RCAAP Repository

In 1885, Eduardo Perié published, through Buenos Aires-based company Casa Editora Eduardo Perié, the book Brazilian Literature in Colonial Times - from 16th to 19th Century, subtitled “Historical draft followed by bibliography and excerpts from poets and prose writers from this period, who founded the culture of Portuguese language in Brazil”, as the first volume in the collection “Luso-Brazilian Library”. According to the author, this work is the result of his observations in the country and was written following a request by his friend Félix Ferreira, who not only proposed the project initially, but helped gathering the necessary materials for its realization, writing notes and some parts of the book. According to the historian, there are three factors that establish literature in Brazil: Portuguese literature, rich in perfection, style and harmony; legends and indian poetry; and the african element. Following this perspective, he focuses on literature produced in Brazil, since colonial times until present days, broadening the commitment to analyse only colonial literature. This is a little known work in Brazil, rarely cited among Brazilian History scholars. The author is also unknown in the field of historiography, deserving, therefore, further explorations of his original and peculiar view on Brazilian literature, especially considering the moment the country was going through: when Perié published his four hundred-page study, the Brazilian Republic was about to be established four years later. Matters of political and literary nature seem to dialogue here, and need to be further investigated to define the place this History of Brazilian Literature occupies in colonial times (not that colonial anymore).

The reading of Coração andarilho, published in 2009, evokes the reading of the novel A república dos sonhos, a work of 1984, both written by Nélida Piñon. In the reader’s memory, the parallelism may seem very marked. The memorialist Nélida brings to remembrance the writer character Breta. The extentto which Nélida’s life experience is utilized in the construction of Breta may be, from the factual point of view, a curiosity, but it is not a literary question. What will be grasped in this approach is how both novelist and memorialist discursive constitution work. The relations established with the referential are not of thesame order. The fictional discourse and the memorialist discourse are examined, seeking similarities and differences, aiming to understand the resources that allow the creation of the fictional truth. The most consistent theoretical contribution is found in Ricoeur, whether regarding the reciprocity between narrativity and temporality (1994), or the way memory and imagination work (2007).

We present here the findings of a research whose objective was to verify the possibility of teaching paraphrase as a strategy that potentiates the development of reading comprehension, in a metacognitive level, of 9th grade students. The adopted methodology consisted of three development stages: the first was a pre-test, followed by a didactic intervention and, finally, a post-test. The collected data were not enough for us to be able to reach the objective satisfactorily. However, from the analyzes and discussions, we evidenced the difficulties in reading comprehension of the participating subjects and the need for further studies of the paraphrase as a metacognitive strategy in the teaching of reading, since paraphrasing a text, as evidenced in our study, requires a long work of didactic intervention

This article is the result of a master’s research and aims to present a data collection that demonstrates the constructions of reality of adolescents in socio-educational measure, in relation to schooling, dropping out and mother tongue classes. The theoretical basis is based on the Theory of Social Representations, Identity, Difference and studies on the education of adolescents in conflict with the law. The results show that adolescents dialogically construct exclusionary life worlds and, as a conclusion, we observe that the schooling space in a socio-educational context is an important space that has the potential to (re)signify the life perspectives of these adolescents.

Editorial para o dossiê "Qual é a amplitude da literatura quando a palavra literária se espalha pelas artes?".

This work aims to verify the transmission of values and doxic aspects in the nationalist discourse of Dilma Rousseff’s impeachment. Using the corpus represented by the votes in the Chamber of Deputies, one wonders whether the introduction in the discourse of a nationalist scene is accompanied, by isotopic attraction, of other elements related to the conservative discourse, according to the parameters of Bobbio (2011) and Charaudeau (2016). The research pointed to the fact that the majority of voters who presented a nationalist discourse employed rhetorical strategies typical of the conservative political right, which voted massively for the ex-president’s departure.

This essay aims at discussing some issues in the play The Merchant of Venice, by William Shakespeare. Even though some may assume that the play is a comedy, the problem of its literary genre is a rather problematic issue today. Some critics debate its inclusion in the comedies, because it is not at all a funny play. The label ‘comedy’ did not suggest that it was a funny play in Shakespeare’s age. If some critics think that it is not a funny play, Shakespeare may have designed Shylock as a tragic character. In fact, the play’s effects of Shylock’s energy and tragic dimensions deeply influenced the audience in the moment when it was first staged. This essay first discusses the problem pathos and inwardness in Shylock’s speech. After that, it discusses the issue of literary genre and argues that it should be classified as a tragicomedy.

The study of how characters from the natural sciences are represented in the literature can become a way to establish connections between these two areas of knowledge, apparently so distinct. Furthermore, literature can also start to reflect not only the knowledge of science, but that of the scientist himself, demonstrating that these two fields of knowledge inhabit the same cultural space, influencing each other. In the work Solar (2010), by the English writer Ian McEwan, this movement is perceptible, because the protagonist is a winner of the Nobel Prize in Physics, thus, a professional working within his field of work. Therefore, in this article the objective is to analyze the representation of the physicist in Solar, establishing relations between the image created by the author and philosophical conceptions about scientific thinking.

La terquedad (SPREGELBURD, 2009) is a dramatic text in which different languages coexist. This article, which is inserted in an ongoing doctoral research, aims to evaluate which representations of each linguistic system emerge from this play. First, we will try to show that English appears as an international language, while Valencian is represented as non-prestigious dialect in a diglossia situation. Second, we will intend to probe that the different varieties of Spanish used in the material are presented as belonging to a relatively homogeneous system, showing that the text is in line with the Pan-Hispanic discourse tradition. Finally, regarding the theoretical perspective, we will be framed in the Enfoque dialógico de la argumentación y la polifonía (GARCÍA NEGRONI, 2009; 2016a; 2016b; 2018; 2019), a non-veritativist theory of the linguistic meaning.

The Literature manifests itself, throughout time, as ones of humanity’s most expressive artistic forms. The writing power, along with individual skill, are the characteristics which aggrandize this human art of, through the word juxtaposition, composing not only the life of made up characters in the fiction space but the existence of the own man, showing sometimes their deeds and greatness, sometimes their misfortunes and flaws. This paper, in this way, has the objective of verifying, through qualitative research of bibliographic feature, as some characteristics inherent to the literacy manifest themselves in two texts belonging to the chronicle genre. The first of them is the one entitled “No crepúsculo do outono”. The second is “Sherazade espantada”. Those writings are both part of the publication Cala a boca e me beija, chronicle book written by Alcione Araújo, published by Record publishing house in 2010.

 In this article, we propose an approximation between the concept of gender and Genetic Criticism, based on data analysis of a review building process written by a pair of university students. The concept of gender that we adopt is from Bakhtin (2011), for whom genres are “relatively stable types of statements” produced by the spheres of language use. To approach Genetic Criticism, an area that gives the text the perspective of the process, we resort to Salles (2000) and Biasi (2006), among others. As geneticists do, we pay attention at the process: what interests us is becoming and not just the product. Our analyzes showed that procedural data allow us to arrive at very specific details of the text construction, wich we would not have access considering only the final written product, such as deletions, insertions, vocabulary choices, etc., made by the writer.

Research report that investigates Guimarães Rosa’s relations with Portugal from the aspects of his ancestry, going through trips and visits to Lisbon, close by intellectuals and editors such as Jaime Cortesão, Aquilino Ribeiro, António Sousa Pinto, Arnaldo Saraiva and Óscar Lopes until the his constant interest in the country’s culture, especially literature, geographic and culinary studies. In the conclusion, the results, gaps and possible perspectives of new studies are presented.

This paper was carried out to analyze the language of Juó Bananére, pseudonym used by Alexandre Ribeiro Marcondes Machado (1892-1933), trying to understand his literary and historical implications within Brazilian context at the beginning of the 20th century. Based on the Italian immigrant’s jargon which mixed Portuguese with Italian, the writer created a comic representation of that immigrant, who faced difficulties in order to adapt himself to Brazilian society. In that creation one points out the broken style through which several issues concerning the social, political, historical and cultural order were broached, notably the literary one. One proposes here to analyze specifically Juó Bananére’s writer face, who said he was himself a poet, barber and journalist, in order to observe the way the character represents, more than the Italian immigrant’s situation, the status of Brazil as a colonized country facing the contradictions resulted from such a process.

Omission in interpreting, as a controversial phenomenon, has been studied since the 1970s. This article aims to analyze the omission of content observed in consecutive interpreting of Portuguese to Chinese of journalistic texts. This study is based on a corpus composed by the transcribed interpreting texts of 15 Chinese graduate students of Portuguese. For the textual analysis, the interpreting units were classified as five types based on the characteristics of journalistic texts and translation units of Gile’s proposal (2009; 2018). The result demonstrates that there is more omission in the first and last segments of each news article and “time” related content is more likely to be omitted. In addition, there are several causes of omission, and the present work proposed five hypotheses to explain the phenomenon, by analyzing the interpretation examples of our corpus. Lastly, the analyses highlight that omission, besides being a secondary effect of cognitive overload, can also be a deliberate strategy used by the learners.

The present study aims to observe how Chinese learners whose mother tongue does not have the article system acquire the definite article (AD) in Portuguese as an additional language (PLA), trying to verify the omission and excessive generalization of this article in their interlanguage. In addition, it also aims to determine whether the use of AD in the generic context and non-generic contexts classified according to the model adapted from that of Liu and Gleason (2002), presents a difference in the level of difficulty for Chinese learners. In this context, individual interviews were conducted with Chinese university students of Portuguese at an intermediate level. The data obtained based on quantitative analyzes show not very marked omission of AD and excessive generalization of AD in non-standard constructions of Chinese learners’ interlanguage where AD in Portuguese should not be used. In addition, certain non-generic linguistic contexts in AD are easier than others, which supports the statement by Liu and Gleason (2002). The study contributes to show the variations that occurred in the process of acquisition of Portuguese AD by Chinese learners of intermediate proficiency level, who should dedicate this acquisition of AD throughout the whole process.

The multiplicity of resources offered by the Internet, expanding mobile services, led to the emergence of mobile learning. Through this strategy, applications installed on mobile devices use digital information and communication technologies to promote language teaching-learning. In order to understand how this process occurs, this study analyzes three apps aimed at teaching Portuguese as a second language: Duolingo, Babbel and Busuu. Based on studies of gamification and language learning by computer, apps are classified according to four paradigms, based on the highlight (i) language approaches; (ii) the content presented, such as reading, text production, vocabulary, grammatical topics, oral  tasks and pronunciation; and (iii) the use of images to represent vocabulary and daily situations. Data analysis allowed us to understand that, although a behaviorist structure predominates, working the language in a fragmented way, as an object of study and not as a form of communication and social interaction, the three applications present a well-planned system in terms of gamification. It has concluded that these tools do not present themselves as protagonists to the teaching of the Portuguese language to foreigners, but, used as support, contribute to learning.

Through the compilation of the verdicts issued by the Court of Final Appeal of the Macao Special Administrative Region, this article investigates, from an introductory study, the need and feasibility of building a Portuguese Chinese parallel corpus in the legal area, as well as the development of strategies to be applied as a methodological resource in computer aided translation tools, with the aim of seeking ways to increase not only the efficiency but also the quality of the translation.

Based on the premise of talk about “Chinese as a mother tongue” is talk about of a spectrum of different languages and dialects, the aim of this study is to verify the mother languages language transfer patterns of Chinese learners of Portuguese as an Additional Language during the practice of consecutive interpretation from Portuguese to Mandarin (Putonghua). In addition, is also our objective to verify the variables that can affect the interpreting production of Mandarin for Cantonese mother tongue speakers. Therefore, the production of consecutive interpretation of 16 learners will be analyzed, and they are divided into two control groups: one group consists of 8 Cantonese as mother tongue / L1 speakers and one group is composed by 8 Mandarin as mother tongue / L1 speakers. The results point out that, even though Cantonese speakers have a lower language proficiency in the target language, their interpretation expresses the original texts with greater efficiency, supporting the hypothesis that the language education, the multilingual and the multi-cultural society of Macau contribute positively to the practice of interpretation.

This paper aims to reflect on gaps that need to be addressed in the case of an institutionalization in the area of Portuguese as a Foreign Language and on glotopolitical actions in this field. We intend to discuss some effects of the absence of documents that guide the education in classrooms that reflect the superdiverse reality in which we are inserted. We analyse how Exame Celpe-Bras – Certificate of Proficiency in Portuguese for Foreigners – has guided Portuguese as a Foreign Language teaching policies and, finally, we observe the effects of this influence on the formation of Portuguese as a Foreign Language teachers. We mobilize, for this study, the concepts of superdiversity; local knowledge and global knowledge; linguistic politics and glotopolitics actions. Based on these concepts, we show some of the skills needed for the teacher to face these challenges that are imposed at work today.

Formulaic sequences are known for being measures of foreign language fluency for learners. Research in language processing suggests that native speakers as well as learners process these sequences as a single word (ELLIS, 1996). Nevertheless, little is known about the use of formulaic sequences in Portuguese and, even fewer studies have examined the use of formulaic sequences in learners of Portuguese. Therefore, in this study, we sought to investigate the textual function of lexical bundles extracted from a corpus of learners of Portuguese as a Second Language (PSL). Lexical bundles are sequences of three or more words that occur with larger than expected frequency in a specific corpus. In this study, we used corpus linguistics tools to extract lexical bundles that occur frequently at two levels of proficiency – beginner and intermediate – in Portuguese. These bundles were, then, classified according to their textual function. Results indicate that beginner level students use more bundles associated with concrete references, while intermediate learners use more bundles associated with textual organization and stance. This study contributes to the description of Portuguese acquisition at these two levels of proficiency. In addition, the results can foster classroom activities where the PSL teachers introduce new functions of lexical bundles to students. Finally, we hope that this study motivates more research describing the language used at different stages of Portuguese acquisition.