INSTITUTO DE ESTUDOS DA LINGUAGEM

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https://repositorio.ufcat.edu.br/handle/tede/5

O Instituto de Estudos da Linguagem é atualmente composto por 02 (dois) cursos de graduação: Letras - Português e Letras - Português/Inglês e 2 (dois) Programa de pós-graduação stricto sensu: Mestrado em Estudos da Linguagem e Doutorado em Estudos da Linguagem. Este Instituto compõem a estrutura da Universidade Federal de Catalão.

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Avaliatividade em discursos de surdos no ensino médio: uma análise sistêmico-funcional
(Universidade Federal de Goiás, 2019-02-27) Santos, Lucas Eduardo Marques; Almeida, Fabíola Aparecida Sartin Dutra Parreira; http://lattes.cnpq.br/9997730511011881; Almeida, Fabíola Aparecida Sartin Dutra Parreira; Bengezen, Viviane Cabral; Vian Junior, Orlando
This research is directed from Applied Linguistics (AL), from Systemic-Functional Grammar (SFG) – in relation to the lexical-grammar, of the Systemic-Functional Linguistics (SFL) and a semiotic and holistic view of the language, elaborated by Halliday (1994) – from the semantic- discursive system of Appraisal discussed by Martin and White (2005) and theoretical assumptions that address the Brazilian Sign Language (Libras), as well as issues associated with deaf culture (STROBEL, 2007, 2008 and 2009), deaf identities (Perlin, 1998, 2003, 2005 and 2016) and Canclini (2011), which allow the validation of investigations that unfold in the communicative process of the Deaf students in the school environment through the use of a visuospatial language, more specifically, their evaluations. In this sense, this research proposes as a general objective to investigate how and what evaluations are expressed by the deaf who share academic experiences under the perspective of the inclusive perspective. Already as specific objectives it aims to broaden the application of the studies in SFL and to categorize these discourses through the system of Appraisal and more specifically of the Attitude subsystem. Thus, this research is based on a quanti- qualitative perspective (DÖRNYEI, 2007), since, in terms of data collection, the numerical data of the occurrences of the most evaluative lexical-grammatical elements serve as a framework for the qualitative analysis of the corpus are organized and carried out. For the purposes of sampling, this research initially counts on the participation of five Deaf students ("S") enrolled in the 3rd year of high school in public education institutions located in the metropolitan region of Goiania, the capital of the state of Goiás and which are respectively named S1, S2, S3 and S4.The data collection is done from the filming based on the elaboration and application of a semi-structured script. These data are transcribed (McCLEARY; VIOTTI; LEITE, 2010) and translated into semantic and communicative (UDAYA RAVI, 1997; NEWMARK, 1988) for the Portuguese Language. Applied to this analysis are the computer tools Elan 5.2 and WordSmith Tools Scott 7.0, with the aim of selecting the data, from the quantitative perspective of this research, which is guided by the system of Appraisal. Regarding the qualitative analyzes, it is possible to observe that the speeches of the Deaf interviewees evaluate their insertion in the educational environment by four macro categories, they are: a) Affection: emotional self-assessments, b) Self-judgment: social experiences of self-perception, c) Appreciation: evaluations of things and phenomena, and d) Third-party evaluations. Through the results obtained and the combination of the theoretical- methodological frameworks organized, it is evident from this investigation that the Deaf live in a complex and borderline school situation, based on the linguistic, cultural and identity barriers that promote the failure of these students to the present inclusive educational system. This research, therefore, will contribute to the greater reflective development on the area of education of the Deaf, its methods and even on the pedagogical and instructional quality offered to these people who share a visuospatial language, in this case, Libras.
#Brumadinho, a tragédia: uma análise de avaliatividade segundo o subsistema de atitude
(Universidade Federal de Goiás, 2021-02-25) Prefeito, Fernanda Gurgel; Almeida, Fabíola Aparecida Sartin Dutra Parreira; https://orcid.org/0000-0002-6122-4038; http://lattes.cnpq.br/9997730511011881; Novodvorski, Ariel; Gonçalves, Sheila de Carvalho Pereira; Almeida, Fabíola Aparecida Sartin Dutra Parreira
This research is part of the Postgraduate Program in Language Studies (PPGEL), of the Federal University of Goiás - Regional Catalão (UFG) / Federal University of Catalão (UFCAT). It aims to investigate, by way of lexical-grammatical elements, through the Attitude subsystem within the Evaluative System (HALLIDAY and MARTIN, 2005), how users of the social network Twitter position themselves and express their opinions on the 1st anniversary of the rupture of the dam of Córrego do Feijão mine in Brumadinho - MG. Thus, analyzing the Attitude subsystem in the investigated tweets, this work aims to contribute to the studies in Applied Linguistics, as well as in the Systemic-Functional Linguistics presented by Halliday (1994), which starts from the argument that language is a system of choices and that, by these choices, the interaction of individuals is possible. This theory is divided into three metafunctions of language, namely: ideational, textual, and interpersonal, which are understood and describe the linguistic components of a sentence. In addition to the theory used for this investigation, the computer program WordSmith Tools 7.0 was used to identify and contextualize the lexical-grammatical elements of Attitude present in the corpus. The Assessment System enabled the recognition of the types of Attitude (affection, judgment, and appreciation) about the tragedy that occurred in Brumadinho - MG, in which the participants demonstrate feelings, judgments, and values when mentioning what happened in their timeline. Therefore, in qualitative analysis, it is possible to note that users' tweets evaluate the event by three macro-categories: a) Brumadinho and Vale and their directors; b) Brumadinho and the victims and c) Brumadinho: tragedy or crime? Through the results achieved and the theoretical-methodological references, this study understands the occurrence of negative polarity in the analyzed tweets, in which users expressed their opinions. Most of the type of impact reaction was found through the Evaluation System compared to the other subtypes.
Elementos avaliativos em comentários de blogs de ensino de português para surdos sob a perspectiva do sistema de avaliatividade
(Universidade Federal de Goiás, 2017-08-18) Oliveira, Lucas Floriano de; Almeida, Fabíola Aparecida Sartin Dutra Parreira; http://lattes.cnpq.br/9997730511011881; Almeida, Fabíola Aparecida Sartin Dutra Parreira; Dias, Anair Valênia Martins; Vian Júnior, Orlando
The objective of this research is to understand how the teaching of Portuguese for the deaf is being discussed by users of Portuguese blogs for the deaf, in which linguistic analyzes will be carried out under the Systemic-Functional Grammar. The research is of the qualitative-interpretative type and blogs have been used where tips on how to teach the Portuguese language to these students. Studies on the area of deafness showed that the Brazilian Sign Language(Libras) should be the first language to be acquired by the deaf, to further assist them in learning Portuguese as L2 or second language, in writing mode. The Systemic Functional Grammar is analyzed over Appraisal through the Portuguese language teaching blogs for the deaf by the GSF Attitude System applied in the comments of the participants of the posts of blogs who are professionals in teaching Portuguese to deaf people. Technological advances provide efficiency and convenience in the teaching-learning process of the Portuguese language through the use of blogs as a tool. We conclude that the blog advantage is favoring bilingualism and can be accessed in two languages or more. Thus, both Libras and Portuguese can help the deaf learning process, and they have also space for images which support the linguistic transcription of both languages.
A identidade linguística brasileira em contato com o português europeu: a variação léxico-cultural
(Universidade Federal de Goiás, 2018-02-23) Santos, Ivonete da Silva; Timbane, Alexandre António; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4417617A1; Almeida, Fabíola Aparecida Sartin Dutra Parreira; Xavier, Vanessa Regina Duarte; Arruda, Niguelme Cardoso; Paula, Maria Helena de
This study aimed to study the linguistic behavior of nine Brazilian students, linked to the Federal University of Goiás (UFG) in the cities of Catalão, Goiânia and Jataí, participants in the International Baccalaureate Program (PLI) from 2012 to 2014 in Portuguese universities . The aim of this research was to understand the relationship between the Brazilian and Portuguese varieties and cultures in contact situations in Portuguese context, as well as to describe how these dimensions influenced the (re) construction of the Brazilian students participating in the research. Thus, a reading of the situation of contact between the two linguistic groups, speaking of Brazilian Portuguese (PB) and speakers of European Portuguese (PE), was made, showing the lexical- cultural approximations and differences between the two varieties that emerge from the situations experiences during contact. The core of this analysis is based on studies conducted by Bauman (2005), Hall (2011), Labov (2008) and Perini (2004) on language / culture / variation trichotomy and the relationship that keeps them linked to the subject in the readaptation process or construction of identity within the sociolinguistic view, and in other texts that were pertinent to the development of this research. The constitution of the corpus was based on the answers, in writing, provided by nine participants to the questions asked through questionnaires. The questionnaire consisted of twenty-two questions, which relate to the lexical variations of PB in contact with the EP, so as to highlight the most striking aspects of Brazilian culture and linguistic identity in a European context. The results of this research point out that the conflicts generated by the contact between theparticipants of the research with the EP are supported by linguistic, historical and cultural aspects that constitute the Brazilian and Portuguese communities, as well as the difficulty of some Portuguese in accepting the Brazilian variety as correct. The Brazilian linguistic identity was a constant hard all contact, because the results evidenced the occurrence of a possible adaptation to the situation of contact, by the participants of the research, as opposed to the disentangling of the Brazilian identity. However, the use of this system denounces the subject as an individual and / or collectivity socially situated in a specific group whose cultural and linguistic identity is soon perceived. Culture, identity and lexical variation constitute a process of self-affirmation of the subject in situations of contact with other groups. However, each variety occupies a very well defined position and therefore the differences of one in relation to another exist and are justified in the socio-historical constitution of each Portuguese-speaking community. As a contribution, this research will serve as a basis for the authorities to think better about the proposals and the educational policies that support the development of educational programs that aim at the training of undergraduate students abroad, as well as contribute with the existing studies that say respect the lexical-cultural variation between varieties of LP and to promote new studies related to the areas related to the thematic of this study.
Língua materna no ensino e aprendizagem da língua estrangeira – inglês: perspectivas a partir do sistema de avaliatividade
(Universidade Federal de Goiás, 2019-02-27) Rodrigues, Gustavo Ferreira; Almeida, Fabiola Aparecida Sartin Dutra Parreira; http://lattes.cnpq.br/9997730511011881; Almeida, Fabíola Aparecida Sartin Dutra Parreira; Bengezen, Viviane Cabral; Cabral, Sara Regina Scotta
This research, inserted in the Program of Postgraduate Studies in Language (PPGEL) of the Federal University of Goiás (UFG), in the Regional Catalão, aims to investigate through the lexical-grammatical elements, through the Attitude subsystem, as the authors of blogs and vlogs are focused on the mother tongue usage in the teaching and learning of the foreign language, focusing on the English language. When analyzing the Attitude subsystem that is part of the system of evaluation that is carried out in the investigated posts, this study aims to contribute to the researches in the area of Applied Linguistics, singularly in the Systemic-Functional Linguistics presented by Halliday and Matthiessen (2004, 2014) that starts from the premise that language is a system of choices, evidencing how they are used in the phrasal construction as a form of interaction. It is divided into three metafunctions of language, namely: textual, ideational and interpersonal, with which it is possible to understand and describe the linguistic components of prayer. In order to understand these components of interpersonal aspects, it was from the system of Appraisal (MARTIN, 1999) that this theoretical contribution was enriched in the recognition and investigation of the way in which these details are provided as evaluation resources, providing an introductory path for the subsystem of Attitude in the corpus of analysis. The corpus consisted of texts from two blogs and a vlog that deal with the theme of acquiring a new language. To that end, it was described and analyzed, according to the prescriptions of the LSF, attached to applied linguistics, both the form and the recurrence of the evaluations made by the enunciators. It was identified that the category of Assessment of the type Positive evaluation occurred with greater expressiveness in the guidance documents, also perceived that the use of the mother tongue in the classroom still generates disagreement among the professionals, what teachers should or should not work in the phases initials, to introduce only vocabulary of the target language or to merge with the native one does not make a consensus, because important contents are presented also at that moment of the study, reinforce what alreadyknows of the mother tongue leading to the language to be seized in social contexts of use. Finally, this work aims to contribute to foreign language literacy and to the training of the language teacher, raising the critical eye of when or not to use the mother tongue, and also for the semantic-discursive analysis of the elements that constitute the prayer that the producer of the text relates to the interlocutors for the construction of an evaluation on the subject.
A mulher no discurso de Cora Coralina: uma análise do sistema de avaliatividade
(Universidade Federal de Goiás, 2019-02-28) Félix, Pabrícia Abadia Pereira; Almeida, Fabíola Aparecida Sartin Dutra Parreira; http://lattes.cnpq.br/9997730511011881; Almeida , Fabíola Aparecida Sartin Dutra Parreira; Begenzen, Viviane Cabral; Cabral , Sara Regina Scotta
This research aims to investigate the lexical-grammatical elements in nine poems and a short story, based on the Appraisal subsystem, in order to understand how the writer Cora Coralina has the lexical-grammatical choices to refer to the woman. The corpus is composed of the following texts: The methodology was based on the reading and selection of literary texts with emphasis on the female figure: Todas as vidas; Antiguidades; A escola da Mestra Silvina; As tranças de Maria, Mulher da vida; A lavadeira; Mãe; A gleba de terra; O lampião da rua de fogo; Ofertas de Aninha.; then the theoretical texts were read. "The WordSmith Tools computational tool" Scott (2017) was used to quantify the data and accurately present the results. These data were then categorized according to their recurrence. The study was based on the system of Appraisal proposed by Martin and White (2005), which is based on the Systemic-Functional Linguistics (LSF), elaborated by Halliday (1994). It is based on the attitude subsystem that is part of the system of appraisal, which is divided into three subtypes: affection, judgment and appreciation. This study aims to bring contributions to research in literary texts that use the LSF to analyze the corpus. The main theoretical framework is based on studies by Halliday (1994), Martin and White (2005), Almeida (2010), Fuzer e Cabral (2014), Vian Jr. (2010), among others. The results demonstrated a greater expressiveness of the evaluation of judgment, in relation to the evaluations of affection and appreciation. One of the explanations of the fact that the evaluation of judgment stands out among the others, involves the historical context that dictated the behaviors that should be followed, mainly by the women. In this way, the writer reveals, in her writing, traces of this social imposition. It is noticed that there is a reflection on the part of the poet in relation to the standards and roles that the women should assume, and such questions become evident in the lexico-grammatical choices that are made by Cora Coralina. Finally, this research aims to contribute to the basis of analysis of texts using the system of evaluation, as well as for the area of Applied Linguistics (LA). It is believed that the evaluations present in Cora Coralina's speech promote a reflection on the discourse about women, contributing to the research base within the scope of the LSF, as well as the opinions are realized linguistically in the discourse. In addition, it aims to bring contributions to research that has as a theme 'the woman', promoting questions about the challenges that are still present in modern society.
O subsistema de atitude no discurso de cinco professoras de letras que atuam fora da área específica de formação em Catalão - GO
(Universidade Federal de Goiás, 2020-02-18) Gomes, Ingride Chagas; Almeida, Fabíola Aparecida Sartin Dutra Parreira; http://lattes.cnpq.br/9997730511011881; Almeida, Fabiola Aparecida Sartin Dutra Parreira; Bengezen, Viviane Cabral; Silva, Edna Cristina Muniz da
This work has the main objective of investigating the discourse of teachers of basic education in Catalão-GO, who teach subjects that are not of their specific training. To do so, I use the Appraisal System as a theoretical basis, which falls within the scope of Systemic-Functional Linguistics. The aim was to find out how the teacher who works outside the area of his education sees himself within this social context where he works, identifying and analyzing the lexical-grammatical elements used by the participants when analyzing their teaching practice. The corpus used was extracted from semi-structured interviews conducted with five teachers graduated in Literature and who teach other subjects besides the Portuguese / English Language and work in the municipal education system in the city of Catalão-GO. These interviews were recorded and transcribed. Then, the corpus was submitted to the computational tool WordSmith Tools 4.0, which was used to assist in the quantitative analysis for the categorization of the data collected. This research is directed from Applied Linguistics, from Functional Systemic Linguistics and, more specifically, from the Appraisal System proposed by Martin and White (2005). This System is subdivided into three types: attitude, engagement and gradation. Of these three, our qualitative analyzes are based on the Attitude Subsystem that expresses the evaluations of affection, judgment and appreciation. The theoretical framework is based on the studies of Halliday (1994) and Martin and White (2005), who are the researchers who disseminated the Systemic-Functional theory and the Appraisal System. This system has the function of systematizing, describing and analyzing evaluation in language, a factor that led us to choose the Appraisal System to be the basis of our analyzes. I also based myself on the postulates of Almeida (2010), Vian Jr. (2010) and Fuzer and Cabral (2014), which are references regarding the spread of research developed within the scope of the LSF and the Appraisal System in Brazil. The results showed that there is a large amount of self-assessments of affection and judgment, evaluations that indicated the discomfort felt by these teachers when working outside their specific area of training. In addition, the participants also provide assessments of appreciation of classes, disciplines and the management team. It was possible to note that the conduct and analysis of the interviews with these teachers promote a critical reflection on this reality in the educational context, that is, that of teachers deviated from their specific training. I hope that this research will contribute to future works developed in the area of Applied Linguistics and Functional Systemic Linguistics.
Setembro azul: análise do discurso de 9 professores surdos a partir da linguística sistêmico-funcional
(Universidade Federal de Goiás, 2019-02-21) Neigrames, Wáquila Pereira; Almeida, Fabíola Aparecida Sartin Dutra Parreira; http://lattes.cnpq.br/9997730511011881; Almeida, Fabíola Aparecida Sartin Dutra Parreira; Novodvorski, Ariel; Bengezen, Viviane Cabral
This research is based on the hypothesis that the discourses and positions of deaf teachers, who are active in the struggles for improvements in education, can be a tool in favor of bilingual schools for the deaf people in Brazil, in order to obtain an educational emancipation, providing accessibility and the right to be able to constitute their pedagogical process with their natural language. It is linked to the historical, social and political context of the deaf community, since the linguistic identity of the individual is constituted from the social identity (QUADROS, KARNOPP, 2004). From this perspective, the main objective is to analyze these discourses and identify possible macro-categories that relate to the process of "educational emancipation" and which culminated, in 2011, in a national mobilization of the Deaf people called 'Blue September'. Thus, this research aims to contribute and understand the nuances that outline the deaf militants' discourses regarding the educational system that is offered to the Brazilian Deaf community in the social context, politics, identity and deaf culture. It is understood that the deaf community had its struggle visible since 2002 with the approval of the Law 10.436, which recognizes the Brazilian language of signs - Libras - as the official language of this “people” (PERLIN, 1998; STROBEL, 2006; QUADROS; KARNOPP, 2004). Linked to the historical context, this study used the theoretical and methodological contribution of Systemic Functional Linguistics, initially developed by Halliday (1985; 1994), Halliday and Hassan (1989) and, posteriorly by his followers, such as Halliday and Matthiessen (2004), Eggins (1994) and Thompson (1996). The analyses were performed based on the Appraisal system proposed by Martin (2004), Martin and White (2005) and Martin and Rose (2003; 2007), focusing on the subsystem of Engagement that makes it possible to understand the monoglossical and heteroglossical present in these discourses. In the social, political, identity and cultural context, this study explains the association we conjecture to exist between certain dialogical choices assumed by the discourse producer. The corpus of this study is composed of nine discourses of deaf militants teachers, who are participants of the deaf movement, subdividing in thirty excerpts, being nine monoglossical evaluations and twenty one heteroglossical evaluations, which is divided into thirteen evaluations by dialogical contraction and eight evaluations by dialogical expansion. The analysis of these discourses allowed us to present positive results about educational accessibility and identify some characteristics for the search of educational emancipation through bilingual and linguistic policies.
Um olhar para o estágio supervisionado – uma análise do sistema de avaliatividade
(Universidade Federal de Goiás, 2019-02-28) Andrade, Patrícia Alves de; Almeida, Fabíola Aparecida Sartin Dutra Parreira; http://lattes.cnpq.br/9997730511011881; Carrijo, Silvana Augusta Barbosa; Cabral, Sara Regina Scotta; Bengeze, Viviane Cabral
This master's research aims to analyze, through the Systemic-Functional Linguistics, the students' perception of Supervised Internship of Letters about teaching practice, identifying the evaluative elements existing in scientific articles extracted from academic Google, in order to analyze and categorize the data collected in the related articles directly or indirectly to the Reports of Supervised Internship of the Letter Course through the system of evaluation - attitude subsystem. The analysis seeks to understand the excerpts extracted from the conclusions of the articles that relate to experience reports of trainee students, as the trainee students evaluate this teaching-learning process in its most diverse aspects, especially those that are directly related to the issue of teacher education offered. These evaluations are fundamental to understand, in general terms, the Supervised Internship of the Course of Letters in several universities and regions, since one of the criteria of choice of the articles occurred because they are from different regions. Halliday (1994), Halliday and Matthiessen (2004) and Martin and White's (2005) system of evaluation were used as a theoretical basis. It was also essential to use WordSmith Tools 7.0 (SCOTT, 2016) to identify and contextualize attitude elements in the words that form the corpus. The evaluation system provided the identification of all possible types of attitude (affection, judgment and appreciation) regarding aspects of teacher formation found in the articles that deal with the issues of Supervised Internship. Based on the evaluations and the proposed method of analysis, it was possible to identify, select and analyze, with a safe margin, the data collected, which contain valuations of appreciation of positive valuation in relation to the Stage as well as to the use of the report as a record support of the actions taken. It was possible to conclude with this research that the Supervised Internship is the unique moment for the student, as well as the teacher training is a process of constant planning and reflective construction, since the teacher builds his / her personal and professional identity, class, each challenge which he finds on his journey. This study also serves as a contribution to the development of other research that has as its object questions related to the intersection between linguistic education and teacher training, to evaluation in discourse and to Systemic-Functional Linguistics in general.

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