The main aim of the National High School Examination (ENEM) is to assess student performance at the end of basic schooling, although it also covers a number of other functions, such as guiding the high school curriculum. In the light of the development of the organisation of Brazilian education, the exam is based on documents such as the 1988 Federal Constitution, the Education Guidelines and Bases Law (1996) and the National Common Curriculum Base (2018). Due to the significance of the exam, the importance of which goes beyond academic discussions, the debate about whether Portuguese language teaching provides for the development of the Competences and Skills set out in the exam's Reference Matrix and, even more so, whether they actually materialise in the test, is gaining relevance. If we consider that linguistic meanings are not categorically organised because they emerge from interaction, understanding language as a social practice implies understanding it as a historically situated action, which is socially constructed and builds social identities, social relationships and systems for recognising beliefs (Resende and Ramalho, 2005). Assuming that education is constituted as a social practice (Fairclough, 2001), since it produces, reflects and is reflected by various discourses, which manipulate and are manipulated by networks of power, it is possible to recognise the relevance of the ENEM Language test in covering themes that go beyond traditional linguistic knowledge. Knowing that the construction of meanings is dialogical and that every sign is ideological, we discuss the reciprocal negotiation of others' alterity, an aspect that, when related to the (re)construction of a collective social imaginary about the representation of women in a large-scale assessment, deserves attention. For this reason, the general aim of this essay is to analyse the presence of hegemonic metapragmatics in the ENEM Languages, Codes and their Technologies test, which make up the Brazilian collective social imaginary, in relation to the representation of women in the assessment, in order to give visibility to possible linguistic-discursive violence. To this end, as a theoretical framework, we use Text Linguistics, with a socio-cognitive and socio-interactional approach, based on Koch (2015), Marcuschi (2015), Bazerman (2011), Cavalcante (2019) and Van Dijk (2012), in dialogue with the Pragmatics of Pinto (2019), Dias (2019) and Signorini (2008), in addition to aligning ourselves with Feminist, Decolonial (Fanon, 2010; Santos, 2002), Educational (Hooks, 2019) and Discursive (Thompson, 2011; Fairclough, 2003, 2006; Van Leeuwen, 1997) contributions. As a method, this qualitative research used Critical Discourse Analysis (Fairclough, 2001; Resende and Ramalho, 2009; Bessa; Sato, 2018) and Documentary Analysis (Cellard, 2008; Alves et al., 2021; Kobashi, 1996), choosing the 2009 to 2022 ENEM Language tests as the corpus, as well as the BNCC documents and the Languages test Reference Matrix. After filtering, the inclusion criteria were literature questions whose motivating texts present realistic stylistic aspects, due to the engaged aspect of this artistic movement. The results showed that the main theme of the questions analysed was the family, as well as giving rise to metapragmatics typical of a historically constructed patriarchal culture. We expect to suggest possible pedagogical approaches that can give visibility to the metapragmatics that result from a critical reading of the text (and authorship), the command/enunciation and the items/answer together, in order to build Portuguese language learning that is conducive to overcoming asymmetrical power relations and developing the student's critical awareness.

All spheres of human activity are related to the use of language through (oral and written) utterances, this is Bakhtin's perspective (1997), from which we analyze records - which, for the purposes of this study, we call notebook - produced in textile workshops of São Paulo that employ Bolivian migrants. The objectives of the investigation are, from the examination of stable elements that make up the notebook genre, to interpret the context of slave-like work conditions, a situation in which the analyzed genre was produced, and to highlight specificities of this social sphere. Investigating discourse under the Bakhtinian conception of gender implies dealing with relatively stable types of utterances, identifying, in the verbal and extraverbal contexts, their constitutive aspects, which are situational, historical and ideological. The choice of this perspective is explained by the main properties attributed to the utterance. According to Bakhtin (1997), the utterance is capable of materializing specific aspects of the enunciative situation and, at the same time, socio-discursive elements stabilized throughout its history; to recognize the space of the other in the dynamics of discourse, in which multiple voices intertwine, constituting the genre itself and, above all, to highlight specificities of the social spheres in which it is produced. Following this direction, we analyzed the notebook genre, based on the study (a) of its production conditions – recording data on workers, production, financial control and work organization, (b) the field of human activity in which this genre is produced – labor activity in sewing workshops in which migrants are subjected to working conditions analogous to slavery – and (c) the possible social roles of participants in this field of activity – manager, employees, textile and clothing production, etc. This research was undertaken from a qualitative perspective (FLICK, 2009) of investigation, which means that the analysis of the data is not intended to be impartial or free from social, cultural or political trends and also that the changes through which the research (and the researcher) passes are assumed as part of the study and, therefore, are documented, organized and, to some extent, analyzed.

This research addresses linguistic variation at “Fazenda Maiadinha”, more specifically in the “Kalunga Vão do Moleque” Community, located in Cavalcante, Goiás. The objective is to investigate how the linguistic variation of these residents affects their integration into society when they leave the community, facing various challenges. The motivation for this study lies in the appreciation of linguistic diversity and the search for ways to overcome the difficulties faced by students from the Kalunga Quilombola Community of Vão do Moleque, as well as other communities of traditional peoples who face challenges related to linguistic variation. The methodological approach is qualitative, ethnographic and autoethnographic, using the analysis of personal experience to understand culture. The research is based on the works of Bortoni-Ricardo (2004) on education in mother tongue, Preti (1987) on sociolinguistics and levels of speech, Bortoni (2008) addressing types and methods of research, Street (2014) exploring Social Literacy , in addition to the book "Educação Quilombola" (2021), among others. This research is crucial for traditional communities, especially the Kalunga Vão do Moleque Community, as it will provide reflections and analyzes on linguistic variations and their impact on the lives of the majority, often made invisible by the minority that occupies the top of the social hierarchy.

This thesis studied and analyzed discursive representations of clandestine abortions experienced by three Brazilian women between 2005 and 2022 and how the support networks to which these women resorted are presented in their narratives about their lived experience. Based on theoretical and methodological references from Critical Discourse Studies (Vieira 2020; Resende 2017, 2020; Pardo, 2010; Pardo Abril, 2005, 2007; MAGALHÃES, 2017), Narrative Analysis (BASTOS & BIAR, 2015; BASTOS & SANTOS, 2013; SANTOS, 2013; GEORGAKOPOLOU, 2015), Black and Decolonial Feminisms (COLLINS, 2016; VERGÉS, [1952] 2021; GONZALES, [1980] 2018; Carneiro, 2005), Oxunism (OYĚWÙMÍ, 2016; 2020; NZEGWU, 2011) and Reproductive Justice (GOES, 2019; ROSS, 2007, 2011), this research presents an intersectional explanatory critique of how language, through the discursive representations of women who have undergone voluntary abortions, unveils the broader Brazilian political, gender, racial and social debate on the criminalization of abortion. For the purposes of this research, women's perceptions of their choice to terminate a pregnancy in a context of criminalization are fundamental. Secondly, some aspects of the construction of sociocultural meanings are also relevant in the production of these representations, such as how participants identify and evaluate the influence of support networks that accompanied them on their journey to have a clandestine abortion. As is the case, the study of these itineraries elucidates the intersections of oppression to which women are subjected from the moment they discover they are pregnant, decide to terminate the pregnancy, until the abortion is carried out. Through critical discourse analysis of the participants' narratives, it was possible to identify the methods used to terminate their pregnancies, which support networks were built up or formed during this journey and, finally, how these networks may have influenced the way in which the experience of abortion is discursively represented by these women. The data analyzed in this thesis was generated through narrative interviews with the participants and some of their support networks between 2020 and 2023, as well as the researcher's field diary. Using the concepts of matripotency (OYEWUMI, 2016) and decolonial attitudes (FANON, 1952; 1961; MALDONADO-TORRES, 2020), this research observed how women in a context of criminalization, targeted by state necropolitics that unequally affect black bodies based on their reproductive possibilities, can resort to an abortion as a response to their own and their community's physical and subjective survival. In this way, this study contributes to the discussion on the decriminalization of abortion in Brazil by focusing on the narratives of women who have terminated pregnancies and by proposing an analysis using theoretical bases outside the Western hegemonic axis that understands these women as social actors engaged in attitudes of social and political change, as well as the issue of abortion as a public health problem with social dimensions, even though the current scenario holds people who may become pregnant individually responsible.

The object of study of this work is the periphrastic construction ji- of the Korean language used with intransitive verbs. The main questions that guided this research are related to the fact that not all intransitive verbs in the language can occur in these constructions. The analysis of the periphrastic construction ji- with intransitive verbs was carried out from a functional-typological perspective, based mainly on the works of Givón (2001), Levin (1993), Siewierska (2013), among others. Data was taken from the corpus catalog of Korean verbs available in the Valency Patterns Leipzig (ValPaL) database (HARTMANN et al., 2013), from the online dictionary of the Korean language, National Institute of Korean Language, and from texts (produced spontaneous-ly) from websites, mostly from personal blogs. The periphrastic construction ji- with intransitive verbs found in these texts was subjected to the following analytical procedures: (i) classification of intransitive verbs according to their respective semantic types and identification of the semantic roles of the arguments of these verbs; (ii) analysis and description of the morphosyntactic, semantic, and pragmatic features present in the periphrastic construction ji-. This research revealed that the periphrastic construction ji- with intransitive verbs can encode spontaneity/potentiality and imperson-ality. This last property is characteristic of non-prototypical passives.

This research deals with a critical look at the social problem of writing within schools, anchored in the studies of the research group GECRIA – Critical Education and Creative Authorial Writing, to which I am linked as a researcher and with critical discourse studies. As a social context, I dialogue with studies of a critical bias on Education, Pedagogy, Curriculum and Language. From a “schooled” writing, in the sense of the kidnapping of education by the colonial interests that erase us, to the writing that writes us, I seek ways of understanding what is set and shortcuts that enlighten us about other ways of relating to writing in schools and other functions that go beyond those used to decipher the codes established by the colonizing rancid that dictates what, how and why to write. The interest in the subject arises from an (auto)ethnographic look at the identity changes experienced by me and from the perception of the changes in paradigms around writing, unveiled in the discursive practices of the participants of experiences in our writing communities and mainly in fieldwork with high school students. The general objective of the research was to understand the social practices of creative authorial writing in a public high school, focusing on the discursive processes of creative authorship of texts in the context of the implementation of the New High School. The results reveal causal powers in the writings that arise from the contact with the pedagogical and methodological proposals of the GECRIA group that seek to unblock and approach writing through three gestures, namely, impulse (unblocking), intuition (linguistic and stylistic awareness) and the pulse (creativity / flow of writing), and the relationships that arise from these practices. In this sense, I seek the active participation/collaboration of teachers and students, privileging their writings and dialogues in this path.

This research consists of an ethnoterminological study of the Guajajara language in an urban context, culminating in a terminographic proposal, specifically a glossary proposal to be used by indigenous students of basic education, coming from the Tekohaw village. The researched languages are Brazilian Portuguese and Guajajara (Tenetehara group, Tupí-Guaraní family), both languages present in the region of the Distrito Federal - DF. The terminology in portuguese that is shown in the research is part of teaching materials and biology classes in the high school segment, in a public school in the DF, where there are Guajajara students. We adopted the perspective of the Communicative Theory of Terminology (TCT) because our investigation was based on the communicative aspects of the terms to the detriment of intentions aimed at terminological normalization. Due to its proximity to cognitive theories, we also adopted the assumptions of the Sociocognitive Theory of Terminology. Another theoretical support is Ethnoterminology, which follows the ideals of Ethnolinguistics and Ecolinguistics and has ethnoterms as its object of study. Ethnoterminology is a theoretical-methodological proposal that argues that indigenous languages have terminologies that can be studied. We also added to our theoretical framework the notion of intercultural competence. We framed our study in a qualitative methodological perspective, which guided us in the investigation of biology terminologies at school, both in Portuguese and in Guajajara. In order to get to know Guajajara terminology, we started from the perspectives of Guajajara indigenous collaborators through ethnoterminological workshops. This method brings together a group of indigenous collaborators in order to participate and assist in the generation of data, and, in addition, to discuss each term, as well as its suitability. Among the various methods of qualitative research, we also used methods recommended by Ethnography. The corpus was composed of: 1. Terms present in the textbooks of the chosen school subject, used in the school where the Guajajara study; 2. terms in the Guajajara language corresponding to the terms in Portuguese, which was generated in terminological workshops with the Guajajara and also collected in academic publications on the language.

This present dissertation is part of the research line 'Lexicon and Terminology' of the Graduate Program in Linguistics - PPGL at the University of Brasília - UnB, where we present a proposal for building a glossary consisting of term-signs from the field of Physiotherapy, in Brazilian Sign Language (Libras). Our objective is to organize a specific set of terms from the field of physiotherapy, seeking data and records of terms used by Deaf faculty, Deaf students, and Deaf professionals. The term-signs used in physiotherapy from different regions of Brazil, as well as those found in sign language dictionaries in the field of health and physiotherapy, will be researched and recorded in the glossary. Therefore, our overall goal is to build a corpus of term-signs from the field of physiotherapy in circulation in Brazil, analyze them, and organize them into a glossary specific to this specialized area, physiotherapy. As a theoretical and methodological basis for studying, understanding, and elaborating the glossary, I will follow the studies of Faulstich (1995), Ferreira (2013), Castro Junior (2014), Tuxi (2017), Prometi (2020), and Biderman (2001), among other researchers and scholars. The adopted methodological procedures will be: a) selection of term-signs; b) group discussion within the research team regarding the concepts and definitions of the terms and the creation of term-signs; c) organization and video recording, as well as photographic registration, of the physiotherapy term-signs; d) validation of the term-signs by a team of Deaf professionals and Deaf students; e) organization of terminological records for the term-signs; f) compilation and publication of the Libras Glossary containing the term-signs related to the field of Physiotherapy. The terminological record template includes an image, concept, and term-sign from the field of physiotherapy, with the use of QR Code to provide access to video views of the term-signs on YouTube. We expect that the construction of this Libras glossary of term-signs in the specialty of Physiotherapy will contribute to linguistic studies in Libras, benefiting both Deaf and non-Deaf professionals working in the field, as well as Deaf and non-Deaf students, translators, and interpreters of Libras in training, and institutions in the healthcare sector.

In recent years, despite a greater diffusion and knowledge about Neonatal Palliative Care (NPC), there are still some problems during its practice, such as perspectives on curing/caring, myths, and challenges in the health system. Understanding the social environment in which NCP takes place provides possibilities to reflect on social practices and possible changes in this context. The main objective of this study is to investigate identity, interactional, discursive and sociomaterial aspects of the social practice of the NCP in a public hospital in the Federal District, in order to analyze the sociomaterial practices represented in the discourses of health professionals working in a Neonatology Intensive Care Unit (NICU). This is a study with a theoretical-methodological basis in Critical Discourse Analysis (CHOULIARAKI; FAIRCLOUGH, 1999; FAIRCLOUGH, 2003, 2016; MAGALHÃES, 2000; MAGALHÃES; MARTINS; RESENDE, 2017; VIEIRA; RESENDE, 2016; VIEIRA, 2019, 2022) and Practice-Based Studies (GHERARDI, 2011, 2012). The qualitative research of an ethnographic and documentary nature allowed us to reflect on the interactions and representations of health professionals, in the face of the ideologies involved in their social relationships, especially due to their active role in the activities of a neonatal unit of the public health network. It is observed that a limited vision of the concepts and practices of NCP can lead to the underutilization of care strategies in patients who could benefit from them, in earlier stages of the disease. The analysis points to power asymmetries related to the centralization of medical discourse and institutional rules, which can limit the participation and involvement of families in care practices. The need for a more inclusive approach in the NICU is highlighted, in which families are seen as partners in care and their perspectives and knowledge are valued.

This dissertation deals with the gradual features of Brazilian Portuguesa (BP) in school texts by students in the 6th to 9th grade of elementary school (6th to 9th grade) of a public school in Brasília, in the Federal District. The main objective is to give a panoramic view of the occurrence and grammatical levels of the gradual features that appear in the writing of estudents of elementary school II. This work is locatede in the field of Educational Sociolinguistics in interface with Variationist Sociolinguistics, bringing together the quantitative and qualitative parameters for data collection and treatment. The sample consists of 311 texts produced in the genres personal report, ficctional narrative and opinion text. Data analysis is based on Bortoni-Ricardo’s theory of the three continuuns: urbanization, oralidade letramento e monitoração estilística, using the quantitative support for identification of the types of gradual strokes, frequencies and percentages of their occurrences in the student’s texts. In the end, it was verified that commum gradual features in PB orality appear more frequently in the written modality, while others had low or no occurrence, which supports the conclusion that linguistic variation is not a exclusive reality of speech and that awareness and appreciation of the differente varieties of PB are fundamental for a culturally sensitive education that can promote the expansion fo student’s linguistic competence.

Psychological violence against women can be invisible and silent, it does not leave marks like physical violence, which makes it difficult to correctly identify, either by third parties or even by the victim herself. The typification of this criminal category is not yet widely recognized by police institutions, moreover, there is difficulty in producing evidence, focusing on witness testimony. Recognizing the difficulty faced by professionals who work on the front line, fighting psychological violence against women, and considering a hypothetical scenario, where all the victim has in her defense is the word, this study starts from the following question: how is psychological violence materialized in the victim's discourse? The general objective is to present linguistic analysis as an auxiliary tool for investigating psychological violence against women, in judicialization processes. Thus, one of the specific objectives is to analyze how potential victims represent themselves and the aggressors through language in real reports; and the other is based on understanding what these representations tell us, considering the participants as social actors, who through discourse act by being, doing or meaning the reality in which they are inserted. This is qualitative research. The data were obtained through the application of a questionnaire and a narrative interview on virtual platforms. For data analysis, we took as theoretical contribution the System of Transitivity of Systemic-Functional grammar and the Theory of Representation of Social Actors, by Van Leeuwen. The results indicated lexicon- grammatical categories that can track, conceal or exclude actors involved in the social practice represented by language. It was concluded that linguistic analysis proved to be an instrument with potential for investigating the construction of ideational and interpersonal meanings, to organize the flow of information and events, track the exclusion or concealment of actors involved in social practices represented by language.

This work aims to analyze how argumentation, as an attribute of the metageneric competence of the school dissertation, can be expanded in ENEM and PAStype texts, based on the experience of a didactic sequence, focused on the manifestation of sociocultural repertoire, by high school students. Along this path, my specific objectives are to investigate how high school students' contact with argumentative discourse genres contributes to the argumentative trajectories of their texts; how argumentation, as an attribute of the metageneric competence of the school essay, can be expanded, based on guidelines directly and indirectly related to the rewriting process; and what pedagogical actions can expand the argumentative trajectories in the school essay discursive genre, aimed at sensitizing students to the formation of a sociocultural repertoire. I base my research on the conceptions of discursive genres anchored in Bakhtin's (2010) sociohistorical and dialogical perspective; Miller's (2012) and Bazerman's (2011) sociorhetorical, socio-historical and sociocultural perspective; and Bronckart's (2003) interactionist and sociodiscursive perspective. I discuss the notion of metageneric competence, based mainly on Koch's proposition (2015a) and the reformulation by Albuquerque (2022); and I think about argumentation based on Aquino (2018) and Plantin (2002). The research approach is qualitative, ethnographic, which, in line with the sociointeractional approach, unveils the human factor involved in the production of analyzed texts and uses CDA as a methodology that promotes different levels of analysis within the text, based on Fairclough's (2001) three-dimensional model. This work promotes experiences with argumentative genres and the process of textual rewriting as the main research actions, made possible by a didactic sequence based on the proposal by Dolz et al. (2004). The conclusions of my research indicate that the construction of sociocultural repertoire as a constitutive element of argumentation in the school dissertation genre was properly explored in the corpus of the four essays in this research and that in the course of data generation it is possible to understand that the students reflect on their own (re)writing processes: from the initial production - through the modules - to the final production.

In this research I investigate the social and discursive processes of the presence of indigenous students at the University of Brasília-UnB with a focus on the critical view of language studies. I depart from theoretical and methodological assumptions of Critical Discourse Analysis, in dialogue with critical social science studies on decoloniality, associated with critical thinking on education as a practice of liberation. The thematic focus was on the discrepancy between the access policy for indigenous students to UnB (since 2004) and the effective policy of daily reception, with its gaps, aimed at the permanence of these students at the university. This doctoral research continues the research work started in the 2016 Master's, about our presence in this Institution, with the greater purpose of building, in a dialogic way, based on the exchange of knowledge, a policy of permanence and inclusion, in fact , based on respect for Brazilian indigenous diversity, registering identity marks added to the process of ethnic belonging, village x university and vice versa. To compose a relevant topic on the research agenda in Critical Discourse Analysis, I choose as a possible social and discursive problem, the difficulties experienced by indigenous students at the University. These difficulties may be related to the invisibility of this indigenous presence in undergraduate and graduate courses, in addition to the various forms of discrimination experienced in academic spaces, as observed in my master's research (Silva, 2017, 2021). In the path of improving knowledge and ways of transforming social practices, I experience a narrative-ethnographic and autoethnographic research (Etherington, 2004; Nicholas, 2018; Thomas, 1993), including identity and agency issues within the scope of discourse (Fairclough, 2003; Santos, 2010; Hall, 2005; Krenak, 2020; Kopenawa, 2015; Silva, 2017); I embrace reflexive and decolonial postures, with the purpose of having the foundation in the construction of dialogue, interaction, exchange of knowledge and resistance for the existence of the differentiated being (Dursel, 1994; Carvalho, 2001; Mignolo, 2006; Maldonato Torres, 2007; Santos, 2010, Walsh, 2015; Acosta, 2016; Gosfoguel, 2016). As a result, I highlight movements of discursive and social transformation, in the reflexive and action practices of several university subjects: indigenous students, non-indigenous students, teachers and administrators. By investigating identity conflicts related to the sphere of power, differences and exclusions, I was able to understand how these tensions and crises are constructed in the discursive path and how they can be overcome; I analyzed the implications and relations of the discourses with social practices and, mainly, I think I could contribute to this debate in terms of changing this social reality. I evidenced, in this qualitative research based on (auto)ethnographic criticism and documentation, that the interaction that takes place in the construction process of exchanging knowledge, ways of being and new forms of power that is experienced along the way.

This paper aims to investigate how the cognitive-discursive (inter)subjectivity of Venezuelan immigrants manifests itself in their textual productions, motivated by language genres, contributing to the development of teaching materials in Brazilian Portuguese as an additional language. The data were generated from a Brazilian Portuguese course offered in a virtual environment to Venezuelans living in different states of Brazil, learners who became collaborating subjects of the proposed investigation. The research is based on an analytical methodology of qualitative-interpretativist nature, founded on Yin (2016), Seidman (2006) and Oliveira (2005), with data triangulation of three data sources: teaching material used in the Brazilian Portuguese course, textual productions of the course's subject-learners, open and semi-structured interviews, with emphasis on the linguistic biography of the subject-learners. The theoretical framework establishes a dialog among the areas of Critical Linguistics, particularly Critical Discourse Analysis (CDA), with Fairclough's studies (2001, 2003) of Sociocognition, with Vigotski's propositions (1998) of Text Linguistics, with Marcuschi's (2007, 2008, 2012) and Koch's (1997, 2008, 2009) contributions, to build a theoretical and methodological apparatus that contributes to the perspective of a cognitive, discursive, socially situated subject. The concept of genres of language proposed by Oliveira and Paiva (2019) is also highlighted. In addition, comments are presented on the emerging concept of Additional Language (AL), envisioned by Ellis (1994) and advocated by Leffa; Irala (2014), Schlatter (2015), Lôpo Ramos (2021) and Albuquerque (2022). At the end, a parametric document is proposed with focus on the development of teaching materials for the teaching of Brazilian Portuguese as AL. The results of this research point to: a) the need to think of a teaching o f Brazilian Portuguese as an additional language that gives visibility to the subject-learners; b) the elaboration of teaching materials based on language genres, since these allow access to both linguistic structure and discourse with focus on the social practice, which is of utmost importance in the teaching and learning processes in AL when the insertion of subjects in contexts of effective linguistic use is intended; c) the reflexivity on the part of the AL teacher when approaching the personal narrative genre, since the learner-subject is an active subject, in constant movement and change, given his or her immigrant condition. These results are intended to point towards a sensitive pedagogical training of the teacher of Brazilian Portuguese as an additional language, a professional who should always try to see his subject-learner as a pair in the construction of knowledge in this target language, promoting on one hand less asymmetric teaching and learning processes and, on the other, helping him/her in his/her social inclusion as a citizen in the Brazilian context.

In this thesis, we present a study of the pronominal system in the Brazilian Sign Language, considering argument realization in subject position in two signed narratives in this language. We adopt the framework of the generative theory, as in Chomsky (1986; 1995), as well as the theory of argument structure and clause structure, as formulated in Quadros (1999), Quadros and Karnopp (2004), Almeida and Lessa-de-Oliveira’s (2014) studies of Libras. In the analysis of the pronominal system, we take into consideration the distinction between plain verbs and agreeing verbs, as proposed in previous studies, further adotping Meir et al.’s (2006) analysis of plain verbs that use the body as the point of articulation which in turn is taken as a lexical component of the meaning marking the subject function, as opposed to agreeing verbs, which use the hands for marking grammatical person. In the analysis, we identify lexical DPs, overt pronominal DPs and null arguments. Following previous studies, we assume that inflectional afixes in the structure of agreeing verbs license null pronominal DPs (pro), extending this analysis to first person null arguments of plain verbs using the body as the point of articulation. In this respect, the distribution of pro with plain verbs is determined by the features [+participant, +author], giving rise to a split in the pronominal system. We further noticed that the reference of null arguments may be established by a discourse topic. Assuming that Libras is a discourse-oriented language, in the same fashion as other sign languages (SL), as proposed in various studies (cf. Quadros 1999; Sandler e Lillo-Martin 2006), we suggest that this strategy may be analysed in terms of the presence of a Topic phrase (TopP) in the left periphery of the clause structure. In some contexts, we found out that non-manual marking, such as body movement, allow for shift reference, as proposed in Sandler and Lillo-Martin (2006) for ASL, by which the signer takes the role of a discourse participant, in the first person. In this approach, the null argument is realized by a logophoric pronoun.

This research is based on the premise that the innate ability to acquire and learn languages is inherent to the human being, hence the ease with which a deaf child acquires sign language, simply by being exposed to it, because the differences of the deaf come from the linguistic issue. Our goal is to demonstrate the need for the deaf child to acquire Libras (Brazilian Sign Language), from the earliest age, and from there, have access to information and knowledge, including written Portuguese as a second language. To this end, we present the need for a careful look at the linguistic journey of deaf students through a comprehensive analysis of current legislation, which guarantees the deaf student the right to bilingual education and a panorama of theoretical nature on studies related to the processes of acquisition and learning of first and second language, focusing on bilingualism of the deaf. We understand that only through a qualitative interpretative methodology, it is possible to hear the voices of all actors involved in deaf education, especially listening to the deaf themselves and their families, regarding the process of acquiring and learning Libras and written Portuguese as a second language. Thus, through semi-structured interviews, conducted in inclusive schools and in a bilingual school, with managers, teachers, family members and deaf, we made each of these actors visible so that, by triangulating the data, we were able to understand where the problem of the so-called bilingual education is for the deaf. From all this analysis, we propose a guiding booklet in order to provide subsidies based on linguistic information to those who work directly in deaf education, as well as to the families of these students. The thesis is organized into six chapters. In the first chapter, we present a detailed documental analysis of the legislation that ensures the deaf student the right to bilingual education. In the second chapter, we bring an overview of theoretical studies of the processes of acquisition and learning of first and second language. In the third chapter, we present some studies on bilingualism with a focus on the bilingualism of the deaf. In chapter four, we present the methodology as a guiding resource for the research. In chapter five, the semi-structured interviews are presented, and we invite the reader to reflect on the triangulation of data. Finally, in the last chapter, we propose a guiding booklet for family members of deaf students. We understand that, based on this research, other proposals, programs, and primers can be produced to contribute to a truly bilingual education for the deaf.

This thesis results from a qualitative research (descriptive and interpretative) elaborated from the assumptions of Critical Discourse Analysis (FAIRCLOUGH, 2001 [1992], 2003; CHOULIARAKI; FAIRCLOUGH, 1999; RESENDE; RAMALHO, 2016; BATISTA JR, SATO; MELO, 2018); of Critical Discourse Studies (VAN DIJK, 1992, 2015, 2012, 2021; RESENDE, 2019, 2022; GEE, 1989, 2001, 2005; VAN LEEUWEN, 1997, 2008; PAVEAU, 2019, 2019a); of Cultural Studies (HALL, 1997, 2015, 2016, 2018; GILROY, 2017 [2012]; BHABHA, 2019 [2013]; WALSH, 2010) and Decolonial Studies (FANON, 2008, 2015; MBEMBE, 2018; NASCIMENTO, 2019; SILVA E SILVA, 2019; SOUZA, 2011, 2012; BELL HOOKS, 2019 [2017]; KILOMBA, 2019; MUNANGA, 2004; BERNADINOCOSTA; MALDONADO-TORRES; GROSFOGUEL, 2020; DUSSEL, 2016; SOUZA, 1983; GOMES, 2017). It aims to analyze linguistically the discourses of rap songs produced in the sociocultural context of Brazil to conceive, from the representations and identities that emerge from this songs, how these texts reflect anti-racist discourses and ethnic-racial identities. The research presents the proposal of a sociocognitive framework of linguistic categories for the analysis of anti-racist discourse and develops the concept of Banzo as an existential condition of blackness as a concept that operates in the discursive domain, transforming ways of knowing, acting and being. It centers an afrocentric perspective of language, style, aesthetics, history, culture and ancestral knowledge that propose to question/rethink the ideas of coloniality/modernity. The results achieved in the research indicate that the discourse produced in rap songs allow insurgencies of the being in the sense of enabling the subject to recognize an active black ancestry. These insurgencies incur in discursive discontinuities that elaborate new forms of representation for young blacks, decolonizing the being and enabling a “becoming black of the word” (MBEMBE, 2018, p. 6), supported by these racial identities that encourage new practices and social changes. Thus, recognizing ancestral experiences, accumulating knowledge, transgressing and resisting the brutal processes of subalternization refers to a process of rethinking not only of the meaning of the word black, but also of an existential condition of blackness established in the nexus of afrocentric black reason. It means acting in the sense of changing social structures that presupposes emancipatory consciousness, creative and transformative action, ethical-political commitment to otherness, insurgencies and discontinuities, offering us new ways of representing, thinking and being.

This dissertation aims to describe and analyze the lexicon of the Medzeniakonai language (BaniwaKoripako), as required for the elaboration of a bilingual and bidialectal Baniwa-Koripako-Portuguese dictionary. Medzeniakonai (Baniwa-Koripako) is the name of an indigenous people and a also a language spoken in the communities of the Içana River and its tributaries of the Upper Rio Negro in the State of Amazonas. In this dissertation, the preliminary result of the dictionary is presented, which currently has about 1200 words with entries in Baniwa and Koripako. The proposed version of the Medzeniakonai dictionary is presented in the form of an appendix contemplating the current lexicographical decisions. Both the linguistic analyzes and the database that compose it can serve as bases for future research on Medzeniakonai (Baniwa – Koripako), such as the comparison of the variants spoken on the Içana and its tributaries. In addition, the work can be taken as a starting point for the elaboration of teaching materials to support the teaching of the Medzeniakonai language and culture (Baniwa – Koripako). Among the types of information contained in each entry, the definitions made directly in Baniwa and Koripako, and later translated into Portuguese, stand out. The definitions also deal with a set of cultural facts concerning the interpretations of the meanings of the entries in an encyclopedic fashion. Other important information in the entries are the multimedia fields, with spaces reserved for images, videos, and audios with the sound of words and phrases that make up the entries. Also noteworthy in this dissertation is the methodology used to produce the dictionary. It was generally based on the procedures adopted by PRODOCLIN (Museum of the Indigenous People/Funai and Unesco), but developed in a more specific way to the reality of the Medzeniakonai people. The methodology for collecting and analyzing data for the Medzeniakonai (BaniwaKoripako) dictionary was based on collaborative work with other speakers of the Medzeniakonai language, having formed a Baniwa-Koripako research group with the participation of teachers, leaders, knowledge people, mothers and fathers of school students during the workshop stages of this project. In this way, we encourage the importance of the dictionary for schools and communities of the Medzeniakonai with the aim that this material can be used mainly by teachers who teach the Medzeniakonai language in their classrooms.

This thesis investigates the semantic and morphosyntactic properties of spatial verbs in Brazilian Sign Language (Libras), in comparison with agreement verbs, specifically with regard to the role of directional movement (DIR) in the coding of arguments in the syntactic structure of sentences. Considering the type of directional movement that characterizes these classes of verbs, the problem of the classification of verbs itself is addressed, since, while Padden (1988) distinguishes agreement verbs, in which directional movement marks the inflection of person and number, from spatial verbs, in which movement marks locative agreement, Quadros and Quer (2010) consider that both are the same phenomenon of agreement, realized through the trajectory, which can be morphologically manifested by spatial traits (locative) or by traits of person and number (R-Loci). The objective of the research is to recognize, or not, a differentiation between the directional movement that marks person and number, in the case of agreement verbs, and the directional movement that marks the locative arguments, in the case of spatial verbs, resorting to the notion of spatial syntax and iconicity in sign languages. It is considered, with Meir et al (2008), that the body of the signaler, in the verbs anchored to the body, represents the subject argument and, in the verbs with agreement, the directionality of the hand movements and the location of the palms systematize the syntactic function of the arguments, in addition to the characteristics of person and number. In the case of agreement verbs, the body is considered as the 1st person and, in the case of spatial verbs, as the spatial reference point. The opposition between body and space depicts the grammatical category of person (non-1st person) or other locations in space. It also reinforces the hypothesis of Figueiredo and Lourenço (2019, apud Murta and Lourenço, 2021), who identify in the LSB the signaling space as the locus of information related to referentiality in verbal predication, as well as the analysis of Silva et al (2022) on reverse verbs, according to which in Libras, the most cognitively prominent property for the purposes of morphosyntactic agreement marking is the displaced argument, a fact that translates into the conceptualization of movement in verbal predicates in Libras.

This project is linked to the area of Language and Society, line of research Discourse, social representations and texts and is part of the Gecria Research Group (Critical Education and Creative Authorship) affiliated with the University of Brasília and the National Council for Scientific and Technological Development – CNPq. It is an offshoot of the research project “Identities in postmodernity, creative authorship and linguistic awareness” (UnB/CNPq), coordinated by doctor teacher Juliana de Freitas Dias. The research is characterized as qualitative, with studies of (auto)ethnographic and discursive nature. I choose (auto)ethnography as a methodology to undertake my journey. The methodology, then, became essential for what we call life-research. The research, then, is anchored in the assumptions of Critical Discourse Analysis (CDA), in transdisciplinary dialogue with Critical Pedagogy, Decolonial Studies and with the recontextualization of Stylistics under the discursive bias, in addition to the concepts of agency, in accordance with critical studies of discourse, authorship and protagonism of texts. The central objective is to investigate how authorial creative writing practices, grounded in the context of writing communities, can stimulate the construction of a reflective, critical participant and protagonist of their language. Authorial creative writing communities are born within the scope of GECRIA. As a result, they come up with a critical proposal with the aim of rethinking a new model of writing pedagogy, with engaging practices that place the student as the protagonist of/in language, committed and aware of their own history. The generation of ethnographic-discursive data took place in two creative writing communities conducted by me in 2020 and 2022, respectively. The proposed study brings an important chapter in the course of doingresearch, because this thesis was born in the Covid-19 pandemic. In addition to permeating my thesis, the pandemic crossed my life. I consider this context essential, because it implied a series of factors that even influenced the identities, mine, first, as a researcher and that of the collaborators of this liferesearch. In addition, the challenging scenario motivated the birth of the second writing community. Through textually oriented critical discursive analyses, the study points out how authorial creative writing practices built in the context of the writing community enhance authorship and student protagonism, as well as can support the experience of loss and mourning processes.

The present thesis is about the learning process of written Portuguese by deaf people speakers of Libras in an inclusive school scenario. The goal of this study is to assess the characterizing elements that construct textuality in texts written by these students. The data of a corpus made of texts written by four profoundly deaf participants, students of High School in Distrito Federal and speakers of Libras were assessed through a qualitative approach focused on the characterizing elements that make cohesion and coherence specific to the interlinguistic situation, in which two languages are involved: the Portuguese language and Libras. The interlanguages presented show the evolution of learners’ transitory grammars that, during the process, create interlinguistic rules. Based on bibliographical research about the structure of both Libras and Portuguese Language, the results of such research are presented under two perspectives: (1) identification and classification of the cohesive characteristics present on the texts made by the learners and (2) tracking of the interlinguistic process of each participant while acquiring cohesion elements of Portuguese language. Up to five levels of interlinguistic structures were identified: the text, the supertopic, the textual sequence, the coordinated or subordinated construction and, lastly, the sentence. Two interlinguistic syntactic rules related to nominal coreference of the sentences’ subject were inferred in the reference and coreference structure of the interlanguages. As for the learning process, four types of situations were assessed: (1) the transference of Libras, their first language, (2) the overlapping of linguistic resources of both languages, (3) new forms and (4) the knowledge acquired from Portuguese, their second language. The methodology applied was a longitudinal study over data registers collected within 11 meetings held every 20 days. Considering the text as the basis for the analysis, this research was grounded on the hypothesis of the existence of interlanguages according to Selinker (1972) and Gass and Selinker (2008), and on the functional fundament that the main goal of the language is to allow communication, according to Dik (1997). In order to assess the portuguese language, the hypothesis of Neves (1997); (2011) and (2019); Castilho (2016) and Koch (2009) were applied. Concerning the Libras language, the hypothesis of Brito (1995), Quadros and Karnopp (2004), Sabanai (2016), Araújo (2016) and Soares (2020) were applied.

This research entitled “The people of water: the emergence of the Omágua-Kambeba Sign Language, a multimodal record”, navigates the river of a rising epistemological field in Brazil in recent years, the field of Indigenous Sign Languages, with emphasis on the deaf people of the Omágua-Kambeba. The main objective of the thesis is to describe, in a multimodal way, the linguistic aspects of the Omágua-Kambeba Sign Language (LOKS), as well as to understand its role in the social and discursive practices in which deaf indigenous people are inserted. As a result, this work has the following specific objectives: mapping the deaf indigenous people of the Omágua-Kambeba ethnic group in São Paulo de Olivença, Amazonas; identifying the signs used by deaf indigenous people; understanding the cherological and morphological constitution of signs; analyzing the socio-cultural peculiarities of the region and their influence on the resemiotization of signs; and reflecting on the need to create public policies that value the cultural and linguistic identity of deaf indigenous people. To carry out this research, studies on Critical Discourse Analysis (CDA) by Fairclough (2003, 2016), Dijk (2018, 2020) and others were used; on the Theory of Multimodality by Leeuwen (2005), Kress and Leeuwen ( 2006), Kress (2010) and others; on the Theory of Resemiotization by Iedema (2003) and others; and on emerging and indigenous sign languages by Fusellier-Souza (2004), Guen, Copolla and Safar (2020), Gomes and Vilhalva (2021) among others. This research took a qualitative approach, the production of data was ethnographic in nature, and collective semi-structured interviews were also used as a technique. The analysis of the corpus of the research was carried out through the following theoretical triangulation: Critical Discourse Analysis, Multimodality Theory and Resemiotization Theory. The data points to results that highlight the materiality and robustness of the linguistic character of the Omágua-Kambeba Sign Language and, due to its visual and spatial nature, LOKS is constituted in a multimodal way in all its complexity and linguistic level. Furthermore, this language plays a fundamental role in breaking exclusionary social practices and silencing by hegemonic culture, enabling the representation and (re)signification of the world by deaf indigenous people.

This thesis discusses how Pedagogy of Multiliteracies can be applied in high school in the public education network of the Federal District (Brazil). Based on the dialogue between the theoretical and methodological assumptions of Systemic Functional Linguistics (Halliday, 1982[1978]; Halliday; Matthiessen, 2014; Fuzer; Cabral, 2014), Critical Discourse Analysis (Fairclough, 2008[1992], 1992 , 1995, 2003, 2006; van Dijk, 2012a, 2012b; Magalhães; Leal, 2003; Magalhães; Resende; Martins, 2017), from Critical Social Semiotics (van Leeuwen, 1999, 2001, 2005, 2021; Caldas-Coulthard; van Leeuwen, 2021; Kress; van Leeuwen, 2001, 2020; Kress, 2009; Jewitt; Bezemer; O'Halloran, 2016) and Pedagogy of Multiliteracies (Rojo, 2012; Rojo; Barbosa, 2015; New London Group, 1996; Kalantzis ; Cope; Pinheiro, 2020; Kress, 2003), a teaching proposal focused on multiliteracies is presented based on the study of works from the reference matrices of the Serial Assessment Program of the University of Brasília (PAS/UnB) and tests of PAS/UnB and Enem through, mainly, didactic sequences (Schneuwly; Dolz, 2004), podcast recording, resemiotization practices (Iedema, 2003) associated with editorial practices and text production from a multimodal perspective. The research is of a qualitative nature in the action research modality (Denzin; Lincoln, 2006; Severino, 2007; Greenwood; Levin, 2006; Gil, 2002). In this work, the research professor (Bortoni-Ricardo, 2008) developed the research in two high schools during the years 2021, 2022 and 2023 in the Federal District to generate data through the following instruments: questionnaire, interview, group focus, document analysis, and research diary. Finally, some considerations about knowledge, education and universities are presented.

This research aims to reconstruct the genealogy of a device that emerged in the context of mass culture in the 1980s, producing and circulating media-cultural products about AIDS transnationally. The other facet of the investigation focuses on the sociosemiotic echoes of this device: they materialize in interactional networks and in the processes of political-identity construction/contestation carried out by Brazilian digital activists and influencers who use the content sharing platform and multimedia social network Instagram, whose theme of the profile is focused on HIV/AIDS. To do this, it is necessary to consider that, since 1980, AIDS epidemics have generated political, cultural, social, economic and moral crises, going beyond the sphere of the disease at the biomedical and epidemiological levels. An immense network was organized consisting of scientific (from different disciplines) and non-scientific knowledge, governmental and nongovernmental institutions, specific medical services, social movements and discrimination networks. The investigation will use theoretical-methodological references from Critical Discourse Studies, especially Critical Discourse Analysis and Dispositive Analysis (Chouliaraki; Fairclough, 1999; Fairclough, 2003, 2016; Jäger, 1993; Jäger; Jäger, 2007; Jäger; Maier, 2016; Kress; Leeuwen, 2021; Resende, 2019; Vieira; Resende, 2016), in dialogue with Cyberculture and Social Networks studies and Mass Culture and Media Culture Theory, (Morin, 1997; Lévy, 1999; Han, 2018a, 2018b, 2019, Recuero; Bastos; Zago, 2020; Di Felice, 2020; Sibilia, 2016; Santaella, 2003); with Queer and post-structuralist Studies (Butler, 2008, 2015a, 2015b, 2019, Grunvald, 2009; Córdoba; Sáez; Vidarte, 2007; Preciado, 2018); The first stage of this research undertakes the mapping of AIDS as a collective symbol, through the documentary cartography of media-cultural products from varied sources, eras, discursive genres, nationalities and diverse themes whose theme is HIV/AIDS (literary works, films, material advertising, pedagogical and communication of social movements etc;). The next phase will be to generate research data in virtual environments, through discursive netnography, assuming that the research investigates what we understand as “big data social reality”, that is, the digital fabric not as an extension of the offline world, but as an ontological reality with a peculiar social structure. The research data generated by netnography on the social network platform Instagram, in conjunction with the use of ethnographic-discursive techniques, aims to contemplate aspects of the production, circulation and aesthetic-discursive appreciation of the selected videos. These data are analyzed based on the ADC theoretical-methodological repertoire, and on transdisciplinary dialogues with Queer Studies and Mass Culture and Cyberculture. Understanding this complex process of social conflict, interaction based on networks and political-identity construction is fundamental for the reframing and strengthening of resistance strategies and coping with the HIV/AIDS epidemics in Brazil.

The present work aims to present research implications linked to the Postgraduate Program in Linguistics (PPGL/UnB) and to the Research Group – Critical Education Studies and Creative Authorship (GECRIA). The work focuses on changing the identity of students and teachers from public schools in the Federal District linked to the State Department of Education of the Federal District (SEEDF). The collaborating teachers participated in the continuing education course “Programa Mulheres Inspiradoras” (PMI) and in the GECRIA authorial creative writing communities. The students who collaborated in the research also participate in creative writing communities linked to GECRIA. As a methodological approach I choose to have the following bases: qualitative research; critical and discursive ethnography and (auto)ethnography – based on interviews and written productions of the collaborators. The main objective of this work is to investigate socio-discursive practices in the context of the continuing education of public school teachers and to analyze the resonances in the identification, representational and action processes experienced in schools, focusing on protagonism, authorship and transformation - both of teachers and students. In this way, I observe the possible transformations and protagonism assumed in a context of change in the ways of acting, representing and being. Due to the transdisciplinary character of ADC (as we see in Fairclough - 2001 and 2003-, Vieira and Resende - 2016 - and Magalhães, Martins and Resende - 2017), I seek other theories to dialogue with the research undertaken, namely: Critical Education - Giroux (1997); Freire (2019 and 2021); hooks (2020 and 2022); Dias, Coroa and Lima (2018); the concept of Learning Community – hooks (2021); Autoethnography and Critical Ethnography – Diversi and Moreira (2017 and 2019); Etherington (2004); Denzin and Lincoln (2006) and Van Maanen (2011) and the Transitivity System - Halliday and Matthiessen (2014) and Fuzer and Cabral (2014). My interest in this field of research was due to the participation in the PMI course in 2017 and 2018. The way in which this training reverberated in my ways of thinking and acting especially within the classroom with educational practices.

Traditional grammar teaching has been criticized by linguists over time (cf. Leão, Denise Maria Maciel, 1999; Silva, 2001; Franchi, 2006). In this sense, several researchers have been engaged in the search for theories and approaches capable of overcoming the contradictions posed by traditional methods, such as Perini (1986), Lobato (2015[2003]), Franchi (2006), Foltran (2013) , Maia (2019) and Chomsky & Gallego (2020). From this perspective, Pilati (2017, 2018, 2020) proposes the Active Linguistic Learning Methodology, an approach that takes into account three basic principles: (i) appreciation of the student's prior knowledge, including the innate linguistic knowledge derived from the Faculty of Language; (ii) search for the development of in-depth knowledge about the organization of linguistic systems; and (iii) encouraging active learning and stimulating metacognitive awareness. Analyzing the situation from an empirical point of view, several recent studies conclude that the contribution of the Active Linguistic Methodology is quite expressive and achieves better teaching-learning results when compared to traditional methods. Despite this positive empirical evaluation, with the aim of experimentally investigating the impacts of using one or another approach, was formulated in this research the experimental protocol for monitoring and evaluating instructional processes – Previa (Pilati, Lourenço-Gomes and Castro, 2022). The main objective of this study with the Previa protocol is to verify if the instructional strategy used influences the learning process and the student's decision making about grammatical phenomena. The comparison made in the domain of this research was made between the effects of understanding grammatical phenomena obtained through different instructional methods: traditional grammar instruction and Active Linguistic Learning. The results that will be presented and discussed in this tesis were obtained in an exploratory study, on the teaching of the use of the grave sign - an accentuation phenomenon motivated by morphosyntactic and phonological issues, typical of writing, such as in Chegamos à praia. The sample consisted of 48 high school students from public schools in the Federal District, divided into three groups (Control Group, Active Learning Group and Traditional Learning Group). Each group was submitted to different methodological strategies, using a pretest-posttest control-group design (Abbuhl et al., 2013; Christensen et al., 2015). The questionnaires were implemented in a web-based tool designed especially for linguistic and psycholinguistic studies (Lourenço-Gomes, 2018). The preliminary results obtained indicate that the explicit instruction promoted by Active Linguistic Learning seems to favor student learning, in addition to raising relevant questions to be analyzed and answered in future works.

The present academic work aims to investigate how the historical representation of Brazil present in multimodal texts of textbooks for teaching Brazilian Portuguese as an additional language may be constructed from a colonial perspective. Since language textbooks play a fundamental role in presenting the perception of the world in their language, it is necessary to develop research aimed at proving possible power relations that reinforce stereotypes, prejudices, and discrimination. To introduce this investigation, the study briefly presents the contextualization of the teaching field of Brazilian Portuguese as an additional language and the textbook used in this field, and, then, discusses aspects related to coloniality and decolonial studies. This research is based on the theoretical-methodological assumptions of Multimodality (KRESS and VAN LEEUWEN, 2006), Critical Discourse Analysis (FAIRCLOUGH, 2016; RESENDE and RAMALHO, 2019), and Representation of Social Actors (VAN LEEUWEN, 1997). Regarding the methodological approach, the multimodal and discursive construction of texts dealing with Brazilian history is analyzed in order to perceive how the unfolding of colonialism as a form of political and economic domination reverberates through coloniality (QUIJANO, 1992, 2005, 2009; SANTOS and MENEZES, 2009) in didactic materials dedicated to the field of teaching Brazilian Portuguese as an additional language. Therefore, the research corpus is formed by five multimodal texts present in BPAL textbooks that were analyzed from the analytical categories of The Grammar of Visual Design (GVD), Critical Discourse Analysis (CDA), and Representation of Social Actors. Furthermore, the discursive and multimodal analysis indicated that the historical narrative about Brazil constructed in the multimodal texts tends to emphasize the figure of the colonizer and the moment of 'discovery' as fundamental for the recognition of the Brazilian territory in order to reaffirm the European hegemony and to reinforce a colonial perspective.

This work, developed under the framework of generative theory, seeks to discuss some syntactic phenomena, involving structures called appositive relatives. The process of relativization in Brazilian Portuguese – according to tradition – gives rise to two types of clauses with an express antecedent, one of which is the appositive relative clause, which differs in some respects from its partner, the restrictive relative. The appositive relative, in its formation process, presents characteristics comparable to the nominal appositional construction, but there is a notable difference between these two constructions, when considering, for example, a permutation between the clause and the antecedent, supposedly equivalent terms, considering that this question constitutes a fundamental feature of the appositions. Another point, of equal relevance, is the fact of conceiving the appositive relatives as a homogeneous category. Traditional studies tend to point to the existence of only one type of appositive relatives; however, these constructions, when reduced to a nominal term, result sometimes in a noun, sometimes in an adjective, which suggests that there are appositive relative clauses with a slightly different syntacticsemantic nature/behavior, a fact that points to the existence of more than one kind of relative clause of this kind. Furthermore, there is a divergence, in the linguistic literature, as to the structure of appositive relative, if subordinate, if coordinated. As has been observed in recent studies, such as those by Koster (1995, 2000), De Vries (2002, 2006), Ross (1967), the appositive relative seems to be a coordinated structure, due to its eminently juxtaposed character, to its antecedent. Assuming this position, a relevant point to be highlighted concerns the interpretation of the relative pronoun in these constructions. Based on Kayne's theory of relativization (1994) and based on syntactic tests, we were able to show that appositive relatives are, in fact, a complex apposition (a name modified by a restrictive relative that has its inner core elided). Based on this fact, we conclude that: 1- the relative appositive clauses are presented in two different types, the identification appositive, and the attributive appositive; 2- The relative appositions are structures in coordination, since the elided head allows the relative pronoun, by identity, to be connected to the name that preceded it, to which it was juxtaposed.

The object of study of this dissertation is to investigate didactic sequences on verb agreement in Portuguese language textbooks used in Elementary School. The proposal is to verify to what extent the results of linguistic research are being included in the elaboration of methodological proposals, considering, particularly, linguistic studies based on generativist assumptions about the nature of the knowledge of language and its relation to the verb agreement phenomenon. Therefore, the study investigates how the topic of verbal agreement is presented in three Portuguese-language textbooks, from the 6th year of Elementary School, approved in the 2020 edition of the National Textbook Program. The methodology used in the development of the analysis includes the review bibliography of works that deal with the generative theory, the teaching of the mother tongue, the phenomenon of verbal agreement and the guidelines for the Portuguese language curriculum component and the descriptive and critical analysis of didactic sequences on the subject matter of verbal agreement in Portuguese language textbooks. Considering the guidelines of the Common Curricular National Base (BNCC) regarding language skills and competences for the 6th grade, and adopting the approach of the generativist theory in relation to the nature of human language, this work investigates the methodological teaching strategies used in activities related to the theme of verbal agreement in the textbooks mentioned, in order to verify how the linguistic skills defined by the BNCC related to this theme are developed and how the contributions of linguistic studies were contemplated in these didactic proposals. Regarding the results obtained through the analysis of activities on verb agreement proposed by the textbook, it appears that such activities are partially aligned with the linguistic analysis skills of the BNCC provided for the sixth year of elementary school and partially consider the contributions of generativist linguistic research to mother tongue teaching. However, it was found that the proposed activities partially observe the principles of active learning.

This work relates to the line of research about Lexicon and Terminology. The object of study is the derivational process in Brazilian Portuguese in the teaching of Portuguese as a Second Language for Deaf (PSLS). The general objectives are (i) understanding the deaf’s perception of the meaning of derived words and (ii) identifying if the deaf can understand more words in Portuguese Language (PL) based on the knowledge of how the derivational process work. The specific objectives are (i) presenting the morphological traits of the Portuguese Language to deaf students in extension courses, based on the application of morphological awareness, (ii) collecting data from the deaf students’ production of the course, in which there were interactions and activities simultaneously, (iii) analyzing the collected data and (iv) making a manual for teachers of PSLS based on the applied proposal in the extended course. The current teaching practice of PSLS is still poor and hardly effective in Brazilian schools. There are morphological faults done by this subject’s teachers, among which we find inappropriate work with the lexicon. In addition, deaf students present difficulties in reading and text production in the second language (L2) due to vocabulary limitations. Bearing it in mind, the problem of this research emerged on how the lexicon can be taught in PSLS, providing autonomy for deaf people, initially in reading text in L2. The methodological pathways taken were (i) extension courses elaboration to develop morphological awareness of deaf participants, (ii) pre-tests elaboration to check the lexicon knowledge of deaf in Written Portuguese Language (LPE), (iii) collecting data about the deaf profile, and about their performance on the extension course activities, (iv) analyzing a part of the collected data and (v) the elaboration of a manual for teachers of PSLS in which we improved the extension course proposal to allow its application, in project format, on deaf classes in the final years of the High School. The found results demonstrate that it is possible to develop the morphological awareness of deaf students and, once the thoughts about the words started, the deaf themselves started to make hypotheses about the meaning of the existing words and the ones that may exist in LPE. Keywords: Portuguese as a Second Language for Deaf; morphological awareness; derivational process; lexicon in the second language; bilingual education

In this study, I observed the online classes of one classe of the first year of high school at a public school in São Sebastião, in the Federal District. I aimed to understand the literacy practices carried out in Emergency Remote Teaching between the years 2020 and 2021, as well as the multiliteracies that organize such practices, in addition, I carried out a survey of the greatest difficulties listed by research participants during the experience of the online school. For that, virtual ethnography was used, which studies social/educational practices on the internet and over the internet (HINE, 2003). Based on data generation/collection tools for the logbook, the result of the researcher's ethnographic observation, interviews with the collaborating teacher, a form to access the students' experiences. We have that the multimodal texts gained a greater proportion, both in the creation and in the placement/sharing in times of the Covid-19 pandemic, since many of the educational and social practices started to be carried out via the internet. Thus, digital technologies and tools facilitate the creation and consumption of these texts (BILL, KALANTZIS & COPE, 2020), which requires new forms of literacies for these times. Regarding the greatest challenges and possibilities of Remote Emergency Teaching, students report difficulties in accessing essential goods for online study, such as better quality internet, smartphones and computers in good condition. This factor, structuring the digital divide that makes it difficult for impoverished people to access the internet and the means to use it, directly contributes to the deepening of educational and social inequalities (MONTEIRO, 2021). The collaborating teacher reports, in turn, an increase in working hours with negative effects on her health. While the researcher reports an overload between mothering and research.

The Thesis “Literacy and Sociolinguistic overview: reflecting and acting in teacher training of rural people” is situated in the macro context of Rural Education and in the micro context of the training of educators in the Degree in Rural Education. The objective is to analyze the contribution of literacies and sociolinguistic education to the academic development of peasant educators, throughout their initial and continuing education at LEdoC/FUP. As a methodology, we used a critical qualitative and ethnographic approach. In the theoretical framework for data analysis, I propose the integration between the fields of study of Qualitative Sociolinguistics (HYMES, 1972; COUPLAND, 2001, 2016; BORTONI-RICARDO, 2006, 2010, 2011; SOUSA; 2006; 2011; 2016,), of Literacy Studies (BARTON & HAMILTON, 2000; STREET, 1984, 2001, KLEIMAN, 1995, 2008; LILLIS, 2003). As theoretical-methodological support for data analysis, we based ourselves on Critical Ethnography (THOMAS, 1993; MACEDO, 2010); in Netnography (KOZINETS, 2010), in Ethnography of Communication (HYMES, 1972, 1986) and in Critical Discourse Analysis (FAIRCLOUGH, 2003; RESENDE E RAMALHO, 2009; RAMALHO & RESENDE, 2011), among others. The results confirm the importance of sociolinguistic education and multiple literacies developed at LEdoC/FUP, throughout the initial and continuing education of educators and reveal the challenges and advances of the course in relation to the literacies of peasant people.

This thesis investigates the level of metacognitive awareness of basic education students and the effects of using different approaches in the learning process of the grammatical phenomenon of the simple present tense in English sentences that express routine actions or habits and the level of metacognitive awareness of basic education students. The motivations for the development of this research, in a study conducted on an experimental basis, are the constant criticism associated with traditional language teaching in Basic Education in Brazil and the need to develop alternative and more effective approaches to assist the foreign language teaching-learning process. To this end, an experiment was developed to compare and evaluate the effects of two types of instruction: one traditional (AT group) and another based on Active Language Learning (PILATI, 2017, 2018, 2022) (AA group). The study seeks to answer the following questions: (i) how is the level of metacognitive thinking of basic education students characterized? (ii) can the exposure of students to different teaching methodologies influence the degree of mastery of knowledge about the grammatical phenomenon of the simple present designating routine actions? (iii) is there a correlation between linguistic knowledge and the development of students' level of metacognitive awareness? The experiment design is composed of five stages and was applied to forty second and third year high school students from a public school unit in the Federal District. The first stage consists of a Trial, in which facts and opinions are judged by the students in order to establish a baseline of the students' behavior regarding their answers. In the second stage of the experiment, participants answer the Metacognitive Awareness Inventory (SCHRAW; DENNISON, 1994). The third stage is a Pre-test, consisting of twenty affirmative sentences in the simple present, ten correct and ten incorrect - which are to be judged as correct and incorrect by the participants. The fourth stage is the treatment phase, in which the AT group receives instruction by means of a video lesson based on traditional English teaching, while the participants in the AA group watch the video lesson based on Active Linguistic Learning. In the last step, the Post-test, participants evaluate another twenty affirmative sentences similar to those in the pre-test. The results show that there is an influence of the type of instruction and that the audiovisual instruction presented to the AT group, based on traditional learning, increased from 65.75% of correct answers in the pre-test to 71.75% in the post-test, an increase considered positive (χ2 = 3.0778, df = 1). On the other hand, the AA group, which received the audiovisual teaching instruction based on the Active Language Learning methodology (PILATI, 2017, 2018, 2022) showed an evolution from 70% correct score on the Pre-test to 81.25% on the Post-test, a much more significant increase in the percentage increase margin (χ2= 13.128, df = 1). As for the correlation between linguistic knowledge and the students' level of metacognitive awareness, the results of the experiment were inconclusive.

The thesis “The sociolinguistic and literacy situation in the Nheengatu language of teachers and students of indigenous schools in the municipality of Manaus, Amazonas” resulted from a research with the Baré, indigenous people who live in Rio Negro Lower, Manaus, in the state of Amazonas, bilingual speakers of Brazilian Portuguese and Nheengatu indigenous language belonging to the Tupi Trunk Tupi-Guarani Linguistic Family subset III. The population of the Baré group of Baixo Rio Negro is 728 people distributed among 3 communities Aru Waimí, Kunyatá Putira and Pisasú Sarusawa. The general objective was to know the sociolinguistic and literacy situation in the Nheengatu language of indigenous teachers and students, the sociolinguistic and social literacy phenomena among this group of speakers, the competences and linguistic abilities of orality, comprehension, reading and writing in Nheengatu learned through the indigenous school education modality offered by indigenous schools in the bilingual communities of Baixo Rio Negro, Manaus. The research is qualitative in nature, but also consists of quantitative and quantitative data, based on studies by Calvet (2002), Labov (2008), Tarallo (2003) and Paiva (2019). It also presents a participatory and collaborative ethnography based on the communicative approach of Dell Hymes (1972), Hanks (2008) and Cabalzar (1998). Data were generated qualitatively and quantitatively from observations, interviews and application of sociolinguistic questionnaires, which aimed at a sociolinguistic and literacy study and was adapted from reflections from studies by Bordoni-Ricardo (2004), Leffa (1988), Kleiman (1995), Soares (2003), Street, (2014) and Sousa (2021). The investigated corpus is composed of a sociolinguistic and literacy survey carried out with Baré teachers and students, from the indigenous municipal schools Aru Waimí, Kunyatá Putira and Puranga Pisasú. I highlight for the analysis of Sociolinguistics theorists such as Calvet (2002); Bagno (2017); Labov (1972; 2008); Bortoni-Ricardo, (2005; 2011; 2014); Hamel (1988; 1989; 1991); Sousa (2006; 2013; 2014; 2021); Fishman (1972); Gumperz (1962); Crystal (1998); Gonçalves (2018. For bilingualism RCNEI (1998); Ferreira (2008) and Hamel (1981). On Indigenous School Education: Cabalzar (1998); Grupioni (2002, 2003; 2006); about the Baré Curt Nimuendajú (1983); Cruz (2011); Herrero and Fernandes (2015). Literacy: Brian Street (2007, 2014), Roxane Rojo (2009), Kleiman (1995), Soares (2003) and Sousa (2021), among others. The results allow us to affirm that Sociolinguistics and Literacy have important contributions to the construction and feasibility of an Indigenous School Curriculum that will meet the desires and needs of the Baré people of Baixo Rio Negro, as well as to elucidate the sociolinguistic and eco-socioliteracy phenomena that occur in these bilingual communities, provided that Indigenous people, teachers and students are the main mentors of the curriculum proposal for indigenous school education and accompany the literacy process and its realization in the context of the reality of local school education.