http://repositorio.ufc.br/handle/riufc/23835 2026-05-13T09:20:59Z 2026-05-13T09:20:59Z Tavares, Cristina Paula http://repositorio.ufc.br/handle/riufc/86225 2026-05-12T13:42:26Z 2026-01-01T00:00:00Z

Título: O apagamento da oclusiva alveolar /d/ de gerúndio no falar de Fortaleza-CE Autor(es): Tavares, Cristina Paula Abstract: This study aims to analyze the production and deletion of /d/ in gerund verbs in the speech of Fortaleza-CE, a phenomenon that can occur with or without the articulation of the phoneme /d/. The investigation is based on the Theory of Linguistic Variation and Change (Labov, 1994, 2001, 2003, 2008; Weinreich; Labov; Herzog, 2006), seeking to understand the influence of linguistic and extralinguistic factors on the production and deletion of /d/ in gerund verbs. The data collected were extracted from participants from the aforementioned city who were born and have resided there for at least 10 uninterrupted years, in cases where they had moved away from the region, that is, lived in another city for some period. The sample was stratified according to age group (I: 18-28 years old, II: 29-39) and educational level (completed secondary and higher education). In addition, linguistic factors extracted from verbs in the gerund form whose thematic vowels belong to the 1st, 2nd, and 3rd conjugations were considered. The data were extracted from a corpus of image descriptions and readings of carrier phrases, and analyzed through auditory perception (listening) by four judges. This perceptual analysis observed when the /d/ of the gerund was pronounced or not, or when the judge had doubts. Subsequently, possible effects of the predictor variables on the response variable, the deletion of the /d/ of the gerund, were verified. Then, possible effects of the predictor variables on the response variable, the deletion of the /d/ in gerunds, were verified. The results indicate that verbs of the 1st conjugation are those that most favor the phenomenon, with a percentage of 22.7%, exceeding the rates recorded for the 2nd (17.1%) and 3rd conjugations (15.5%). Regarding extralinguistic variables, synchronic stability was observed between generational groups. The contiguity between the investigated age ranges (18-28 years old, Range I and 29- 39 years old, Range II) revealed very similar deletion rates (19.1% in Range I and 17.9% in Range II), suggesting that speakers share similar social pressures. This near-homogeneity characterizes the phenomenon not as an ongoing change, but as a consolidated linguistic marker in the speech community. Regarding education, it was confirmed that speakers with secondary education tend to delete more (19.3%) than those with higher education (17.8%), highlighting the role of formal instruction as an inhibiting factor. It is concluded that deletion in Fortaleza is conditioned by an intersection of phonetic-functional factors and normative pressures. Tipo: Dissertação

2026-01-01T00:00:00Z Frota, Valéria Moura http://repositorio.ufc.br/handle/riufc/86041 2026-04-27T14:33:49Z 2026-01-01T00:00:00Z

Título: Letramento crítico literário, nos anos iniciais, à luz do interacionismo sociodiscursivo Autor(es): Frota, Valéria Moura Abstract: The focus of our research is the formation of the critical reader, as we believe that developing this remarkable skill is fundamental because it enables readers to interact effectively in various sectors of society. Given the importance of reading for the formation of this reflective and participatory reader, who needs to act in daily practices, but also in various social practices, we seek reading practices that can contribute to the teacher's actions in the "process of developing their learner so that they can interact more meaningfully in communicative situations inside and outside the classroom" (Leurquin, 2014). In accordance with the guiding documents of Fortaleza DCRFort (2023), This work focused on a proposed lesson plan for reading fairy tales, based on the contributions of Cicurel (1991) and later redesigned by Leurquin (2014). This didactic device is based on the epistemological framework of Sociodiscursive Interactionism (ISD), as conceived by Bronckart (2023) and his collaborators. We analyzed the students' responses, highlighting the influence of the categories of production context, thematic content and modalizations on the formation of the critical literary reader and the development of language skills. We proposed an action research Thiollen (2011) based on qualitative principles, in which we construct the results through interaction of the researcher with the subjects who are historically situated. For the overall lesson planning, we adopted the didactic sequence model from Dolz and Schneuwly (2011), adapted in this work the reading of the fairy tales Sleeping Beauty, Cinderella by Charles Perrault, Donkey Skin, and Rumpelstiltskin by Brothers Grimm, in order to expand students' reading capabilities. The main focus of this work, therefore, is to contribute to the formation of an active reader aware in contemporary society. The results demonstrate a qualitative improvement in relation to the perception of the context of production and modalizations for the construction of reflective reading. However, we observed that the thematic content left a gap, indicating that it still needs other approaches for effective learning. Tipo: Dissertação

2026-01-01T00:00:00Z Tavares, Fabíola Nunes http://repositorio.ufc.br/handle/riufc/85988 2026-04-24T11:46:07Z 2026-01-01T00:00:00Z

Título: Análise semiolinguística de tecnodiscursos humorísticos sobre professores em teatro de improviso Autor(es): Tavares, Fabíola Nunes Abstract: This dissertation investigates sociodiscursive imaginaries about teachers and the teacher–student–school relationship in the humorous discourse of improvisational theater, applying the Semiolinguistic Theory and its specific approach to humor. To this end, it presents a theoretical overview of concepts related to humorous discourse, drawing on Charaudeau (2006, 2008, 2019), Possenti (2008), and Travaglia (1989, 1990), as well as on sociodiscursive imaginaries as developed by Charaudeau (2007, 2022, 2025). It also employs Paveau’s (2021) Digital Discourse Analysis, with emphasis on the entry “online comments,” and concludes with discussions on the teaching profession supported by Nóvoa (2003, 2012), Tardif and Lessard (2012), and Arroyo (2013). The study is characterized as documentary research based on secondary data, adopting a inductive approach of a qualitative and descriptive nature. The corpus consists of seven (7) videos and their respective comments, collected from the YouTube channel of the Barbixas de Humor Company, covering the period from April 17, 2008, to April 17, 2025. For data analysis, categories from Semiolinguistic Discourse Analysis and Digital Discourse Analysis were used, organized to explain the speech act of technodiscursive humorous discourse and the speaker–interlocutor–target triad, as well as to describe the linguistic and discursive processes involved, reflect on sociodiscursive imaginaries about teachers and the teacher–student–school relationship, and analyze users’ stances in the comment sections of the videos, observing positions and meaning effects. The results indicate that technodiscursive communication situations are organized through enunciative layers (Martins, 2024) and that the analytical categories proposed by Charaudeau can be complemented by those of Possenti (2008) and Travaglia (1989, 1990), allowing for a more nuanced understanding of the production and interpretation of humorous discourse. The most recurrent imaginaries, based on belief-based knowledge, portray the teacher as a professional facing numerous challenges in school, including moral and sexual harassment and low pay; and the school as viewing education as a product, in which the teacher is the sole holder of knowledge to be reproduced. Additionally, beyond the categories proposed by Paveau (2021), explanatory discursive comments and referential discursive comments were identified. The findings reveal a predominance of social humor, with playful and cynical effects, and a strong presence of experiential knowledge that reinforces still-crystallized stereotypes about the teaching profession. The analysis of technodiscursive layers and online comments broadened the understanding of meaning effects, enabling an articulation between production and reception. As a contribution, the 9 study advances research on humor and Semiolinguistics by integrating discourse, technology, and social imaginaries in the analysis of the humorous phenomenon. Tipo: Tese

2026-01-01T00:00:00Z Alves, Verônica Maria http://repositorio.ufc.br/handle/riufc/85929 2026-04-22T14:46:06Z 2018-01-01T00:00:00Z

Título: Uma análise discursiva crítica e multimodal de cadeias intertextuais de memes políticos Autor(es): Alves, Verônica Maria Abstract: This qualitative research focuses on the internet genre meme, and it is based on the notions of genre chain and intertextuality (FAIRCLOUGH, 2003). Genre chains are different genres that are regularly put together, and they go through systematic changes. These changes can contribute to actions through time and space that can link social events to social practices in different countries, strengthening action at distance, which is one of the aspects of globalization and power (FAIRCLOUGH, 2003). The corpus consists of memes about street demonstrations in 2013 and 2015 in the social networks Twitter and Facebook. This research addresses textual and interactional analysis, including interdiscursive analysis involving linguistic analysis based on Fairclough´s actional meaning (genres) and identificational meaning (styles) (FAIRCLOUGH, 2003), in his development of Halliday´s metafunctions (HALLIDAY, 1994). In relation to the actional meaning, which examines a text as (inter)action in social events, I analyze the internet meme as part of a genre chain in social networks, and it is related to the news, which recontextualizes political discourse in the media. As to the manifestation of styles related to the negotiation and construction of identities in discourse, one of the devices that are used refers to visual resources, multimodal elements that structure the genre in question. I adopt the theoretical-methodological principles of Critical Discourse Analysis (CDA) as qualitative research, according to Fairclough (2001, 2003), and Systemic-Functional Linguistics, according to Halliday and Matthiessen (2004). I also use studies by Kress and van Leeuwen (2006) about multimodality, Knobel and Lankshear (2005), and Recuero (2006) on memes, and Milner (2012) and Shifman (2014), whose concern is the meme as a political element in the media. I noted that, defining and characterizing the internet meme in a genre chain, genres are articulated to construct and naturalize potentially ideological meanings. Tipo: Dissertação

2018-01-01T00:00:00Z