertheless, a well-established lexicographic planning has not been identified, although the works follow the trend undertaken by Amaral (1920), with regard to linguistic descriptions and vocabulary construction. At the microstructure level, there was an asystematicity in the composition and structuring of entries, which is due to the large number of arrangements for the main motto with the grammatical class and genre, verbal predication, definitions (synonymic, extensional, encyclopedic and lexicographic), lexical variants, scientific nomenclature (for the designations of plants and animals), etymological comments, accreditations or examples, reference notes, research sources, references and marks of use. In O Dialeto Caipira (1920), 43 patterns of organization were identified; in the Vocabulário Sul-Rio-Grandense Vocabulary (1935), 32 patterns; in the Vocabulário Amazônico (1942), 28 patterns; in the Vocabulário de Termos Populares e Gíria da Paraíba (1959), 46 patterns; and, finally, in the Dicionário de Termos Populares (Registrados no Ceará) (1959), 34 patterns. Finally, dialect dictionaries are defined as monolingual linguistic reference works, organized semasiologically, covering the oral and written modalities of a language, with a view to representing vernacular norms, whether in a synchronous or diachronic perspective, to highlight a dimension geographic.

The master's research, entitled “The modus operandi of the representations of Latin in barreirense legal discourse”, had as main objective to investigate how the lawyers of the Barreiras-BA Sub-section represent Latin in their judicial pieces. After its submission and approval by the Research Ethics Committee (CEP), data collection began, using two corpora: semi-structured interviews and legal pieces. The interviews were conducted with five lawyers who have more than three years of work experience in forensic practice; and the legal pieces analyzed also corresponded to five lawyers with the same time in office. The study relied on the application of qualitative, descriptive and documentary research. The qualitative traced descriptions, comparisons and interpretations of legal Latin and its use in forensic discourse, without attaching to objective, accurate, and controlled observation data; the descriptive, for presenting the position of the legal professionals about Latin and its use in legal language; and the documentary, materialized in the occurrence of Latin expressions and their representations in legal pieces. The first chapter focused on the history of legal Latin and its representations in ancient Roman law; the second, in the representations of legal Latin, its discourse and its practices; the third and last chapter, in the investigation of the modus operandi of the representations of Latin in barreirense legal discourse. The research revealed that linguistic beautification and reduced complexity, in both corpora, are the two predominant representations in barreirense legal discourse. This result confirmed that new generations of lawyers are familiar with the Latin expressions used, and that the vast majority neglect those that nothing contribute to the objectivity and haste of the text. Thus, the hypotheses initially raised in this research were partially refuted, since today the representations of Latin have not shown concern with erudition, with refined knowledge, with pedantry or even with the power that they exercise in the discourse. On the contrary, they seek to democratize justice through simplification and clarity of language.

This Master's thesis analysed the variation of relative clauses in Bahia’s heartland’s popular Portuguese backed by the theoretical basis of Variationist Linguistics (LABOV, 2008). It also examined the hypothesis of irregular linguistic transmission (BAXTER; LUCCHESI, 2009); the hypothesis of the sociolinguistic polarization of Brazilian Portuguese (LUCCHESI, 2015a); and the premise of Accessibility Hierarchy (KEENAM; COMRIE, 1977). The methodology of this work, which also lies in the contribution of the Variationist Linguistics (LABOV, 2008), consists in an analysis of the aforementioned phenomena from a vernacular speaking sample collected in the cities of Poções and Santo Antônio de Jesus, in the state of Bahia, from speakers with little to no schooling. This sample functions as a representation of the so-called Bahia’s heartland’s popular Portuguese. Forty-eight sociolinguistic interviews were analysed. They took place in the aforementioned cities and were sorted out according to the Projeto Vertentes categorization of urban and rural zones. The variable linguistic phenomenon analysed here consists in the usage of one of the three relativization strategies established by the literature in Linguistics (the standard strategy; the chopping strategy; and the resumptive pronoun strategy), with the addition of the neutral relative-making element (LUCCHESI, 2015c). The initial hypothesis is that the contact between languages present in the socio-history of Brazilian Portuguese caused a morphological simplification that, in relation to the relativization process, favored the predominance of the chopping strategy over the other ones, as it can be seen in Ribeiro’s (2009) study. Besides, it is sought to observe if there is difference between Bahia’s heartland’s popular Portuguese and the Afro-Brazilian Portuguese studied by Lucchesi (2015c) in relation to the use of pre-positioned relative-making elements. This may reveal one more effect of the contact between languages in the actual configuration of Brazilian Portuguese. It is also sought to verify the continuum of the linguistic levelling that attenuated the sociolinguistic polarization of communities closer to the urban centers. After the collection and the codification of the occurrences of relative clauses from the analysed corpus, it can be seen that the chopping strategy prevails in Bahia’s heartland’s popular Portuguese. The standard strategy occurs only with the relative pronoun “onde” (where), and even so, with low frequency of occurrence. The data show that relative clauses with prepositions are no longer part of the grammar of the popular Portuguese spoken in Bahia’s heartland. Except for “onde”, relative clauses are initiated with the neutral relative-making “que” (that) as a result of the morphological simplification present in the history of Brazilian Portuguese. The resumptive pronoun strategy also has low frequency of occurrence; it is favored by the presence of linguistic variables such as the explicative relative clause, the [+human] antecedent, the defined antecedent, and the lexical preposition. The analysis of social variables disclosed a stable variation across the analysed communities in relation to the strategies of relativization. The same happened with the opposition between the relative clauses connected to prepositional positions and the relative clauses positioned in the subject, and direct object syntactic functions. Nonetheless, the comparison between the Afro-Brazilian Portuguese and Bahia’s heartland’s popular Portuguese has shown an increase of relative clauses connected to prepositional syntactic functions in the latter, what confirms a continuum of the linguistic levelling that differentiates more isolated communities from those closer to urban centers. This levelling not only weakened the sociolinguistic polarization of Brazilian Portuguese, thus differentiating more isolated communities from those more influenced by the urban linguistic patterns, but also attenuated the more drastic signs of irregular linguistic transmission that affected the varieties of Brazilian popular Portuguese in the past (LUCCHESI, 2015a).

This dissertation, based on the theoretical assumptions of the Discourse Analysis, aimed to discuss the processes of erasure, re-elaboration or maintenance of subject positions in speeches about “military intervention” in Brazil, materialized in journalistic texts from Folha de São Paulo and the G1 news portal. Along the way, it sought to analyze the socio-historical inscription of the production and reception of these speeches, investigate the ideological constructions that can be perceived, identify how the meanings of “military intervention” are transformed or reaffirmed in the corpus in question and discuss the relevance of media in the production of the meanings of “military intervention” in Brazil in the 21st century. It started from the conception of discourse as a historical and social construction through which ideology materializes, this being the proper way of constituting the individual into a subject through language. Based mainly on Pêcheux (1997a; 1995; 2008) and Orlandi (2010; 2012; 2017), the current statements about “military intervention” were taken here as a discursive event and, by examining the relationship between meaning and discursive memory, it tried to perceive the effects of the sense of “military intervention” that they have produced. The concepts of enunciative heterogeneities and reported discourse (AUTHIER-REVUZ, 1998; 2004) were used as mechanisms that evidence or give clues to the position of the discursive subjects. Benetti (2010) was used to refer to journalism as a discursive event. Tatagiba (2018; 2019), Safatle (2010), Singer (2001; 2013) and Fico (2014, 2020; 2020a) were used to support discussions about the Brazilian historical and political context. The main corpus was composed of five journalistic texts referring to the years 2016, 2017, 2018, 2019 and 2020. The analyzes carried out in the qualitative approach showed that, in the corpus in question, the current sayings on “military intervention” mobilize so many speeches that come in defense, as for discourses of rejection of such a model. They both mobilize negative meanings related to the dictatorship, as they build their functioning by silencing those meanings, updating the discursive memory regarding the imaginary of order, salvation and progress linked to the Armed Forces.

Different approaches have accompanied teaching of the foreign languages through time, making the student become the protagonist  in pedagogical methods that consider their motivation and necessities, as seen on Français sur Objectif Spécifique (FOS) where there is Français sur Objectif Universitaire (FOU). In this context, the research asks how the teaching practices developed under this perspective can contribute to the teaching-learning process of french as a foreign language. In a more specific character, it values how the student profiles interfere in the adoption of FOU and in which way the class material produced  and the  learning check instruments are related to that way of teaching. At the end, it associates the teaching of FOU to the internationalization of UFBA. It being a qualitative, interpretative and with ethnographic aspects, the research is inserted in Applied Linguistics and connects to interculturalism;, to the  teacher training; to the academic mobility and to the insertion of the subject in social enviroment. In methodology, it uses of theorical referencing and  applying questionnaire;  teacher report and analyzing the document. Having as object of analysis FOU, it presents a little studied field in Brazil and searches to fullfill an important gap on what touches the training of teacher of foreign languages, more specifically of french that, in majority, don't know it. The same way, it waits to contribute to reflection over teaching on  programs of proficiency, as well as bring visibility of multilingualism, by linguistics politics of actions of internalization of universities.

This thesis is the result of a survey carried out with a group of 10 pre-service teachers of the course English Language Arts, of the campus Conceição do Coité, UNEB, with a focus on the investigation and problematization of their perceptions and practices concerning gender questions and sexual diversity in the context of the Enlish language class. Oriented by the pillars of Queer Theory (BUTLER, 1990, 2002 ; MISKOLCI, 2012), of the Critical Pedagogy (FREIRE, 1987; PENNYCOOK, 1998, 2006), of the Applied Linguistics (MOITA LOPES; 1996; 2003; 2006) and of the Interculturality (MENDES, 2004; WALSH, 2009; ALVAREZ ORTIZ, 2013) under a critical perspective, of receptivity to the differences and with emphasis on the training of the teacher, this action research was developed through data obtained from interactions experienced during an extension course, from questionnaires, from an interview and from the planning and observation of classes. In quantitative terms and, above all, qualitative, it was possible to verify change in the perceptions and practices of the participants of the study, with regard to the treatment of questions such as bullying and other situations of discrimination involving the students, as well as a visible ability and receptivity to include and deal with different sexual and gender identities in the lesson plan and in the language class itself. Such findings are a strong indicative that the teacher, when making use of knoweldge and postures which aim at the desconstruction and the problematization of misconceptions about gender and sexuality, might end up fostering the development of equality, empathy and respect among the students.

In this thesis we describe, compare and analyze the third-person unstressed pronominal system of Paraguayan Spanish and European standard Spanish, as well as the phenomena of leísmo, laísmo and loísmo and the elision of non-standard clitics, comparing the data and hypotheses of Herreros (1976 ), Granda (1982), Palacios (2000) and Symeonidis (2013) with the data from the corpus that we analyze. We confront different hypotheses about the genesis of the phenomenon of peninsular leísmo and Paraguayan leísmo in particular considering the linguistic variation in a specific socio-historical context such as peripheral isolation, linguistic contact and the normative weight of the cultural centers of influence. In the first chapter we contextualize and present the problem, the objectives (to comparatively analyze the use of unstressed third-person pronouns in Paraguayan Spanish and standard European Spanish, review the bibliography on the characteristics and uses of the third-person unstressed pronouns of both varieties, analyze from a current synchronic point of view the characteristics and uses of the third-person unstressed pronouns of these varieties, gather evidence about the differences between the two varieties, establish possible relationships between the characteristics of the third-person unstressed pronouns of the Paraguayan Spanish and the socio-historical linguistic context of peripheral isolation of Paraguay), the hypothesis (that despite what was reported by these authors, Paraguayan Spanish is currently undergoing variations depending on the European standard norm in middle and high socio-literacy and higher schooling under the influence of p that normative of different cultural poles and by phenomena of sociocultural linguistic marking that lead to phenomena of hypercorrection in function of the standard norm), the justification and the theoretical framework (which is twofold: descriptive morphosyntactic grammatical and historical sociolinguistic).In the second chapter we describe and analyze the third-person unstressed pronominal system of European standard Spanish and Paraguayan Spanish from its etymological derivation and we describe the most generalized divergent uses: the phenomena of leísmo, laísmo and loísmo and elision of non-standard clitics, as well as as its historical development and its explanatory hypotheses. In the third chapter we describe and analyze the socio-historical linguistic situation of Paraguay as well as the importance of the socio-historical linguistic factor in the configuration of Paraguayan Spanish, we describe the demographic situation and the conformation of the contemporary Paraguayan social fabric, the conformation and current situation of the indigenous peoples, linguistic demographic evolution, the problem of peripheral isolation and its implications in the current configuration of contemporary Paraguayan Spanish, the problem of contact between languages and the contact of Spanish with non-Indo-European languages and its relationship with linguistic variation.In the fourth chapter we present and describe the methodology and the selected corpus (exploratory-descriptive quantitative-qualitative with analysis of the linguistic corpus made up of a series of newspaper articles from Paraguayan newspapers published online), its characteristics and the analysis of the data. Finally, in the fifth chapter we present our conclusions about the phenomena of linguistic variation present in the unstressed third-person pronominal system of Paraguayan Spanish in relation to its socio-historical linguistic situation: that Paraguayan Spanish is currently undergoing variations depending on the norm European standard in middle and high urban sociolects and with greater schooling due to the influence of the normative weight of different cultural poles, new linguistic policies, greater access to instruction and the mass media and due to sociocultural linguistic marking phenomena that lead to phenomena hypercorrection based on the European standard.

Aiming to discover the effects caused by the application of Freire‘s pedagogical principles in the English language (EL) classroom, this action research was developed in three different school realities in the municipality of Itapetinga/BA: a federal public school, a state public school and a private municipal one. Inserted in the area of Applied, this research is anchored in the concept of language as a social practice (MENDES, 2010), intends to be part of Southern Epistemologies (SOUSA SANTOS, 2016) and relates the Paulo Freire‘s Critical Pedagogy (1967, 1987, 1996) to English Language Teaching. With a qualitative interpretive methodological approach, the present investigation was developed over eight months in collaboration with an EL teacher and a 3rd year high school class from each participating school. The pedagogical intervention was composed of four phases – preliminary, reflection and planning, intervention and evaluation – and demonstrated, in practice, the potential that Freirean Critical Pedagogy possess for the construction of a critical teaching praxis. Problems such as political and ideological alienation in relation to EL and its teaching, lack of interest and of student engagement during classes and out-of-context pedagogical practice can be resolved through the knowledge and application of Freirean principles, which are: Intentionality and Self-responsibility; Epistemological curiosity; Dialogy; Respect for the student; World reading; Education is ideological; Criticality; and Educate to liberate. As a result, the principles proved to be effective theoretical-practical training tools in the construction of a critical teaching praxis in order to educate reflective and socially engaged citizens, starting with the teacher him or herself.

The  Analysis  of  the  Materialist  Orientation  Discourse,  with  Michel  Pêcheux  as  its  main representative  or  philosopher,  brought  important  contributions  to  language  studies, mainly  with  regard  to  issues  related  to  meaning.  Appropriating  analyzes  of  important theories,  an  Analysis  of  Materialist  Orientation  Discourse  managed  to  bring  a  new perspective  to  language  studies.  It  was  based  on  this  theoretical  assumption  that  we carried  out,  in  this  work,  an  analysis  of  the  formation  of  scientific  image  and  science  i n three  historical  periods.  For  this,  we  selected  three  corpora,  one  from  each  period:  from the  Middle  Ages,  Summa  Teológica,  Tomás  de  Aquino;  the  Modern  Age,  Discourse  on Method,  by  Renê  Descartes  and  the  Contemporary  Age,  The  Structure  of  Scientific Revo lutions,  by  Thomas  Kuhn.  Each  corpus  was  analyzed,  seeking,  starting  from  the discursive  materiality,  identifying  a  sustained  image  of  the  subject  and  science.  This verification  was  important  so  that  we  could  observe  the  functioning  of  scientific discourse and,  thus,  relate  to  social,  ideological  and  discursive  changes.  This  gave  us support  so  that,  at  the  end  of  the  work,  we  made  a  cross  between  data  and,  from  that, I  problematized  a  question  of  science  neutrality  and  objectivity.  From  the  analysis,  we obs erved  that  all  corporations  or  scientific  discourses  were  in  line  with  the  hegemonic ideologies  of  the  period  in  which  they  were  used.  This  shows  that  scientific  discourse, like  all  others,  is  not  available  for  the  Conditions  of  Production,  therefore,  it  i s  not affected  by  ideological  influences. 

Given the need to expand the dialectal and sociolinguistic studies on the linguistic reality of the Northeast, we try to make a geo-sociolinguistic photograph of the Portuguese spoken in five states in this region: Rio Grande do Norte, Paraíba, Pernambuco, Alagoas and Sergipe, in what concerns the use of the forms of treatment tu and você. Our general objective is to investigate the use of the forms of treatment tu and você in the states mentioned, based on the analysis of an extract from the ALiB corpus, focusing on all questionnaires, except the Phonetic-Phonological Questionnaire. As specific objectives, we aim to: (i) analyze the relevance of social variables - location, age group, sex, education - in the behavior of the speakers in relation to the use of the tu and você forms; (ii) analyze the relevance of linguistic variables - part of the survey, type of reference, syntactic function of the variant, verbal tense and parallelism - in the occurrence of the forms tu and você; (iii) represent, in linguistic letters, the use of the forms under study, with a view to delineating the dialectal reality in the northeastern states analyzed; (iv) observe how the forms you and you are distributed, in each location, among the informants. Our sample includes the analysis of the statements of 140 informants, comprising the capitals of the five states and 25 cities in the interior, totaling 30 locations. The informants were distributed between both sexes, two age groups (18 to 30 years old and 50 to 65 years old) and two levels of education (up to elementary school II and university). The university level is controlled only in the capitals. The central hypothesis of the work is based on the assumption that speakers from the Northeast region who live in the interior prefer, preferably, the tu pronoun and residents of the capitals give preference to the use of você in their interlocutions. The study was made according to the theoretical assumptions of Contemporary Pluridimensional Dialectology and Variationist Sociolinguistics, which prioritizes the general principles for the study of linguistic change described by Weinreich, Labov and Herzog (2006 [1968]), that is, variation is inherent to the language, is systematic and conditioned by intra- and extra-linguistic factors. The analysis of the data and the results of statistical calculations were carried out with the aid of the GoldVarb X package. Regarding the interpretation of the data, two analyzes were carried out: a general one, including all the states studied and another one from each state, separately. In the general analysis, we obtained a total of 1,995 occurrences of second person pronouns, being 1,769 contexts with the use of você (88.7%) and 226 uses of tu (11.3%). Even with a reduced number of the tu pronoun in the investigated sample, we focus our analysis on elucidating which contexts in which this pronoun still lingers. The GoldVarb X binary round pointed out as relevant variables in your employment: referencing, part of the survey, location and education. Specific referencing was the most used, with 225 realizations of the tu pronoun, obtaining 0.711 relative weight and a frequency of 14.2%. Regarding the type of questionnaire, metalinguistic questions showed considerable favoring the use of tu, with a relative weight of 0.777 and frequency of 27.1%. As for the location, the city of Cabrobó, in Pernambuco, was the location that most favored the use of tu, with a relative weight of 0.78 and a frequency of 31.7%; soon after, there are the cities of Itaporanga, in Paraíba, and Afrânio, in Pernambuco. Regarding the education variable, tu was more productive among elementary school speakers, with 216 achievements, reaching 0.523 relative weight and a frequency of 12.6%. In the description of the analysis by State, the variables selected as significant were: in Pernambuco - referencing, part of the survey, age group and location; in Paraíba - part of the survey, age group and location; in Alagoas - sex and type of questionnaire; in Rio Grande do Norte and Sergipe there were no selected variables.

Technological innovations in contemporary society have greatly impacted life of people in all walks of life. Inevitably, the educational context has suffered directly from the consequences of this information society and the communication requiring new educational practices, especially in the context of the teaching of requiring from the subjects involved in this process new ways of acting in the society. Moreover, the educational scenario requires a restructuring of the modalities of teaching and reflection on the profiles of education professionals that will affect the conceptualization of teachers' identity (s) and the development of models of
more democratic teaching. Thus, the present dissertation aims to understand the identity constitution of the Spanish-language teacher teachers in the Distance Education modality and its impacts on the teaching and
learning method investigated in view of the higher education in DE; Pedagogical Political Project and the representations of coordinators and teacher teachers who work in the degree course in Letters,
Spanish Language and its UNEB Literatures. This research is characterized in the context of of Applied Linguistics as an interpretative qualitative research. Therefore, various methodological instruments and procedures were used: document analysis, questionnaire, semi-structured interview and narrative elaboration in order to understand the identity constitution of the teacher teachers under these different prisms. Also, The triangulation and discussion of the data generated from the reflection on the dimensions of analysis proposed for this study. Finally, it was intended, with the research, contribute to a better reflection on the potentialities of the concepts of identity as relevant condition for the development of critical teaching and learning practices of foreign languages in the context of Distance Education.

In this dissertation, we analyze the phenomenon of rhotacism, a process that consists of the exchange of the lateral consonant / l / for a rhotic. We observe this phenomenon from a sociolinguistic perspective. Rhotacism can occur in two syllabic contexts: complex attack, as in placa ~ praça and syllable coda, such as, for example, calçado ~ carçado. However, for this analysis, we focus only on the occurrence of rhotacism in the consonantal encounter that occurs in the complex attack. The main objective of this study is to describe the variable phenomenon of rhotacism in Afro-Brazilian rural communities. For this, we analyzed speech data from four communities from different regions of the State of Bahia: Helvécia, Sapé, Cinzento and Rio de Contas. The linguistic samples studied here comprise the Vernacular Speech Collection of Afro-Brazilian Portuguese, which is part of the database of the Vertentes Project of the State of Bahia, coordinated by the teachers Dante Lucchesi (UFF) and Gredson dos Santos (UFBA). In addition to the Variationist Sociolinguistics, which served as both a theoretical and a methodological contribution, we used phonological models of study, such as Distinctive Trait Theory, Autossegmental Phonology and Syllable Theory, which allowed us to understand the field of application of rhotacism. The 1003 data collected in surveys of the four communities studied underwent statistical analysis of the Goldvarb X program taking into account some variables already analyzed in other studies. The results of our research have demonstrated that the rotation is favored in the following linguistic contexts: absence of another liquid segment in the word, unstressed syllable, preceding sound segment, initial word position, preceding occlusive context. The phenomenon seems to present, in the communities analyzed, a framework of change in progress, besides being more favored in specific communities and informants who have always lived in the community.

The purpose of this work is to describe the morphosyntactic behavior of canonical and non-canonical third-person possessive pronouns, taking into account the position that they occur in the noun phrase, the source of nominal agreement, the nature of its antecedents and semantic behavior. By canonical possessive pronoun we mean forms that have a morphological mark of genitive (seu / sua), and by non-canonical forms composed by the preposition de + full pronoun (dele / dela). For the description, we make use of the assumptions of Generative Grammar (Chomsky, 1957 and subsequent), more specifically the Binding Theory proposed by Chomsky (1981). We discuss the concept of pronoun and its deictic nature and we present the perspective traditional grammar has of possessive pronouns. We turn to the studies of Cerqueira (1996) - who analyzes them from a syntactic point of view, observing its ordering in the sentence - and Müller (1997) - that makes a parallel between syntax and semantics - as a starting point for understanding the behavior of third person possessive pronouns. We observed some restrictions in the binding of the possessive pronouns to their antecedents. Some features such as animacity and definiteness of the antecedent were also shown to be relevant in the distribution of the possessives. Pre and post-nominal positions, in the same way, were relevant in the distribution of these pronouns. Finally, we present some evidence to consider the canonical forms of the possessive pronoun as anaphora and noncanonical forms, as pronouns, according to the principles of the Binding Theory.

The present search aims to analyze the syllabic /S/ in the Afro-Brazilian communities of Sapé-Ba and Cinzento-Ba, based on the theoretical principles of Variationist Sociolinguistics (LABOV, 2008 [1972]). The hypothesis that governs this research is that, because of their historical formation, the communities present specificities regarding the studied phenomenon when compared to other varieties of Brazilian Portuguese that do not have the sociolinguistic history of Afro-Brazilian speaking communities. For this research, we analyzed 1200 occurrences of / S / in syllabic coda in the community of Sapé and 1200 in Cinzento, totaling 2400 data. The interviews analyzed are part of the Speech Collection of the Afro-Brazilian Portuguese of the State of Bahia, collected by the Vertentes Project (UFBA). The data were extracted from the informal speech of six men and six women, in each community, with or without five years of schooling, from the indicated localities, randomly chosen according to three age groups: group I, from 20 to 40 years; group II, from 40 to 60 years and group III, more than 60. The occurrences were submitted to the multivariate statistical analysis by the Goldvarb X program. The results show that, in general, alveolar perforation in both Sapé and Cinzento is more used by the speakers of age group I, while erasure is more used by the speakers of the age group III. The palatal realization occurred mainly in the community of Sapé and concentrated in the interior of the vocable.
The aspiration occurred in the interior of the vocable and in the end of the vocable followed by a consonant. It is concluded, therefore, that there is a framework of change in progress in Labov's terms (2008 [1972]), since the older speakers of both communities are the ones who most erase the consonant, as opposed to the speakers of age group I, who lead the implementation of the variant considered standard.

This dissertation focuses on the analysis of stereotypes about the African cultures and also discusses the processes of re-significance of the African students identities of the PEC-G (Student of Program-Graduation Agreement), participants in the UFBA course of PROFICI (Program of Proficiency in Foreign Language for Students and Workers of UFBA) at UFBA. From the reports of the experiences of these students, whose intercultural contact occurs in Salvador, during one year, the stereotypes of others about Africa were identified and raised. Thus, from the collected reports, the students were listened to as to what stereotypes about their African cultures and about being African these students experienced in their contact with Brazilians in Salvador. Thus, we analyzed the presence of negative stereotypes about the African, from several countries of the continent and different cultures. The choice, therefore, of this course of PROFICI as a place for research it was due to the fact that it was the place where there would be greater contact with African foreign students. Since the PEC-G provides the coming of these to Brazil, taking in the educational-political objective of this program, related to investment in international relations with developing countries, opening doors in Brazilian universities for students from other countries of Central and South America, East Timor and Africa. The PROEMPLE, a Portuguese course for foreigners of the PROFICI, thus enables a closer relationship with the African subjects and their cultures, so, from this contact, it was tried to answer the following question: How the stereotypes, constructed by others about Africa to re-signification the identities of the African students of the PEC-G UFBA? In order to do so, we discussed concepts about identity, culture, racism, prejudice and, moreover, how the PLE classes could help in the debate and deconstruction of these negative stereotypes about Africa, in order to contribute to a critical education in the context of contemporaneity.

This dissertation’s object of study are the dative constructions of bitransitive verbs in the restructured Portuguese of two bilingual communities of Sao Tome and Principe (Africa): Monte Cafe and Almoxarife. Linguistic diversity in both communities can be verified by the presence of three different variables to express the dative. The first variable is the implementation of pronominal IO, in which the variations are the Dative Clitic Construction (DCC) [standard]. For example “Eu vi que nõ ia me dar essa vantagem”, in contrast to non-standard variations, as expressed in the examples “Tem que dá seôr purada” and “Dá ajuda pa nós”, which correspond, respectively, to the Double Object Construction (DOC) and Prepositional Dative Constructions (PDC). The second variable is the implementation of nominal IO, which variations are the PDC, as in “dexô casa pa filho”, and the COD, as in “ê levava comida filho”. Lastly, the third variable corresponds to putting the clitic IO, in which the variations are the enclitic position, as in the example “Então deram-lhe um lugar”, and proclitic position, in the example “me levô aqui dois cabra”. This work describes linguistic and extra linguistic conditioning to this variation scenario in Sao Tome communities which, although geographically distant, have a very similar social-history and share with Brazil a history of Portuguese colonization, marked by settlements, forced migrations, large land properties distribution, dominant-dominated relations, bilingualism situations, etc. The research was developed with theoretical-methodological support from Variationist Sociolinguistics (LABOV, 2008; GUY e ZILLES, 2007). Data were extracted from two corpora (BAXTER, 2004 e 1998-2000), that register 24 informants from Monte Cafe and 18 from Almoxarife, distributed in men and women in aging groups I (20 to 40 years old), II (41 to 60 years old) and were processed by GOLDVARB-X program (SANKOFF; TAGLIAMONTE; SMITH, 2005). Results revealed preference for non standard variations; for preposition “para”, at CDP cases; and for the sequence IO-DO, in cases of DOC, even in the case of light verbs. It was verified also that, choosing dative construction, the semantics of the verb is more relevant than the type of predication. Regarding social variables, gender and aging group turned out relevant. In Monte Café, despite the unexpected curvy pattern, comprehensible only when watching individual performances, it was noted a preference to clitic io only in group I. In Almoxarife, this same variable, associated with the variable formal education, shows a profile of clitic dative acquisition, mostly, through schooling. In both communities, women prove themselves more innovative, and men, more conducive to standard variations. The concluding results, beyond highlighting the relevance of contact between languages in the formation of restructured Portuguese from Sao Tome, diverge, in some aspects, from african-brazilian Portuguese (LUCCHESI e MELLO, 2009) and Sao Tome urban Portuguese (GONÇALVES, 2016), confirming the hypothesis proposed by Petter (2009, 2015) that Portuguese variations in contact to creoles languages are more restructured than the ones who lived (or live) with banta languages.

This research has the objective of identifying the learning perceptions of pre-PEC-G students (Exchange Program for Undergraduate Students) from of experience with a pedagogy of project. This is an interpretive ethnographic research carried out during a semester in two classes of PROFICI - Program of Proficiency in Foreign Language for Students and Servants of UFBA, more specific in one of its subprograms, the PROEMPLE (Special Monitoring Program of Portuguese Foreign Language). For this, different procedures and research instruments were used, such as field observation, field and recording diary, questionnaire and semi-structured interview. The information obtained during this process allowed discussions about the counterpoints that could be made between the expected benefits of apprentices from the pedagogy of projects and what the students reported in their statements, and what improvements could be made to both the program methodology and the course in general. For this, this work had based in some theoritical concepts and work characteristics with projects in the scope of teaching and learning foreign languages from the views of Fried-Booth (2002), Stoller (2006), Kemaloglu (2010). In addition, I’ve discussed aspects relevant to the understanding of my research object, such as the contextualized grammar of project pedagogy, the sense of autonomy and group work supported by the ideas of authors such as Ritcher (2003), Ellis (1997), Oxford 1997) and Freire (1996). The resultant data shows the necessity for a teaching that dialogues with the grammar in use, works with written activities, reduction in the number of projects, promote changes in order and theme, as well as the critical reflection of the teacher about their role in this methodological proposal.

Based on the theoretical bases of Applied Linguistics and in dialogue with the presuppositions of ethnic-racial education, this qualitative ethnographic research proposes to answer the following question: how do the themes related to Afro-Brazilian and Afro-Anglophone cultures and history can be worked on in the English classroom from an intercultural perspective? The research is justified by the certainty that the learning of a foreign language consists in developing not only language skills, but in knowing and interacting with the cultures of the target language. However, when it comes to English language learning, there is a mistaken implicit imperialist idea, which gives the place of protagonist to the historically hegemonic white, US, and British cultures. This obscures the cultural riches of the African diaspora that also characterize this language, as well as strengthening racist, Eurocentric ideologies, to the detriment of African matrix knowledges, compacting with colonialist practices that erase the contributions of African peoples to the construction of the Brazilian nation, locus of research participants. In Brazil, the theme of cultural plurality in the curriculum was included in the National Curricular Parameters in 1998, as a transversal theme, with no mandatory application. However, only in 2003 Law No. 10.639 / 03 amended Law No. 9,394 / 96 of the Guidelines and Bases of Education, determining the compulsory teaching of Afro-Brazilian and African History and Culture in the school curriculum. This determination explains the interests of this research, whose focus is on Basic Education through the teaching of English as a Foreign Language (EFL), since it validates and supports pedagogical practices to combat racism. In order to implement the proposal, nine intercultural classes were developed, which were taught in the middle school of a public school in Praia do Forte, an important tourist center in Bahia. The research results confirm that the participants were positively impacted when interacting with ethnic-racial knowledge, since they began to recognize these knowledge as constituent elements of their identities and cultures of the English language, were able to express their opinions and discuss critically racist ideologies, integrating with their discourses of resistance in the struggle against the myth of racial democracy.

This study belongs to the field of investiogation of the social linguistic History of Brazil, related to the formation of Brazilian Portuguese and the impacts of schools in this society (MATTOS e SILVA, 2004).This study also dialogues with the principles of Cultural History and History of written Culture. (CASTILLO GÓMEZ, 2003). Mattos e Silva (2004) presents hypothesis of works in order to recover a history of Brazilian Portuguese. Among this hypothesis is “the field that will move in order to reconstruct a History of social linguistic of Brazil”. From this field of research, the author proposes two strands of investigation. One of them is the reconstruction of the history of schooling in Brazil, throught linguistic polices from jesuits or Marquis of Pombal. And with them linked the demographic factor that, although it is not able to explain the linguistic problems, serve as indicators to interpret "the linguistic processes occurred in Brazil". (MATTOS e SILVA, 2004. p. 59). The Brazilian educational system has undergone several changes over the centuries. But it is in the nineteenth century, that several decrees and laws aimed at education. Also, there were several teaching methods. Some of these methods arose in Europe, among them the Lencasterian Method, or Method of Mutual Teaching, in the early nineteenth century, and soon spread to other parts, including the Brazilian provinces. The Method of Mutual Teaching is our object of research. We had as general objective to verify how the application of this Method occurred in the province of Bahia in the 19th century. These researches have been developed in libraries, archives etc. and in the Public Archive of the State of Bahia, it was possible to find three packets of documents that present information about the Mutual Teaching. One of them is totally centered in the method. They are, the packs: 3996 - Student maps 1830-1844; 4002 - Elementary school: school buildings; and 4006 - Elementary Teaching Mutual Teaching - Lencastrian Method. This last pack is a compilation, composed of documents referring to the years from
1825 to 1859, in the most varied documentary genres: reports to the president of the province, application for salary, complaint regarding wage arrears, inventories, didactic material requests, and others. The specific objectives of this research are: to identify in the documents packets of the Public Archive of the State of Bahia, in which establishments occurred the application of this method, in century XIX; how many students attending these spaces, and to seek information regarding didactic materials and Portuguese language content taught. Through the surveys, we find schools with expressive popularity and success. As methodological procedures used in the research, these are of the historical research, of qualitative character, since documentary and bibliographical. The results elucidate how the learning of writing occurred in the schools in which the Method of Mutual Teaching was applied in the Province of Bahia in the 19th century.

The spanish variation is a discussion subject since the end of the XIX century. Although, the discussion concentrated in the relation of phonic and lexical aspects. The morphosyntactic variation, in particular, the syntactic variation, was less explored considering the theoretical perspectives available for linguistic study during the first half of the 20th century. Since the 1980s, the generative model implemented a theoretical perspective in order to explain the function of the faculty of language based on the Principles and Parameters model. The variation among subject’s achievement and omission in the differents languages can be explained from divergent parametric choices. The aim of this Dissertation is observe the pronominal subject functioning in American Spanish starting from the description of omission/expression functioning of the American pronominal subject, by observing linguistics and extralinguistics factors that can be conditioning the omission or the expression of the pronominal subject in the spanish of Cuba, Venezuela and Mexico from a corpus of study constituted in a similar way for each one of the regions. The Dissertation is organized in the following way: 1) There’s an introduction in which the proposals, the problems and the hypotheses of the study are presented; 2) Subsequently, we present a brief discussion about the Spanish variation in the present time, with some emphasis for the caribbean spanish; 3) we make a discussion about the realization and omission of the pronominal subject based on the traditional and generative perspective; 4) we present the data and discussed the results obtained from the corpus analysis PRESSEA; 5) we made the final considerations indicating that the data does not entirely confirm the hypotheses inicially formulated.

Being established in 1582 and bringing together the desire in bear out the Christian faith, the Mosteiro de São Bento da Bahia (Saint Benedict Abbey of Bahia) was the very first Benedictine abbey built in America. Being present in the Bahian and Brazilian Society was quite important to the zone progress and to a strong identity development. Progenitor and protector of Bahian and Brazilian written history, it keeps in its library the Livros do Tombo do Mosteiro de São Bento da Bahia, officially recognised as Cultural Heritage by UNESCO, that tell us a lot about the ancient Salvador Society from they centennial pages. All texts are juridical from the books; therefore they have many Latin elements. The Latin, language of several Roman spheres, have been together to the Law during centuries. Roman law has been influencing all western world including Portugal where the law has multiple different sources. It is under the ancient Portuguese Law system that the Brazilian Colony will be ruled. The expected Latin elements present in the texts make their reading quite difficult somehow by untrained Latin readers. In the Philology area this master thesis purposes to deliver a free translation of these Latin elements from the Livro Velho do Tombo and the Livro III do Tombo along with a classification according to their linguistics feature: Latin terms in context; Latin free syntagmatic sequences; Latin phraseologism; Latin arguments. It discusses about the sources of Portuguese Law: The Roman Law, the Visigothic Law and the Canon Law of the Catholic Church, that become in a compilation, in Portugal, first named Ordenações Afonsinas, then Ordenações Manuelinas. Besides, discuss about the close relation between the Catholic Church, the Law and the Latin. This dissertation aims to make accessible the Latin content written in the documents from the Livros do Tombo to anybody who wants.

This study analyzes the ethno-racial discourse of high school students in Portuguese language classes with a technologic federal context. It has the objective of understanding how to constitute a discursive ethno-racial practice for these students in such a context and classes. Data analyzed were collected through a textual production process of students in the high school third grade in the Federal Institution of Bahia (IFBA), the campus of Salvador. During Portuguese language classes the sum of 55 experience reports, 55 argumentative essays and 27 questionnaires were produced. The study was developed based on the theory-methodology of Critical Applied Linguistics (CAL), more specifically, the concept of transdisciplinarity of language for problematizing social questions (CELANI, 1998; PENNYCOOK, 2008; MOITA LOPES, 2006; KLEIMAN, 2013) and for reflecting ethno-racial relations in Portuguese language classes. Generated Data went through qualitative analysis and were interpreted based on three analysis categories: (a) black identity, (b) racism inside and outside the context of IFBA and (c) racial relationships in the Portuguese language classes. The results show generally that for black students to assume the black identity, breaking out of the discourse of exclusion and domination that is characterized by the construction of stereotypes and inferiority of phenotype traits and the black culture is necessary. In addition, the textual production of students showed a discourse of belonging and solidarity with the appreciation of Afro-Brazilian culture and history, the appreciation of the aesthetics of black identity. As for the daily racial practices out of the school context, data show that racism is still a reality that affects social, affective and self-acceptance relationships. In the technological federal context, students reported various experiences that ratify the existence in the institutional space, and also point out the institution as a place of racial plurality that creates a way to fight against racial practices. In the end, the analysis proved that
Portuguese language classes were important for the critical formation of students through inserting literature by Afro-Brazilian authors, debates, conversation groups, seminars and the appreciation of black culture in the classroom.

The present work proposes an investigation on literacy practices in the teaching of Portuguese language in classrooms of the final years of basic school in Amargosa-BA. For that purpose, such education was investigated in two classrooms of such level of education, 7th and 8 th year, respectively, owing to the acceptance of teachers of native language to such academic research. Based on the understanding that literacy practices are capable of transforming the individual socioculturally, it is understood how literacy is related to the exercise of citizenship, in its broader direction, but also the appropriation and use of the information and knowledge produced for the humanity. Taking into account the relationship between literacy and the school-agency, a privileged space, as it were, for diversities, actions and formative meanings, we seek, from observations to mother-tongue classes, to describe perceptions about language teaching and its imbrication in literate practices, as well as the methodologies employed by Portuguese language teachers, regarding reading and writing, in their pedagogical performances in the Amargosense city. By fitting in a qualitative research - interpretativist ethnographic - in which the facts were observed, recorded, analyzed and interpreted in their natural scenes, in order to grasp the meanings conferred by the participating subjects, such research focused, specifically on: in a school of Basic Education, currently administered by the state school system, located in the municipality of Amargosa-BA. Assuming that language is a socially constructed activity, which allows multiple interpretations, corroborates positions and is constitutive of social practices of reading and writing, the work brings relevant theoretical frameworks, namely: conceptions of language, education, text, teaching formation, beyond literacy(ies), reading, writing, multiliteracy(ies), doing justice to the field of Applied Linguistics, which comprises the language in use, paying attention to changes, manifestations and social realities. Authors such as Antunes (2003, 2019, 2010), Britto (2005), Freire (2003), Hanks (2008), Marcuschi (2008), Orlandi (2011), Kleiman (1995, 2002), Street (1984, 2003, 2014), Rojo and Moura (2012, 2019), are examples of referenced bibliographic bases. Such allied bibliographies to field research - with the application of questionnaires and observations to the Portuguese language classes - sought to constitute the researched scene, regarding the literacy practices. It is observed, through such work, that the mother-tongue teachers, in that city, expose in their classes socio-communicative performances, considering the socio-contemporary character to which we are part, but still keep reductionisms to the reading and writing practices, especifically, turning to normativity and grammar/orthographic prescription. Even recognizing the social and historical-political functions of language, we witness in the school space a resistance to multiple semiosis immersed in the discursive practices of all social subjects.

The present research is a study about accessibility in the audiobook A Acendedora de Lampiões (KAY, 2015), a translation and also an adaptation from the audiobook The Lamplighter (KAY, 2008), made by the Grupo de Pesquisa PRO.SOM, from the Instituto de Letras of the Universidade Federal da Bahia. Written by Scottish author Jackie Kay, this narrative in the epic genre is in the radio play format and it presents the drama experienced by four black women during the slavery regime, specifically, in British colonies. The theme of this research was defined from the need for revisiting the sound script of the radio play and identify in it, audio resources which did not promote a wide understanding of some passages by the listeners. For being the audiobook a sound medium in which the visual field does not act as an auxiliary resource for scene setting, so the sound is established as the main channel for the transmission of information related to the plot, adding to it a great linguistic responsibility. As a fundamental stage of the research, some visually impaired people were invited to participate in audio tests, on account of their recognized hearing acuity and experience in using the audiobook as a literary accessibility tool. Through these procedures, it was possible to obtain data for the necessary sound adjustments made by Grupo de Pesquisa PRO.SOM, afterwards, in studio, and also to constitute a genetic dossier, where the analysis of the selected prototext generated important data that contributed to the improvement of the creation process of audiobooks by the Grupo de Pesquisa PRO.SOM, including generating a new version, in streaming, for the radio play A Acendedora de Lampiões (2015), which, in due course, will be provided by the Editora da Universidade Federal da Bahia (EDUFBA). 

This paper aims to establish a methodological proposal to identify the degree of writing technique of writers stationed at initial levels of writing, from the study of a set of aspects of disability, using a corpus made up of 131 personal letters, written by Bahian sertanejos, in the twentieth century. It is sought to characterize the poor writers from a continuum of disability, whose maximum level is identifiable by the incidence of the largest possible set of traces (mainly the lack of knowledge of the graphic pattern, such as the difficulty in writing complex syllables), while intermediate levels are characterized by the partial incidence of these aspects. They are considered common properties to different groups of poor writers, previously studied by Marquilhas (2000), Barbosa (1999) and Oliveira (2006). This possibility of distribution is an attempt to collaborate for the most appropriate treatment of the characterization of writers in the linguistic corpora, generally polarized between skilled and poor writers without major intermediate differentiations. For the study of the aspects related to the external dimension of writing, to the socio-cultural profiles of the writers, were produced, based on the oral history, interview-narratives with some writers and recipients of the letters were possible since many of them are alive, which allowed to know the indications of the processes/spaces that characterized the writing diffusion in rural Bahian semi-arid areas. A better cross-reference between product and the social history of written culture was possible to be established. The availability of editions of the documents, in the semi-modern and modernized versions, aims to contribute to studies of linguistic, socio-historical aspects on the diffusion of writing, among others.

This study investigates the change of the adverb more. In popular Portuguese of Bahia State, the function of more is amplified as it acts as a connector in two syntactic contexts: subordination, working as the preposition with, and coordination between DPs, acting as the additive conjunction and. Usage of a single grammatical element playing the role of both comitative particle and coordinator is verified in African, pidgins and creole languages, as well as in Portuguese spoken as L2. However, such usage is not a standard in Indo-European languages. Firstly, I perform a variationist analysis of that observed phenomenon, the connector more. Social and linguistic conditioning for the variation of more in popular Bahiano Portuguese are investigated. More specifically, this analysis focuses on popular Portuguese from the countryside, represented by rural and small town communities (Poções, Santo Antônio de Jesus and Feira de Santana); and on popular urban Portuguese, represented by the neighborhoods in the State capital Salvador (Cajazeiras, Liberdade, Itapuã and Plataforma). Empirical data base comprises 120 samples of vernacular speech belonging to the collection of two research projects on sociolinguistics carried out at Federal University of Bahia and State University of Feira de Santana. Informers are from three age groups and from both genders, in order to identify a propensity to stability or to alteration of the phenomenon at the communities. A total of 2.370 data were sampled and submitted to VARBRUL statistics analysis tool. This research is grounded on the hypothesis that the connector more results from language exchange in Brazil at the first centuries of colonization, and from an evidence that African languages would have affected the Brazilian Portuguese. In order to prove such hypothesis, the path of the connector more is stablished in a continuum of rules of popular Bahiano Portuguese. To do that, I resume the results obtained in a research about Afro-Brazilian Portuguese (GOMES, 2014) spoken in four Afro descendant communities at the countryside of Bahia (Helvécia, Cinzento, Sapé and Rio de Contas) and compare them to the results of the Portuguese spoken in the countryside and in the State capital. Results of the variationist analysis indicate that the phenomenon more/with is changing both in the countryside and the State capital communities. The variant more, resulting from linguistic exchange is being replaced by the standard variant with, due to a linguistic leveling process, in which models from large urban areas are spread to all regions of the country nowadays (LUCCHESI, 2015). On the other hand, the more/and phenomenon is a stable variation. As to the projection of the variant more in the collection of varieties of Portuguese, its presence is more frequent in Afro-Brazilian Portuguese, while this percentage gradually decreases in the rural area communities, in the small town communities, to the other end of the continuum, where there is an urban rule in the State capital. These studies characterize the variant more as a trace of the contact between languages that occurred in the history of Brazil. Furthermore, this thesis discusses the formal dimension of the phenomenon. I have been referring to the coordinative-subordinate(with) alternation as the syntactic toggle between the coordinate and subordinate structures, considering the expression of the group of elements [DP1, DP2, V, connector] and the global meaning of the derivate sentences, in which the DPs sometimes are continuous and sometimes discontinuous. From the association between these syntactic structures, I address two formal issues: i) the traces that might have licensed the usage of the adverb more as a connector in popular Bahiano Portuguese, allowing its usage in coordinate and subordinate(with) structures; ii) the semantic relationship between the DPs participating of the same event, in the comitative structures. For the first issue I propose that maintaining the semantic trace <INCLUSION> and the syntactic trace <RELATIONAL>, in the process of grammaticalization of the adverb more, would have licensed its usage as a connector. As for the second issue, I propose that thematic attribution of com-DP occurs in a continuum scheme where, on one side is the typical comitative, more symmetrical with Suj-DP, to the other edge where is the less symmetrical case, coding only for co-presence in the event. The particle more/with is lexical and contributes to the thematical attribution of com-DP in a scheme of interaction between its basic semantic traces, the properties inherent to the core of the DP introduced by the preposition, and the semantic properties of the event expressed by the verb. The change of the adverb more is analyzed under the perspective of Parametric Sociolinguistics.

This paper addresses the elaboration of didactic materials for the teaching and learning of Portuguese as a Foreign Language (PFL), from a perspective that considers language and culture as an inseparable interface.  The materials available on the market that meet this requirement are rare, especially in an intercultural approach (KRAMSCH; MENDES; FURTOSO), which proposes, in addition to acquiring competence in the language, the dialogue between cultures in contact, avoiding stereotypes, and seeking knowledge about the other. Based on successful teaching experiences, in which popular Brazilian songs were the center of classroom practices, their validity is verified to construct meaningful and adequate didactic materials.  Popular songs are artistic-cultural objects of great representativeness in the Brazilian culture and, by themselves, songs arouse foreigner’s curiosity.  On the one hand, they represent the talent and creativity of generations of composers and lyricists; on the other hand, they bear the marks of time and place of creation, in addition to the authorial subjectivities. Contextualized, they become more relevant.  Songs produced between the years of 1950-2000, considered one of the most prolific periods of Brazilian musical culture, were chosen for the study.  From the dozens of lists of "best" songs of that time, thirty of the most expressive ones were selected to compose the corpus of analysis, of varied genres and rhythms. Considering that melody and lyrics form together the meaning of the song, the two languages were explored whenever possible. Thus, it was fairly easy to trace the connections with the everyday culture, with the underlying historical facts, and also with the manifestations of adhesion or resistance to the political system.  As authentic materials that incorporate the colloquial level of the language, with their own prosody, idioms and slang, as well as sociological, historical, habits and customs, songs allow the exploration of a wide range of linguistic-cultural events.  They are flexible by nature, giving the teacher freedom to plan activities and tasks according to the concrete needs and opportunities experienced in the classroom. Intercultural materials should not be thought of as something ready and finished, but rather as support, as a source, as a resource that can be altered whenever necessary. By offering all these possibilities, the song can become a didactic material of great empathy and functionality. They give rise to cultural and artistic experiences that can be contrasted with those of speakers of other languages-cultures in the classroom space, as we have shown in this study. We believe that, by presenting a set of didactic units focused on intercultural work with popular songs, this study is collaborating not only with models of didactic material destined to PFL intercultural teaching, but also, and especially, giving opportunity for teachers and researchers of the area to exercise, from the suggested modus operandi, the elaboration of other materials with songs of their preference, or even with other textual genres. 

This work is based on Discourse Analysis Theory (DA) and its methodology. It aims to discuss teachers’ continued formation proposed by an educational program called “Pacto pelo fortalecimento do Ensino Médio”. The author searches the High School teachers who take part on it. She focuses on their subjects’ constitution and the Discursive Formations (DF) from wbhich they enunciate. Thirty-one teachers and one-hundred twenty-six students took part of this search, and the corpora were collected from interviews and questionnaires. The class concept as a discursive event is considered in opposition to a prescriptive approach whose focus is on transmission of knowledge. She still verifies their images about the mentioned program. Besides this, she investigates if this formative process contributes to teachers’ proletarianization. For this reason, this present study is based on theories postulated by Pêcheux (1975, 1988), Foucault (1988, 1995, 2003), Orlandi (2001, 2006), Coracini (2003, 2008) and Eckert-Hoff (2002, 2008). Its relevance consists of listening to these teachers’ voices about the program, considering the relation between knowledge and power. A discussion about teacher’s formation according to the heterogeneity perspective is also presented in this work. Resistance and opposition to the model of the formative process were found in teacher’s discourse. Besides this, the author presents a comparison among their discourse and that one enunciated by the teachers who coordinated the formation activity. The subjects from the first discourse presented a negative evaluation about it. Differently, the last ones enunciated from Reflexive Approach discourse formation. Therefore, according to their conception, the function of teachers’ formation consists of organizing and systematize their conceptions about teaching. The government’s enunciates were collected from documents edited by Ministry of Education and its ministry’s enunciation about teacher’s formation. Teachers’ image in government’s discourse consists of a professional who has no Knowledge enough to teach in an efficient way. The discursive subject who enunciates from a power position does it from a DF of a formative model used in sixties. In this way, this continued formation reduces teacher’s work to a technical function. Therefore it was verified a hierarchical structure in its implementation. In the conclusion of her study, the author presents conditions for a teachers’ formation according to Heterogeneity perspective.

The present thesis aims to study the processes of conceptualization and categorization of LOVE,
in love letters written in the 19th and 20th centuries. More specifically, the study seeks to: a)
discuss the Theory of Idealized Cognitive Models, Theory of Metaphor and Conceptual
Metonymy, Categorization, Theory of Prototypes and Semantics of Frames and their
contributions to the study of the conceptualization and of the categorization of LOVE; b)
describe and explain the cognitive processes underlying the conceptualization of ROMANTIC
LOVE in texts of the epistolary genre; c) analyze whether the difference of gender / gender of
authorship interferes with the conceptual variation of this type of love; d) verify maintenance,
variations and changes in the way of conceptualizing ROMANTIC LOVE in the becoming of
time; and e) present the frame ROMANTIC LOVE from the study of corpora. It has as theoretical
framework the contributions of Cognitive Linguistics, namely, Theory of Idealized Cognitive
Models, Conceptual Theories of Metaphor and Metonymy, Image Schemas, Frames Semantics
and Prototypes Theory, being the studies based on discussions by authors, as Lakoff and
Johnson (1980, 1999), Lakoff (1987, 1993, 2007), Johnson (1987), Barcelona (2012,
2009[1996]), Peña Cervel (2012), Fillmore (1982), Rosch (1995), Kövecses (1988, 1990, 2000,
2002, 2015), among others. In addition, interdisciplinary dialogues were established with
authors of History (DEL PRIORE, 2008, 2012; ADAMS FILHO, 2017; CARVALHO, 2007),
Neuroscience (FISHER, 2015[2004]; DAMÁSIO, 2012[1994]) and Biologia (REECE, 2015),
besides the contributions of the Lexicografia (HOUAISS, 2011; CUNHA, 2012; AULETE,
2019). The research undertaken that originated this thesis was done through a qualitative
approach of descriptive-interpretative, bibliographic and documentary character, based on the
paradigm of introspection. The corpora were composed of love letters written in the nineteenth
and twentieth centuries, constituted by the Fractal Theory and the Saturation Technique. The
results were organized from the identified domains of experience and reveal, through the
accessed epistolary documents, that there are different ways to conceptualize LOVE through
metaphorical, metonymic and imago-schematic cognitive models. The realms identified in the
letters investigated comprise the frame ROMANTIC LOVE, since all domains are found in a
great relation of proximity, there being no radical break in the conceptual system of LOVE, but
an interrelationship of concepts according to the proposal of frame presented by Fillmore
(1982). Furthermore, we do not observe conceptual change, over time, nor in relation to the
genre of the scribes, occuring variations and conceptual maintenance of ROMANTIC LOVE.

Twenty-first century Brazil showcases a notion of antiracism better understood over a
continuum of nuances. Similarly, in the precedent years to the abolition of 1888, the anti-slavery
positioning was in vogue. This context gives rise to the following questions: what does it mean
to be antiracist in Brazil nowadays? How is this identity constructed? What do this notion and
the anti-slavery identity from the late 1800s have in common? Lastly, what discursive and
argumentative similarities can be perceived in the construction of these identities? It is
hypothesized that anti-racism and anti-slavery positionings would mobilize similar and
interrelated discursive-argumentative behaviors by forming an interdiscursive network. This
would cover racist statements (in a cut that began in 2000 to date, having the sanction of the
Law 10.639 / 03 as a milestone), as well as slavery statements said to be contrary to slavery. As
such, it is proposed that anti-racist and anti-slavery behaviors in both written and oral texts be
interpreted in the light of Mikhail Bakhtin, Michel Pechêux, Chaïm Perelman and Lucie
Olbrechts-Tyteca's theoretical approaches. This study is bibliographical and documentary in
nature. The first methodological procedure consisted in collecting and analyzing corpora
composed of statements materializing discourses within specific ideological fields. Each
corpus, the "anti-slavery corpus" and the "anti-racist corpus" one, is related to a specific time
period. This way, texts from legal, parliamentary and journalistic /mediatic contexts such as
bills, minutes, petitions, parliamentary speeches, newspaper articles, interviews, etc. were
examined. Also, due to the advent of technology, statements in both televised or online form
for the current period were also included in this study. As a result, it is expected that the
proximity between discourses and the antiracist and anti-slavery arguments will be presented
qualitative, as well as the updating of the latter in the former.

In the context of the reforms promoted by the Portuguese Crown in the second half of the eighteenth century, the Directory, to be observed in the Indians Settlements from Pará and Maranhão, while His Majesty does not order the opposite - known simply as the Pombaline Directory or Directory of the Indians - it established a policy of language management in America which determined the prohibition of the use of indigenous languages and in particular of the so-called general language as one of the principal instruments for the "civilization" of Amerindians. Although the Directory was formed in 1757, for the State of Grão-Pará and Maranhão, from 1758, it was addressed to the other Portuguese colony in America, the State of Brazil, until finally its arrangements were revoked by means of the Royal Charter of May 12, 1798. In the application of the Directory to the State of Brazil, the 17th May, 1759 statement issued by the special court of the Overseas Council, which installed itself in the Captaincy of Bahia, played a central role, inasmuch as it directed the functions of Director of Indians, position created by the Directory, for the clerks of the Chambers of the Indian settlements raised to villages. Without leaving aside the policy of tutelage foreseen in the reform, this change made the clerks-directors indigenous literacy agents, responsible for teaching Christian doctrine, reading, writing and telling the children. Thus, the present thesis discusses the process of schooling of the indigenous boys and girls in Bahia from the second half of the eighteenth century, advancing until the first decade of the nineteenth century, as well as the other Indians inclined to this matter, taking as a locus of research nine villages of Indians created by the special court of the Overseas Council in 1758, Abrantes, Soure, Mirandela, Pombal, Santarém, Olivença, Barcelos, Trancoso and Verde, in execution of the royal charter of May 8, 1758, and six villages created in the District and Ombudsman's Office of Porto Seguro, between 1764 and 1772, specifically São Mateus, Belmonte, Prado, Viçosa, Alcobaça and Porto Alegre. Through the documentary sources of the Public Archive of the State of Bahia (APEB), we surveyed the commissioned clerks-directors between 1760 and 1834 who were supposedly responsible for teaching Portuguese as a second language and indigenous literacy agents in the abovementioned villages. From the analysis of the documentation, including sources from the Overseas Historical Archives (AHU) and the National Library of Rio de Janeiro (BNJR), we observed that there were different forms of welcoming the indigenist policy of D. José I's government in Indian villages erected in the 1700s Bahia. Although it was not possible to measure the actual performance of the director-clerks, conflicts between them and villagers testify to the non-fulfillment of the obligations to teach reading and writing to the children, as well as testimony about the civilization of the Indians and reports of Ombudsmen reveal the strategies used by some villains so that their children did not enter the lists or even when enrolled did not attend classes. The data discussed in this thesis pave the way of interpretation on the construction of Indian villages and their linguistic implications, from the mapping of compliance with the guidelines of the Directory regarding the opening of public schools and, if so, their scope, as well as to what extent they were generalized, the role they played in the elimination of languages and cultures, and the goal achievement of teaching reading and writing.

Language is the vehicle for the mundialization of information (ESTERMANN, 2010), but as a vehicle it is controlled by subjects. Language does not simply inform, it forms, reforms and deforms. If language intervenes in the subjects involved in the interaction, its use is a political activity which reflects the ideological tendencies of those it represents (RAJAGOPALAN, 2004). A proof of this are the traces of imperialist policies in international languages like Spanish, French and English. However, the latter advances in leaps and bounds in its process of deterritorialization, which takes moves it from the condition of an international language to a language of the world, not of an empire only. There have been many questions which involve the emergence of Spanish as a Lingua Franca (henceforth SLF) in contexts of communication among speakers of different linguacultures. There has been a certain political and economic fragility in some Spanish-speaking countries which makes the process difficult. However, this does not impede it, and there are various diverse social demands which vary from purist concepts which inhabit the imaginary of certain linguists and speakers in general, to linguistic ideologies until it reaches the maintenance of cultural stereotypes, all in the wrong way of the course which appears as consequence of another demand – technological globalization. There is also an external obstacle which comes from a country which does not have Spanish as its mother tongue and that it insists on accepting it as a second language – the United States of America. This study, of a theoretical nature, introduces through a thorough bibliographic review, EL as a language of communication in a lingua franca scenario. An intercultural interaction in which are put into contact the linguistic and cultural background of each interlocutor. Within this communicative encounter, there is not a pre-conceived language, but the co-construction of a fluidic form which is in constant reformulation through meaning negotiation, simplifications (all linguistic processes which lead into a decreasing in the potential referential or non-referential of the language), reductions (the increase of regularity or the decrease of the more marked linguistic trace), linguistic innovations, among other resources which contribute to the maintenance of the interaction. Having as general objective the theorization of SLF, this study of an exploratory nature aims to define the lingua franca concept of contemporary studies related to English (COGO; DEWEY, 2012; SEIDLHOFER, 2011; JENKINS, 2015; SIQUEIRA, 2018, GIMENEZ et al., 2015), comparing it to the lingua franca original meaning and the lingua franca Spanish of the official Spanish linguistic policy. Under the lenses of Glotopolitics (ARNOUX, 2010, LAGARES, 2018), SLF are discussed, reflecting over the ideologies which cross the field of this sociolinguistic phenomenon (UR, 2010), which is an empirical and theoretical paradigm in itself. In defense of SLF as a reality which emerged due to the globalization of communication and which is much beyond of individual governments and language industries, we set to demonstrate how SLF problematizes the Panhispanic policy of the Spanish group and replaces the linguistic ideology of Hispanophonie (DEL VALLE, 2007) with a translingual ideology (GARCÍA; OTHEGUY, 2015; GARCÍA, 2009; GARCÍA, 2014; GARCÍA; SELTZER, 2016; CANAGARAJAH, 2017).

FREITAS, Geisa Fróes de. From the networks to the polls: the electoral political discourse in the order of social networks. 2019. 378 f. Dissertation (Doctoral degree in Language and Culture) – Institute of Languages. Federal University of Bahia (UFBA). Salvador, 2019. In modern democratic societies, forms of political production have been profoundly interfered with advances in digital technologies and media. In this context, the new ways of configuration of political discourse engendered, above all, in social networks, have become a vast field of investigation based on this relationship. Consequently we propose in this paper to analyze how the contemporary political-electoral discourse works on the Facebook social network, based on the postulates of Discourse Analysis of French affiliation, derived from the works of Michel Pêcheux, associated with the contributions of Historical Semiology, conception proposed by Jean-Jacques Courtine, which aims to articulate verbal and nonverbal materiality in the historical constitution of the senses, based on the notion of Foucaultian utterance. Therefore, the corpus mobilized for this research consists of posts made by the four candidates for the municipal election of Salvador-BA / 2016 election - ACM Neto (DEM), Alice Portugal (PCdoB), Pastor Sergeant Isidório (PDT) and Fábio Nogueira (PSOL). Profiles and official pages of these candidates were selected on the Facebook platform during the election campaign period (from August to October 2016), consisting of enunciative sequences that concern the regularities of the speech (materialities, issues). More specifically, we seek to understand how the discourse adapts to the conditions of production imposed by the virtual space, governed by the order of liquidity of discourses, language and multiplicity of languages. Thus, we understand that the notion of courtinian historical semiology, articulated within the Discourse Analysis research program, constitutes an important approach to take as a starting point the reflection on the relationship of the metamorphoses of contemporary political discourse and the issue of discursivity constituted by syncretic materiality emerging from social networks, in which body, voice, gestures, verb and a series of images (selfie, photography, live, videomontage) produce meanings, thus becoming evident the appeal for a semiological analysis of these speeches that go beyond purely verbal materiality. In the analysis, it was possible to observe that the electoral political campaigns, registered in the social networks, became diversified and amplified, as we notice the diverse devices and material resources in the most diverse productions of the political discourse, and their forms of interaction, visibility, spectacularization, that changed both the modes of production and circulation of discourse and the modes of self-presentation of the political subject. Another important aspect regarding the theme was the candidates' preference for the minority agenda, in which women, the black population and LGBT + groups stood out. 

For understanding and establishment of a socio history of brasilian portuguese, one of many topics established by the linguist Mattos e Silva (2004, p.59) is for “[...] the reconstrution of history of schoolingin Brasil, that Houaiss realize like a penetration of written language [...]”. It is therefore the objectiveanalyze and discuss the insertion of women in the written culture at the Nossa Senhora dos Humildes’s School, in Santo Amaro da Purificação-BahiaReconcavo, in the 19thcentury, based on the History of Written Culture (CASTILLO GÓMEZ, 2003) and the Social History of Linguistic(MATTOS E SILVA, 2004). It is sought to understand in whichway aschool bounded with one recolhimento had become established as a schooling space of women–through the impostion of government, even before of the women’s educacional rights –in view of socio political factors. It analyzes theaccessto writtingpractices, in this space, how was theprocess of literacy of women and whatwerethe materials used, and the teachers and studentssocial and economic profile. It established a dialogue with a Education History and it is also proposeda new view aboutthe process of schoolling of women, thorough the qualitative analysis of the School’s Statute,reports sent tothe government,recordes books where the entry and exit of women werenoted,presidents of the province of Bahia reports, and another documents, analyzing the representations, pratices and speeches (CHARTIER, 1990) elaborated in thiscontext. The institution’s characteristicschange was verified from the condition of exclusive assistance to poor orphans to constitute itself as an institution of schooling of women mostely white and coming from richfamilies of Santo Amaro, groupexcluded from formal spaces of educattion. This study aims to contribute to the reconstruction of the history of written culture in the scoope of schooling and the social history of portuguese in Brazil

This master´s dissertation socializes results of an investigation in which was made a survey and study of the conceptualization forms of Brazilian ex-president ultimate removal, Dilma Vana Rousseff, it contains as corpus fragments of newspaper news of five online newspapers published by five different countries that were composing Mercosul until the final voting for impeachment made on Brazilian federal senate, that ends to condemn the ex-president for crime of responsibility driving her to the loss of presidential term. The newspapers used to compound the corpus  were wrote in Portuguese language and Spanish:  Folha de São Paulo, El Mundo, Clarín, El País and HOY, edited respectively in Brazil, Venezuela, Argentina, Uruguai and Paraguay; all extracts that compose the corpus were collected from news published on August 31^st 2016, when happened the final voting for the ex-president removal. This research was supported by a qualitative study, from a documental and hermeneutic perspective. The theoretical support was taken from cognitive semantics, specifying more from the discussions of Lakoff and Johnson (2002 [1980]), Lakoff (1987), Lakoff (2007 [2004]), Soriano (2012), Barcelona (2012), Lakoff (2007 [1980]), Ibarretxe-Antunano and Caballero (2008), among others. The results were organized from source-domain of experience, considering metaphorical, metonymic and metaphtonymy mapping, that pointed to the conceptualization of ultimate removal of the ex-president of Brazil through the identification of linguistics expressions which the meanings could be considered as characterizers of the frames, as proposed theoretically by Lakoff (2007 [2004]), from this present the intrinsic relation between linguistics, cultural, historical, social, experiential and conceptual manifestation. As example of metaphorical conceptualization we can find the expression: “O governador de São Paulo, Geraldo Alckmin (PSDB), disse que: ‘o impeachment, não há como negar, é traumático’, mas consolida o processo democrático” (FOLHA DE SÃO PAULO, 2016, p.4), trigging the metaphor that IMPEACHMENT IS TRAUMA and IMPEACHMENT IS CONSOLIDATION. As example of metonymic conceptualization, we can find the following extract: “Aunque desde ayer había certeza que la mandataria sería defenestrada, el episodio no deja de tener un terrible impacto.” (CLARÍN, 2016, p. 1-5), trigging the metonymic CAUSE-CONSEQUENCE, once that the impeachment (cause) drove to the defenestração of the president (consequence). Those and another examples are interpreted and discussed on this dissertation.

In the convent of Nossa Senhora dos Humildes, at Santo Amaro da Purificação, Bahia, is kept the historic documentation of its Recolhimento and, in these documents, the history of the child, young and grown women who have been there. This master thesis, in one volume, followed by a media with the facsimiles of 3 handwritten quires and a separate bifolio, presents the editions and paleographic studies of four handwritten documents from the archive. The documents presented here relate to the processes of admission and egression of the students, the boarders and portionists, the orphans, the exposeds and the recolhidas themselves whom, by vocation, according to the documents, chose to join the institution to follow religious life. The documents edited in this thesis, comprise 120 years of registers and are called Cerimonial para se lançar o Habito e serem recebidas as Recolhidas de Nossa Senhora dos Humildes, extrahido do cerimonial das Recolhidas do Senhor Bom Jesus dos Perdoes (de 1808 a 1869); Livro de Assentos de Entradas (de 1871 a 1928); Livro Ceremonial and the Documento de Entradas (1885, 1890 and 1892). For better understanding the documents in the field of paleographic studies, a graphematic analysis was performed in order to characterize the different hands which wrote the documents, as well as the the abbreviations used in all the documents mentioned were identified and classified, so each hand that made this big register could be identified and described. Thus, the main objective of this work is to edit the documents of admission and egression of the Recolhimento, followed by a brief report of the history of the institution, the description of the documents and of each of the hands that composed it, the methodology and the criteria adopted for the edition, the transcription of the texts and the identification and classification of the abbreviations. All of this has the main objective of provide quality material so that future researches can access these texts and perform the wider range of analysis, helping, this way, to preserve and disclose the memory of the institution, of the region and, above all, the history of women. The facsimiles are presented as digital files (DVD)

The present dissertation aims to present and analyze the phenomena of expression / omission of the pronominal subject in Spanish spoken in Cuba and Madrid. In section 1, we introduce our theme, present the general and specific objectives, as well as our hypotheses for this analysis. In section 2, we discuss the diversity of the present Spanish from the reflections of Henríquez Ureña (1921), Rona (1964), Lope Blanch (1989), Fontanella de Weinberg (1993), Moreno Fernández (2000), Alkmim In the third section, we associate Gerative Theory, based on the Theory of Principles and Parameters reformulated by (1) (1999), and Varolo- gical Sociolinguistics, with bases in Tarallo (1987), Tarallo and Kato (1989), Ramos (1992, 1999) and others, in order to explain how our object of study will be observed. In section 4, we present how the pronouns are organized in Spanish and how the personal pronouns in this language are classified. Through the P & P Theory we explain the functioning of the phenomena of omission and / or expression of the pronominal subject. In section 5, we present data of the dependent variable expression or omission of the pronominal subject in the capital cities of Madrid and Havana through the independent variables of type of sentence, type of person and reference, leaving with suggestion for a more in depth study the independent variable of discursive value, separating the expressed subjects that present themselves as topic or focus in the sentence. We observed the phenomenon in the speech of four informants, two from each city, one young man and one elderly from each city, all of them with low schooling, according to the availability of the PRESEEA corpus. The general conclusions of the study show that the null subject prevailed at all ages, including in both cities, which does not confirm the hypothesis that Cuba would behave differently from the Spanish of Madrid, even considering its indigenous and African influences that would interfere with the current speaker's utterance.-

This dissertation aims to describe some constructions such as: (i) “A cada um minuto, quatro
coisas vendem’; (ii) “Essa caneta escreve bem”; (iii) “Esse vestido abotoa”. When we analyze
the examples mentioned, it is noticed that there is a similarity with passive constructions, due
to some traces presented in passive and middle constructions, as the fact of both delete the AE
(External Argument), a main caracteristic in passive constructions. In addition, these
examples also approximate on ergative constructions, since they share traces with intransitive
constructions from languages which have ergative-absolutive system. However, in the
literature, for Kemmer (1993), Inês Duarte (2003) and Cambrussi (2007), the examples from
(i) to (iii) are commonly called middle constructions, whereas for Givón (2001) and Keenan
and Dryer (2006), the exampes are considered ergative constructions. Faced with these
different positions, it is necessary to investigate the characteristics of these constructions to
distinguish them from others – passive and ergative. The greatest similarity is centered
between middle and ergative, differing only semantically. It was verified that there is no
syntatic difference between middles and ergatives, in other words, there is no way to take a
position for the examples in this perspective, since only the requirement of an adverbial
modifier for middles is not enough. Semantically, we verified that the tense aspect and the
lexical one differentiate them, since only the present tense licenses the middle, besides the
generic character conferred only for middles.

The discussion about reference \ referencing has a prominent place in Textual Linguistics.
Knowing the importance of this subject, we assume the objective of analyzing, among the
several significant practices, which are the aspects related to the encapsulating anaphora and
the importance of the non verbal elements in the process of construction of textual sense in the
genres of charge and advertisement. The corpora of this research are constituted by cartoons
authored by the cartoonist Alpino - Yahoo News blogger -, and some selected advertisements
on the internet. This approach takes into account the sociocognitive phases presented by Koch
(2004), and the Bakhtinian phase proposed by Heine (2017). That said, we assume that
referencing is a possible "discursive activity" among social subjects; and the text is a "dialogic
event." Because of these perspectives, we understand that the meanings of the text are
constructed by the interlocutors in the interaction, in an activity negotiated, above all, in the
interaction between the contexts. Thus, we consider anaphora, especially, the encapsulating
type as highly dynamic objects, because, once introduced into the discursive memory, they are
constantly being transformed, constructed and recategorized in the course of textual
progression, reinforcing the assertion that cohesion does not is a phenomenon attached to the
text as a linguistic materiality.

This dissertation analyze the proportion of Brazil dialectal division proposal, undertaken by Nascentes, in 1953, for Northeast speech area, which is currently maintained. For this purpose, the author suggests a division in Brazil in two large speech groups, South and North, in which Northeast speech is located and, lastly, he proposes an area which he has defined as uncharacteristic territory. The study in question is based on Dialectology, Contemporary Pluridimensional Geolinguistic and Lexicography theoretical assumption. Our aim is to describe the diatopic variation and enable the lexical variation recognition of Brazilian spoken Portuguese characteristics, contributing, therefore, to Lexicography, with regard to the cataloging of regionalisms. For this reason, the data of the Project Linguistic Atlas of Brazil (ALiB) corpus was used, corresponding to 53 localities, making up the total of 240 informants of both sexes, belonging to two age group (one from 18 years old to 30 and another one from 50 to 65) and two educational levels (incomplete elementary education and college education – the last one only in capitals). The network of points includes 7 of the 9 Brazilian Northeast states, namely Maranhão, Piauí, Ceará, Rio Grande do Norte, Paraíba, Pernambuco and Alagoas. There were selected 13 questions from games and children’s amusements semantic areas, which integrate the ALiB Lexica-semantic questionnaire. Observing the objetive explanation, the results achieved are disseminated through graphs, charts and linguistics letters. Moreover, it is presented a comparative overview with ALiB studies aimed at identifying dialectal areas through lexical items: Ribeiro (2012), Portilho (2013), Romano (2015) e Santos (2016). From the generated analyzes, it was confirmed that is possible to trace dialectal areas through the lexicon. However, it appears that Nascentes’ proposal, in this case, it has no vitality because the Northeast speech has no homogenity with regard to the games and amusements lexicon. In fact, we note particularities among the states, highlighting the following aspects: Maranhão and, by the way, Piauí which receive the Amazonian speech influence; Rio Grande do Norte, Paraíba and Pernambuco function as nuclear states that now dialogue with Ceará, or dialogue with Alagoas; Ceará and Alagoas seem to represent points of transition between the states.

In this study I investigated the exams produced by the Centro de Avaliação de Português Língua Estrangeira (CAPLE), from Universidade de Lisboa, and Celpe-Bras, produced by the Brazilian government. I have chosen to do this contrastive analysis due to the lack of this kind of research in language field. With this study my aim was to highlight the political and epistemological basis related to the concept of proficiency that is inherent to both Celpe-Bras and the exams produced by CAPLE. Making use of document analysis and literature review, my specific aims were 1) to place these exams as instruments of language policy, 2) to place these exams among the politics involving Brazil and Portugal, 3) to analyze the concept of proficiency in these exams, 4) to map the competencies and abilities required in these exams. As it was expected, when analyzing the concept of language in the exams (which is not always what is said in the official documents about them), I could see that this concept is connected to the understanding of proficiency and assessment. The analysis of Celpe-Bras showed that its task-based nature is related to its understanding of language. The concept of proficiency in this exam takes into account less formal aspects of language, having interaction and language use to perform actions in the world as its strongest feature. The analysis of the Diploma Intermédio de Português Língua Estrangeira (DIPLE), from CAPLE, showed, on the other hand, an idea of language focused on formal aspects of language, highlighting the use of lexical and grammatical competencies. By analyzing separately oral comprehension, reading comprehension and written production and interaction, the exam makes it clear what it understands for language. Proficiency in this exam considers formal aspects of language. The overall results opened a path to the understanding of proficiency as a social and political concept; beyond the linguistic one. The issues raised in this study can be used to foster future discussions that seeks a contrast between these two models of proficiency, as well as a broader understanding of the topic by adding other exams to the corpus, aiming at building a more precise and robust chart of understanding.

The present paper, based on Transdisciplinary and Critical Applied Linguistics uses, as theme, the training program of Portuguese Language educators as their mother language. More specifically, it is to challenge, in general, what the training program of Portuguese Language educators as a mother language in the state of Bahia offers, based on the analysis of the Teacher Training Program GESTAR. Furthermore, it is also debated, based on said program, that the conception of language and speech is taught in such classes, as well as the service of which (or of whom) guidelines such conceptions follow. The aim of this study is to analyze the public policies of Portuguese Language education in Bahia for the full formation of educators and, therefore, a qualitative methodology study was undertaken, based on documentary analysis and applied surveys with thirteen school teachers and two coordinators, with the aim of along with the theoretical-critical base, that served as a contribution to research, listening to the voices of the main characters involved in the training process. In the theoretical terms, this research was based, in particular, on Candau (2012), Fleuri (2010), Mendes (2004; 2008), Mignolo (2003), Signorini (2005; 2006) and Walsh (2009). In tune with the approach presented, from a decolonial perspective, it is understood, finally, the need to propose training classes that are based, above all, on a critical formation of educators, which enables them to recognize relations of power between the public policies of formation, the school itself and the power structure in the wider society, creating possibilities for the development of educational proposals informed by emancipatory interests.