https://repositorio.ufu.br/handle/123456789/5501 2026-08-03T12:28:31Z 2026-08-03T12:28:31Z https://repositorio.ufu.br/handle/123456789/48921 2026-07-21T06:27:47Z 2026-02-26T00:00:00Z

Title: PresVoc: proposta de vocabulário contrastivo a partir de discursos de presidentes do Brasil Abstract: This dissertation presents the development of PresVoc (http://presvoc.votec.ileel.ufu.br), a contrastive vocabulary compiled from corpora of speeches delivered by presidents of Brazil, with particular emphasis on the administrations of Luiz Inácio Lula da Silva and Jair Bolsonaro. Guided by Corpus Linguistics, Terminology, and the Communicative Theory of Terminology, the study adopts a data-driven approach that enables the systematic observation of patterns of use, recurrence, and deployment of lexical items in Brazilian political discourse. The corpus comprises speeches from Lula’s second and third terms and from Bolsonaro’s single term, allowing for a contrastive analysis across distinct political periods. All speeches used to build the corpus were retrieved from the Library of the Presidency of the Republic, the Brazilian government’s official repository of presidential speeches, ensuring the reliability and authenticity of the material analyzed. The research encompasses the collection, organization, and processing of the corpora, using WordSmith Tools 9 for lexical analysis to identify recurrent and semantically relevant units. PresVoc is based on the VoTec model (Fromm, 2007), from which it inherits a systemic structure and definitional organization principles, adapted to the specificities of Brazilian presidential political discourse. The contrastive analysis highlights different discursive strategies and ideological projects, showing how particular lexical items are mobilized to construct specific meanings across each administration. As a result, PresVoc provides a methodological and technological proposal that brings together linguistic analysis, public transparency, and political memory, offering a consultation platform that supports a critical understanding of Brazilian presidential discourse.

2026-02-26T00:00:00Z https://repositorio.ufu.br/handle/123456789/48730 2026-06-03T06:19:44Z 2026-03-10T00:00:00Z

Title: Interferências linguísticas na aprendizagem do Português de Timor-Leste (PTL) por falantes do Tétum: a concordância verbal Abstract: This study aims to analyze the linguistic interference of Tetum in Portuguese, specifically with regard to verbal agreement produced by speakers whose mother tongue is Tetum at the Basic Education (3rd cycle) and Secondary Education levels in Timor-Leste. To this end, texts produced by Timorese students in the process of learning Portuguese from four different schools were analyzed. The justification for this research is based on the differences in verbal structures between Tetum and Portuguese condition interference in Portuguese. The methodology adopted was that of Variationist Sociolinguistics, based on the studies of Labov (2008) and Weinreich, Labov, and Herzog (1978). Accordingly, the dependent variable selected was the phenomenon of verbal agreement interference, with the following variants: standard agreement, non-standard agreement, absence of the verb, and use of the infinitive. Regarding linguistic variables, the following were selected: type of verb (action and state), type of subject (simple and compound), verb tense, type of verbal conjugation, and grammatical person. In addition, the extralinguistic variables considered were level of schooling (3rd cycle of basic education and secondary education), sex (male and female), type of school (public and private), as well as the factor of mother tongue. The theoretical framework of this research draws on theories of Bilingualism (Grosjean, 1982; Weinreich, 1970), Diglossia (Ferguson, 1959; Fishman, 1967), Interference (Odlin, 2003; Weinreich, 1953; Cardoso, 2005, 2007), as well as the theory of Linguistic Variation and Change (Labov, Weinreich, Herzog, 1968; Labov, 1972). For the description of Tetum, works by authors such as Hull and Eccles (2005) and Costa (2001, 2015) were consulted. A total of 120 written texts produced by students from the 3rd cycle of basic education and secondary education were analyzed, yielding 1,527 identified data points. Of these, 52.65% (804 occurrences) exhibited standard agreement, while 47,35% (723 occurrences) presented interference phenomena, including non-standard agreement (20,37%), absence of the verb (16,37%), and use of the infinitive (10.61%). These results demonstrate that the verbal structure of Tetum significantly influences the learning of Portuguese by Timorese learners, given that nearly half of the data showed interference. With respect to the extralinguistic and linguistic variables selected for this study, the extralinguistic factors that favored interference were basic education (3rd cycle) and public schools. Thus, the results regarding the schooling factor converge from those of other studies that controlled for schooling in samples of Brazilian Portuguese (Scherre & Naro, 1997; Monguilhott, 2001; Rodrigues, 1997; Vieira, 1994). As for linguistic variables, state verbs, compound subjects, future tense, and first person and third person plural stood out. These results concerning linguistic factors confirm precisely what Costa (2015) points out: in Tetum, verbs are invariable words, that is, they are not inflected. All verbal forms are reduced to the infinitive and are used to denote present, past, and future, as well as moods and different persons and numbers. Markers of person, number, tense, and aspect are expressed through words that occur in the sentence (adverbs, adverbial phrases, verbal periphrases, etc.). Thus, it is concluded that the linguistic system of Tetum, specifically its verbal structure, favors interference in the learning of Portuguese.

2026-03-10T00:00:00Z https://repositorio.ufu.br/handle/123456789/48586 2026-03-31T06:17:23Z 2026-03-11T00:00:00Z

Title: A construção discursiva da "ideologia de gênero": uma análise semiolinguística e queer da Lei Municipal de Uberlândia n.º 14.004/2023 Abstract: This study analyzes Municipal Law n.º 14.004/2023 of Uberlândia, which prohibits the discussion of “gender ideology” in basic education institutions in the municipality. The investigation adopts the perspective of semiolinguistic discourse analysis, articulated with Queer Theory, focusing on the historical-discursive construction and manipulation of the concept of “gender ideology” as an instrument of social control. It examines the production of meanings mobilized in the legislative text, based on its normative nature and symbolic effects within the school context. The theoretical framework draws on the contributions of Patrick Charaudeau, Judith Butler, and Guacira Lopes Louro, emphasizing concepts such as performativity, subversion of social norms, discursive strategies, and sociodiscursive imaginaries. By establishing a dialogue among Linguistics, Queer Theory, Law, and Education, the interdisciplinary approach enables a critical reading of the meaning effects embedded in the legal wording. This is a qualitative, exploratory study based on bibliographic review and documentary analysis of the full text of the law. The study is organized into three main stages: the historical-social contextualization of the norm; analysis of linguistic-discursive elements; and reflection on the relationships among the norm, queer pedagogy, and the meanings produced. The objective is to understand the influences and particularities present in the conditions of production of the legislation, which involve social, historical, and institutional factors, as well as to foster a discussion about normative and dissident meanings constructed around gender, sexuality, and diversity. From the perspective of truth manipulation, the results indicate that the law reaffirms a conservative and heteronormative logic, reproduces stereotypes, and imposes barriers to building a more inclusive and democratic school environment.

2026-03-11T00:00:00Z https://repositorio.ufu.br/handle/123456789/48376 2026-02-24T06:20:12Z 2026-01-29T00:00:00Z

Title: Experiências que me constituem professora de língua inglesa: uma pesquisa narrativa sobre uma jornada de (trans)formação docente Abstract: This is a narrative inquiry (Clandinin; Connelly, 2000, 2015; Clandinin, 2007, 2013) that aimed to understand how I, as a researcher-participant, was (trans)formed and constituted as an English teacher by my experiences, considering the dimensions of temporality, place and sociability. Through autobiographical narrative investigation, I sought to understand the path I took to become an English language teacher. My research was guided by concerns and questions that became my ‘research puzzle’ (Clandinin; Connelly, 2000, 2015): How did my childhood experiences influence my teaching education? What was the path I took since my childhood to become an English teacher? Why was a diploma so important to me? How did the experiences I had working as an instructor contribute to forming the teacher I am today? How do my vulnerabilities affect me? Did the English Major prepare me to be a teacher, as I expected? And was it really what “formed” me as a teacher? What kind of teacher had I become? Seeking understanding, I followed the theoretical-methodological path of Narrative Inquiry, according to Clandinin and Connelly (2000, 2015), to conduct my investigation, starting with the autobiographical writing of narratives of my experiences, prompted by a timeline, photographs and documents from my personal archives, which constituted my research tools. Throughout the process, I composed meanings about my experiences by narrating them, according to Clandinin and Connelly (2000, 2015), guided by Ely, Vinz, Downing and Anzul’s perspective (2005) on writing qualitative research. Through the investigation of my experiences, I was able to identify and weave, as narrative threads, the anxiety and the fear of taking risks - vulnerabilities that shape who I am and permeate my practice - as well as the importance of developing caring pedagogical practices. Ultimately, by composing meanings about my journey, I was able to understand that experiences are embodied - marked on our bodies - and that teacher's identity is in a constant process of (re)construction. I believe that sharing the understandings I developed throughout the process can contribute to sparking discussions and reflections on teaching practice and its challenges, as well as on English language teaching and teacher education.

2026-01-29T00:00:00Z