Brazilian Language Research Articles

Rupi Kaur: Women’s Writing Tradition in Translation

This paper will present a brief background of the author, Rupi Kaur, and her artistic work, focusing in her poetry. The book approached is Honey and Milk, and it will be analysed though the feminist criticism theory of Elaine Showalter in order to discuss the poetry of Kaur in the context of the third phase of women’s writing. To achieve that, this paper will discuss some selected poetry and some details about the translation of the book to the Portuguese Brazilian language and the rewriting entailed in the process of translation.

A relação semiótica entre a linguagem cartográfica e a língua brasileira de sinais

Sabemos que a Cartografia Escolar é fundamental no ensino de Geografia, possibilitando aos seus iniciados a materialização de diversas informações físico-sociais sobre um território. Contudo, ela não deve ser considerada uma simples ferramenta de espacialização, pois transcende a simples organização de dados e assume uma linguagem própria, capaz de comunicar algo sem a necessidade do uso de línguas orais, como o português. É neste contexto que ela se assemelha a língua brasileira de sinais (Libras), sendo passível de estabelecer a comunicação e a democratização de suas informações por meio da leitura visual. Com isso, objetivamos discutir a relação semiótica entre a Libras e a Cartografia e apresentar a versatilidade da linguagem cartográfica na comunicação de informações a alunos surdos, para assim contribuir com as estratégias de inclusão no ensino escolar. Para tanto, a metodologia utilizada consistiu na aplicação de uma oficina de alfabetização cartográfica em uma escola de educação especial em Santa Maria, RS/Brasil, onde pudemos trabalhar a leitura e interpretação das informações apresentadas nos mapas com os alunos surdos. Os resultados mostraram respostas positivas à premissa inicial de que a linguagem cartográfica é facilmente compreendida por alunos surdos, possibilitando de forma significativa a alfabetização cartográfica e, consequentemente, a compreensão dos conteúdos geográficos.

Translation and validation of the Moral Foundations Vignettes (MFVs) for the Portuguese language in a Brazilian sample

AbstractThe Moral Foundations Vignettes (MFVs) – a recently developed set of brief scenarios depicting violations of various moral foundations – enables investigators to directly examine differences in moral judgments about different topics. In the present study, we adapt the MFV instrument for use in the Portuguese language. To this end, the following steps were performed: 1) Translation of the MFV instrument from English to Portuguese language in Brazil; 2) Synthesis of translated versions; 3) Evaluation of the synthesis by expert judges; 4) Evaluation of the MFV instrument by university students from Sao Paulo City; 5) Back translation; and lastly, 6) Validation study, which used a sample of 494 (385f) university students from Sao Paulo city and a set of 68 vignettes, subdivided into seven factors. Exploratory analyses show that the relationships between the moral foundations and political ideology are similar to those found in previous studies, but the severity of moral judgment on individualizing foundations tended to be significantly higher in the Sao Paulo sample, compared to a sample from the USA. Overall, the present study provides a Portuguese version of the MFV that performs similarly to the original English version, enabling a broader examination of how the moral foundations operate.

BASE NACIONAL COMUM CURRICULAR E A HEGEMONIA DA LÍNGUA INGLESA COMO LÍNGUA ESTRANGEIRA: A SOCIEDADE CIVIL COMO INTERVENTORA

This article aims to discuss through a documentary research the hegemony of the English language without a formative itinerary in the Base Nacional Comum Curricular (BNCC) and with the contribution of the All for Education Movement in this process as a private movement belonging to civil society. The discussion is based on Gramsci’s (2000, 2001) concept of an Expanded State. In this context, it is considered pertinent to organize ourselves in a counter-hegemonic movement towards other foreign and Brazilian languages that are also included in the curriculum according to social needs and also to comply with the laws in force.

Female Empowerment in Hospital Management

The reality of gender inequality causes the persistence of segregationist and unequal patterns. In the hospital environment, the management of these sectors performed by women occurs in the same segregation relationship. Thus, the present study aimed to demonstrate the process of female hospital management, as well as the importance of women's empowerment in this environment. Integrative review with selection of 04 articles from the last 10 years in the Brazilian language. The Lilacs, Google academic and Scielo databases were used to select them. Allied to these factors, the keywords that addressed the themes contained in the study were: Hospital management; Empowerment; Gender inequality; Woman in hospital management. The present study concluded, in addition, that it is necessary to increase the number of women in the hospital environment in Brazil, for their inclusion, breaking paradigms and further strengthening women's struggle for their place and recognition in the job market.

A questão da língua brasileira e o despontar do linguista Gladstone Chaves de Μelo

Este trabalho, inserido no âmbito da Historiografia Linguística, visa a relacionar a questão da língua brasileira com o contexto histórico-epistemológico em que se inicia a produção metalinguística de Gladstone Chaves de Melo. A fundamentação teórica tem como base a noção de horizonte de retrospecção, estabelecida por Auroux (2006), e, sempre que o material de estudo o permite, faz-se uso da noção de formação discursiva, elaborada por Foucault (1969). Comprova-se que Chaves de Μelo aderiu ao clima de opinião vigente em seu tempo e se opôs à ideia de “língua brasileira”. Conclui-se que Μelo dedicou-se a conservar os laços linguísticos entre Brasil e Portugal, porque identificava nesses vínculos a norma exemplar.

Análise de discurso

Pensar e compreender o discurso pedagógico no processo histórico e político mais amplo da escolarização do português no Brasil, em diferentes conjunturas, em que uma memória histórica estruturada pela escravidão continua funcionando, tem sido nosso objeto de estudo. Neste artigo, visamos analisar duas noções – “texto” e “linguagens”-, introduzidas nos anos 1960/1970 nas práticas escolares, através de políticas públicas e de sua didatização, sob a ideologia da comunicação, marcadas pela dominância do tecnicismo, do pragmatismo e do funcionalismo, sustentados, por sua vez, pelo empiricismo, pelo positivismo, na instrumentalização da(s) língua(s) do Brasil, pressupostos em certas teorias. Objetivamos, neste percurso, fazer uma leitura discursiva, da perspectiva materialista, das formas de subjetivação em seus desdobramentos, que indique caminhos a serem explorados se queremos construir a sempre adiada escola republicana de qualidade como direito de todos os brasileiros em que o ensino do português como língua nacional não silencie a diversidade individual e coletiva.

The portuguese language in Brazil: multiple peoples, multiple forms

This paper looks at the role of African, Amerindian, and Portuguese peoples in shaping and spreading the Portuguese language in Brazil from an interdisciplinary approach. Drawing from secondary and primary sources – such as Antônio da Costa Peixoto’s New Book of the Mina General Language (1741) and Friar Cannecattim’s Dictionary of the Bunda or Angolan Language (1804) – it explores the interplay between language, power, and identity to historicise the process by which Portuguese became the primary language in Brazil, despite its multilingual landscape. In doing so, it challenges the idea that the spread of Portuguese and language shift was always a conscious product of the Portuguese Crown and a result of open violent imposition. On the contrary, the spread and consolidation of Portuguese deeply depended on the missionaries, the population, and symbolic colonial practices. Additionally, the fact that Portuguese prevailed as the main language spoken in Brazil has not precluded it from being profoundly intertwined with Amerindian and African languages. Such languages formed a multilingual society, being largely responsible for the differentiation between European and Brazilian Portuguese.

Falando nos palcos como nas ruas

Do ponto de vista da linguagem, o teatro de Nelson Rodrigues se realiza como a culminância de um processo histórico de apropriação da linguagem brasileira pela literatura. Em vários momentos, houve tentativas de abrasileiramento da linguagem por nossos escritores, tendo as elaborações críticas de José de Alencar e Mário de Andrade marcado essa discussão nos contextos do Romantismo e do Modernismo. Este artigo mostra como o dramaturgo brasileiro, no contexto da modernização do teatro no Brasil e seus desdobramentos, promoveu uma revolução na linguagem falada nos palcos, realizando ainda aquela que talvez seja a mais completa recriação plástica da prosódia brasileira em nossa literatura.

Coordenação pedagógica: caminhando junto com a diversidade

Este trabalho tem como objetivo relatar a experiência vivenciada durante o estágio extracurricular, em atividades na Coordenação Pedagógica, realizado numa instituição pública de ensino, da cidade de Natal/RN, com estudantes surdos do Ensino Médio. Caracteriza-se como um estudo descritivo, entre março de 2018 até o fim do primeiro semestre de 2019. Para a comunicação com os alunos surdos foi utilizada a Língua Brasileira de Sinais - LIBRAS, reconhecida como a segunda língua oficial do Brasil pela lei Nº 10.436, de 24 de abril de 2002. Estudos envolvendo deficiências sensoriais podem indicar de forma mais clara as necessidades de aprendizagem e o uso de recursos ou suportes necessários ao atendimento aos alunos surdos. Dessa forma, entende-se que por mais que seja perceptível a necessidade de outras ações para uma aprendizagem significativa desses sujeitos, observa-se que há um despreparo na formação inicial/continuada daqueles que compõem a instituição de ensino (desde as pessoas que trabalham na portaria até os professores), no que se refere à procura por soluções emergenciais, após essa nova demanda instalada na escola. As atividades desenvolvidas no estágio contribuíram para a construção e o aprimoramento do meu olhar sobre a Educação numa perspectiva inclusiva, e sobre a importância da formação continuada de forma crítica e emancipatória. Também permitiram a articulação dos saberes em Educação com o cotidiano dos sujeitos envolvidos, além da reflexão acerca da importância de se sentir incluído para além dos muros da sala de aula.

Validação cultural da escala PCQ24 para o idioma Português-Br

The PCQ24 instrument is used to measure the psychological capital (Psycap) of individuals in organizations, however there is differentiation between cultures. Thus, it is necessary to adapt to the particularities of the country to which it is applied. Therefore, the article aims to validate the PCQ24 scale for the Brazilian language using a cultural validation methodology proposed by Beaton, Bombardier, Guillemin and Ferraz (2007) and an exploratory factorial analysis (EFA) to obtain the grouping of statistically relevant items which measure the latent constructs that form Psycap. The final version of the instrument showed discrepancy among the present studies, containing 19 items, none reversal question and five constructs. The purpose is to assist future quantitative research on the subject, building a scale that represents the needs of the Brazilian socioculture and linguistic, as well as assisting the manager in the development and monitoring of the level of psychological capital in individuals within an organization.

Phonemic awareness in an oral German-origin Brazilian language: a study of Hunsrückisch and German bilinguals

Phonemic awareness is the ability to notice and manipulate language sounds in their base form (phonemes). It is associated with emerging literacy skills and predictive of skilled reading. The aim of the present study was to investigate phonemic awareness in German and its association with speaking a German-origin, but predominantly unwritten language. We investigated speakers of Hunsrückisch, a Brazilian minority language predominantly used in its spoken form. Participants were literate Brazilian Portuguese speakers who spoke Hunsrückisch and German or Hunsrückisch only. The results show faster, more accurate performance in the phonemic awareness task among participants who spoke Hunsrückisch and German, relative to those who spoke Hunsrückisch only. Participants who spoke Hunsrückisch only were able to perform the phonemic awareness tasks but having learned to read and write in German allowed for faster, more accurate performance, especially in relation to pseudowords.

Complex illocutive units in language into act theory

This work presents a preliminary analysis for a prosodic description of two different spoken structures in spoken language within the theoretical framework of the Language into Act Theory (L-AcT): (i) chains of two or more Bound Comments (COB) that do not form a compositional informative and prosodic unit; (ii) compositional Information Units formed by two or more Multiple Comments (CMM) of the List type, linked together by a conventional prosodic model that implements a specific meta-illocutive structure . The goal of this study is to underline specific features of the COB units and the List-type CMM units, detecting prosodic properties of Italian and Brazilian Portuguese spoken language. Through a specific script for Praat software, different parameters are automatically calculated: f0 reset, slope and variation rate, pause duration, spectral emphasis. Our results highlighted a common prosodic behavior in COB-units in terms of f0 movement (rising in the stressed syllable before the break and falling in the unstressed one just before the break), and high similarity between the two COBs and Lists, but also the need to distinguish the effects connected to the position of the stress from the specific features of the unit as detectable Textual Unit.

Brazilian Language Sciences: Discourse Theories

In this paper, we discuss the positive heuristic potential of two Brazilian discourse theories: the first one is Semiotics of the song, by the Brazilian researcher Luiz Tatit; the second one is the Theory of basic stereotypes and opposed stereotypes, by the Brazilian researcher Sírio Possenti. The first theory, on one hand, is based on the preparation of a complete concept for a systematic study of Brazilian songs considering the meeting of melody and lyrics. The Semiotics of the Song Theory presents an isotopic analysis of elements of content and expression, in which melody and lyrics are taken as equivalent structural elements. The researcher Tatit, in his studies, relates aspects of expression to aspects of content in various Brazilian popular songs. He comprehends that Brazilian songs may be assigned to three major types: thematized, passionalized and figuretivized.

Como falam os personagens de Nelson Rodrigues

Do ponto de vista da linguagem, o teatro de Nelson Rodrigues se realiza como a culminância de um processo histórico de apropriação da linguagem brasileira pela literatura. Em vários momentos, houve tentativas de abrasileiramento da linguagem por nossos escritores, tendo as elaborações críticas de José de Alencar e Mário de Andrade marcado essa discussão nos contextos do Romantismo e do Modernismo. Este artigo objetiva mostrar, através de um levantamento extensivo e uma amostragem significativa, como o dramaturgo brasileiro, no contexto da modernização do teatro no Brasil e seus desdobramentos, promoveu uma revolução na linguagem falada nos palcos, realizando ainda aquela que talvez seja a mais completa recriação plástica da prosódia brasileira em nossa literatura, como o levantamento e a amostragem mostrarão.

Impactos sociais dos novos fluxos migratórios e políticas linguísticas no Brasil: o ensino de português como língua de acolhimento (PLAc)

In this paper, we consider the teaching of Portuguese as a Welcoming Language in Brazil – which is represented by the initial “PLAc” - as a way of producing agency for the conquest of rights to forced immigrants. Our motivation to undertake this discussion is given by the fact that the teaching of PLAc is recently debated in the public and academic spheres, consequently, it is necessary to start new researches to develop this linguistic field, taking into account the discussion about linguistic policies that overlap the horizontalities and verticalities. Moreover, throughout our research, we are faced with the lack of theoretical and didactic materials - for teachers and students - that deal with PLAC teaching from the perspective of reterritorialization and agentivity. How to elaborate welcoming teaching avoiding the reproduction of excluding models that separate the immigrant student from the Brazilian teacher? Does the PLAc constitute a diminutive or additive language teaching while it is the language of new living space for migrant people? In view of the state of the art of the researches and assertions so far proposed, we reflect in what way the PLAc focuses on the policies for refugee immigrants in Brazil, besides discussing the nomenclatures “immigrant” and “refugee”.

Brazilian songs in a French university: classroom practices from the perspective of literomusical literacy

This study aims to discuss the planning of Portuguese as an additional language course that uses the song as a guiding instrument for the classes. The research involved intermediate level students of a University Diploma of Brazilian Portuguese, a short course offered in the research institution in order to offer a deeper study of Brazilian language and culture for academic and professional purposes. Based on semistructured questionnaires, students’ profiles for learning the Portuguese language in the Brazilian variant, a profile was built to design the lessons. From the perspective of literomusical literacy (Coelho de Souza, 2014) we reflected on the use of musical genres in the Portuguese as an additional language classroom in order to explore the linguistic, cultural and socio-historical aspects of the song, in order to provide students an amplified view of language and Brazilian culture.

Can the Use of English as a Medium of Instruction Promote a More Inclusive and Equitable Higher Education in Brazil?

In this paper, we present the status quo and challenges regarding the use of additional languages as a medium of instruction in Brazilian higher education. We begin by contextualizing the importance of the process of internationalization at home (IaH) and additional languages in higher education. Next, the teaching of additional languages in Brazil, which has been until very recently relegated to the private sector and accessible only to an elite, is introduced. We then provide an overview of the present state of affairs of English as a Medium of Instruction (EMI) in the country, which is still in its infancy. We move on to describe different ways in which language and content can be integrated in higher education, as well as how EMI can be introduced in disciplinary courses. We finish concluding that EMI can maximize the learning of academic English by Brazilian students and content instructors, as well as encourage a more international higher education and balanced academic mobility by allowing foreign students to study in Brazil while preserving and even increasing the international interest in the Portuguese language. In a country located in the periphery of knowledge production and dissemination, we understand that the adoption of EMI can potentially foster the inclusion of more Brazilians in the global academic and research scenario. It gives them access to the knowledge produced internationally and, at the same time, enables the research produced in the country to be disseminated globally.

Aspectos dos ideofones do Kamaiurá

Ideofones em línguas indígenas brasileiras têm sido tema pouco explorado nos estudos linguísticos. Kamaiurá (2015) identificou em um único relato, proferido por Kayani Kamayurá sobre a origem do Kwarýp, 50 ideofones. Neste artigo, aprofundamos a análise dos ideofones encontrados no relato de Kayani Kamayurá, dividindo-os em dois conjuntos semânticos principais: (a) ideofones imitativos ou onomatopeicos e (b) ideofones que expressam simbolismo sonoro sinestésico, inspirados em Kaufman (1994:66). Além da análise semântica de ideofones em Kamayurá, apresentamos observações sobre suas respectivas formas fonológicas e morfológicas, e sobre as combinações de ideofones em enunciados.

Actitudes y competencias docentes en profesores de español de los Institutos Federais (Brasil) en relación con las variedades de la lengua

<p>With the intention of studying the reality of the teaching of Spanish as a foreign language in Brazil and its different varieties, 25 teachers who work at the Institutos Federais from the states of Rio Grande do Norte and Roraima have answered a thorough questionnaire. Thanks to their answers we can, both generally speaking and as teachers, define their sociolinguistic profiles in relation to their training, prejudices, beliefs and attitudes towards variation and varieties within the Spanish language. After analyzing all the collected information, we have come to observed a complex landscape of training deficits, sensitivities, attitudes, teaching approaches and needs that make necessary a profound reflection and the consequent involvement of the academic authorities at issue, as well as the cooperation of other actors involved in the realm of Spanish-FL.</p>