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This dissertation presents a description and analysis of language units that function as connectors of sentences in Sateré-Mawé language. This language is only member of the linguistic family Sateré-Mawé, belonging to the Tupi (Cf. RODRIGUES, 2002). Its speakers inhabit mostly the region of the middle area of Amazon Indigenous Lands in Andira-Marau, located in the state of Amazonas, in the border with the state of Pará, and its population is 12,000 people (cf. SESAI, 2014). This research is part of a broader project of \"Description and analysis of morphosyntactic aspects of Sateré-Mawé language\" coordinated by Dr. Dulce do Carmo Franceschini - UFU and is based on the theoretical framework of descriptive linguistics, from the standpoint of European structural functionalism from French line, based mainly on André Martinet (1972), Claude Hagège (1982) and Denis Creissels (2006), among other authors. This work also fits into the paradigm of action research, a working methodology that implies a greater involvement of the researcher with the group involved in the research. The corpus selected for this work consists on statements extracted from narratives written by indigenous Sateré-Mawe teachers and published in the form of books. In the corpus, 13 units that function as connectors Sateré-Mawé were identified. However, it was only possible to analyze the morphosyntactic and semantic-operation of seven of functional units, namely: {ma ato}, {pyno}, {tupono}, {sio}, {pote}, {turan} and {mi ite}. It is intended, through this research, to contribute to the understanding of the functioning of Sateré-Mawé language, its documentation, and especially its revitalization, from the dissemination of the results of our research among indigenous teachers, which, in a way, are co-authors of this work.

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This research aims at a descriptive -comparative study of the written portuguese in newspapers, analyzing the prepositions that follow the verbs go and come. Analyzing the language under the bias of Labovian s Sociolinguistics, which comprises that the linguistic system is not tight and that it is ever changing from the speaker s needs of language. Keeping this in mind, among the many possible modifications of analysis of the speech that reached the writing, this research focuses, in relation to sociocultural change, addressing the syntactic level in a phenomenon of the written Portuguese in newspapers: the motivation that leads the choice of certain prepositions over others in relation to motion verbs go and come. These verbs were selected because they belong to the same semantic field, once they reflect a horizontal displacement. The analysis was based on these objectives: to contribute to linguistic research on the written brazilian portuguese in newspapers analyzing the variation of the prepositions that follow verbs go and come; investigate the prepositions that follow verbs of motion go and come in the written brazilian portuguese in newspapers, to identify the linguistic and extralinguistic factors that influence the use of these prepositions in writing brazilian portuguese; compare the results with the prescribing Normative Grammar; verify if the analyzed changes presents some tendency to use a preposition in relation to another. For that 280 cases have been selected from the newspapers Folha de S. Paulo, with national scope, and the Jornal da Manhã, a regional scope. We catalloged data through a group of factors (the verb, time verbal mode, the preposition, the locative N and the newspaper in which the occurrence was found). All data were rotated in VARBRUL, statistics program, and subsequently analyzed. They were then contrasted with the work of Mollica, 1989, 1991, 1991, 1995; GOMES ,1996; Ribas, 2007 BERLINCK 2008, among others. The research has shown that the behavior of prepositions in relation to the verb go have sparked change, especially when taking the prepositions to and from as variants for the conduct of this verb. And contrary to what happens with this verb, the verb come shows little variation when it stipulates as variants prepositions to and on.

This dissertation aims at approaching the relation wisdom-power in Dilma Rousseff s Take-Office Speech in National Congress in January, 1st, 2011. As theoretical support it was taken Foucault s pieces (As palavras e as coisas, 1966; Arqueologia do saber, 1969; A ordem do discurso, 1970; and Microfísica do Poder, 1979). Analysis has emerged considering four themes taken as focus for examining such speech. Reasons for choices are justified considering their emphasis and relevance in life conception and intercourse. Education, the first one, profitable space to engaje in a controversy, a kind of control in Brazilian students, estimulating their insertion in a professional education. State Healthy, the second one, strategically approached through Body Discipline, aiming at reaching individual movement (action) and also by biopower, responsible by a stratagem of equilibrium and preservation of population. Both strategies work to produce behaviors and regulate life. The notion of taboo, the third theme, was thought from the use of the vocative brasileiros and brasileiras , working as a planned interdiction, in order to escape from future retaliations from government alliances. Media Class Growing, the last theme, is founded in the premise of alienated consume. By these themes, there is a crossing from the relation wisdom-power which emerges from Presidential Speech, working as social training tactics. Thus, Brazilian population becomes sick of an efficient educational system; a hospital system which makes sure life cure and preservation; a patterned taboo circulation and an illusion of economic ascension. In this context, a wisdom-power subject inscribes presidential take-office speech as a common individuality, subordinated and easy to be captured by wisdom-power nets.

Our research has as corpus fragments of letters, journals and short stories of the English writer Katherine Mansfield. We approach the meta-discursiveness of letters and journals and the esthetics-literary discursiveness of short stories of the writer in order to verify the intercrossing of speeches between the Author-Subject Enunciative Position (ASEP) and Writer-Subject Enunciative Position (WSEP) and the moving of meaning that is established in the thematic enunciative regularities from the letters and journals to the short stories. Thereby, we search the understanding of a continuous in enunciative alteration between different speeches enunciated between the real of language and history, in sieve of an Author-Subject Enunciative Position (ASEP) that enunciates the letters and journals, and the one Writer-Subject Enunciative Position (WSEP) that enunciates the narrative of the short stories in the intercrossing polyphonic-interdiscourse from a Narrator-Subject Position (NSP) and from a Character-Subject Position (CSP). The way that unravels the literary esthetic discursiveness of meaning in the gender of short stories has its theoretical support in the French Discourse Analysis; in Pêcheux (1995; 2006) in the notions of subject, discourse and significance; a theoretical-linguistic referential support in Authier-Revuz (2001; 2004) in the heterogeneous enunciateveness of the speeches and, finally, two theoretical complementary bases. The first in Mikhail Bakhtin (1997; 2004) accosting notions of dialogism, polyphony and genders of discourse, and the second in Foucault (1995) e Le Goff (1990; 2003) dealing with the letters and the journals as monument document. With this theoretical support, we verify the constitutive meta-discursiveness of the Author-Subject Enunciative Position that implies in an esthetic discursiveness enunciated by the Writer-Subject Enunciative Position, forming, in this way, the speeches of an enunciative literary-esthetics manifestation in the meaning of the gender short stories.

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This research has as a macro objective to describe and question, in the light of complexity, how the language teacher training of a Language and Literature course from a Brazilian university is processed, regarding the learning assessment. Therefore, the questions that guide this research are: 1. What does the Political-Pedagogical Project (PPP) of the Language and Literature course from the selected institution for this case study propose, regarding the assessment? 2. How do the teachers/trainers see the learning assessment in the training of language teachers? 3. Do the analyzed proposals and assessment practices correspond to what complexity, transdisciplinarity and studies on assessment suggest to the contemporary educational practices? It is a case study inserted in the methodological paradigm of qualitative research, based on Stake (1995) and André (2008), which sought as a source of data semi-structured interviews with teachers/trainers and documents from the institution, such as PPP and Course Plans. To discuss assessment, this study was supported especially in Álvarez Méndez (2002), Fernandes (2009), Hadji (2008), Luckesi (2010); and to discuss evaluation and Applied Linguistics, contributions from Neves (2004), Cunha (2006), Menezes and Sade (2006) and Felice (2011) were sought. These authors defend the practice of a formative assessment because it is the kind of evaluation that seems the most appropriate for the regulation of learning. For the item Teacher Training, the lenses of the complexity paradigm and their educational outcomes were utilized, supported mainly in theoretical lucubration of Freire (2009), Leffa (2006), Moraes (2007a), Morin (2003; 2005; 2013; 2014) and Nicolescu (2011). Through their research, these authors show the appearance of a new educational paradigm arising from the complexity paradigm that, according to Moraes (2007b), emerged, but it has not been faced and assumed by the educational system yet. This paradigm, in fact, sees the necessity for an education that transcends the discipline edges and which faces the human being in his/her multidimensional aspect, that is, integral social, biological, cultural, mental, physical and spiritual. Data analysis from the theoretical and methodological approach chosen points to the necessity of a self-heteroecoformation (FREIRE, 2009; FREIRE; LEFFA, 2013; MORAES, 2007a; 2010a; 2010b) of teachers, focused on language learning evaluation, so that formative assessment is no longer just an educational utopia in assessment practices of teachers from different educational levels (HADJI, 2008), concretizing on the practice of teachers/trainers to retroact in the practices of teachers in training.

This dissertation had as purpose to analyze and reflect about initial teachers formation of additional languages in Modern Languages licenciature course. Guiding our investigation, I suggested these following search questions: a) What is the notion of reflexive formation from the teachers training of the disciplines: Spanish language: critical-reflexive learning (SL: CRL), French language: critical-reflexive learning (FL: CRL) and English language: criticalreflexive learning (EL: CRL), taking into account the activities suggested? b) Do the students see the same contents with the same methodology in the three languages? c) How does each teacher training, by means of suggested activities to the initial teachers formation, develop the critical-reflexive learning in each one of these three disciplines? The context of this research was the disciplines: Spanish language: critical-reflexive learning; French language: critical-reflexive learning and English language: critical-reflexive learning from the Modern Languages licenciature in a local public university, in which I attended the classes and the participants were three teachers who taught classes in these disciplines. Discussing theoretically about the teachers training in contemporaneity I relied on Zeichner (1994), Liberali (2010; 2012), Oliveira and Serrazina (2000), Szundy (2007), Pimenta (2008), Miller (2010; 2013), among others. It was also necessary the discussion about the concepts of the critical-reflexive formation and its importance in the practice, the focus of this work, and, for this, I based myself at Liberali (1999), Mendes (2005), Oliveira and Serrazina (2002), Pimenta (2008), Shön (1983), Zeichner (1993), among others. This reaserch was a qualitative search, in the modality of case study, in an ethnographic base and for its development were used postulates from Erickson (1991), Nunan (1992) and André (1995) and the other datas were organized into thematic categories, according to Bardin (2010). About the notion of critical-reflexive formation that each teacher training has, the analyses reveled that the notion from the ST involves the reading texts practice, debates, discussion about the theme from the texts. The FT and the ET already associate the observation of their practice to the action of stopping to think what they did in this practice, each one of them seem to give the opportunity of learning to the teachers in formation and from their interrogations, the students built and rebuilt their own knowledge. The research revealed that the teachers in formation do not see the context with the same methodology in the three languages too. The aim of the disciplines is the same, but what teachers do it is not the same, this has resulted to be positive, because the different practices in each discipline seem to complete them. And, finally, the dates showed that in the three disciplines were did activities of critical-reflexive formation, but in different way. At the SL: in CRL the critical reflection is about the use and the teach of Spanish language, maybe, it is because of the studies of this language in Brazil, they are still considerated recently; in the FL: CRL and at the EL: CRL, the critical reflection was about the teaching and the learning in French language and in English language.

The presence and the influence of digital technologies in various spheres of modern society are undeniable, and the school is not indifferent to this presence. Digital technologies begin to enter the educational context demanding new studies and reflections about their role in the process of teaching and learning. Thus, this research aims to analyze the context of integration of digital technologies to English classes in the perception of students from 9th grade and of the teacher-researcher. This research has qualitative, interpretive nature, guided by the Complexity Paradigm and theories related to the use of digital technologies in education. The premises of the Complexity Paradigm indicate the language classroom and the process of teaching and learning English are intertwined in unpredictability, emergence, adaptation and self-organization. Digital technologies are new elements introduced in this context that contribute for pedagogical changes to occur in the current educational system. The participants of this research are students from four classes of 9th grade of a public school in Uberlândia/MG and the English teacher of these classes. Data were collected through narratives produced by students as well as semi-structured interviews with them and field notes produced by the teacher. The findings indicate that pedagogy worked in schools is no longer suitable for the students of today, to see that they are digital natives and use digital technology naturally in their daily lives. The integration of digital technologies was seen by the teacher and students as positive, making classes more dynamic, interesting and productive; however, it is clear that digital technologies have not yet been normalized to the school environment. Moreover, it emphasizes that a pedagogy based on peer interaction and dialogue has become more consistent for students today, and this pedagogy has been named by Prensky (2010) as Partnership Pedagogy. Some aspects were pointed out as representative of the change process that occurred in English classes with the integration of digital technologies, namely: sense of time, curriculum, roles, motivation and learning. Thus, digital technologies were seen as allies in the teaching and learning of English.

The aim of this work was to investigate the language politics adopted in Brazil, concerning the teaching of Portuguese as a Foreign Language (PFL), and discuss its effects on the reception of international exchange students in undergraduate and graduate courses, at a Federal University in Minas Gerais. A documentary and a field research of qualitative nature was carried out in order to investigate the politics of representation regarding the PFL and the processes of identification of foreign students with the referred language, as well as the possible impacts that a \"shy\" PFL teaching policy may have in relation to the identification processes of foreign students with the portuguese language. Data was gathered through questionnaires and interviews with students, teachers and the coordinator of a portuguese course held during two semesters at the referred university. The hypothesis that guided our research was partly confirmed, at least in regards to the institution investigated. We noted that the lack of a clearly established policy for the PFL teaching seemed to make it difficult for foreign students to develop an identification process with the portuguese language. Data also showed that, due to the new status of the English language in the world, Brazil s current language politics has taken the language as an intermediary tool for the reception of foreign students and, consequently, there has not been a clearly established policy for PFL teaching.

This work addresses issues such as how the encounter-confrontation with a new language, in migratory context, reverberates in the identity constitution of the subject. Understanding that the tension between identification and non-identification marks the subject s relation with the foreign language, we believe that the encounter-confrontation experience with another language reverberates in the identity constitution. Despite the classic distinction common sense presents between Mother Language and Foreign Language, our hypothesis is that the language of the host country designated strange/foreign binds tightly to the language named mother tongue and the culture that they both carry, when analyzing the subjects speeches (teens) of this research, during the migration process. If that happens, it is due to consequences of identification processes instituted with and through the Mother and Foreign Languages. Therefore, based on the analysis of speeches of three Brazilian teenagers who migrated from Brazil to Italy, we discuss the articulation of the subject-language relation, in order to note identification or non-identification processes with the Italian language and the culture of the host country. To achieve these stated objectives, we based our discussion on concepts of the French Discourse Analysis, mainly the pecheutian studies to promote a dialogue with some concepts from Freudian-Lacanian psychoanalysis. That enabled us to face the discursive subject as a language construct in an ever-changing creation consisted by forgetfulnesses. That ever-changing creation is neither source nor origin of the senses produced in their speech. This concept intends to encompass the imaginary instance of the subject at stake in the process of enunciation, providing it with a punctual synthesis, but consisted of/in contradiction, heterogeneity and equivocality for being it subject to the effects of the unconscious. Since we took discourse as a place of production of meanings, it is possible to see the materialization of the discourses that constitute one s subjectivity in language, thus enabling the subjectivity being (un)veiled. We understand that the importance of this work lies on the observation and analysis of the speeches of the participants, as immigrants, and at the same time learners of a Foreign Language, focusing the word taken in the new language and the effects of this process in the identity constitution.

Dans ce travail, on prend le sémantisme social, concept forgé par Émile Benveniste, comme objet d étude à partir du fonctionnement de la traduction. Pour étudier ce fait linguistique, on utilise les études sémantiques de cet auteur. Notre corpus d étude est composé par la version en français du texte L appareil formel de l énonciation, premièrement publiée dans le périodique Langages de Paris en mars de 1970 et quatre années plus tard dans le second tome de Problémes de linguistique générale, et par ses traductions en portugais et en espagnol. Il est important d analyser ce texte et ses traductions parce qu il a de l influence le long de l oeuvre de Benveniste: c était l un des derniers textes écrits par lui, lequel ouvre le commencement de ce que plus tard Benveniste probablement aurait appellé de théorie de l énonciation. En partant de la thèse que l énonciation est la mise en oeuvre de l appareil formel de la langue par un locuteur, on a l hipothèse que le sémantisme social fonctionne interlinguistiquement, ce qui pourrait être formulé comme une question : pourquoi le sémantisme social rend la traduction possible? De cette manière, ce travail a l objectif principal de démontrer la raison par laquelle le sémantisme social est le possible de la traduction et le sémiotisme, l impossible. Et on a trois objectifs spécifiques: (i) comprendre en détail le fonctionnement de la signification; (ii) penser à la différence entre objet d étude et objet de recherche; (iii) discuter la méthode en Benveniste. À propos de la méthode, (i) on fait une recherche qualitative en analysant des traductions en portugais et en espagnol de l article L appareil formel de l énonciation; (ii) on utilise la conception de niveaux d analyse linguistique proposé par Benveniste afin de faire l analyse ; (iii) on exploite principalement l article La forme et le sens dans le langage, duquel on a tiré notre hipothèse, pour la fonder. Ainsi, on finalise la dissertation avec les considérations à propos de ce que la traduction permet de comprendre sur le sémantisme social parmi les langues.

Rapid technological development and the emerging necessity to insert this reality in the school environment demand Brazilian government\'s efforts to develop new educational policies. One of the latest initiatives is the One Computer per Student Program (PROUCA), whose goal is to provide a netbook for each student of some selected schools. This research aims to analyze what kind of influence is exerted by these netbooks in English classes of elementary school, from a regular public school of Uberaba/MG. This is a qualitative ethnographic research, guided by the Paradigm of Complexity and theories on the process of language teaching and learning mediated by technology. Participants are students from two classes of sixth grade and three classes of eighth grade, two English teachers, the school principal and the director of the Department of Information and Communication Technology from Uberaba s Board of Education. Data were collected through argumentative texts produced by the students and the English teachers, besides semi-structured interviews performed with some selected students and with the mentioned directors and field notes. The generated results show that students perceive the use of netbooks as a positive aspect in English classes, but they point out the problems with the Internet link as one of the main weaknesses of the program. These inconveniences let students become demotivated and demand preparation and creativity for teachers to deal with a system on the edge of chaos. In addition, the data reflect the possibility to develop dynamic, fun and productive classes without the use of digital technologies. Motivation to learn depends, essentially, on the pedagogy adopted by the teacher to conduct their classes.

This research aimed to verify how the arguments introduced by the argumentative operators BUT and ALTHOUGH are built in fiction and non-fiction texts by examining textual and discursive aspects of fantastic stories and articles of opinion. The objectives were to investigate whether there are distinctions in the argumentative strategies installed by those operators, and to analyze if their occurrence in works of fiction or non-fiction influences their behavior. These texts form a corpus which consists of four fantastic tales of Edgar Allan Poe, and of 37 opinion articles published in Brazil by Claudio de Moura Castro. Such texts were collected in proportional amount and their extension was mathematically considered, denoting the qualitative-quantitative nature of this research. Facing this problem, we asked three follow up questions: Is an argument constructed similarly with BUT or ALTHOUGH in fiction and non-fiction texts? What are the behavioral differences and similarities between the se operators? Are BUT and ALTHOUGH operators that maintain a specific relationship with the text types (narrative, descriptive, argumentative, injunctive) in which they occur? Our original hypothesis was that the relationship between types of texts and operators is very dependent, and that the functioning of these operators relates to the materialization character of the genre s communicative purpose. Grounded on those hypotheses, we verified how the arguments promoted by the argumentative of BUT and ALTHOUGH are built in fiction and non-fiction texts. The theoretical basis of this study was built by texts of Anscombre and Ducrot (1983), Ducrot (1987, 1988), Bronckart (1999), Adam (1992, 2008), Koch (2003) and Travaglia (1991, 1997, 2002, 2004, 2005, 2007, 2009, 2012). This research is intended to make researchers in linguistics aware of the behavior of the operators BUT and ALTHOUGH in order to understand details on the way they operate from the hypothesis that there are specific formulas and different purposes in different text types and genres, and that therefore these operators have variable behavior depending on the textual and discursive characteristics of genres. These results are relevant for the studies of semantic and argumentative order. The argumentative differences are patent and more predictable when comparing the use of BUT and ALTHOUGH, however distinctions related to works of fiction and non-fiction are revealed less obvious and more exciting to Textual Linguistics. The most important finding of this thesis is the fact that certain types of equivalences were verified in contexts where parity of argumentative aspects from the use of BUT or ALTHOUGH were not expected

This research makes some observations into the reading in Spanish as a foreign language within classes of a regular school. In this study reading is considered a cognitive process whereby the representation of the meaning is built in the reader s mind through his/her own knowledge and the information from the text. Specifically, the main objective of this study is to verify the role played by schemata as the representation of knowledge during the reading process. We also intend to analyze the importance of some cultural aspects in the schemata construction in reading comprehension. Thus, we developed an empirical research working with two different groups, an experimental and the control one, in order to verify the hypotheses arisen in this work. The subjects of this work are the students that have already finished high school and at the moment they have been preparing themselves to go to university. In this context the students have studied Spanish as a foreign language just to be succeed in their university exams. The instruments used to collect the data were a questionnaire, a pre-test and a reading comprehension test applied to both groups. Theoretical support was based on reading theory as well as schemata theory as the representation of meaning used in reading comprehension. After analyzing the data we found out that schemata really interfere in reading comprehension. The experimental group that was given some information about cultural aspects before reading the text got a better score than the control group that was not given the same information. So, we hope that this work might contribute to reading comprehension and also helps to find out good instruments to develop this activity in teaching/learning contexts.

Digital technologies and the process of learning languages are deeply connected at present times. Concurrently, learning English as an additional language has solidified over time and this growth is due to the necessity of learning English as a global language. Both teaching and learning English, the focus of this research, provide a context for multiple actions or policies by considering the classroom a social space. In this context, programs such as English without Borders (ISF) were created in Brazil. The program requires that students have a minimum knowledge about digital technologies for the classes and development of activities. From this context, my concern for this research emerges: I intend to understand the role of digital technologies for learning English as an additional language and I investigate the investment made by learners from ISF. In this proposal, I include: a) a research about the participants investment in additional language and b) the analysis of each learner\'s opinion towards the use of technology as a learning tool. As a result, I try to answer these questions: 1) What is the investment of the students of ISFEnglish UFU, participants in this research, when it comes to learning English? 2) What is the role of digital technologies in this investment process? For the questions that guide this research to be answered, I have adopted the premises of the Investment Theory, which considers the socio-historically constructed relationship of apprentices with an additional language and their desire to learn it and practice it, and the Complexity Paradigm in the acquisition of an additional language, which sees this process as: dynamic, non-linear, chaotic, unpredictable, sensitive to initial conditions and feedback, open, self-organizing and adaptive. This is a qualitative research, whose methodological approach is the case study, having as main collection instruments questionnaires and autobiographies, and core analysis tools those of Corpus Linguistics. The results demonstrate that participants have different behaviors on the different moments in the learning process and this diversity demands adaptation and investment. The investment or not depends on the choice of the learners to invest in their practice or withdraw and not evolve as desired to achieve their goals. This causes direct influence on the learners identity which is (re)constructed in the interaction between individual, environment and cultural elements. The data reveal that some participants demonstrate the need and they make investments tolearn, although there isn t a desire to study the target language; others demonstrate desire but they don t make investments to learn.Aditionally, for learners, digital technologies are a tool which helps and facilitates learning, but may not be considered the main way to learn, just a complementary tool. Given this context, the understanding of the language learning process should be based on diversity and not on standardized and homogenized models. I conclude that the program is a complex system and the actions of its members produce reflections on investments of apprentices and contribute to the balance and the imbalance of the system.

This work has investigated the variation of the final unstressed nasal diphthong from the speech of people who live in Uberlândia MG. The main focus of this research has set itself between the full realization of the diphthong (viagem [viaʒẽj̃] ) and the reduced realization (viagi[viaʒi]). Using the statistic program GoldVarb X helpthe data measurement was made. After the description and the data analysis, observing frequency and relative importance, as generated by this program, a phonological analysis of the results was undertaken. The importance of this research is in the fact of its contribution to linguistic studies, when describing a variable phenomenonrank in the Brazilian Portuguese, with a specific region data, TriânguloMineiro, where Uberlândia is situated the city where the data has been collected. Finally, as theoretical support, we have been based on Battisti (1997; 2002), Bisol (1989; 1999), Câmara Jr. ([1970] 2008), Bopp da Silva (2005), Labov ([1972] 2008) and Selkirk (1982). The program GoldVarb X has selected the school level, vowel type, grammatical type and age groupas the processsuppliers of the final unstressed nasal diphthong reduction. The theoretical model of Selkirk (1982) was crucial for the understanding of descriptive and representational constitution of the after reduction syllable structure of the diphthong.

This dissertation addresses Historical Linguistics terminology, based on theoretical and methodological perspective of Corpus Linguistics (BERBER SARDINHA, 2004). It is also based on theoretical assumptions of the Communicative Theory of Terminology (CABRÉ, 1999), on the concept of Vocabulary (BARBOSA, 1990), the concept of Terminology (KRIEGER; FINATTO, 2004), and the defining contexts (AUBERT, 1996). The aims of this research are to: (I) build a bilingual terminological dictionary, English-Portuguese, comprising Brazilian and European Portuguese, which definitions, by contrast, will be elaborated from a Historical Linguistics terminological database whose users are translators and Language and Linguistics professionals and students; (II) build a Historical Linguistics domain tree (BARROS, 2004); (III) compile bilingual corpora; (IV) select the probable dictionary terms and, afterwards, seek for specialists confirmation; (V) make trustworthy data available for dictionary users; (VI) Organize data by using register tabs as dictionary entries; (VII) build up definitions for the selected terms; (VIII) make the outcome available at VoTec, a terminological management platform. For data analysis, WordSmith Tools 6.0 (SCOTT, 2012) is used. As a research outcome, it was observed that defining Historical Linguistics, as a linguistic domain itself, was quite a challenging task. Historical Linguistics is a domain that profits from other subdomains, especially as corpus, and from others to make its data analysis. Therefore, when it comes to Historical Linguistics, it comprises data from Etymology, Philology and Diachronic Linguistics. The Portuguese corpus comprises thesis, dissertations and academic articles, while the English one comprises conference proceedings, academic articles, thesis, anddissertations. Considering the terms for including in the dictionary, we have observed that corresponding terms are found in both corpora, and their definitions were written using proximate genus and specific difference patterns.

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This paper investigates the usage of the clitic "if" with reflecting value or reciprocal in Brazilian Portuguese (BP) and European Portuguese (EP), the aim is to verify the presence and the absence of this reflexive form, in spoken language, in both Portuguese varieties, bearing in mind factors which would be either carrying out the variable or not. It s based in the theory of labovian Sociolinguistics and Parametric Sociolinguistics, this proposal was developed by Tarallo and Kato (1989), which the aim is to explain the change considering the inter and intra-linguistic differences. The corpora used to develop this research consisted of spoken interviews from BP and EP. The corpus of Brazilian Portuguese was carried out by spoken recordings of 45 informers from the city of Uberlândia. The information of the European Portuguese corpus were extracted from interviews of the data base of Fundamental Portuguese Project. Some hypotheses were confirmed by statistics results, others were refused. The analysis showed that between EP and BP there are important differences in regards to spoken language: in BP there is a preference by the deletion of the reflexive clitic "if" the third person, while in EP, the preference by the usage of the pronoun, in question, is noticeable bigger.