http://repositorio.ufc.br/handle/riufc/23837 2026-06-20T13:47:02Z http://repositorio.ufc.br/handle/riufc/86647 Título: Da tradução como invenção: a transcriação em Poetamenos, de Augusto de Campos Autor(es): Frota, Djavam Damasceno da Tipo: Tese 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86462 Título: 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: Tese 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85988 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 http://repositorio.ufc.br/handle/riufc/85591 Título: Transferência conceitual em tarefas escritas de falantes de português e de inglês como LM e LE Autor(es): Souza, Eveline Tomaz Abstract: This dissertation investigates the phenomenon of Conceptual Transfer by speakers of Portuguese and English as first language (L1) and foreign language (FL), within the framework of Cognitive Linguistics and contemporary studies on Bilingualism. Assuming that linguistic systems in the bilingual mind do not operate independently (Cook, 2016), the study examines how conceptual categories from one language influence thought organization in another. Grounded in discussions of cross-linguistic influence (Odlin, 1989) and particularly in the conceptual transfer framework developed by Jarvis and Pavlenko (2010, 2014), the research explores how languages shape conceptual domains and semantic categorization, also drawing on debates related to a weak version of linguistic relativity (Sapir, 2008; Pederson, 2007). The main objective is to identify and analyze traces of Conceptual Transfer in written tasks in Portuguese and English produced by Brazilian learners of English and foreign learners of Portuguese. The analysis focuses on both lexical and grammatical concepts, specifically within the domains of object, emotions, person, gender, number, time, space, and motion, as discussed by Pavlenko (2014). The research adopts a quantitative approach, based on statistical analyses. Data were collected through multiple-choice tasks, open-ended questions, proficiency tests, and a background questionnaire. Statistical analysis and cognitive-based interpretation were conducted based on models of conceptual domains, cognitive frameworks, and theories of linguistic and conceptual transfer. The findings reveal that Conceptual Transfer is a frequent and systematic phenomenon in bilingual written production, occurring both from L1 to FL and from FL to L1. A higher incidence of transfer was found in the domains of time, motion, gender, and number, reflecting typological and conceptual differences between Portuguese and English. The results also indicate that transfer should not be viewed solely as negative interference, but rather as a cognitive strategy that supports meaning construction in bilingual contexts. The study concludes that Conceptual Transfer is a central feature of bilingual cognition, demonstrating that languages shape, reorganize, and expand speakers’ conceptual systems. This research contributes to a deeper understanding of the relationship between language and thought and provides theoretical and methodological insights for future studies in Psycholinguistics and Second Language Acquisition. Tipo: Tese 2026-01-01T00:00:00Z