DSpace Coleção:http://repositorio.ufc.br/handle/riufc/238362026-04-04T19:43:08Z2026-04-04T19:43:08ZMultiletramentos no livro Vida e linguagem do Programa Aprender Mais Escola da Secretaria Municipal de Educação de FortalezaSilva-Felix, Silmara Noronha dahttp://repositorio.ufc.br/handle/riufc/855552026-03-30T16:13:11Z2025-01-01T00:00:00ZTítulo: Multiletramentos no livro Vida e linguagem do Programa Aprender Mais Escola da Secretaria Municipal de Educação de Fortaleza
Autor(es): Silva-Felix, Silmara Noronha da
Tipo: Dissertação2025-01-01T00:00:00ZIntertextualidades e desqualificação do outro em interações polêmicas no perfil da “Choquei” no XFerreira, Carlos André Silvahttp://repositorio.ufc.br/handle/riufc/854572026-03-26T14:21:09Z2025-01-01T00:00:00ZTítulo: Intertextualidades e desqualificação do outro em interações polêmicas no perfil da “Choquei” no X
Autor(es): Ferreira, Carlos André Silva
Abstract: This research investigates how intertextuality processes and technodiscursive resources are
articulated in the disqualification of others in controversial interactions on social network X,
using as a corpus the interactions that appear in the comments section of posts on the Choquei
page profile. Based on Textual Linguistics (Cavalcante et al., 2022), Digital Discourse
Analysis (Paveau, 2021), and Discourse Argumentation Theory (Amossy, 2018), the analysis
considers digitally native texts as singular events, situated in an ecosystem marked by
multimodality. The specific objectives include mapping types of intertextuality (strict and
broad) according to Carvalho (2018) and Costa (2024), identifying forms of verbal
cyberviolence (flaming, defamation, outing, etc.), and examining the role of resources such as
emojis, hashtags, GIFs, @, and images in intensifying violent meanings, associated with the
disqualification of the other. The methodology follows an ecological approach to the digital
environment, preserving the conditions of production and circulation of texts, with qualitative
analysis of controversial interactions that arise in the comments section on the social network
X on Choquei profile. In this way, we highlight how broad and strict intertextualities function
as mechanisms for legitimizing, reinforcing, or camouflaging attacks, contributing to the
understanding of new forms of meaning production and to the critical confrontation of
discursive violence on Brazilian social networks, which is increasingly common in
interactions between subjects in native digital environments.
Tipo: Dissertação2025-01-01T00:00:00ZUma análise sintático-semântica dos verbos de petição em PBMoraes, Francisco Levi Apolinário dehttp://repositorio.ufc.br/handle/riufc/854362026-03-24T18:21:31Z2026-01-01T00:00:00ZTítulo: Uma análise sintático-semântica dos verbos de petição em PB
Autor(es): Moraes, Francisco Levi Apolinário de
Abstract: This dissertation presents a syntactic-semantic analysis of verbs of petition in Brazilian Portuguese (BP), within the theoretical framework of verbal valency, in conjunction with lexical semantics. It starts from the observation that certain verbs traditionally classified as verbs of expression — such as pedir (to ask), rogar (to beg), implorer (to implore), interceder (to intercede), and clamar (to call out) — exhibit specific argumental and semantic properties, notably the recurrent selection of two prepositional complements and the coding of a directive content associated with a request or plea. Based on this regularity, we propose the delimitation of a separate class, called verbs of petition. The theoretical framework articulates contributions from the grammatical description of Brazilian Portuguese, especially in Borba (1996) and Cançado (2010, 2016), with contributions from lexical semantics and verbal typology, in dialogue with works by Beth Levin (1993, 1998), Malka Rappaport Hovav (1998, 2005), Dieter Wunderlich (2012), and Schwarze (2001). The discussion of the lexical aspect takes as a reference the classification proposed by Zeno Vendler (1967), as reworked in contemporary literature and applied to BP by Cançado, avoiding direct identification between aspectual class, event structure, and semantic content. The research aims to catalog verbs of petition, analyze their argument structure, determine the syntactic-semantic status of their complements—distinguishing arguments from adjuncts—and describe the thematic roles involved, without reducing them to traditional syntactic functions. The methodology is qualitative and descriptive, bibliographic in nature, supported by attested data extracted from specialized dictionaries and databases such as VerboWeb. The analysis is based on the application of linguistic tests consolidated in the literature, such as tests of argumental obligatoriness, complement omission, diathesis alternations, passivization, and aspectual diagnoses based on the behavior of the progressive and perfective. The results support the hypothesis that petition verbs constitute a semantically motivated and syntactically coherent class in BP, distinguishing themselves from other verbs of expression by their semantic content of request and their characteristic argument configuration. The dissertation thus contributes to the refinement of the description of Brazilian Portuguese verb classes and to the development of valency theory applied to data from this language, with implications for grammar teaching and applied linguistic analysis.
Tipo: Dissertação2026-01-01T00:00:00ZUma visão dos corpos negros a partir de textos multimodais em um livro do PNLD 2024Sousa, Clauber Nascimento dehttp://repositorio.ufc.br/handle/riufc/849102026-02-24T15:01:40Z2025-01-01T00:00:00ZTítulo: Uma visão dos corpos negros a partir de textos multimodais em um livro do PNLD 2024
Autor(es): Sousa, Clauber Nascimento de
Abstract: This research aims to analyze the imagetic representation of Black people in the textbook
(hereafter, TB) Joy Starter, designed for the 9th grade of Elementary School, based on critical
studies of raciality, multimodality theory, and the foundations of an antiracist pedagogical
practice. The analyzed TB is part of the English Language curriculum component, selected by
the National Textbook and Teaching Material Program (PNLD) for the 2024–2027 cycle, and
is used in some schools within the municipal public education system of Fortaleza. It is worth
noting that this study materializes a partnership resulting from academic entry into graduate
studies, based on an agreement between the Federal University of Ceará (UFC) and the
Municipal Department of Education of Fortaleza (SME). In this way, teaching practice is
problematized, as proposed by Tardiff (2014). Consequently, this is a socially referenced
research that seeks to unveil racist practices present in multimodal school texts, grounded in a
critical (Pennycook, 2006) and undisciplined (Moita Lopes, 2006) applied linguistics. This
research is relevant because it addresses an urgent issue, particularly in the Brazilian
hypermodern context. Furthermore, the study also adopts an intersectional perspective, drawing
on the concept of becoming-Black in the world (Mbembe, 2013), which problematizes other
forms of exclusion, advancing a research vision that interconnects racism and other prejudices
against minoritized groups. To support the study, we articulate theories that discuss racism and
multimodality, promoting epistemological justice. In this study, we engage with the ideas of
Black scholars who hold a place of enunciation and make significant contributions to the debate
on racism and other exclusions, such as Araújo (2024, 2025), Bento (2022), Fanon (2008),
Gonzalez (2020), hooks (1992), Mbembe (2018), and Nascimento (2019), among others. This
effort seeks to break with the traditional canon and bring voices from the Global South, thus
making a decolonial move, in line with Quijano (2007). Methodologically, the qualitative and
bibliographic research on the images in the TB was conducted based on the theories of Kress
and Van Leeuwen (2006), which address multimodality. Our investigations were
interconnected with critical studies of raciality, which address racism and visual literacy,
providing powerful tools for confronting the corpus. The results revealed that the analyzed texts
were not neutral. Although the TB in question plays a significant role by incorporating
representations of Blackness in almost all units, the analysis uncovered several forms of
prejudice, as all the texts analyzed placed Black people in subordinate roles. This demonstrates
that the multimodal texts analyzed are part of a discursive and historical articulation that
positions Black people in disadvantaged places. Such findings reinforce the need to establish a
new era and reflect on the implications of these analyses for a more antiracist and inclusive
practice of foreign language teaching, while also bringing to the debate the sensitive issue of
racism and other exclusions.
Tipo: Dissertação2025-01-01T00:00:00Z