DSpace Communidade:http://repositorio.ufc.br/handle/riufc/238352026-08-11T20:25:32Z2026-08-11T20:25:32ZIntersubjetividade (evidencial): perspectivas propositivas para a gramática discursivo-funcionalVidal, Renata Pereirahttp://repositorio.ufc.br/handle/riufc/873822026-08-04T16:22:27Z2026-01-01T00:00:00ZTítulo: Intersubjetividade (evidencial): perspectivas propositivas para a gramática discursivo-funcional
Autor(es): Vidal, Renata Pereira
Abstract: This work aims to enhance the psychological, typological, and pragmatic suitability of
Functional Discourse Grammar (FDG) (Hengeveld; Mackenzie, 2008) for addressing
intersubjectivity and its overlap with evidentiality. The basic hypothesis is that the model
cannot explain the manifestation of this domain, independently or in interaction with
evidentiality, in languages with a system or markers that serve this function. Given that
intersubjectivity has received various interpretations in linguistic studies (Traugott; Dasher,
2002; Traugott, 2003, 2010; Verhagen, 2005; Nuyts, 2012, 2017; Evans; Bergqvist; San
Roque, 2018a, 2018b; Tantucci, 2021), we made a cut concerning the vision adopted to treat it
in the theoretical and methodological framework of the FDG, bearing in mind its basic
Principle of Formal Encoding. Thus, we restrict ourselves to intersubjectivity related to the
indication of (a)symmetries in access to and attention to knowledge, which is restricted to
grammatical expression (Evans; Bergqvist; San Roque, 2018a, 2018b, among others), referred
to as “engagement” by its proponents. Based on this approach, we operationalize the concept
of grammaticalized intersubjectivity. To achieve the purposes of this investigation, we have
compiled research from different languages that grammaticalize (evidential) intersubjectivity
based on works that present and develop the category “engagement” (Evans, Bergqvist; San
Roque, 2018a, 2018b; Bergqvist; Knuchel, 2019; Bergqvist; Kittilä, 2020), which was
enriched by a study of Spanish (Nebot; Cornillie, 2018), a language that reflects distinctions
of intersubjectivity not in morphosyntactic coding, as in “engagement” languages, but in
phonological coding. Based on data from nineteen languages, we defend a characterization of
(evidential) intersubjectivity in GDF by means of an adjustment in the Interpersonal Level
(IL) of the Grammatical Component of the model, consisting of the addition of a set of
intersubjectivity operators in the Communicated Content (C) and Participants (P1 – P2) units.
The proposal contributes to the typological adequacy of the theory by providing support for
an adequate description of languages that grammaticalize distinctions of intersubjectivity.
Based on evidence that intersubjectivity markers also encode distinctions of intersubjectivity
relative not to the information conveyed under the scope of form, but to information contained
in the Contextual Component shared by Speaker (P1) and Addressee (P2), the thesis, joining
research in GDF such as Silva (2013), Mackenzie (2014, 2015), and Giomi (2014), advocates
for a dialogical treatment of the Model of Verbal Interaction (MVI).
Tipo: Tese2026-01-01T00:00:00ZA compreensão auditiva do inglês como língua estrangeira mediada pela tecnologia digital psytoolkitSilva, Marly de Abreu Rogério dahttp://repositorio.ufc.br/handle/riufc/870742026-07-10T15:42:51Z2026-01-01T00:00:00ZTítulo: A compreensão auditiva do inglês como língua estrangeira mediada pela tecnologia digital psytoolkit
Autor(es): Silva, Marly de Abreu Rogério da
Abstract: During the cognitive processing of auditory input, the listener accesses three types of
knowledge simultaneously: linguistic, contextual, and prior (Bejar et al., 2000). Therefore,
auditory comprehension of English as a foreign language involves and can be influenced by
several factors, such as listener characteristics, including short and long-term working
memory capacity, familiarity with the language, world knowledge, metacognitive strategies
(Bloomfield et al., 2010) and motivational factors such as interest, attention, and
concentration (Walesko, 2012). Furthermore, it can be determined by characteristics of the
auditory input, such as the organization and structural complexity of sentences and also by
test characteristics, such as response time limits and repetition of auditory input (Bloomfield
et al., 2010). This research analyzes the cognitive ability of lexical inference in learners
during listening comprehension of English as a foreign language mediated by the PsyToolkit
digital technology. The intention of the research was to verify if the cognitive ability of lexical
inference, during listening comprehension of English as a foreign language, is related to, or
influenced by, motivational factors such as (current number of weekly hours of exposure to
auditory input in English mediated by digital technologies) and linguistic factors such as
(number of years of studying English as a foreign language) and (lexical semantic pattern). As
theoretical basis, it draws on the studies of Bejar et al. (2000); Bloomfield et al. (2010);
Brandl (2008); Field (2019); Field (2008); Godoy, Gontow and Marcelino (2006); Goh and
Vandergrift (2022); Underwood (1989); Ur (2013) and Walesko (2012). As a methodological
basis, it uses mixed methods with a sequential explanatory design, divided into two stages: a
first quantitative stage and a second qualitative stage. The target participants of this research
are learners of English as a foreign language, regularly enrolled in the English Language and
Literature degree program or in the extension course at the British Cultural Center, in the
2025.2 semester, at the Federal University of Ceará - UFC. The results of this research
demonstrate that the performance of the cognitive skill of lexical inference, during listening
comprehension of English as a foreign language mediated by the PsyToolkit digital
technology, is related to motivational and linguistic factors, although not always in a
statistically significant way in the observed scenarios.
Tipo: Dissertação2026-01-01T00:00:00ZFormação docente de professores de inglês com a abordagem steam: percepções sobre o ensino de língua inglesa na educação básica da rede públicaSilva, Mariana dahttp://repositorio.ufc.br/handle/riufc/869362026-06-26T19:57:52Z2026-01-01T00:00:00ZTítulo: Formação docente de professores de inglês com a abordagem steam: percepções sobre o ensino de língua inglesa na educação básica da rede pública
Autor(es): Silva, Mariana da
Abstract: This master's thesis research aimed to analyze the perceptions of English language teachers
from Forteleza (CE) and pre-service teachers from Federal University of Caerá regarding the
feasibility of the STEAM approach in language teaching, as well as to identify these
professionals’ level of knowledge about the topic. This research is situated in the field of
Applied Linguistics (Prodanov & Freitas, 2013), with an emphasis on second language
acquisition, teaching, and learning in basic education. The need for this study emerged from
gaps identified in the literature and in teaching practices, especially with regard to the
challenges faced by public school teachers in using innovative methodologies and
approaches, such as STEAM, in teaching English. For the theoretical foundation, authors
such as Krashen (2009), Freeman (2000), Yakman (2008), Bacich and Holanda (2020), Leffa
(2016), Cavalcante (2018), Vasconcelos et al. (2026), among others, were adopted, in
addition to BNCC (2018), LDB (2023) e BNC- Formação de Professores (2020). The
methodology of this study was characterized as an action research based on authors such as
Thiollent (1986) and Mckay (2006), and it is of qualitative nature, seeking to reflect on a
specific social phenomenon and understand the perception of the participants investigated on
the application of new teaching approaches in the classroom. The research was conducted in
the city of Fortaleza, Ceará, with English teachers, who work in public elementary/middle
schools in that region, as research subjects. Thus, this work aimed to contribute to the
construction of new perspectives and reflections in foreign language teaching, promoting
more meaningful, contextualized learning that is aligned with contemporary demands, both
for students and teachers.
Tipo: Dissertação2026-01-01T00:00:00ZDa tradução como invenção: a transcriação em Poetamenos, de Augusto de CamposFrota, Djavam Damasceno dahttp://repositorio.ufc.br/handle/riufc/866472026-06-09T15:48:22Z2026-01-01T00:00:00ZTítulo: Da tradução como invenção: a transcriação em Poetamenos, de Augusto de Campos
Autor(es): Frota, Djavam Damasceno da
Tipo: Tese2026-01-01T00:00:00Z