Diálogo das Letras (Qualis A3) é uma publicação on-line, de acesso aberto e gratuito, editada pelo Grupo de Pesquisa em Produção e Ensino de Texto (GPET) e vinculada ao Programa de Pós-Graduação em Letras, da Universidade do Estado do Rio Grande do Norte/Campus de Pau dos Ferros. A revista destina-se a leitores e colaboradores interessados em ler e/ou publicar textos originais e inéditos resultantes de pesquisas relacionadas aos estudos do texto e do discurso e ensino. Os trabalhos devem contemplar a investigação dos objetos texto e discurso ou explorar interfaces desses objetos com o ensino. Aceita-se trabalhos que estejam ancorados nas teorias concernentes a tais objetos, assim como de outras áreas do conhecimento com as quais se possa estabelecer interlocução.
Universidade do Estado do Rio Grande do Norte
A Diálogo das Letras não se responsabiliza por conceitos e opiniões emitidos pelos autores, tampouco manifesta, necessariamente, concordância com posições assumidas nos textos publicados. Além disso, os dados e a exatidão das referências citadas no trabalho são de inteira responsabilidade do(s) autor(es). Ao submeterem seus trabalhos, os autores concordam que os direitos autorais referentes a cada texto estão sendo cedidos para a revista Diálogo das Letras; ainda concordam que assumem as responsabilidades legais relativas às informações emitidas.
Assédio escolar e desigualdade de gênero: uma análise de discurso crítica de postagens com a hashtag #exposedfortal
Sexual harassment in schools undermines girls' educational development and reinforces gender inequalities. Despite initiatives to combat derogatory representations of women, misogynistic discourses remain prevalent, particularly in digital media. To investigate this issue, we adopted a qualitative approach, analyzing posts with the hashtag #exposedfortal on Instagram, collected between June 21 and 27, 2020. This movement brought together victims who reported harassment and the unauthorized dissemination of intimate images, leading to investigations and legal actions. The analysis revealed that harassment is embedded in a social structure that legitimizes gender inequalities and normalizes violence against women. Machista discourse conceals these practices, leaving victims vulnerable and without adequate support. Despite professional efforts to challenge these representations, misogynistic narratives persist, especially in digital environments. The analyzed narratives highlight the (non)assumption of enunciative responsibility and the presence of illocutionary acts that reinforce gender stereotypes. We emphasize the urgency of implementing effective policies to promote gender equality in schools, including critical educational programs and institutional measures to properly address harassment reports. Moreover, raising societal awareness about the impact of harassment on education and the perpetuation of inequality is crucial. Only an integrated approach involving educators, students, families, and society can effectively combat school harassment and foster a culture of respect and equity. We hope this study contributes to combating machismo and the devaluation of women by encouraging critical reflection and transformative action. Keywords: Critical Discourse Analysis. #ExposedFortal. Educational and School Inequalities
Copyright (c) 2025 Diálogo das Letras https://creativecommons.org/licenses/by/4.0
A construção metafórica do perfil do aluno do Ensino Médio no livro didático de Língua Portuguesa
O livro didático (LD) é um material historicamente pensado para reproduzir discursos predominantes que direcionam comportamentos, em especial, do aluno, foco do ensino-aprendizagem na escola. Diante disso, esse artigo propõe analisar e caracterizar, sob o viés da análise materialista do discurso, o perfil do sujeito-aluno do Ensino Médio inscrito no projeto didático autoral de um livro didático de português. Para esta investigação, apoiamo-nos em: Achard (1999), Pêcheux (1997; 2014; 2015); Orlandi (1987; 2012; 2014; 2017); Silva (2020); Azevedo (2014). Adotamos como corpus desta pesquisa o livro didático Interação Português (2020), das autoras Graça Sette, Ivone Ribeiro, Márcia Travalha e Nara Bital. Foi observado através das análises que, apesar do discurso de inovação sustentado pelo livro, que é um dos manuais publicados com as propostas do Novo Ensino Médio, ainda prevalece a metaforização de um aluno de leitura superficial, focado na materialidade verbal do texto, e que desconsidera as condições de produção dos discursos. Esse aluno é preparado para ser protagonista de seu destino, único responsável por seu sucesso ou insucesso, para assumir seu lugar no mercado de trabalho e para reproduzir os discursos dominantes. O LD vem se apoiando em memórias discursivas do perfil de aluno que já existe na educação, bem como em discursos sobre a língua portuguesa como instrumento e expressão do pensamento. Esses discursos reverberam no espaço da escola porque a reforma do Ensino Médio foi projetada para atender às novas necessidades de aumento do capital, e não à realidade educacional do aluno da escola pública brasileira.
Discourse of terror in the media coverage of a tragedy the event of floods in Rio Grande do Sul
With this paper, we aim to approach the discursivity and discuss the meaning production upon the news coverage of the floods in the Brazilian state of Rio Grande do Sul. We intend to question the discoursive work developed by the international media, as we see it in electronic news platforms, which has to say and cover the tragedy in the South of Brazil based on a vocabulary that details meaning effects of terror, despair, and social chaos. Following studies conducted by Michel Foucault (2005, 2006), Gomes (2003), Thompson (2009), and Courtine (2011), among others, we realize a discourse analysis of headlines from the newspapers The Economist, The Guardian, Le Monde, and Aljazeera that report the flood tragedy in the South of the country, exploring the meaning of omnipresence and impartiality and the irruption of the event which is produced at a scene of an equalized and winding evidence, but allowed through strategies of control and management of sayings. We understand that the media coverage of the tragedy of floods in Rio Grande do Sul happens with the operation of seeing dressage that determines the effects of chaos and mass disaster. Under a tyranny of visibility, electronic journalism works the dogmatic nature of the news coverage exploring the meaning of identification, expectation, and collecting suffering.
Copyright (c) 2025 Antônio Genário Pinheiro dos Santos, Maria Eliza Freitas do Nascimento https://creativecommons.org/licenses/by/4.0
In recent years, the Spanish teaching scenario in Brazil has changed due to the repeal of Law 11,161 of 2005, the approval of the Base Nacional Comum Curricular (Brazil, 2017) and the reform of Secondary Education, initiated in 2017 and consolidated in 2024. Given the procedural process that involved this reform and the discussions about the place of Spanish in High School, an argument was reproduced by deputies and senators: that there would not be enough Spanish teachers to work in Brazil. Considering the above, in this article, linked to Indisciplinary Applied Linguistics (Moita Lopes, 2006), we start with a theoretical review on the context of proposition and approval of the High School reform and, then, through mapping, we present the courses of training of Spanish teachers at public universities in the Northeast of Brazil. The research is documentary and survey, with a qualitative approach and quantitative bias since it is based on the analysis of official websites, institutional channels and pedagogical course projects (PPCs) of the universities in question. To validate the data, contacts were made with professors and institutional representatives. The data collected not only makes it possible to deconstruct a fallacious argument used by deputies and senators, but also allows us to record the places where Spanish teachers are trained in Brazil, claiming their due space in the Brazilian educational scenario.
Copyright (c) 2025 José Veranildo Lopes da Costa Junior, Tatiana Lourenço de Carvalho https://creativecommons.org/licenses/by/4.0
O trabalho com os gêneros digitais na BNCC: reflexões acerca da verticalização e homogeneidade no ensino
Starting in the 1990s, official documents emerged following a neoliberal trend and aiming to implement new perspectives on pedagogical practices, which did not necessarily take into account the realities and possibilities of our schools. Within this same perspective, the Base Nacional Comum Curricular (BNCC) — Brazil’s official educational framework — was approved in 2018 amid a turbulent political and ideological context, promoting the standardization of basic education. In this regard, one of the main issues surrounding the document concerns how the BNCC seeks to integrate the technological sphere into education, specifically in the teaching of Portuguese language. Through a qualitative research approach, this study aims to reflect on and critically analyze how digital genres are addressed in the BNCC, focusing on the final years of elementary education. It also aims to clarify the potential consequences for mother tongue teaching arising from this approach within the school context. For this purpose, we draw on the theoretical framework of Marcuschi (2003, 2004, 2008) regarding textual and digital genres. Additionally, the analyses are grounded in the contributions of Apple (2011), Fabiano (2016), Geraldi (2016), Guimarães (2022), and Orlandi (1987a; 1987b; 1987c; 2020). Finally, the study critiques the excessive inclusion of digital genres in the document, the tendency toward homogenized teaching, and the focus on writing as a product rather than a process, where students are expected to memorize and reproduce structural models.
Copyright (c) 2025 Álvaro Lopes Silva da Rocha, Melina Nascimento Gomes , Valnecy Oliveira Corrêa Santos , Sulemi Fabiano Campos https://creativecommons.org/licenses/by/4.0
O lugar do “outro” no ensino de Língua Portuguesa: uma análise do trabalho com a alteridade a partir de textos de Clarice Lispector
The literary text is often evoked as a tool for accessing new perspectives and potentially reformulating representations of the self and the “other”. At the same time, contemporary cultural theories reinforce the need for pedagogical practices that enable an understanding of the social and cultural processes involved in establishing various relationships of alterity. Considering the importance of this work in school education and the potential of the literary text for building reflections on the various social/cultural “others”, we sought to identify and analyze whether and how Portuguese language textbooks explore these possibilities based on the work of a specific author: Clarice Lispector. To do this, we engaged with perspectives from authors in the field of Cultural Studies - especially Hall (2014), Silva (1999; 2014) and Woodward (2014) -, researchers in the field of literary education - mainly Petit (2019), Rouxel (2013), Rezende (2013) and Mazauric (2013) - and authors in literary theory and criticism - such as Kahn (2005), Jaffe (2016) and Pontieri (1994). In addition, high school Portuguese language textbooks approved in the PNLD 2021 were analyzed for their inclusion of and engagement with texts by Clarice Lispector. The analysis concluded that in two of the five books analyzed, it was possible to find activities that proposed reflections on identity and otherness, highlighting the potential of Lispector's work for promoting this type of reflection in Portuguese language teaching.
Copyright (c) 2025 Ana Luiza Barretto Bittar https://creativecommons.org/licenses/by/4.0
Panorama of dialogical perspective linguistic analysis: between educational practices and contemporary challenges
The application of grammar rules in a decontextualized manner has been one of the pillars of Portuguese language teaching in Brazil. With the implementation of the National Curriculum Parameters and later the National Common Curricular Base, a growing demand for more reflective and critical pedagogical practices that view language as a social and interactive phenomenon was established nationwide. In this context, the Dialogic Theory of Language emerges as a relevant approach to promote more meaningful and contextualized teaching by expanding concepts from the fields of linguistics and language education, particularly linguistic analysis. This article aims to map and analyze scientific articles published between 2019 and 2023 regarding the application of linguistic analysis from a dialogic perspective in pedagogical practices at all levels of education. The methodology employed includes a bibliographic survey using the CAPES Periodicals Portal, with both quantitative and qualitative analysis of the data based on the reading of the abstracts of the selected articles. The results show a significant increase in academic production on the subject, with a particular focus on the application of the theory in educational documents and pedagogical practices. However, its direct application in the classroom remains limited, with theoretical discussions being predominant. Therefore, we conclude that, despite the advances made, it is crucial to foster a more effective integration of theory and practice in order to transform Portuguese language teaching into a critical and contextualized practice.
Copyright (c) 2025 Amanda Lopes Bezerra, Manassés Morais Xavier https://creativecommons.org/licenses/by/4.0
Representação dos falantes em materiais didáticos de ensino de língua inglesa: idealização do nativo e da cultura anglo-americana
This work is a snippet from a dissertation research that aims to analyze forms of manifestation of linguistic imperialism in English language teaching materials. In the field of language teaching, teaching materials can and have been used as imperialist tools (Kumaravadivelu, 2012), since they can promote ideals of supremacy and superiority between languages ​​and cultures. In this context, there is a tendency in English language teaching to emphasize the daily life of the native speaker, their behavior, customs and values ​​(Phillipson, 1992; Pennycook, 2002; Kumaravadivelu, 2003; Siqueira, 2012). Thus, the objective of this paper is to analyze how the representation of speakers is constructed in English language teaching materials. For that purpose, we applied a questionnaire to English language teachers, from the 10th Education Management, from Department of Education of the State of Paraíba, in order to identify which teaching materials are used by the teachers. Based on the data obtained, we selected the teaching materials that were most frequently mentioned in the teachers' responses and identified, in these resources, a sample of data that best composes the corpus, in order to respond to the objective of this research. For the analysis of the corpus, we rely on the theoretical and methodological assumptions of Systemic Functional Linguistics (Halliday, 1994) and on assumptions about English language teaching in light of Critical Applied Linguistics. The results indicate that the materials analyzed construct an idealized representation of the native speaker and Anglo-American culture.
Copyright (c) 2025 Alyne Ferreira de Araújo, Edmilson Luiz Rafael https://creativecommons.org/licenses/by/4.0
The polemic in “Personagens Bíblicos- Novo Testamento”: the rhetoric of dissensus in religious argumentation
O livro Personagens Bíblicos – Novo Testamento, escrito pelo teólogo e ministro presbiteriano Alexander Whyte, narra sobre a vida de figuras bíblicas e propõe lições morais extraídas de suas histórias. Publicada entre os séculos XIX e XX, a obra reflete os valores religiosos e doutrinários do protestantismo, estruturando suas narrativas em uma lógica argumentativa que frequentemente instaura relações polêmicas. Este trabalho analisa a função da polêmica no discurso de Whyte, investigando como a construção de confrontos entre ideias dicotômicas, que buscam desqualificar o adversário, é utilizada estrategicamente na obra. Para tanto, realizamos análise retórica e utilizamos a teoria semiolinguística de Patrick Charaudeau (2019), especialmente no modo de organização argumentativo, para compreender como Whyte articula suas estratégias discursivas. Observamos que ele constrói um ethos de autoridade religiosa, impondo autenticidade aos valores que defende. Essa postura é complementada por uma estratégia em que o autor combina citações bíblicas com elementos imaginativos. Assim, embora os cenários recriados pela imaginação sejam baseados em valores pessoais, eles produzem uma aparência lógica e objetiva. Whyte posiciona-se como defensor do protestantismo e cria um discurso polêmico ao confrontar visões opostas. Assim, além de narrar histórias bíblicas, o livro apresenta mecanismos de persuasão voltados à formação de crenças alinhadas aos princípios religiosos do autor.
Copyright (c) 2025 João Vitor Ferreira Rivelli, Rony Petterson Gomes do Vale https://creativecommons.org/licenses/by/4.0
Funcionalidade e caracterização do gênero charge jornalística: as marcas linguístico-enunciativas da ironia, da crítica e do humor
Para Mikhail Bakhtin (2011), a noção de gêneros do discurso ou discursivo compreende enunciados linguísticos relativamente estáveis que são compostos por três elementos centrais: o conteúdo temático, o estilo verbal e a construção composicional. A esses três elementos, pode-se acrescentar um quarto: a função social do gênero, conforme Miller (1984) e Bazerman (2009). Isso dito, objetivamos, neste trabalho, apropriar-nos desses quatro elementos e esboçar uma caracterização, a partir da perspectiva da Semântica Argumentativa, do gênero charge jornalística, a fim de demonstrar que o estilo verbal desse gênero é fortemente influenciado por fenômenos semântico-argumentativos, como a polifonia enunciativa e a modalização. Nossa pesquisa adquire natureza descritiva, tendo em vista que caracteriza os aspectos que compõem o gênero charge jornalística a partir de um corpus de 118 textos chargísticos de temática política. Ela possui, além disso, caráter qualitativo, porquanto os analisa a partir dos estudos sobre argumentação, polifonia e intertextualidade de Ducrot (1988) e Koch (2004), dos estudos de gêneros de Bakhtin (2011), de Marcuschi (2008), de pesquisas sobre charge feitos por Romualdo (2000), entre outros. Constatamos, após nossas análises, que a charge jornalística de temática política se configura como um espaço discursivo em que o locutor-chargista expressa o que pensa sobre determinado aspecto social. Ele utiliza recorrentemente a polifonia enunciativa e a modalização discursiva — fenômenos semântico-argumentativos que fazem parte do estilo verbal do gênero charge — para ironizar, criticar ou satirizar determinada situação problemática apresentada no texto.
Copyright (c) 2025 Hugo Fernando da Silva Nascimento, Erivaldo Pereira do Nascimento https://creativecommons.org/licenses/by/4.0
Discursos retórico-argumentativos do jornal “O Dia” sobre o Sanatório Meduna
This article aims to analyze the rhetorical-argumentative discourse in informative texts published by the newspaper O Dia, which highlighted the role of the Meduna sanatorium, the most important psychiatric institution in the state of Piauí, located in Teresina, which operated for half a century (1954-2010). Thus, we follow the epistemological and methodological assumptions of studies in Argumentation, Discourse and Rhetoric, drawing on the works of: Aristotle (2015, 2021); Charaudeau (2016); Meyer (2007); Ferreira (2021); Perelman and Olbrechts-Tyteca (2014) and Amossy (2018), among others. We adopted as the corpus of this research two informative texts published by the newspaper O Dia, respectively, on June 17, 1994 and May 23, 2010. It was noticed through the analyses that, despite the informative texts being characterized only by an argumentative dimension (without declared argumentative orientation), we identified in them the presence of arguments that are found on the plane of reason. Among the results of this research, we highlight that the speakers in the analyzed texts used rational arguments in order to prove their assertions, mainly through arguments of authority, illustration, comparison, definition, citation (reported speech) and definition of a being. We therefore conclude that the texts, although not having an explicit argumentative orientation, also aim to convince and persuade the reading public to adopt a certain opinion, idea or point of view, through strategies that are found on the plane of the probable or on the plane of emotions.
Copyright (c) 2025 Francisco Herbert da Silva, Joao Benvindo de Moura https://creativecommons.org/licenses/by/4.0
Discurso político e polarização do contrato de comunicação: encenação do ato de linguagem em postagem no Facebook
This research addresses political discourse in the context of the 2022 presidential elections. The objective is to describe and analyze the possible interpretations that arise from the discursive strategies and identification images staged in the meaning of left-wing and right-wing political positions, manifested in the communication contract on the social network Facebook, during the period of the 2022 Brazilian presidential election. For the theoretical-methodological application, the Semiolinguistic Theory of Charaudeau (2005, 2017, 2019a, 2019b, 2020), Emediato (2022) is used in interface with Political Discourse according to Charaudeau (2018, 2020, 2022), Soares (2022), Tarouco and Madeira (2013) and Bobbio (1995). This is an applied, exploratory and descriptive research; bibliographic and documentary with a qualitative approach in its analysis. The corpus consists of a post made on Facebook by a random user, and the respective resulting comments, from October 1 to 31, 2022, during the presidential election phase, which reflected markedly left-wing and right-wing political positions. The results reveal that, despite opposing ideologies, left-wing and right-wing discourses share similar discursive strategies, through the projection of an ethos of identification. In the research carried out, it is evident that strategies of capturing and projecting images that aim at identification via desired and shared common values ​​predominate in political discourse, since the political game is based on the need to appear credible and dissociated from the discourse to which it opposes.
Copyright (c) 2025 Gabriela de Oliveira Zimmermann, Ernani Cesar de Freitas https://creativecommons.org/licenses/by/4.0
Poetas populares do Nordeste e a posição de autoria: uma perspectiva discursiva de letramento
O vasto alcance da função poética da linguagem, tal como veiculada entre poetas populares do Nordeste brasileiro, parece afastado dos usos do português brasileiro cotidiano. Todavia, esta função se faz notar pela retomada da relação entre oralidade e escrita, incluindo seus vestígios de herança da Grécia Antiga, que passa pelos usos cotidianos da linguagem. Neste artigo, o objetivo é abordar o debate sobre esta alteridade entre oralidade e escrita, a partir de uma noção de sujeito descentrado (da Psicanálise lacaniana e da Análise de Discurso), que fundamenta o conceito de autoria. E demonstrar de que modo a posição de autoria pode ser indiciada nessas produções populares. Para isto, foi analisado um corpus formado por poesias de Zé da Luz e Leonardo Mota sob a perspectiva discursiva de autoria. Como resultados, apresentamos um debate sobre o controle da rima e da ambiguidade como formas de assegurar o controle da deriva dos sentidos e garantir a retroação do dizer, dois pressupostos para instalação da posição de autoria.
Copyright (c) 2025 Anderson de Carvalho Pereira https://creativecommons.org/licenses/by/4.0
Verbivocovisualidade e tecnografismo em práticas tecnodiscursivas: sentidos em construção no Instagram
O presente artigo buscou analisar a construção de sentidos em posts no Instagram a partir do uso do tecnografismo (compósito verbo-icônico característico das produções nativas digitais). A partir dos aportes teóricos de Mitchell (1986), Santaella (2007; 2015), Brait (2013), Paula e Serni (2017), Paula e Luciano (2020) e Paveau (2020; 2022), discute-se a integração das dimensões verbal, visual e sonora em uma enunciação material visual que redefine os modos de produção textual no ambiente digital. Com metodologia qualitativa e abordagem descritivo-interpretativista, foram selecionados e analisados dez posts relacionados aos ataques racistas sofridos pelo jogador Vinícius Júnior, afiliados pela hashtag militante #racistasnãopassarão, enfocando os recursos tecnolinguageiros utilizados na construção discursiva do ciberativismo antirracista. Os resultados revelaram o uso recorrente de práticas como a incrustação textual, manipulação de imagens e inserção de recurso sonoro, produzindo um discurso plurissemiótico que potencializa os efeitos de sentido e a força persuasiva das publicações analisadas. A pesquisa evidencia que o tecnografismo, ao articular aspectos linguageiros e tecnológicos, revela a plasticidade das produções digitais e desafia perspectivas analíticas centradas na separação entre códigos semióticos. Ao considerar a tridimensionalidade verbivocovisual dos enunciados, propõe-se uma percepção integrada das materialidades tecnolinguageiras. Foi possível concluir que o tecnografismo se consolida como prática tecnodiscursiva central na rede social Instagram, contribuindo para a construção de novos efeitos de sentido e para o fortalecimento de movimentos sociais, como o ciberativismo antirracista, em um ecossistema digital.
Copyright (c) 2025 Dayse Maciel Santos, Sônia Virginia Martins Pereira https://creativecommons.org/licenses/by/4.0
Os gêneros orais na “Coleção tempo de aprender”: contribuições para a educação de jovens e adultos
Este estudo tem como objetivo geral analisar a abordagem dos gêneros orais na “Coleção Tempo de Aprender” (Silva; Silva; Marchetti, 2013). Os objetivos específicos estão definidos como: (i) identificar os gêneros orais contemplados no livro didático e (ii) verificar a função social e comunicativa dos gêneros orais encontrados. Como fundamentação teórica, baseamo-nos em documentos oficiais nacionais e estaduais, como os Parâmetros Curriculares Nacionais (Brasil, 1997), a Base Nacional Comum Curricular (Brasil, 2018), e o Documento Curricular Referencial do Ceará (Ceará, 2021). Para embasar a discussão sobre oralidade, recorremos às obras de Carvalho e Ferrarezi Jr. (2018), Silva (2018) e Bilro et al. (2023). Quanto à metodologia, esta pesquisa adotou uma abordagem qualitativa do tipo descritiva. Nesse aspecto, este trabalho está inserido na linha de pesquisa que discute os estudos da linguagem e práticas sociais, utilizando como objeto de análise a “Coleção Tempo de Aprender”. Após a análise, constatamos que o livro didático aborda os gêneros orais de forma limitada, com propostas de exercícios focados principalmente no uso da fala em contextos informais.
Copyright (c) 2025 Maria Bonfim Alves Cândido, José Rodrigues de Mesquita Neto, Maria Solange de Farias https://creativecommons.org/licenses/by/4.0
A importância do outro no processo de revisão textual para uma reescrita responsiva
In this work, we aim to reflect on the processes of reviewing and rewriting textual productions under the perspective of dialogism, focusing on the concept of exotopy. In this way, we discuss notions about dialogism and the writing process. From this discussion, we analyzed revision and textual rewriting activities of a textbook. Furthermore, we propose deepening these activities based on exotopic processes with a view to encouraging a change in the angle of vision and, thus, through this change, providing discursive and motivational resources that help to improve textual productions. The activities analyzed are part of a textbook intended for students in Middle School. We evidenced that the activities analyzed have the potential for production work that highlights writing as a process, which recognizes the role of others in finishing productions, as well as encouraging students to be active in each other's learning process. When taking into consideration the proposals to complement the activities brought by the book, it is expected that students work together in order to finish their texts and are responsive to their own learning and to the contributions of their colleagues, and that the teacher provide a favorable environment for this interaction.
Copyright (c) 2025 Alverbênia Maria Alves de Lima, Pollyanne Bicalho Ribeiro https://creativecommons.org/licenses/by/4.0
O sagrado e o profano sob a ótica carnavalesca: encontro entre Bakhtin e Eliade
The sacred and the profane are concepts that historically refer to two opposing forms of experience or condition of existence. Obviously, the relationship between the two elements varies according to the theoretical body in which they are observed. This work analyzes the presence of the sacred and profane in the carnivalesque world view discussed by Bakhtin in Problems of the poetics of Dostoyevsky (2013), in the light of what Eliade presents about these notions in The Sacred and the Profane (1992). Its general objective is to establish points of contact between the carnival perspective and the sacred and profane modes of existence. The theoretical foundation consists mainly of Bakhtin (1987; 2002; 2013), Eliade (1969; 1992), Mourão (2013) and Souza (2023). The study followed the qualitative research approach of the bibliographic type. The results showed that carnival categories operate a loosening in terms of the rigid separation between sacred and profane occurring in religious mentality. At the same time, they showed that in the carnivalesque vision, the sacred and the profane are realized as parts not exclusive, but simultaneous and concretely realized in the establishment of an existential plane where hierarchical relations and distinctions of any order do not exist. This question meets the Bakhtinian conception of dialogue, influenced by Hegelian dialectics, of tension between realities that, although sensibly antagonistic, at no time reduce or lose one in the other.
Copyright (c) 2025 Aline Milena Borges da Silva Dias https://creativecommons.org/licenses/by/4.0
“Respétame”: desconstruindo narrativas patriarcais nas aulas de língua espanhola
O presente trabalho tem como objetivo analisar as percepções dos estudantes acerca das temáticas do machismo e do feminismo, em aulas de Língua Espanhola. Para isso, utilizamos o gênero textual meme como recurso mediador da nossa prática pedagógica, por considerarmos o seu caráter crítico e por ser um gênero apreciado pelos jovens, propagado com veemência nas redes sociais. O trabalho foi desenvolvido em uma turma de 4º período do curso de Mecânica do Instituto Federal de Alagoas (IFAL), com a participação de estudantes, em sua maioria, do sexo masculino. Consideramos tal fator relevante para a pesquisa, haja vista que revela olhares e percepções significativas dos participantes acerca das temáticas feministas, no âmbito do ensino da língua adicional, no curso técnico em questão. Metodologicamente, este estudo foi desenvolvido por meio de uma pesquisa-ação (Tripp, 2005), em que buscamos uma transformação positiva da realidade analisada. Ademais, utilizamos o método qualitativo, tendo em vista as características discursivas e dialógicas da nossa investigação. Os aportes teóricos utilizados versam sobre a decolonialidade (Quijano, 1999; Grosfoguel, 2016; Walsh, 2013), sobre a teoria do afeto (Spinoza, 2009) e sobre o feminismo (Davis, 2016; Adichie, 2015, Kilomba, 2019). A partir da análise dos memes, verificamos que houve uma tomada de consciência em relação às estruturas da sociedade, assumidamente machistas, o que implicou não apenas no reconhecimento destes problemas, mas, principalmente, no trabalho voltado à transformação de consciências e narrativas.
Copyright (c) 2025 Julia Medeiros de Omena, Natália Luczkiewicz da Silva, Flávia Colen Meniconi https://creativecommons.org/licenses/by/4.0
Discursos pandêmicos em contextos periféricos: uma análise semiolinguística de relatos do site “Periferias na Pandemia”
A pandemia de Covid-19 afetou intensamente a sociedade brasileira, evidenciando ainda mais as desigualdades existentes no país, dada a desproporcionalidade no atingimento de populações periféricas. Nesse cenário, surgiu o site “Periferias na pandemia”, que reúne diversos relatos de sujeitos periféricos quanto às suas vivências nesse período. Em vista disso, esta pesquisa objetiva analisar, pela abordagem semiolinguística do discurso, três relatos produzidos por sujeitos do norte, sudeste e nordeste, a fim de investigar o contrato de comunicação, as estratégias discursivas e os imaginários sociodiscursivos que neles se manifestam. A metodologia utilizada, portanto, é qualitativa-interpretativista, tratando-se de um trabalho incluso no campo da Análise do Discurso. Foi possível observar que os relatos evidenciam como sujeitos de diferentes regiões periféricas do Brasil experienciaram a crise sanitária e social da Covid-19, destacando-se discursivamente a partir de estratégias testemunhais e críticas que legitimam seus lugares de fala. Os discursos, marcados por apelos emocionais, mobilizam principalmente imaginários de negligência governamental, desigualdade e marginalização, ainda que o relato de Alagoas destaque também aspectos positivos, como solidariedade e ensinamentos coletivos advindos da pandemia. Desse modo, os relatos se constituem como importantes formas de expressão de cidadãos periféricos, nos quais eles fazem denúncias e críticas sociais e políticas.
Copyright (c) 2025 Ana Cláudia Mello https://creativecommons.org/licenses/by/4.0
Uso de IA generativa para ensinar artigo acadêmico: o que diz o ChatGPT?
This paper focuses on the teaching the academic article genre, using Generative Artificial Intelligence (GAI), from the perspective of ChatGPT (OpenAI, 2025). The aim is to (1) identify underlying teaching objects in suggestions given by ChatGPT about teaching academic article using GAI tools and (2) correlate the identified teaching objects with academic writing teaching models. For this, it is based on academic writing teaching models (Fiad, 2015; Fischer, 2010; Machado; Castanheira; Carvalho, 2023; Silva; Botelho; Oliveira, 2021; Lea; Street, 1998, 2014) and generative artificial intelligence tools (Barreto; Ávila, 2023; D'Alte; D’Alte, 2023; Ferreira; Costa; Filho, 2024; Vicari et al. 2023). Methodologically, this is a research situated in the qualitative paradigm, of the descriptive-explanatory and netnographic type, whose corpus consists of responses given by ChatGPT 4th mini (OpenAI, 2025) to 8 prompts on teaching academic articles using IAGen tools. The results predominantly highlight the academic socialization model as a guide for what is suggested by ChatGPT (OpenAI, 2025), given the emphasis on teaching objects linked to the compositional structure and content of the academic article. It is thus clear that disciplinary specificities, issues of identity, power, authorship, forms of production of meaning, and creativity are not yet the targets of the suggestions given by this chatbot.
Copyright (c) 2025 Elizabeth Maria da Silva https://creativecommons.org/licenses/by/4.0
Concursos públicos para professor de língua portuguesa: obstáculo ao reconhecimento do saber científico e crítico sobre a linguagem
In this paper, we aim to analyze how knowledge about language is configured in the exams of three public selection processes for Portuguese Language teaching positions held in 2025 in the state of Rio Grande do Norte: those organized by the Municipality of Natal, the State Government of Rio Grande do Norte, and the Federal Institute of Rio Grande do Norte. This analysis is framed by two key considerations: first, that language is a complex and heterogeneous object, and therefore any knowledge produced about it necessarily stems from a particular angle or perspective; and second, that the Curricular Guidelines for Language and Literature Programs establish that graduates must possess a solid linguistic foundation. Our examination of questions involving the analysis, description, and explanation of linguistic phenomena revealed a lack of explicit theoretical framework, a strong predominance of content focused on language structure—particularly grounded in traditional knowledge (as represented by Traditional Grammar)—and minimal attention given to other dimensions of language, such as linguistic acts and situated practices. These findings highlight the erasure of the characteristics of knowledge about language and the marginalization of Linguistics as a scientific field, reinforcing a distorted view of how knowledge about language is constructed. In this sense, these selection processes, as instruments of professional evaluation policy, represent an obstacle to the recognition of scientific and critical knowledge about language.
Copyright (c) 2025 Clemilton Lopes Pinheiro, Mateus Parducci Soares de Lima https://creativecommons.org/licenses/by/4.0
A importância da interlocução constitutiva de sujeitos estudantes de 6° ano na indissociabilidade entre língua e literatura
This article presents the process and the outcomes of a research developed within the Master's Program in Language Studies, conducted in the state of Santa Catarina. The objective is to reflect on the importance of the constitutive dialogue of 6th-grade student subjects regarding the inseparability between language and literature. We base ourselves theoretically on Bakhtin, Volóchinov, and their Circle of studies (1999, 2017, 2020) concerning the philosophy of language, and on authors such as Geraldi (1997, 2010, 2012) and Giovani (2021, 2024) regarding the teaching and learning of Portuguese. The methodological choices revolve around action research (Thiollent, 1986) and Ginzburg's (1986) evidential paradigm, combined with Bakhtinian comparison (Giovani, 2017). The evidential analysis highlights the process of dialogue mediated by the teacher with the literary work produced by contemporary authors José Roberto Torero and Marcus Aurelius Pimenta, who in the collection Fábrica de Fábulas presents a reinterpretation of the classics of world literature. The process of dialogue is crowned by the exchange of letters between students and the authors of the literature being studied, which leads us to believe that the school, investing in dialogue, will build a path to language mastery aimed at the humanization of individuals, a contribution with a peculiar cultural inclination of literary production, whose meaning is engagement in freedom.
Copyright (c) 2025 Eveline Pereira Silveira, Fabiana Giovani https://creativecommons.org/licenses/by/4.0
A reescrita de textos na sala de aula: uma abordagem dos direcionamentos do livro didático de língua portuguesa
É crescente a ênfase que os estudiosos têm determinado para o processo de escrita com foco na escolarização dos gêneros textuais. Nesse processo, coexistem várias etapas, as quais se somam de modo que uma torna-se dependente da outra na construção do texto. Em virtude do exposto, objetivamos investigar a etapa direcionada à autoavaliação e à reelaboração textual, procurando focalizar como o livro didático de Língua Portuguesa orienta o aluno para a prática em pauta. A metodologia se fundamenta nas considerações da pesquisa de natureza documental (Gil, 1989). Para tanto, lançamos mão de duas propostas de produção escrita apresentadas no exemplar do 6º ano, da coleção de livros didáticos intitulada “Português: conexão e uso” de Delmanto e Carvalho (2018). Os conceitos teóricos adotados estão firmados nos dizeres de Gasparotto e Menegassi (2013), Passarelli (2004), Paz (2010), Reinaldo (2003), Acorverde e Arcoverde (2007), Ruiz (2010), Serafine (2003), dentre outros. Além desses embasamentos, apoiamo-nos nos direcionamentos dos Parâmetros Curriculares Nacionais de Língua Portuguesa (PCN) e da Base Nacional Comum Curricular (BNCC). As conclusões sinalizam que as propostas em estudo, sobretudo no que diz respeito à fase da autocorreção dos textos, devem ser reinventadas, para que de fato cumpram com a finalidade estabelecida, que é apoiar o aluno na revisão e reelaboração de seus textos.
Copyright (c) 2025 Ana Maria de Oliveira Paz, Renilson Nóbrega omes, Claudia Gean Carneiro Araujo https://creativecommons.org/licenses/by/4.0
A estética do leitor visível: uma análise do discurso midiático sobre a leitura no BookTok
The study, here disclosed, presents a speech analysis on reading based on the journalistic article BookTok: How TikTok is Turning Young People into Readers and writers into Bestsellers, published on BBC News (2024). Focused on explaining the success of the digital reading community BookTok among younger audiences, this report accurately shows the diversity of reading and the identity of being a reader. This essay analyzes the current situation according to the principles of discursive language studies, in conjunction with Cultural Studies and the History of Reading. Amidst unsuspected positivities, numerically justified, the analysis reveals the entanglement of new pluralities in reading with consensual and historically constructed speeches. Specialized by algorithmic logic, these determinations portray reading as a majorly feminine practice, oriented toward personal gratification and the social differentiation of a visible reader, while erasing from discourse relevant social questions concerning this activity.
Copyright (c) 2025 Milva Alves Magalhães, Janaina de Jesus Santos https://creativecommons.org/licenses/by/4.0
Pronominal cohesion and the development of language skills in the textbook
This article presents a pedagogical analysis of the process of didactic transposition (DT) of pronominal cohesion carried out in a textbook approved by the National Textbook Program in 2020. The study is based on the following question: does the Portuguese language textbook carry out a DT of pronominal cohesion that is consistent with the assumptions of the pedagogy of competences, an educational perspective adopted by the National Common Curriculum Base (NCCB), a normative document that establishes the pedagogical bases and compulsory knowledge of national education? The aim of this text is to assess how the process of DT in the teaching material works in terms of pronominal cohesion in the development of the skills and competences set out in the NCCB. The analysis showed that the textbook's process of DT of pronominal cohesion does not provide the necessary conditions for the development of students' language skills.
Copyright (c) 2025 Marcos Bispo https://creativecommons.org/licenses/by/4.0
Embaralhar as pistas: hesitações diante do gênero crônica na produção clariciana
Although she dedicated herself to writing chronicles, Clarice Lispector (1920-1977) always emphasized her discomfort with this genre. In an attempt to understand this phenomenon, the aim of this study was to reflect on the effect of hesitation produced in the writing of Clarice's chronicles. In methodological terms, the investigation articulated the discursive perspective of Pecheutian discourse analysis, AD, as well as documentary work through interviews, statements and analysis of different textual genres produced by the author throughout her career. Although the misconception about the transparency of language is postulated by Pecheutian AD, the author seems to try to respond to the effects of this apparent transparency through discursive strategies that affect not only her chronicles, but also her short stories and novels. Analyzing these productions together, it stands out that hesitation seems to operate as an effect that seeks to contain the drift, dispersion and slippage of meanings when the boundaries between fiction and non-fiction become blurred. Thus, the author's hesitations when faced with the possible effects of letting herself be seen through her words are not exclusive to the chronicle genre, but run through her work as a condition for the very establishment of authorship.
Copyright (c) 2025 Fabio Scorsolini-Comin, Soraya Maria Romano Pacífico https://creativecommons.org/licenses/by/4.0
Mediação docente no ensino de artigo de opinião com projeto didático de gênero
This article aims to discuss the results of a didactic experience grounded in the theoretical-methodological principles of the Didactic Genre Project (PDG), focusing on the teaching of the opinion article genre. The experience was carried out during the supervised internship in Portuguese Language, a mandatory requirement for the completion of the Language and Literature degree, conducted with 12th-grade students from a public high school in Mato Grosso do Sul, Brazil, in May and June 2024. The proposal is based on the Sociodiscursive Interactionism framework (Bronckart, 1999, 2006) and engages with Textual Linguistics (Koch, 2004; Antunes, 2003), in addition to the reflections of Guimarães and Kersch (2012) on the PDG. The methodology adopted was qualitative, documentary, exploratory, and interventionist, including the collection and analysis of students’ written productions and reflection on the outcomes. The analysis revealed progress in situationality, compositional organization, and the use of linguistic-discursive resources, confirming the relevance of the PDG as a didactic device articulated with Sociodiscursive Interactionism and Textual Linguistics, fostering writing practices aligned with social and educational demands.
Copyright (c) 2025 Adriana Piloneto, Adair Vieira Gonçalves https://creativecommons.org/licenses/by/4.0
Love and Death in the Poem Annabel Lee, by Edgar Allan Poe
This work aims to identify, describe, and analyze the cognitive processes that enable us to understand the concepts of love and death in the poem Annabel Lee, written by the American author Edgar Allan Poe. The analysis adopts a qualitative and interpretive approach, guided by the principles of Cognitive Linguistics - specifically, the Conceptual Integration Theory (Fauconnier; Turner, 2002) and the Conceptual Metaphor Theory (Lakoff; Johnson, 1980). Thus, we demonstrate that Cognitive Linguistics can contribute to the understanding of which cognitive processes are activated during the interpretation of poetic texts. This demonstration also considers the poet’s expressive intentions, as well as our own understanding as human, thinking, and creative beings.
Copyright (c) 2025 Leonardo Jovelino Almeida de Lima https://creativecommons.org/licenses/by/4.0
Estratégias metadiscursivas de posicionamento e engajamento em redações nota 1000 do ENEM 2023
With metadiscourse, it is possible to position ourselves textually/discursively in relation to the content of our text, generate engagement from linguistic elements that integrate paragraphs and even entire texts. In the context of ENEM, these resources can be powerful allies for candidates who present ENEM essay with marks of authorship and productive arguments in defense of a point of view. In this sense, the aim of this work is to investigate whether ENEM candidates use metadiscursive resources in their texts and what impact(s) they have on achieving the intended communicative purpose of the genre. To develop this scientific investigation, we resorted to the contributions of Bazerman (2006, 2015), Miller (2012) and Swales (1990) on the socio-rhetorical approach to genres, as well as Hyland's (2005) considerations on metadiscourse. This is a qualitative and exploratory research, with a corpus of 10 essays with a score of 1000 written by ENEM 2023 candidates and which are available for public consultation, from which we will investigate the use and relevance of metadiscursive resources used by them in their texts. The results reveal the need for more systematic work with authorship marks and productive use of arguments, to the detriment of training candidates with ENEM essay production forms.
Copyright (c) 2025 Lenilton Damião da Silva Junior, Benedito Gomes Bezerra, Vlader Nobre Leite https://creativecommons.org/licenses/by/4.0
Reelaboração e mescla de gêneros no X/Twitter: uma categorização piloto
Speech genres, which guide human communication in different spheres of activity, follow social transformations. Therefore, they change constantly and can mix and generate (or not) new genres. To explain these phenomena, Brazilian linguists and applied linguists have adopted the concepts of genre re-elaboration and genre mixing, which describe genre trans-formation in different eras and media and the categorization of their mixtures. This paper aims to analyze the phenomenon of genre re-elaboration in X/Twitter posts and to categorize the relationships between them based on the concept of genre mixing. The analysis of three posts about teaching and learning objects, published by different X/Twitter profiles, showed that the social network users re-elaborate genres from several spheres of human activity, blending various aspects that characterize them. We also observed that the mixing in these publications has not yet been adequately categorized in linguistic studies, which makes it necessary to continue researching this phenomenon.
Copyright (c) 2025 Ana Claudia Oliveira Azevedo, Márcia Helena de Melo Pereira https://creativecommons.org/licenses/by/4.0