A construção de modelos situacionais no padrão discursivo narrativa em quadrinhos

The object of this study is the construction of situation models in the discourse pattern comic book narrative, and sits in the field of Cognitive Linguistics. Its main foundations are the notions of embodied mind (LAKOFF; JOHNSON, 1999), mental simulation (BARSALOU, 1999), discourse pattern (DUQUE; COSTA, 2012) and situation models (ZWAAN, 1999). I stem from the hypothesis that the process of meaning construction in narratives is attached to the simulation of space, of time and of the characters goals and actions within the story world, dimensions which make up the situation models elaborated by the reader. The simulation of these experiences during discourse processing originates from the fact of it having an embodied and cultural basis, i.e., upon being confronted with the clues found in the narrative, the cognitive structures that make up the reader s personal and social memories are triggered and make it possible to activate information which in turn refer to his/her physical and social experiences, built up in the environment in which he/she lives. As regards comic book narratives, the construction of situation models is closely related to the recurring activation of certain cognitive structures originating from graphic resources that are typical of that discourse pattern. These conclusions were drawn from the data analysis taken from the work Palestina (SACCO, 2003; 2004; 2011)

Avaliando a aprendizagem de língua inglesa em uma escola de ensino médio a partir de contribuições discentes

This study discusses the evaluation of the English language‟s learning developed in a public high school from Lajes-RN in 2011 starting from a qualitative evaluation proposal (SAUL 1988; CANAN, 1996; DEMO, 2008) aiming the production of knowledge about the evaluation process developed in the classes of English language involving the contributions from students. To diagnose and characterize the evaluation process of English language of the researched school, identifying the representations that students attributed to the evaluation, we have implemented the evaluation instruments suggested by students to perform the evaluation of language learning and allowed a reflection about the student‟s participation in the construction of the evaluation process of the English language, subject discussed by Sant‟anna (2002) and other theorists (CANAN, 1996; BRAZIL, 2002; PEREIRA, 2009). To conduct the research work, we use the qualitative approach with ethnographic basis, substantiate in authors like Bogdan, Biklen (1994), Mazzotti; Gewandsznajder (1998), Strauss, Corbin (2008) among others. The methodology was the action research (ANDRÉ, 1995; NUNAN, 2007; LANKSHEAR; KNOBEL, 2008) described as research of empirical basis which associates an action with a resolution of a collective problem, because in it, its researchers and employees are engaged in a cooperatively way (THIOLLENT, 1985). When we treat about the evaluation of English language‟s learning (ALMEIDA FILHO, 1993; SCARAMUCCI, 2009) practiced before and after the contributions made by the students of the second year of the refereed school, the study considers that high school students have a more critical and reflective conscience with regard to their evaluations, not just opining on the assessment of learning English but also about the assessment of other subjects from their scholar curriculum and so this research presents possibilities for performing the act of evaluation which consider the participation of students in decisions regarding this process, because we cogitate that when the teachers share the decisions with their students, teachers can add quality to the evaluation process

O imaginário da mediunidade no processo de escritura em Fernando Pessoa

The answer to creating a fictional world? Repulsion or form of reaction to an outside world? Mental illness, whose brand can be symbolic simulation or depersonalization? Hard to take a stand when the deed is a poet Fernando Pessoa as what is at stake. Notes Schlafman Léo (1998) who, at the age of 20 years, Fernando Pessoa wrote in English, in his diary, "One of my mental complications is the fear of madness, which in itself already is crazy." What rid of madness, notes Robert Bréchon (1986), was the taste of the game and was playing it for your writing. Even though it has rid the madness, the poet does not quit seeking explanations - or provide it - for the phenomena much bother him, or defined.'s where we come across the alignment of Fernando Pessoa within philosophical as occultism and reading about psychological and mental disorders treated. paths were pursued by him to explain the existence of his heteronyms and its entry process. This work therefore presents main objective: to analyze the personal papers of Fernando Pessoa, whose outstanding feature is the presence of occult and alleged mediumship demonstrations held in response to non-literary and heteronímicas. Therefore, I focused on specific goals, which are: a) to study the speech of Fernando Pessoa on his mediumship / occult b) analyzing specific texts that are, for the poet, psychic demonstrations, c) study of a series of excerpts personal letters in which Fernando Pessoa suggested to be a medium. Admittedly, this essay will touch many arguments already made by scholars and experts of Fernando Pessoa, but consider the possibility of developing issues and contribute to the critical fortune of the poet. We assume that announces the Portuguese scholar Jerome Pizarro (2006), one of the greatest scholars of the work Pessoan: those interested in Fernando Pessoa be lost in the maze created by him. It is the image of a person-Minotaur, devouring all but, holding us in its labyrinthine tessitura, as marked by mystery. Will draw on our analysis, a theory aligned themselves to objects of research, whose main authors are Sigmund Freud (1908) Carl Jung (1991.1996). Gaston Bachelard (1996), Helena Blavatsky (2008), among others

O ritual simbólico do Ctrl+C (copiar ) e Ctrl+V (colar) no ensino médio

Nowadays, technology has a direct influence on the relationship student and teacher have with language. The internet is a powerful tool in helping work with the language and, through it, the knowledge comes to the student easily and intensely. Furthermore, this facility has enhanced and made visible what has been called, within the University community, "plagiarism generation." This work assumes that this generation has, in their written texts, symbolic movements similar to those of "copy and paste" applied to research work carried out by high school students. Taking this as starting point, this dissertation aims to analyze how high school students of the 1st year from a school in Natal (RN) construct texts, under the movements known as "Ctrl + c" and "Ctrl + v", with reference to the text of the "other". More specific issues are behind the general objective, namely: 1. how the student appropriates the source-text when he copies and pastes? 2. What are the categories of analysis that allow us to look analytically and theoretically for the "ctrl + c / ctrl + v" practice made by the student? 2. how the studies developed in the fields of "Genetic Criticism" (Grésillon, 1987), the "school manuscripts" (Calil, 2004) and "paraphrase" (Fuchs, 1982) may help in working with writing in the classroom standing as a possible way to minimize the copy and paste effects in the students texts? Thus, we observe the categories of analysis that allow us to look, theoretically and analytically, for the symbolic ritual of the "ctrl + c" (copy) and "ctrl + v" (paste) in high school. Our study shows that the student text is a "hybrid body" whose writing is a drawing entanglement because of the presence of the foreign text, verbatim, and the presence of linguistic elements to paraphrase the original text.This textual embodiment has, behind it, certain operations, namely: replacing, moving, adding and deleting statements. Given the specificity of the data and the research objectives, this study aligns with qualitative research methods (SILVERMAN, 2009) and falls within the knowledge field of Applied Linguistics, which is characterized especially by investigating problems, phenomena in which language in a real situation is taken as central (BRUMFIT, 1995).Theoretically, our work follows the approach of studies on the paraphrase (Fuchs, 1982, 1994a, 1994b; DAUNAY, 1997, 1999, 2002a, 2002b), the studies developed in the field of Genetic Criticism (Grésillon, 1987, 1994, 1992, 2008 ) and those developed by Eduardo Calil (2004) on "school manuscripts"

Infância - memórias: cenários - personas

Infância is undoubtedly memory, high qual ity l iterature, reputable, as the story moves between f ict ion and reality. Personal and social history, wi th such a sense of reality, causing the reader to prof it f rom the honesty and the sinceri ty producing, in this work, remarkable results in a constancy of cl ippings, f rame -by-f rame. Memory and obl ivion are this work guidance. We aim to denounce the relat ionship between the chi ld and violence, and as it is a memorialist ic text , we see the importance of f ict ion for this type of narrat ive to be sustained. I aim thereby show the tone of this report humanizing memories, its deep and decisive meaning, through the memories concepts by Le Gof f , by Seligmann-Silva and by Ecléa Bosi. I t is also through the theories of Jeanne Marie Ganegbin that I just ify the concept of remembering and forget t ing, and also it is also according the concepts of Eliane Zagury that I give support to the importance of autobiography as a a mean of expressing the reported memor ies. Final ly, in Infância, there is no room for fantasy. The lyricism that overwhelms, throughout each chapter, commands the author's imaginat ion. The need to invent gives way to the need to test ify, to denounce. And this t ransit ion occurs gradually, slow as Gra c il ia n o s c h i ld li f e , d u e to such humiliat ion and submission

"Eu pensei que ia sair daqui falando inglês": um estudo sistêmico-funcional sobre papéis sociais atribuídos por alunos de um curso de Letras/Inglês

Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAHÃO, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALHÃES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom

Uma leitura dos exercícios dos excursos n Os Lusíadas

The Lusiads is an epic poem, written by Luís de Camões, about the adventure of Vasco da Gama s trip and the history of Portugal. It's based on traditionals epics from the Greek and Roman poets, Homero and Virgílio. Camões followes especially their structures. However, the poet insert modifications that divert his poem from parameters established by Aristóteles for the classic epic poems. These deviations are centered mainly on the narrative subject and in the point of view. We intend to show an analysis focused on digressions from The Lusiads, in which the author, himself or by tellers characters, narrates the story in order to make his complaints, reflections and exhortations. Besides, we present general aspects of Maneirismo predominant in these digressions how evidences of modernity of the poem; as one brief outlook about the poem's projection in time and around the world. These points are importants elements of consolidation of a universal permanence of The Lusiads. That's why they have had to read and to study by the centuries, according the vision of the epoch's spirit

Conectores sequenciadores em artigos de opinião escritos por vestibulandos: uma questão de marcação linguístia com implicações para o ensino

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

A Transposição Didádica dos Gêneros do domínio do discursivo publicitários nos livros didáticos

Advertising text has been a subject of many investigations, because of its multimodal universe. Embodied by a linguistic and discursive materiality laying on scene persuasion, argumentation and power imagery of multissemiotics elements, the advertising text acts as an instrument of power, creating and destroying, promising and denying (CARVALHO, 2007). Advertising not only invites us to act for it, but directs us to look at it. It was under this moving look - of charm and interrogations - that discussions raised in this research were born. Investigations are directed to the school environment, in special, for the discursive advertising domain in Portuguese Language Textbook. It is from this environment that was born our research whose main objective is to analyze how does the didactic transposition of textual genres, described by Marcuschi (2008) as belonging to the "advertising" discourse domain (focusing on advertising genre) in didactic books teaching Portuguese Language before and after the advent of the PCN. Textbooks taken as reference for the study are historically situated in the 90s of the twentieth century and 10 century. Such books refer to elected 7th and 8th grades, currently corresponding to the 8th and 9th grades of elementary school. The choice is justified by the fact that in these Textbook teaching series the presence of advertising domain is recurrent and "didactized". In addition, we are also concerned in analyzing books that circulated around us and our regional reality. Hence, we elected books that were used by two public high schools: Municipal School Clementina Ana da Conceição in Jaçanã city in the Rio Grande do Norte state, State School for Elementary and High school Carlota Barreira in Areia city, Paraíba state. In our research the following categories of analysis were highlighted: (1) presence of advertising in DB, (2) fluctuation terminology: concepts and classifications; (3) The complexity of concepts facilitation, (4) what they propagate, and from which nature are the explored advertisements. From our analysis, we observe how the treatment of textual "advertising" genres have been inserted into Textbooks, and how occurs, in general, their didactic transposition. Focusing on the issue of fluctuating terminology, we noted the difficulty in drawing boundaries between the genres of advertising domain in the Textbooks. However, this also would result in the complexity - in the field of scientific knowledge - of delimiting genres of the same domain. To accomplish our studies, it was required a thorough and systematic dialogue with theories regarding the concept of "Didactic Transposition", due to the theoretical Chevallard Yves (1991), research on the textual genres - Bezerra (2005), Marcuschi (2008), Bazerman (2005), Swales (2004), among others - and studies involving the field of "Advertising" - Sandmann (2002), Carvalho (2007) and others

Práticas de leitura e escrita na formação em ciências e tecnologia

The discussion about the need of improving the reading and the writing practices of professionals from the most different knowledge areas has caused, in Brazilian and foreign institutions of higher education, a movement of insertion of curricula components whose focus is the reading and the writing in academic formation. To contributing with the reflection about that discussion, this master s degree dissertation has as object of study the situated linguistic formation. Our general objective is to analyze a linguistic formation proposal to graduating students from the Bachelor s degree in Science and Technology (BCT) of the Federal University of Rio Grande do Norte (UFRN). To constructing that analysis, we have established four specific objectives: a) verifying if the ten brazilian Institutions of Higher Education which offer the BCT have curricula components of reading and writing directed to that formation; b) describing how these Bachelor s degree reading and writing curricula components are presented; c) examining differences and similarities which, in general, exist among curricula components related to reading and writing in each one of the researched institutions; d) revealing which categories delineate the linguistic formation developed in the BCT of the UFRN. In order to reaching our goals, this work has been based on the dialogical conception of the language (BAKHTIN [1952-1953] 2010), on the literacy studies (KLEIMAN [1995] 2008; TINOCO, 2008) and on the critical pedagogy (FREIRE, 1980; 2007). Methodologically, this qualitative research of ethnographic direction (ANDRÉ, 1995) is grounded in Applied Linguistics (PEREIRA; ROCA, 2009; PASCHOAL; CELANI (Orgs.), 1992). This research has the contribution of professors, scholars and monitors of the field of Reading and Writing Practices (PLE) and also graduating students from the UFRN BCT which had already studied PLE-I and/or PLE-II. The tools used for data collection/generation were: curricula components programs related to reading and writing in the BCT in the researched higher education institutions (IES), questionnaires, semi-structured interviews and profiles. The generated data allowed us to establish the following analysis categories: situationality (real situation, thematic contemporaneity and thematic focalization) and literacy projects (learning community and protagonism). The results achieved show that most IES which offer BCT worry about improving the reading and writing competences of their graduating students; however, there is still a lot to be done (increase of the number of class hours, contents and methodological aspects review, theoretical referential sophistication) so that the curricula components can be configured as a situated and significant linguistic formation. Finally, we make some suggestions for improving the work which has been made in the BCT of the UFRN, making then the mother tongue teaching in courses of the area of exact and technological sciences stronger

Práticas de letramento digital de professores em formação: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DÖRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

Modernismo e tradição da oralidade na poesia :uma leitura de Clã do jabuti, de Mário de Andrade, e Catimbó, de Ascenso Ferreira

Estudio sobre los libros Clã do jabuti, de Mário de Andrade, y Catimbó, de Ascenso Ferreira, publicados en el año de 1927. Dentro del contexto del Modernismo en los años de 1920, se evidencia la filiación de los poetas con las tendencias literarias modernista y regionalista. Eso se confirma por los elementos introducidos en sus poesías, en las referidas obras, que traen el sentido de brasilidade discutido en la época, específicamente en el momento post1924. Tales elementos se refieren a las marcas de la oralidad que fueron aprovechadas esteticamente en los referidos textos, en lo que toca a la representación que poseen en el ámbito de la tradición de la cultura popular brasileña. En ese sentido, fue establecida una relación entre la moderna literatura nacional y la tradición de la cultura popular. Los textos observados muestran la diversidad cultural del país por medio de tales marcas, distinguiéndose por el aspecto nacionalista de Mário de Andrade, en consonancia con el proyecto de nación idealizado, y por el aspecto nacionalista/regionalista de Ascenso Ferreira, saliendo al encuentro de elementos nacionales y regionales. Siendo así, Clã do jabuti es un repertorio de todo Brasil y representación de la cultura nacional, de acuerdo con la brasilidade propuesta a partir de 1924; y Catimbó es la cristalización poética, en tonos de una brasilidade más norteña, de las particularidades de la región

Formação de professores de assentamentos rurais do Rio Grande do Norte: representações, memórias e práticas de letramento

This work has as study object the representations that teachers have about literacy, and schooling, as well as their memories and their reading and writing practices in the formation process of teachers in rural areas of the State of Rio Grande do Norte. We focused our discussion in literacy practices constructed on language workshops, assumed as necessary for the teacher formation, the existence of a pedagogical context that allows developing the appropriate teaching action. These workshops aimed at creating a space of constant reflection and action. The corpus is composed of letters written by teachers in formation workshops and interviews emphasizing questions of literacy, schooling, memories and reading and writing practices. These teachers make use of literacy practices related to the plots which they belong to. This research is informed mainly by studies that discuss the Literacy (Street, 1984, 1995; Barton, 1998; Freire, 1978, 1980, 1990, 1996), focusing its political character and of inclusion to the literate world, the Social Representations (Moscovici, 1978) and the studies on genre as a discoursive practice (Fairclough, 2001). Methodologically, this research is of critical ethnographic nature (Cameron, 1992). The letters are disclosed as identity practices - pictures of life histories of the teachers. The analyses of the interviews, in turn, show the literacy multifaceted character, evidencing innumerable views on the phenomenon

Se inicia oração com pronome clítico? Atitudes linguísticas, na escola, em relação aos padrões brasileiros de colocação pronominal

Focusing on the empirical assessment issue, proposed by Language change theory (cf. cf. WEINREICH; LABOV; HERZOG, 2006; LABOV, [1972] 2008), this research assists to clarifying Portuguese teacher s attitudes in Natal- RN, regarding (a) to proclisis in three specific contexts: in the beginning of a simple/compound sentence (V1), after the subjects (SV), and proclisis after the secondary verb in complex verbal structures (V1V2); (b) to students who use such patterns in usage. Specific contexts were gathered thanks to their representing of the standard variety, as many studies have proven (Martins, 2012; Schei, 2003; Biazzoli, 2010, 2012). The research aims at: (i) verifying by means of a classroom assessment test, whether Portuguese teachers correct proclisis on referred contexts; (ii) identifying, via attitudinal tests what actions teachers take regarding to the usage of standards above mentioned, as well as students as users of those. Twenty Portuguese teachers, picked at random out of different of public schools in Natal-RN, responded to a classroom assessment test in addition to other two attitudinal ones. Results achieved point to a recurring high proclisis correction index of 50% in simple/compound sentences, even though such variety has been implemented to pronominal usage standards in Brazilian Portuguese. This setting of usage was generally assessed negatively, having no commonality between this assessment and the neutral one used by students. Unlike previous setting, the proclisis after subject did not receive any correction of the twenty teachers, what proves coherence with the positive evaluation both the varieties and the students attained. As for the second verb of complex verbal structures, proclisis correction went negative on presenting single results, despite their proximity, with correction indexes of 20% (infinite structures), 10% (present progressive structures) and 25% (participle structures). The assessment on these contexts of proclisis ranged between positive and neutral, also valid for the one students utilized. It means that proclisis in the beginning of simple/compound sentences are yet seemingly spotted in writing school scenario, much likely due to the negative evaluation, opposite to students . Later to subjects and earlier to secondary verbs in structures, proclisis appears to be acknowledged in writing school scenarios, which reflects on teachers assessment as compared to students who use proclisis in these contexts; being in general either positive or neutral

A implementação do você em cartas pessoais norte-riograndenses do século XX

Considering the theoretical and methodological presuppositions of Variationist Sociolinguistics (cf. WEINREICH; LABOV; HERZOG, 2006; LABOV, [1972] 2008), in this dissertation, we describe and analyze the process of variation/change involving the personal pronouns tu and você, and its extension in the pronominal paradigm in Brazilian Portuguese (BP), in three sets of personal letters written by people from Rio Grande do Norte (RN) along the 20th century. The discursive universe of those letters is news from the cities in which the informers lived and the themes from their everyday life (trade, jobs, trips, family and politics). Part of the analyzed letters integrate the written by hand minimum corpus of the Projeto de História do Português Brasileiro no Rio Grande do Norte (PHPB-RN). We are based on previous studies about the pronominal system in BP Menon (1995), Faraco (1996), Lopes e Machado (2005), Rumeu (2008), Lopes (2009), Lopes, Rumeu e Marcotulio (2011), Lopes e Marcotulio (2011) e Martins e Moura (2012) , which register the form você replaces tu from the end of the first half of 20th century and attest the following situation: while (a) the imperative verbal forms, (b) the explicit subjects and (c) prepositional complement pronouns are favorable contexts for você, the (d) non imperative verbal forms (with null subject), (e) the non prepositional complement pronoun and (f) the possessive pronoun are contexts of resistance of tu. The results got in this dissertation confirm, partially, the statements defended by the previous studies regarding the favorable contexts for the implementation of você in BP: (i) there are, in the letters from the first two decades of 20th century (1916 to 1925), high frequency of the usage of the form você (98%); (ii) in the personal letters of RN especially in the love letters, in which there are higher recurrence of intimate subjects the discursive universe proved to be itself very relevant in the determination/conditions of the forms of tu; (iii) the unique feminine informer of our sample uses, almost categorically, the forms of tu in letters of the period from 1946 to 1972; (iv) the letters corresponding to the period from 1992 to 1994 present a significant usage of the forms associated to the innovating você, letting appear the change is already implemented in the system of BP and there are, in that set of letters, strong evidences that make us state the pronominal forms of non prepositional complement (accusative/ dative) related to tu are also implemented in a system with an almost categorical usage of você