The manualization of linguistic knowledge and the constitution of a non-sexist language

Mobilizing the notions of grammatization (AUROUX, 1992) and manualization (PUECH, 1998), we analyze two manuals in this work: Manual para o uso não sexista da linguagem: o que bem se diz bem se entende (2014, Brazil) and Nombra: la representación del femenino y el masculino en el lenguaje (1995, Spain). Both handbooks propose the use of inclusive language in which the female genre is placed in evidence in linguistic usage. Considering them as a technological tool as well as a sociocultural product of popularization of knowledge on the language, we intend to analyze how the proposal of such manuals which uphold non-sexist language, inclusive of gender, supported by laws, edicts – operates as a language policy, which seeks to control the use of language, feminizes the language and meets feminist demands that clamor for a legitimate position to women, whether in society or in its uses of the language when enunciating itself. KEYWORDS: Manuals - Non-sexist language - Woman

THOUGHTS ON TEACHING PHONETICS AND PHONOLOGY IN THE COURSE OF LETTERS: PROBLEMATIC SITUATIONS AS CUES TO PEDAGOGICAL PRACTICE

This paper is a root from the research project on Linguistics and Teacher Formation (at UEM). It also investigates the relations between the linguistic knowledge and the formation of teachers, promoting an interface between scientific knowledge and the didactic and pedagogical knowledge. In order to do so, it proposes to triangulate the official documentation on teacher formation (National Curricular Guidelines, Official Decisions and Opinions; National Curricular Parameters of basic and high school education; and the Pedagogical Project of the Letters Course at UEM); the practice of teachers based on each of the themes; and the schoolbooks used: grammar and government donated books.

Inferências Falseadoras Como Base Para A Pós-Verdade

este trabalho apresenta uma discussão a respeito do papel das inferências falseadoras, estudadas por Jamilk (2017), como base para o fenômeno da pós-verdade. Uma inferência falseadora é apresentada como o resultado de uma operação cognitiva baseado em informações parciais, que conduzem a uma conclusão falsa. A pós-verdade será identificada neste trabalho como a manipulação inescrupulosa das informações com o objetivo de atender a interesses particulares de um grupo ou de uma pessoa. Neste texto, apresenta-se um ex emplo dessa operação com base em uma análise relativa à divulgação escusa de informações em blogs e redes sociais na Internet. Busca-se evidenciar como as pistas desorientadoras ao longo da composição textual permitem gerar inferências cujo conteúdo é falacioso. http://dx.doi.org/10.5935/1981-4755.20170023

LINGUISTIC VARIATION: A PERSPECTIVE OF EDUCATIONAL SOCIOLINGUISTICS

This study discusses the aspects related to linguistics variation from the perspective of Educational Sociolinguistics. It has as main purpose to comprehend the relation between elements resulting from Sociolinguistic and the education of Native Language, as well as to motivate a reflection about the process of teaching-learning to make a profound study of the discussion of questions related to linguistic variation in the scholar context, looking for an improvement of teaching methodology. This study makes use of a methodological approach of qualitative and bibliographic character, since it aims to develop theoretical knowledge about Educational Sociolinguistics articulating these aspects with practical elements of teaching languages. For so, it was tried to develop an education intervention proposal, in order to motivate the teachers to develop their educational practices, based on language use, communicative situations, for the purpose of improving the students communicative competence. It refers to a proposal that has not been applied yet and that should be adapted according to the extra linguistic context, in which learning community is inserted, becoming then a real intervention. For now the aim is to encourage thoughts about its viability. 

The Practice of Reading, Writing Papers and Linguistic Analysis in Teaching Portuguese: A Proposal for the Organization of Everyday School Life from the Perspective of Multiliteracies

This paper aims to reflect on the teaching of Portuguese language in the context of twenty-first century, taking as its starting point the proposal of multiliteracies. We propose to discuss the applicability of genres in the classroom as a condition to ensure the construction of fundamental knowledge to social practices of language. For this, we rely on recent studies on the possibilities that the genre can bring to practice reading, writing papers, and linguistic analysis. We intend, therefore, to assist the planning of teachers who still find themselves unsure on curricula that suggest what they have to do, but did not say how. Understand the reason why this work is another contribution to the teaching of Portuguese in the final years of elementary school and high school bringing out a space for discussion about what needs to be taught and some teaching procedures that favor the democratization of school and interaction linguistics. Curricular innovations and new ways of thinking about teaching and learning of mother tongue are already part of the reflections of most professionals, but there is still an open field to think of more effective alternatives through multimodality an interactionist conception of language.

EXTRALINGUISTIC FACTORS IN THE USE OF THE ARGENTINE VOSEO: A DIDACTIC PROPOSAL FROM THE TRANSLATION OF COMICS

Regarding the process of translation, the analysis of intra and extratextual factors allows the translator to identify which aspects of the source text will have to be, or will not have to be, adapted at the translation to the culture of the target text (NORD, 2012). This fact allows a connection between Sociolinguistics and Translation Studies, which has already been pointed out by Mayoral (1998), Bolaños-Cuéllar (2000), among others. Therefore, this paper seeks to elaborate an activity project making use of translation, in a functional and pedagogical perspective, with the purpose of raising awareness and the teaching of extralinguistical factors in the usage of the Argentinian voseo and brazilian learners of Spanish at high school. To do so, starting from a theoretical discussion regarding the use of translation in foreign language classes and the connection between translating activity and the knowledge of linguistic variation, we elaborate a didactic sequence involving the translation of Argentinian comic strips to Brazilian Portuguese. In this didactic sequence, we elaborate an analysis script for the comic strips based on a pre-translation model proposed by Nord (2012), which may contribute with the design of didactic proposals in this theoretical path.

Variation and education in Linguistic Atlas of Brazil

This article focuses on one of the aspects treated in the project Linguistic Atlas of Brazil (ALiB Project) – the teaching of Brazilian Portuguese language. Therefore, this paper investigates how individuals’ language presents specific linguistic marks that construct, maintain and project the diversity in the questionnaire of the ALiB Project, based on the use of the linguistic variation. Thereby, it deals with the importance of linguistic atlas for the education process, highlighting the publication of some Brazilian regional atlas and the linguistic atlas of Brazil. Thus, it discusses the relevant contribution of these works to the knowledge of the linguistic reality in Brazil, as the atlas can optimize and motivate classroom activities and they can also be explored by other subjects of school curriculum. The methodology used was based on the performance of the following stages: 1) reading of the theoretical texts related to the proposed theme; 2) choice and formation of the corpus, made up of inquests of the ALiB Project in different capitals; 3) analysis of the corpus in order to verify linguistic marks that transmit the construction, projection and maintenance of the linguistic variation. The analyses of the selected inquiries try to study variation and its relationship to education by the informers from different age-groups in the different capitals of the country. The analysis of the corpus enabled the realization of register and documentation of lexical diversity of Portuguese language spoken in Brazil, according to the principles of the modern Pluridimensional Geolinguistics, in which the register follows specific parameters.

USING SEMANTICS AS A WAY TO UNDERSTAND TEXTUAL GENRES

This paper examines the perception of the characteristics of a set of Textual Genres based on Linguistic Analysis, drawing on a Textual Linguistics investigation and offering Semantics considerations as support. This is an attempt to show how relevant semantic investigations are to extend a perception on the characteristics of Textual Genres, without excluding pragmatic and discourse elements. The texts analyzed in this study were taken from a questionnaire designed to assess freshman and senior university students from courses of Bachelor of Arts in Language, in terms of knowledge about different Textual Genres and their characteristics. The analyses focus on the semantic elements that act in respect of question and answer in the questionnaire, and which include: A Semantics-Pragmatics interface, the considerations of the propositional calculus, the theories of tense and aspect of verbal and semantic primitives. On these terms, it is set a relationship between the cognitive mechanisms that operate in the production and reception of texts and a look at the functions that organize semantic text processing. The main analysis in this paper will concern the interface of Textual Linguistics, from authors as Beaugrande and Dressler (1981) and Adam (2011), with Semantic investigations in terms of meaning processing.

Linguistic-discursive analysis of scientific divulgation texts in the contexts of Forensic Sciences

Texts about scientific divulgation have as objective to inform about knowledge from the scientific community. To make this specific discourse, made from scientist to scientist, be understood by the general public, it is necessary do some formals and conceptual modifications in the discourse. In this paper, two texts about forensic sciences were analyzed. One text is from the magazine Ciência Hoje and the other one is from the Superinteressante. It was observed, in the Superinteressante, a major concern about the reformulation and explanation of the scientific terms used in the text. In the other hand, occurrences of authority arguments were bigger in the text from Ciência Hoje. These results are consistent with the communicative purpose of each magazine.