DSpace Coleção:http://repositorio.ufc.br/handle/riufc/238372026-08-09T03:46:02Z2026-08-09T03:46:02ZIntersubjetividade (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: Tese2026-01-01T00:00:00ZDa 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: Tese2026-01-01T00:00:00ZSinestesias linguísticas: evidências empíricas e modelagens teóricasSouza, Brenda Késsia Arruda dehttp://repositorio.ufc.br/handle/riufc/864622026-05-25T18:33:11Z2026-01-01T00:00:00ZTítulo: Sinestesias linguísticas: evidências empíricas e modelagens teóricas
Autor(es): Souza, Brenda Késsia Arruda de
Abstract: This thesis presents an investigation in experimental psycholinguistics into the relationships
between synesthesia, language, and learning. Synesthesia is defined as a non-pathological
neurological condition characterized by automatic associations between inducing stimuli
(such as letters and sounds) and concurrent experiences (such as colors and tastes) (Simner et
al., 2007). Although conceptual research on synesthesia has expanded in recent years, studies
examining this phenomenon from the perspective of learning remain limited. The main goal
of this thesis is to identify experimental evidence of the effects of synesthesia on linguistic
production and, on this basis, to propose theoretical and methodological articulations between
synesthesia, learning, and language, grounded in theories of learning, development, and
lexical access (Watson et al., 2014; Vygotsky, 1991; Huth et al., 2016) and in empirical studies
that induce synesthetic experiences in non-synesthetic individuals (e.g., Andreev,
Moskvoretsky, Gorin, & Zinchenko, 2023; Sasaki & Watanabe, 2024). To this end, the
research was organized into four axes: (i) original analyses of data from synesthetes and
non-synesthetes collected by Souza (2020), including semantic recall tests and standardized
questionnaires; (ii) a study on color-vowel pairings in non-synesthetes, based on exploratory
analyses of the Synesthesia Battery and a new experiment conducted for this thesis; (iii) a
study on Lexical Complexity, involving the exploration of textual productions by synesthetes
and the proposal and empirical investigation of the concept of Lexical Complexity (CL),
through an experiment conducted in this thesis comparing synesthetes and non-synesthetes in
image description tasks; and (iv) the proposal of theoretical models addressing synesthesia
and learning. The combined results indicate that synesthetes tend to assign a greater number
of colors to abstract words than to concrete words; that individuals without synesthesia do not
exhibit consistent vowel–color associations, with the exception of the vowel A, which is
frequently associated with the color red; and that synesthesia may modulate specific linguistic
dimensions of Lexical Complexity. Overall, these findings support the hypothesis that
multisensory experiences inspired by synesthesia can facilitate the teaching and learning of
complex content.
Tipo: Tese2026-01-01T00:00:00ZAnálise semiolinguística de tecnodiscursos humorísticos sobre professores em teatro de improvisoTavares, Fabíola Nuneshttp://repositorio.ufc.br/handle/riufc/859882026-04-24T11:46:07Z2026-01-01T00:00:00ZTítulo: 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
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study advances research on humor and Semiolinguistics by integrating discourse, technology,
and social imaginaries in the analysis of the humorous phenomenon.
Tipo: Tese2026-01-01T00:00:00Z