Repositório RCAAP

This article reflects on the phenomenon of linguistic variation and pattern employed in society from the theoretical foundation of the pedagogy of linguistic variation and guided by the guidelines of current Brazilian official documents, such as the National Curriculum Parameters (BRASIL, 1998) and Common National Curriculum Base (BRASIL, 2017) in relation to the associated perspectives. The discussion is based on a teaching proposal effectively carried out in which 8th grade students from elementary school, from the contact with the concepts of linguistic variation, they appropriated this knowledge and and produced strips, incorporating experiences of social interaction in their textual productions. The characters chosen for the preparation and application of the proposal are from Turma do Xaxado, by Antônio Cedraz. For the development of the activities, action research procedures were adopted (THIOLLENT, 1986) whose methodology articulates the production of knowledge with educational action. The objective of this work is to show an effective teaching proposal that approaches  the  language  as  a  variable  phenomenon through the genre strips. For this, we base ourselves on scientific researches  that focus on teaching with a sociolinguistic basis, such as Bortoni-Ricardo (2004, 2005), Faraco (2008), Bagno (2007, 2013); Coelho et al. (2015) and Silva (2001).  Analyzing the strips produced by the students, we aimed to highlight their perceptions of language as a heterogeneous phenomenon and corroborate the effectiveness of teaching proposals based on the scientific perspective of educational sociolinguistics.

In this paper we have reviewed the concepts of standard language and careful style in texts to discuss the relevance of a sociolinguistic notion of style for written texts. For this purpose, we have revised the sociolinguistic literature on style from Labov (1966); Bell (1984) and Eckert (2000; 2008); Moore (2004) and Mendoza-Denton (2001) and bringing the discussion guided by Coulmas (2014) about a supposed lack of interest in linguistic and sociolinguistic studies about taking written productions as an object of analysis. Then, based on the discussion by Faraco (2008) and Preti (1999) about written standards, we present linguistic analysis’ results from a corpus composed by 12 opinion texts, from a national newspaper, with the purpose to observe the behavior of the variables “recovery of textual antecedent by verbal complement” and “construction of relative clauses”. Finally, as a contribution to theoretical discussion, articulated to the results’ discussion, we argue about the need of reconsidering the careful style’s concept as a guiding criterion for the written standards, proposing an approach to privilege the notion of stylistic agency and, lastly, speculating what in this discussion may interest linguistic education and the pedagogy of linguistic variation.

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The aim of this paper is to share an experience involving the translation of a scientific text for an audience composed of low-literacy readers. Firstly, the place of interlingual translation within in Translation Studies is presented. After that, some topics of relevance to translators when trying to meet the needs of the readers in their translations are discussed: reading and literacy. Then, an overview of the different ways in which language can be graded – Easy Language and Plain Language – is presented. Finally, the contributions of Text Linguistics, especially the seven textuality factors, are drawn. The material under study consists of the English version of a text originally written in Portuguese, which accompanies an experiment at the Museu de Ciências e Tecnologia da PUCRS (MCT-PUCRS) in Porto Alegre, Brazil. As we looked at the English version of that text, using the theories presented, we can see the evidence of the textuality factors in the production of an easy or plain text that can be understood by the target audience. At the end, the role of translators as mediators is reinforced, as they play an important role in bridging the gap between languages and cultures, but also in breaking the internal barriers of a language.

The aim of this paper is to analyze the variation of dimensions of Near Death Experiences (NDE) reports. In recent decades, several fields of knowledge have investigated the phenomenon since the release of Moody's book (1975), including linguistics. To date, no study has investigated its variation of dimensions in the English language, through Corpus Linguistics (CL) (BERBER SARDINHA, 2004) and Multidimensional Analysis (MDA) (BIBER, 1988). As the main method of the study, additive MDA (BIBER; CONRAD, 2001) and complete MDA were carried out (BIBER, 1988), in order to map 1223 reports in the dimensions of variation of english and unveil its own dimensions. Regarding the additive MDA, the study corpus presented a positive score in dimensions one, two and five and negative score in dimensions three and four. As for the MDA, three functional dimensions were identified and interpreted as (1) Reported speech discourse vs. Elaborate description, (2) Deontic Discourse and (3) Discourse focused on stance.

This research aims to analyze the treatment given to the figures of speech (FS) in grammars produced during the XVIII and XIX centuries, especially in three canonical sources: Arte da grammatica de língua Portuguesa, by Antonio Reis Lobato, published in 1770; The Grammatica Philosofica de Língua Portugueza, by Jerônimo Soares Barbosa, published in 1822, and the Grammatica Portugueza elementar fundada sob o methodo histórico-comparativo, by Teófilo Braga, published in 1876.  We use as theoretical framework the notion of conceptual network in Polachini (2018), logical relation between terms, in Swiggers (2004; 2010); Traditional Paradigm of Grammatization (TPG) in Vieira (2018).  This research revealed the inconsistences and convergences of the authors of the analyzed grammars about the figures of speech treatment. The notion of conceptual network allowed us to perceive the continuities and discontinuities through the relation among the meta terms analyzed.

Research developed by Moraes (2017a, 2017b, 2020, 2021a [in press], 2021b [in press) shows how, from a historical point of view, the approach to linguistic variation and change in places such as grammars can be productive. Linguistic instruments (AUROUX 1992, 1998), at first, focused not only on the description of the language, but also on the erasure of varieties and the leveling or homogenization of unofficial speeches; grammars, however, seen as a whole (corpus), show themselves, in this proposed new perspective, as a repository of different and successive past synchronies. It is interesting to note that, seen from a new historical and historiographical perspective, therefore, with the contours of a new object to be explored within the limits of Historical Linguistics, the diverse voices that grammarians have tried, in their time, and over the years. centuries, to silence, based on negative linguistic attitudes (HALLIDAY et al. 1976; LEITE 2005), because they are considered as wrong, gain, in this new research panorama, a comprehensive and representative historicity and start to serve as sources of examples of the heterogeneity itself linguistics in different contexts. In this work, we present some methodological guidelines that have been shown to be productive in the exploration of these phenomena.

This paper presents a cultural analysis of the speech of one of the cities in the south of the state of Minas Gerais (Brazil), Campo do Meio. Information on toponyms, oral traditions and idioms was collected among the municipality's speakers in order to demonstrate the linguistic peculiarities of this rural people. For this, the Semantics of Contexts and Scenarios (SCC) was used as a theoretical framework, a semantic concept based on the idea that a natural language is a socialized and culturally determined system of representation of worlds and their events. The research, carried out in stages, culminated in the following procedures: collection of bibliographic material, selection of materials, interviews and transcription of data. We seek to demonstrate a work for linguistic studies of a cultural nature and to rescue a little of the culture of a people, lost day after day.

This paper reviews, through the verb forms of participles, the phenomenon of analogy as an internal mechanism of language, the results of which are often of concern to speakers. The study is framed in the relationship between society and mass media nowadays and in the nineteenth century in the treatment of aspects of language, specifically, the uses and forms of participles. To this end, we have created a synchronic corpus of tweets in which doubts are posed to the RAE account on this issue and, in parallel, another diachronic corpus, from which we have selected four nineteenth-century press articles that focus on the morphology and correctness of a new verb formed analogically from a participle: presupuestar. The study concludes with the importance of the different platforms to satisfy the doubts of language users and shows the social interest aroused by the grammatical item we are investigating.

The ability to segment continuous activity into parts is an important component of understanding narratives. Studies show that during the perception of an activity, whether it is performed or narrated, changes in the characteristics displayed in the information source act as clues for segmentation in significant events. In this review study, we observed how situational changes (time, space, character, object, objective and causality) and physical changes (linguistic marks) act in the narrative segmentation process, with the aim of showing how sign languages share linguistic and non-linguistic features that act as boundary marks in the event segmentation mechanism.

We investigate the work De Institutione Grammatica Libri Tres (1572) by Fr. Manuel Álvares, SJ (1526-1583) in this article, which is one of the results of the researches developed in the group Filologia, línguas clássicas e línguas formadoras da cultura nacional (FILIC/CNPq/UFF), in the field of Linguistics Historiography, more specifically in the field of History of Grammar, or Grammaticography. We begin our text with the contextualization of the grammatical work and analyze the ancient grammatical sources used by the Portuguese humanist. In the second part of our study, we present the division of contents of Álvares' grammar, describing the summary of the 16th century work, which had a great impact on linguistic thought in the European world and in Portuguese America, between the 16th and 18th centuries. The Alvare’s work is of interest to the Historiography of Linguistics in Brazil. The sequence of grammatical contents found was continous in modern texts that describe the Latin language, and the work of Álvares is still indirectly influential in the Western grammatical tradition.

This work, the result of a research for a master's thesis and this work is part of a subproject developed by   a research and linguistic studies group in Pará, aimed to analyze the most recent grammar of the linguist Maria Helena de Moura Neves, “The Grammar of Portuguese Revealed in Texts” (GPRT), published in 2018, to verify which conception of grammar and grammar teaching emerges from that work. Based on a bibliographical research, consisting of five books by Neves, the analysis and development of possible answers to four guiding questions that constitute the specific objectives of this work were carried out, namely, what is grammar?; what is teaching grammar?; why teach grammar?; and how to teach grammar?. These guiding questions are questions from the subproject, developed, since 2017, “Analysis of grammars written by Brazilian linguists”, part of a broader project, “Language, grammar and variation”. Thus, for GPRT, grammar is an adaptable and sensitive system to the pressures of use, therefore adjustable; and teaching grammar is looking at language and its interrelationships in a reflective way. Grammar teaching must show how grammar organizes relations, produces pragmatic meanings and effects within a context. The teaching of grammar must not be dissociated from language experiences: to reflect on language, the context in which that text was produced must be considered.

The Grammatica Portugueza, by Júlio Ribeiro, has been a recurrent object of analysis in the work of several researchers who deal with the history of Brazilian grammaticography. This article aims to investigate how the concepts of language in general, language, rule, and laws are established by the referred grammarian in the second edition of his work, published in 1885. The specific objective of the investigation is to verify that the establishment of these four concepts occurs through different theoretical assumptions that cooperate with each other, catalyzed by the instrumental purpose that the grammarian assigns to his work. With the investigations, we found that integrating different theoretical assumptions characterizes the establishment of these concepts, as we assumed. We proved that the concept of language in general assumes the good expression of thought, in a way that pleases others, and the concept of rule encompasses the necessary goals for this good expression of thought. We also note that the concept of language assumes that it works in the same way as organic species, because they undergo selection and struggle for survival, and are governed by laws that can be described by comparing different states of the language. We conclude, finally, that the Grammatica Portugueza has a purpose to take to its readers, in a systematized way, the rules that systematize the good use of language in general, noticed in educated people endowed with the ability to make this good use, and the laws that govern the evolutionary functioning of the Portuguese language, learned in the comparison between different states of the language.

Having as a starting point the conceptual problems related to the relations between speech and writing represented by punctuation, this article investigates the theoretical-normative treatment given to this linguistic phenomenon in inaugural works of Portuguese grammaticography. In particular, such article seeks to analyze the categorization of punctuation as part of the orthography of the language, as well as to identify, interpret and interrelate the syntactic and prosodic aspects from which punctuation marks are normalized during the 1500s. To this end, the treatise by Pero Magalhães de Gândavo (1981 [1574]) was defined as the corpus. However, to meet the requirement of reconstituting the horizon of retrospective research (cf. AUROUX, 2014), data on the punctuation marks used and/or standardized in medieval manuscripts, in Renaissance prints and in the grammar of João de Barros (1540) are also part of the notes developed herein. This study, situated in the field of  Historiography of Linguistics (cf. ALTMAN, 2019; BATISTA, 2015, 2019; KOERNER, 2014; SWIGGERS, 2019), combines external and internal aspects of analysis, although it focuses on the linguistic materiality of the aforementioned works. The resulting bibliographic survey and the data analysis show that, since the first gestures of Portuguese grammatization, the punctuation system was already presented based on confluences between syntax and prosody, or between the delimitation of sentence constituents and the demarcation of pauses that are characteristic of intonation. Thus, they suggest the pertinence of examining punctuation in a less polarized point of view regarding these two constitutive dimensions of its normatization throughout history.

This work seeks to present some discussions about the relationship between language and grammar and their teaching in native language classes. The aim to present ways of working grammatical contents, approaching a reflective teaching. It is considered the students' ability to reflect on the functioning of language, seeking to present alternatives to explore language activity in the classroom. Authors such as Antunes (2003), Bagno (2002) and Travaglia (2006), Franchi (1991) help us in the discussion about native language teaching. In the enunciative perspective, the study of language activity is a basic concept of the Theory of Predicative and Enunciative Operations (TOPE) and will be supported by Culioli (1990), Romero (2019), Rezende (2011). These authors see language as a creative activity for the construction of experiences and that one should, therefore, seek to develop, in the classroom, efficient methods of language exploration without dwelling on classificatory elements and normative rules. It starts with a traditional activity carried out in the classroom and then proposes ways to work with the same content proposed in the activity, but with the support of the aforementioned authors. This type of activity results in a much more independent student who manipulates the language without worrying about learning classifications and, in response, there is a much higher level of understanding as well as an interesting performance in terms of participation, learning and production.

This paper emerges amid divergences among linguists regarding the morphological format of the class 5 noun prefix in Ronga, a Bantu language belonging to the group Tswa-Ronga (S50) and spoken in the South region of Mozambique. In this paper we intend to further the discussion on the morphological format of class 5 noun prefix, based on empirical evidence. Different from Quintão (1917), Nogueira (1960), Bachetti (2006), Sitoe, Mahumane & Langa (2008) and Ngunga (2014) who propose that the class 5 noun prefix in Ronga is dji- or dri-, data obtained through a structured questionnaire applied to 20 native speakers of different varieties of Ronga show that the prefix of this noun class 5 is li-. The occurrence of class 5 nouns that exhibit this prefix in Ronga forms part of the main evidence that we use to legitimate this thesis. In addition to that, the data analysed also show that the morpheme dri- or dri- is just a class 5 agreement marker, used when class 5 nouns co-occur with their syntactic dependants, such as determiners, quantifiers, qualifiers and verbs.

This study starts from the hypothesis that the Traditional Grammatization Paradigm (PTG) directly influences the approach to linguistic facts for pedagogical purposes and seeks to develop an analysis of the noun and adjective classes in contemporary textbooks. At first, the emergence and evolution of PTG in the Brazilian context is presented; then, the main problems highlighted in the teaching of Portuguese language word classes are discussed; and, finally, an analysis of the approach of nouns and adjectives is developed in a 6th grade textbook of Elementary School II, from the perspective of Neves' postulations (2017). For this, an initially bibliographical and qualitative research will be carried out, regarding the woven analysis. As conclusions, it was found that textbooks still present incipient definitions for the classes of nouns and adjectives, with problems related to the confusion of criteria and fluidity of categories.

The Brazilian Grammatical Nomenclature, also known by its corresponding acronym, NGB, was instituted in 1959 by Ministerial Ordinance no. 36 of January 28 of the same year, with the declared goal of simplifying and standardizing the metalanguage used in the educational space in face of the terminological diversity existing at the time. As a product of a language policy focused on teaching, the NGB had significant repercussions not only on the pedagogical practices of Portuguese language teachers in the classroom, but also on the reconfiguration of grammatical materials. Considering the results of this policy, echoed until today, we seek to observe, through the lenses of the disciplinary field of Language Policy, notably from Johnson's notion of Language Policy (2009), given the understanding that the implementation of a language policy is also the result of a socio-political intellectual atmosphere of the period from which it emerges. Methodologically, this study is guided by the parameters of documentary, qualitative, and interpretivist research (LIN, 2015). The analysis points to the following findings: (i) the macrosocial context was fundamental for the delineation of the project that culminated in the elaboration of the NGB; (ii) the creation of the nomenclature had the action of political agents, such as the minister Clóvis Salgado and, notably, intellectual agents, namely, teachers with philological education and active in Colégio Pedro II; (iii) the terminological unification ceases to be understood in a strict and purely linguistic-pedagogical perspective to be understood, in this study, as a linguistic policy that gives concreteness to National State policies.

This article discusses the conceptions inherent to the processes of grammatization in emerging sign languages in relation to institutionalized sign languages.  It is also discussed the case of some emerging sign languages and the discussion about variation and conventionalization in young languages and more consolidated sign languages.  A reflection on the description, documentation and linguistic revitalization procedures suggested in the production of reference grammars of signed languages is applied to this study. Arguments are presented to theorize the concept of conventionalization based on Schmid's E-C Model (2020). As a result, it is shown that the grammatization of emerging sign languages in relation to the grammatization of institutionalized sign languages differs more by their glotopolitical and ideological aspects than by their linguistic ones.

This article intends to discuss the relationship between language and grammar in the context of the plural approaches, and more precisely the intercomprehension didactics. The thesis defended in this text suggests that teaching grammar through the work with different foreign languages ​​in parallel can provide a more meaningful language learning. When analyzing grammatical exercises in intercomprehension teaching materials, we conclude that the intercomprehension didactics allows for a more conscious and contextualized pedagogical practice of grammar, which not only values ​​the student's linguistic repertoire, but also mobilizes their knowledge to support the learning of new or additional foreign languages. This brief reflexive exercise concludes with a discussion of the pedagogical potential of adopting a plurilingual approach to teaching foreign languages. In this sense, some thoughts on the benefits and also the challenges that the didactics of intercomprehension brings to the work of FL teachers are presented.