RCAAP Repository

This dissertation was developed in an inter/transdisciplinary approach that involves Applied Linguistics (AL), French Discourse Analysis (DA) and Dialogical Discourse Analysis (DDA). It was designed to delineate the orality meanings constructed by subjects when they occupy the discursive place of Information Systems undergratuate, from a private university in the state of Minas Gerais in an English for Specific Purposes first term class, and, with this, investigate the constitutive representations of this orality. It was attributed to this dissertation the task to describe, analyse and delineate the representations of orality in English constructed by these computer-field undergraduate subjects; the voices raised, in polyphonic relations, by these subjects to construct the representations and evidence in which discursive formations (DFs) their discursive practices are inscribed. I studied, therefore, factors that interfere in the English language teaching process in order to better understand how these factors are translated in the relation that is instaurated between these subjects and their orality in this language. With that aim, the AREDA (Serrani-Infante, 1998) was utilized as a methodological tool for data collection. As a result, it was possible to observe that the relation that the research subjects have with their orality is ruled by four representations: i) orality as an object of desire; ii) orality as a professional upgrade; iii) orality as a legitimizer of good English command and iv) orality as the inscription of another one. These representations are interpenetrated and interconstituted and the discursive practices are circumscribed in some DFs that I classified as: DF of neoliberalism, DF of Entrepreneurship, DF of lack, DF of linguistic accuracy and DF of capacitation. While representing their orality as an object of desire, it was explicited a constant lack of nativeness, which is significant to them and makes them state that they see a nativespeaker of English as complete. While representing their orality as a professional upgrade, the DF of capacitation was explicited, as their enunciations are matched in the sense of making an effort to meet an ever-growing market demand and this way, gain respectability in a current non-stop globalization process through capacitation. The DF of Entrepreneurship and the DF of linguistic accuracy were also observed in this representation, once their desire for social mobility would only be possible through the mastering of orality and linguistic accuracy in the English language. This one reveals a structural and behavioral practice, which would also make them ascend professionally. While representing their orality as a legitimizer of good English command, it is possible to observe some meanings that characterize the DF of Entrepreneurship and the DF of neoliberalism, once the overestimation of the orality in the English language can be inscribed in a modern neoliberal capitalist mentality that would take them to the search for success circumscribed in an entrepreneurship stance. And while representing their orality as inscription of another one, the subjects project a desire for an English native-speaking condition, considered by them, as the only way for linguistic accuracy, and when this relevance is given to the native-speaker, there is a projection relation instaurated, which characterized the DF of Lack.

This study is a reflection about the possibility of considering the relation between mother and foreign language, from the point of the contact between them which we called listener's strangeness. The research presented in its beginning the point of view of the Communicative Approach about a foreign language teaching. During the development of this approach the mother tongue was considered as a necessary factor. After these thoughts appeared analyses about the interference in foreign language, and one of these studies is the interlanguage hypothesis. The interlanguage, according to Selinker, is an attempt to communicate in the foreign language. However, this hypothesis alone wouldn‟t give a good answer if it was thought according to the overcome in a specific moment during the language learning. Specifically because of the learner, who is considered to be able to communicate himself and is a language pundit, shows some moments in the language which could be considered as the interference of the interlanguage. We found the support in the conception of language developed by Saussure, this conception permitted a comprehension of the language working. The language, for him, is a system which knows its own laws. The language system previews an own movement which is connect to what the linguist consider as a syntagmatic and an associative relations, relations which put in scene latent elements. The psychoanalyst theory about the slips tongue, such as it is proposed by Freud, allowed us to enquire about the existence of a law which works without the fellow‟s control. This is an unconscious law, unknown by the conscious. This way, we believed we can come closer Saussure hypothesis about the syntagmatic and associative relations - because when you evoke an idea in relation to a significant, many others are bring to the mind and put in the game - with what Freud explained as being a range of thoughts which are not conscious at the moment when somebody speaks. At this point the Moraes reflections about the mother tongue and the foreign language, by the psychoanalysis analyses, allowed us to think about the nature of the language relationship, specifically about the contact between them where we observe what we called as a listener's strangeness. Considering to Moraes that the mother tongue is the responsible to trail a path where other languages will pass, and, with Saussure‟s and Freud‟s conception, we could think about the contact between these languages are possible, when a person speaks, because of the tongue works and the unconscious. All these reflections gave to this work, elements to reflect about the moments which cause strangeness in the listener when the mother and the foreign language touch each other at a moment when anyone speaks by another point of view, different from the interlanguage. This contact of the mother and foreign language can be analyzed by the own language mechanisms and the unconscious, and they can‟t be considered overcome because they constitute the speaker.

This work aims at analyzing and reflecting on the stories of English teacher education at the Modern Languages course. My specific goals were to observe and narrate pre-teachers' English learning and teacher education stories, besides my own teaching stories as a language teacher and the continuous education process I lived throughout the inquiry. The research was carried out alongside some undergraduate students attending a critical-reflexive English learning course at a Brazilian Federal University. I was also a researcher-participant. The theoretical background used to discuss pre-teachers' and my own English teaching and learning stories includes Wallace (1991), Celani (2001), Cristóvão and Szundy (2008), Gimenez (2007), Ifa (2006), Teixeira-da-Silva (2006), Mello (2004), Telles (2004) and Motta- Roth (2001). Yet, Carr and Kemmis' (1988), Schön s (1983, 2000), Van-Manen's (1990) and Diamond's (1991) perspectives guided some of the discussions. The research theoreticmethodological approach I used in the inquiry was Clandinin and Connelly's (2000) Narrative Inquiry perspective. The field texts that I composed emerged from the activities of MOODLE, students' and my e-mails exchanges, field notes written by me during the experiences lived in the classroom, the course curriculum and activities and the diaries written during the research process. These documents were viewed with the lens of Ely, Vinz, Downing and Anzul's (2001) interpretative perspective, who sustain possibilities for composing meanings in the research. In reconstructing the lived experiences, I composed the themes: stories of being a teacher, stories of being a researcher, stories of using technology and stories of English language teaching. These themes that emerged out of the pre-teachers' and my own stories point out to the learning that I, the researcher, and the participants could experience through the research process we lived.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The study presents a research on one cohesion mechanism - the cataphoric referenciation - that refers ahead to one text referent. That is to say that an entity is evoked before its presentation on the text. The aim of the study is to categorize cataphora types and their textual referents as we identify the linguistic elements used cataphorically and the textual referents functions. We analyzed, in the corpus, cataphoric occurrences of personal, demonstrative and indefinite pronouns; adverbs; numbers; and nominal expressions. The cataphoric references found were classified as pronominal, nominal and associative. The former has a pronoun, a number or an adverb as its remissive form and it has an explicit textual referent. The second presents a nominal expression as its remissive form, and has an explicit textual referent. The latter is named associative because it does not have an explicit textual referent, as the referent must be inferred by the reader from co-textual and contextual clues. According to the corpus, this cataphora type is a pronoun. The textual referents were categorized as common nouns, proper nouns, nominal expressions, simple and compound sentences and whole texts. The functions of the textual referents were also analyzed. The theoretical basis is Text Linguistics, mainly the studies about referenciation (MONDADA & DUBOIS, 2003), negotiation process within discourse. The corpus is 193 journalist newspaper articles from Folha de São Paulo and Veja magazine, published in the second semester of 2008. We found a major occurrence of pronominal cataphora (55%), followed by the nominal (41,15%), and the associative (3,85%). The most used category of pronominal cataphora are personal pronouns, the indefinite pronouns were most used as associative cataphora. The most common pattern of nominal cataphora is determiner + noun + modifier. The cataphora occurs more frequently within the text. The most common textual referents functions are to specify, to explain and to enlighten. According to the results, we can claim that cataphora use as referential mechanism has been frequently used in journalistic context. It helps the organization, the progression, and the focus on some segments from the text. Finally, we can state that cataphora can be used as a way of catching the reader´s attention.

This dissertation aims to analyze the manifestation of the modalities in the genre scientific paper in the field of Linguistics and the functions they have in the texts as the speaker s attitude markers through searching for regularities in their use in these functions and verifying their relationship with the argumentation in such genre. Thus, we aim to: i) identify the modalities which are used in the scientific papers, as well as the most used modal markers; ii) verify the functions that the modal markers have in the scientific papers of the Linguistics field and how such functions are related to the argumentative role in this genre; iii) identify the regularities/generalizations in the functioning of linguistics modalities in the genre scientific paper; iv) verify whether certain modalities correlate with moves in scientific papers such as: to propose, to attack and to defend an idea, to propose an idea keeping it from possible questioning, etc ; v) verify possible regular correlations between form (modal markers), current modalities and: a) modalities functions; b) categories of the superstructure of the scientific paper. We know that when writing texts people always resort to modal markers, standardizing language. Our hypothesis is that modalities and standardization are also used in the scientific paper as a regularity; that there are correlations between modalities and the superstructure of the scientific paper and between modalities and certain functions or moves inside the scientific paper; that in scientific papers the modalities play roles related to argumentation; and that alethic and epistemic modalities are established, in the scientific genre of the field of linguistics, as basic. For such research, we did firstly a theoretical study of text and discourse according to different authors, we then analyzed the modalities in correlation with the superstructure of the scientific paper according Van Dijk studies (1983 apud TRAVAGLIA, 1991) and Castro (1996) and then we proposed a superstructure that we consider relevant for our study with emphasis to the basic criterion required by this area. For the investigation of the argumentative structure we adopted the theory of Perelman and Olbrechts-Tyteca (2002). The methodology we have opted for is qualitative and quantitative focusing on the linguistic and social aspects of the genre scientific paper in the field of Linguistics. In this study, we used the label of the modalities which was re-elaborated by Travaglia (1991) from the proposed label by Koch (1996), Guimarães (1979) and Travaglia (1981) so as to analyze the different modalities which are expressed by several linguistic resources. The definition of the linguistic modalities was elaborated taking into consideration several authors. For such definition we resorted to the theoretical contributions of Travaglia (1991), Coracini (1991), Barros (2007), Bentes (2005), Koch (1996), Palmer (1986) and Guimarães (1979). In this study, we have come to the conclusion that the authors/producers use the epistemic modalities in the construction of the text. Otherwise, we have verified that this type of modality establish different functions for each one of those parts of the superstructure of the text. As for the volition modality it is present in the introduction and in the final of the conclusions so as to mark intentions and pretentions. We also verified, as a regularity that we have found, that in the scientific papers the most used modalities are epistemic, alethic and volition, while the deontics and imperative ones are little used.

Under the theoretical perspective of the Linguistics of Enunciation, the subjectivity involved in the practice of paraphrase in vestibular was studied. Theorists such as Authier-Revuz (2004), Benveniste (1988, 1989), Flores (1999, 2005), Fuchs (1982, 1985, 1994), Milner (1987, 2006) Saussure (2006), Tfouni (2008), among others, founded the research. Specifically, eight texts produced by students were analyzed. Students were supposed to paraphrase enunciations of the so called motivating text (MT) that compounded the writing test of vestibular. It should be pointed out that, in order to produce these paraphrases, students should obey the rules previously given by the examiners. "Obey" is written in quotation marks because our analysis shows that there are effects of meanings which, certainly, reveal the production of other meanings that comes from the students attempt to produce the same meaning present in the motivating text. These other meanings produce a tension between the meanings accepted by correctors, in their reading of the MT, and those that are expunged, not accepted. In this tension, the subjectivity that involved the practice of paraphrase becomes visible, making it relevant to consider the paraphrase as a fact of enunciation, related to the semantics of speech, rather than to the formal approach vestibular attributes to it. Through our theoretical assumptions, we dealt with the idea that the paraphrase is nurtured by an imaginary investment of objectivity, maintained by vestibular procedures of evaluation. To what concerns this investment, the research was not worried, in any time, to justify the paraphrasing gestures of students according to the judgment of the two correctors of vestibular. By examining carefully the way these correctors evaluated the paraphrases written by students (italics, comments on each one), the analysis compared what one corrector considered as a paraphrase of enunciations of the MT of the writing test of vestibular to the posture of the other corrector who did not consider it as a correct paraphrase. Divergences were realized in the evaluation of the two correctors. However, they are not enough to say that they are the result of different ideas of each corrector on the concept of paraphrase. These divergences are actually the expression of different readings of students paraphrases each corrector had. In other words, they are related to the meanings each corrector recognized as being part or not of the MT of the writing test of vestibular. Thus, being the text, in an enunciation perspective, an incomplete object, which allows to represent mobile meanings, we consider that the paraphrase and, as a consequence, its recognition (or not) is, in our work, understood as something open, once it is subordinate to judgments of a subjective order of correctors who have, for example, different histories of reading. This is to say that there are issues of subjectivity present in the acts of recognition (or not) of paraphrase in the writing test of vestibular. Moreover, our study examines the possible relationship between gestures of paraphrase and traces of authorship, as a work (interpretation) of the scriptor on the MT and the enunciation position that builds and is built in the construction of the MT through reading.

Mestre em Estudos Linguísticos

I can t say if this dissertation is the story I will tell or if this story is the dissertation I will present. Both story and dissertation are too imbricated to be distinguished. I aim at narrating and analyzing the attempt to propose an experience of learning in Tandem practice through MSN Messenger in a public school in the Triangulo Mineiro region, based on the principles of Narrative Inquiry, according to Connelly; Clandinin, 2000, 2004, 2005) and Ely (2007). I relate throughout this report mainly studies on, and experiences with, tandem practice, according to Migliorança (2007), Telles (2006), Telles; Vassallo (2005), and Brammerts and Calvert (2003); teaching and learning languages and new technologies, based on Moita Lopes (2005), Paiva (2006) and Warschauer (1996, 1997); and language and power, according to Fairclough (1989, 2009). The stories lived during the research were analyzed from the sense making principles, based on Ely, Vinz, Downing, e Anzul (2001). I could notice that the relations of power present in the research field, including assumptions I had about the use of new technologies, influenced on the research routing, resulting on the non-occurrence of the tandem practice according to the former plan and on the change of the analysis perspective after the qualification session. Despite of the (un)expected aspects what Narrative Inquiry always foresees -, technology had a meaningful role in the discovery of English learning resources by the student participants and to the beginning of a possible process of change in the teacher s practice. Furthermore, technology enabled the participants to contact students of a foreign school and moments of a cultural tandem, which seemed to have a possible impact on their learning in relation to motivation, autonomy and understanding of cultural aspects.

This dissertation aims at narrating and describing the searching process of tandem partners experienced by Language Graduation students from a university in the state of Mato Grosso, and by me, as monitor of this process. More specifically, this research aims at discussing the collaboration in this process. These students participated in an extension project related to Portuguese teaching and English or Spanish learning in-tandem via MSN Messenger. Among the participants of this study, were the students who chose to learn English in the project. This dissertation had as theoretical references, studies about computer assisted language learning (BAX, 2003; LEFFA, 2006; PAIVA, 1999, 2001; WARSCHAUER, 1996, 1997, 2000), the sociointeractionist perspective (VYGOSTKY, 1998), conceptions about collaborative and cooperative learning (CELANI, 2002; DILLENBOURG, 1999; ESHET-ALKALAI, 2004; FIGUEIREDO, 2006; JOHNSON; JOHNSON, 1998; MAGALHÃES, 2004; PANITZ, 1995; SMITH; MACGREGOR, 1992; TINZMANN et al., 1990; WIERSEMA, 2000), as well as studies about tandem context (BRAMMERTS, 1996; BRAMMERTS; CALVERT, 2003; CALVERT, 1992; TELLES; VASSALLO, 2006, 2009). The theoretical-methodological approach adopted was the Narrative Inquiry, according to Clandinin and Connelly (2000; 2005). The field texts were composed of introductory texts that were part of the profile created in sites of linguistic exchange, messages sent by the students to members in sites of linguistic exchange, interactions between these students and the members via theses sites or via MSN Messenger, and narratives written by them and by me during the project meetings. The analysis of this material was based on Meaning Composing, according to Ely, Vinz, Downing and Anzul (2001). Using a metaphorical language, tandem as ballroom dancing, it was possible to realize through this study that the attempts made by the participants to invite people to dance tandem were not collaborative invitations, that is, they were not like a shall we dance? , but like an imposition, a Dance with me! . The lack of collaboration in the invitations is associated here to tandem principles (reciprocity and autonomy), and to language learning and teaching conceptions that the participants brought to this experience.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

In recent years, whether in print or television to other media outlets in print, has been notorious the presence of a discursive materiality becoming effective and compelling exploration of female sensuality increasingly explicit in beer commercials broadcast by the Brazilian media. Considering this issue, which is presented in this essay, fundamentally based on concepts from the scene of enunciation and discourse deixis, predicted by Dominique Maingueneau in several of his writings is how it is the discourses of publicity advertisements for beer, trying to demonstrate that As the constant presence of a certain female stereotypes in the discourse sceneries of these ads is tantamount / reinforce certain masculine identity. The body of our research consists of 10 billboard advertisements for beer, 5 marks nationally marketed more - Antarctica, Brahma, Skol, Kaiser and Schincariol - which have appeared in advertising campaigns promoted in Brazil over the past 10 years.

The teaching of Literature has found many questionings, as related to the subscription of the students in the construction of a reading culture, as about the current reality of the teaching of Literature. The process of formation of critic readers at the elementary school and high school, generally, has had impediments mainly for the non-valuableness of the teaching of Literature, not giving it the considerable importance that it has in the school curriculum. We notice that, in many cases, there is not an effective worry about the formation of the students as readers, but a systematic and logical teaching of Literature, with plenty of ready interpretations and analyses, closed and focused on the teacher's figure. Most of the time, the students become mere receivers of ready senses for the objects of reading, it means there is no space for the students to construct their reflections from their interactions with the world. Due to this reality about the unvaluable of the teaching of Literature, observed at the elementary school and high school, the importance of the formation of teachers in this field, initiated at the academy, is questioned, because the discoursive crossings provided by school come over the intership subjects, like Teaching of Literature Practice , what makes appear the discredit on the possibility of changes in the teaching of Literature, connecting the academic theories to the teaching practice. In this current project, we look for discussing the bases of teaching of Literature at the elementary school and high school, and the importance of the formation of teachers who know how to connect the theory to the practice. Our focus on the analyses is the formation of the pre-service teacher in the academic subject Teaching of Literature Practice and our corpus is formed by pre-service teachers that, when they concluded this subject, have reflected about their constitution as Literature teachers and about the teaching of the academic subject in their school experiences, answering an AREDA Questionnaire. We do not have the intention in this project to observe the linguistic materiality separated in each participant. We attempted, throughout the disjoint of the collected speeches, to select them into discoursive sequences, protecting the pre-service teachers' identity, who helped the research. We also attempted to demonstrate throughout the discoursive sequences which image of Literature teacher the undergraduate constructs after studying the subject Teaching of Literature Practice . We look into the relationship of the pre-service teachers with Literature, with teaching and how important the experiences as Literature students are for their formation as teacher and for the construction of their relationship with the subject and with reading. We have as theoretical bases the French Discoursive Analysis, Michel Foulcault's studies, mainly based on his reflections about discipline. We also take apart official documents, like: LDB , PCNs and Pedagogic Politic Project of Languages Course . We include some theoretical references used in the subject Teaching of Literature Practice , which make part of the academic knowledge of the pre-service Literature teachers. Our project do not intend only to reach the academic teaching formation , but also provoke on the in-service teachers reflections about the current reality of Literature teaching and promote discussions about what can be done to get some changes involving the reading identification from the elementary school and high school students.

My aim in this work is to analyze the pedagogic model of the French language course Reflets- Bresil, developed by governmental site Francoclic, regarding the application of new technologies. This research assumes that there is a transposition of traditional teaching models and poor use of the resources offered by virtual environment. I have investigated how the underlying teaching and learning conceptions relates to each other; as well as how the relation between techniques and the teaching and learning conceptions is established. I founded my studies theorically, mainly, upon language conceptions. (SAUSSURE, 1999; CHOMSKY, 1976; VYGOTSKY, 1991; DIK, 1978; HALLIDAY,1994), language teaching and learning references (ALMEIDA FILHO,1993; HYMES,1971,1972,1991; RICHARDS; RODGERS, 1994) new technologies (WARSCHAUER; KERN, 2000; PAIVA,2001; BUZATO, 2001; KHAN; VEGA, 1997 among others) pedagogic models in Distant Education (BEHAR, 2005,2006, 2009).Some points relating to on-line evaluation (PRIMO, 2006; PALLOFF; PRATT, 2004), autonomy (PAIVA, 2006; DICKINSON, 1987) and learners and learning s styles (TAPSCOTT, 2010; PALLOFF; PRATT, 2004) also guided my investigation For my study I have adopted interpretativist paradigm, I put myself in the course learner role, doing the lessons proposed, and using diaries and analysis matrices ,elaborated by myself, in order to record my impressions and collect elements of the course pedagogic model. The main results reveal a pedagogic model grounded in structuralists language teaching and learning conceptions. A teaching based on behavior manipulation. The resources available are used to grab learners attention, and arouse their good willing to respond to stimulus, in other words, to develop the proposed activities. Ultimately, it is a pedagogic model centered on course, without interaction and space for developing collectively the communicative competence, which opposes the reference documents, idealized by governmental institutions of education, for the language teaching purposes. Results confirms, my initial hypothesis concerning the approach transposition of traditional teaching learning to virtual learning environment.

Mestre em Estudos Linguísticos

Mestre em Estudos Linguísticos

Our study shows opinions of a group of 44 students upon anxiety in the English learning process. The age of participants varied from 18 to 55 years old and they were attending basic, intermediate and advanced lessons. The learners showed their views concerning the affective variable anxiety by rank ordering a 57-statement sample, Q-sample. The sample is part of a data-gathering tool used in Q-Methodology, which is appropriate to investigate human subjectivity. This research approach is considered both a quantitative and qualitative due to the fact that a statistical program computes the data so that the researcher can then analyze and make judgments about them. The Q-sorting allows participants to model their points of views upon the regarding theme being investigated by sorting the statements of the Q-sample. In order to factor analyze the data, we used the PQMethod package. The package data analysis indicated the emergence of 3 groups or factors. The participants in each group shared points of view and rank-ordered statements in similar ways. Once the most important statements for each group were analyzed, we came to the conclusion that some participants had a high sense of group, that alleviated the feeling of anxiety, The Goodfellas, had a positive attitude towards the feeling of anxiety in the language learning process, The Easyriders, and that in specific moments or classroom situations or activities feel uncomfortable and anxious, The caring ones.

The main objective of this study is to investigate the cognitions of students and teachers in a public school on the use of didactic sequences in teaching English. Recent studies have pointed out that the didactic material is one of the main tools for teaching and learning a foreign language and has increased the interest in materials that contemplate the real needs of the Brazilian public school students and yet, are according to the PCN of LE. It is also known, that the processes of teaching and learning of foreign language receive direct influences of cognitions of students and teachers, that is, what they think, know and in what they believe. Researches on teachers‟ cognitions have investigated how to develop the beliefs, the thoughts and the knowledge of teachers, as well as try to understand how this interact with the practice of the teacher in the classroom. In a qualitative approach three distinct tools were used: interviews, Q Distribution (Q Methodology) and audio and video recordings. We used the Q technique that offers to the participants the opportunity to let them produce narratives of their cognitions, attitudes or opinions expressed subjectively according to the theme investigated. The data were collected in a municipal public school of a small inland town of Goiás state, using as universe of participants, English language teachers and their students. As result of this research the relevance of the study of teachers and students cognitions, aiming at the improvement of English language teaching, is confirmed. It points to the importance of the role of cognitions in the classrooms and to the viability of matching the teaching to the reality of the school context through the use of didactic sequences and textual genres.

This paper has a theoretical-methodological foundation in French Discourse Analysis and its studies in Brazil. We take as reference the concept of discourse, understood as regularity and, at the same time, such as dispersion, and, more specifically, the notions of memory, meaning, subject, identity and power. We adopted Glauber Rocha s film Claro (Italy, 1975) as a corpus, in its complex materiality of verbal, visual and sound language, in order to investigate how they produced sociopolitical identities. Claro is organized into short narratives marked by political and historical context, in which is constant the presence of the French actress Juliet Berto, a mix of fiction and documentary. We aim to describe, analyze and interpret the construction of identities, bringing to light sociopolitical discourses of modernity and its efemerity. Our hypothesis is that discourses in Claro link to an overlapping between verbal and visual materiality and these to memory in the constitution of sociopolitical identities. To achieve our goal, we investigated how subjects are designed from its construction by knowledge materialized in the film, we analyzed strategies of subjectivation in power exercise and relate subjectivities and identities to meaning production in discourses. We also question how subjects materialized in the film, marked by dispersion and moves, are woven by discursive wires network, which construct truths and rule identities. So, we consider contributions by: Foucault (2007a, 2007b) and Courtine (2008, 2009); cinema studies Xavier (2001, 2005); and identity studies Hall (2002, 2005), Bauman (2005), Gregolin (2008a), Fernandes (2009a, 2009b), Fernandes & Alves Jr. (2008) and Milanez (2009a, 2009b, 2010). We realize that Claro s complex materiality brings discourses in which subjects are constituted and sociopolitical identities are produced to evoke a memory of its own possibility conditions through words, images, sounds and discursive functioning of cinema s elements.