This dissertation investigates an area of notorious difficulty for learners of English as a Foreign Language (EFL) within the framework of Cognitive Linguistics. Research from previous studies has indicated that phrasal verb learning may be more effective if a Cognitive Linguistic approach is adopted. However, the quantitative and qualitative research in this dissertation demonstrates that the approach, once integrated into a regular, classroom-based EFL programme, does not consistently yield significant learning gains. Further qualitative investigations highlighted the fact that the benefits of the approach have less to do with the Cognitive Linguistic explanations than with their compatibility with other learning strategies, such as employing imagery and grouping information. In addition, the approach is most suited to phrasal verbs that are already partially familiar to students. However, for other phrasal verbs the Cognitive Linguistic approach may even impede learning. In addition, the implications for phrasal verb pedagogy are then presented and discussed.

This thesis proposes a comprehensive cognitive account of metaphor understanding that combines aspects of Relevance Theory (e.g. Sperber & Wilson 1986/95; Carston 2002) and Cognitive Linguistics, in particular ideas from Conceptual Metaphor Theory (e.g. Lakoff & Johnson 1980; Lakoff 1987; Johnson 1991) and Situated Conceptualization (e.g. Barsalou 1999; 2005). While Relevance Theory accounts for propositional aspects of metaphor understanding, the model proposed here additionally accounts for nonpropositional effects which intuitively make metaphor feel ‗special‘ compared to literal expressions. This is achieved by (a) assuming a further, more basic processing level of imagistic-experiential representations involving mental simulation patterns (Barsalou 1999; 2005) alongside relevance-theoretic inferential processing and (b) assuming processing of the literal meaning of a metaphorical expression at a metarepresentational level, as proposed by Carston (2010). The approach takes Tendahl‘s ‗Hybrid Theory of Metaphor‘ (2006), which also combines cognitive-linguistic with relevance-theoretic ideas, as a starting point. Like Tendahl, it incorporates the notion of conceptual metaphors (Lakoff & Johnson 1980), albeit in a modified form, thus accounting for metaphor in thought. Wilson (2009) suggests that some metaphors originate in language (as previously assumed by Relevance Theory) and others originate in thought (as previously assumed within Cognitive Linguistics). The model proposed here can account for both. Unlike Tendahl, it assumes a modular mental architecture (Sperber 1994), which ensures that the different levels of processing are kept apart. This is because each module handles only its own domain-specific input, here consisting of either propositional or imagistic-experiential representations. The propositional level, which remains the dominant processing route in utterance 3 understanding, as in Relevance Theory, receives some input from the imagistic-experiential level. This is mediated at a metarepresentational level, which turns the imagistic-experiential representations into propositional material to be processed at the inferential level in the understanding of literal expressions. In metaphor understanding, however, the literal meaning is not processed as meaning-constitutive content. As a result, the imagistic-experiential aspects of the literal meaning in question are not processed as propositional input. Rather, they are held at the metarepresentational level and experienced as strong impressions of the kind that only metaphors can communicate.

I investigated linguistic patterns in middle school students' writing to understand their relevant embodied experiences for learning science. Embodied experiences are those limited by the perceptual and motor constraints of the human body. Recent research indicates student understanding of science needs embodied experiences. Recent emphases of science education researchers in the practices of science suggest that students' understanding of systems and their structure, scale, size, representations, and causality are crosscutting concepts that unify all scientific disciplinary areas. To discern the relationship between linguistic patterns and embodied experiences, I relied on Cognitive Linguistics, a field within cognitive sciences that pays attention to language organization and use assuming that language reflects the human cognitive system. Particularly, I investigated the embodied experiences that 268 middle school students learning about water brought to understanding: i) systems and system structure; ii) scale, size and representations; and iii) causality. Using content analysis, I explored students' language in search of patterns regarding linguistic phenomena described within cognitive linguistics: image schemas, conceptual metaphors, event schemas, semantical roles, and force-dynamics. I found several common embodied experiences organizing students' understanding of crosscutting concepts. Perception of boundaries and change in location and perception of spatial organization in the vertical axis are relevant embodied experiences for students' understanding of systems and system structure. Direct object manipulation and perception of size with and without locomotion are relevant for understanding scale, size and representations. Direct applications of force and consequential perception of movement or change in form are relevant for understanding of causality. I discuss implications of these findings for research and science teaching.

In the present study the most frequent conceptual metaphors of the EU in the British Press are analysed applying the method of content analysis. / Šiame darbe yra analizuojamos dažniausiai naudojamos britų spaudoje Europos Sąjungos konceptualiosios metaforos.

The present study aims at analysing metaphor in the inaugural addresses of American Presidents. It is hypothesised that metaphor is a legitimization strategy which is employed to affect the audience. The research questions were formulated as follows: What conceptual metaphors and their linguistic realizations are used for legitimization in American Presidents’ inaugural addresses and what are their rhetorical implications? The study was carried out within the framework of the Critical Metaphor Theory suggested by Charteris-Black (2005), which is a blend of Conceptual Metaphor Theory and Critical Discourse Analysis. The corpus of the study was compiled of 14 and 16 inaugural addresses delivered by American Presidents affiliated to the Democratic and Republican parties respectively. To achieve the aim the following objectives were set. Firstly, metaphorical expressions were identified and ascribed to the conceptual metaphors they manifest. Secondly, the quantitative analysis was carried out to reveal the frequency of the metaphorical expressions underlying the prevailing conceptual metaphors in the inaugural addresses delivered by the members of both political parties. Finally, the realizations of the conceptual metaphors were contrasted and interpreted across the two political parties. The analysis revealed the following prevailing conceptual metaphors: AMERICA IS A FAMILY, AMERICA IS A PERSON, POLITICS IS A JOURNEY, SIGNIFICANT IS BIG, POLITICS IS A BUILDING, DIFFICULTIES ARE... [to full text] / Šis darbas nagrinėja metaforą kaip legitimizacijos strategiją, dominuojančią Amerikos prezidentų inauguracinių kalbų diskurse. Atlikti tyrimai rodo. kad metafora kaip legitimizacijos strategija yra vartojama siekiant daryti įtaką visuomenei. Tyrimui vykdyti buvo suformuoti tokie klausimai: kokios konceptualios metaforos yra vartojamos Amerikos prezidentų inauguracinėse kalbose legitimizacijos tikslais, kokia yra jų lingvistinė raiška ir kokia yra jų retorinė potekstė? Metafora politikoje, būdama šio tyrimo dėmesio centre, atsiduria tarp kognityvinės lingvistikos ir diskurso analizės. Panašu, kad abi šios mokslo sritys prisideda prie metaforų nagrinėjimo politiniame diskurse, sukurdamos aiškesnį jų pobūdžio ir veikimo ypatumų vaizdą. Taigi, šis tyrimas buvo atliktas remiantis Kritinės metaforos teorija, kuri yra Konceptualios metaforos teorijos ir Kritinės diskurso analizės derinys. Konceptualios metaforos teorijos pirmtakai Lakoff ir Johnson (1980: 4) parodė, jog mūsų konceptuali sistema savo prigimtimi yra iš esmės metaforinė. Metaforos esmė yra vieno dalyko supratimas ir patyrimas kito dalyko atžvilgiu. Mokslininkai teigia, jog konceptualios metaforos, kurios yra vartojamos politiniame diskurse, sėkmingai gali įtikinti, įteisinti bei įtakoti publiką. Susidomėjimas politikų kalba sustiprėjo diskurso tyrinėtojų dėka, kurie nagrinėja metaforų vartojimą politikų pasisakymuose, politinių partijų ir judėjimų dokumentuose, žiniasklaidoje, pokalbiuose prie apvalaus stalo, debatuose... [toliau žr. visą tekstą]

This study examines the centrality of the body in the apostle Paul's resurrection ideals. It is argued that Paul holds to a non-propositional understanding of resurrection that is grounded in recurrent patterns of human embodiment. Such an assertion stands in stark contrast to the pervading scholarly consensus, which is exceedingly cognicentric in its outlook and premised on an untenable opposition of body and mind. In contrast to this consensus, which disembodies resurrection, the present study demonstrates the extent to which Paul's resurrection ideals are somatically grounded. Working within a theoretical matrix that integrates the study of cognition and culture, this study utilises methodologies drawn from cognitive linguistics. Three theoretical concepts are particularly elaborated in relation to Paul: (1) Mark Johnson's understanding of image schemata, (2) George Lakoff and Mark Johnson's understanding of conceptual metaphor, and (3) Gilles Fauconnier and Mark Turner's understanding of conceptual blending. These three theoretical concepts are utilised in concert with one another and thus constitute this study's methodological apparatus. After demonstrating the inherent cognicentrism of standard scholarly approaches (ch. 1), this study examines four aspects in which resurrection can be seen as an embodied concept. Chapter 2 establishes a conceptual framework in which resurrection texts can be both identified and interpreted. It is argued that the concept of RESURRECTION is necessarily abstract and metaphorical in nature, though fundamentally grounded in recurrent patterns of human embodiment. In ch. 3 attention is directed to Paul's transformation metaphors and notions of both dualism and monism in the apostle's thought. It is argued that Paul works within a dualistic framework characterised not by opposition (e.g., body vs. soul) but rather by tensive integration (e.g., the embodied soul). Building on this assertion, in ch. 4 we examine the extent to which Paul understands resurrection as a present (and not merely future) experience. Critically assessing the apostle's eschatological outlook, this chapter argues that the somatic interior functions as the location of present resurrection. In ch. 5 this experience of present resurrection is further elaborated in light of Paul's broader participationist ideals. It is demonstrated that Paul's eschatology fosters a specific kind of resurrection experience in the present, one that is mapped onto the human body itself and elaborated via an in-out transformative interplay. Finally, ch. 6 offers a synthesis of the argument, scholarly contribution, and suggested avenues for further research.

CARNEIRO, Mônica Fontenelle. Emergência de metáforas sistemáticas na fala de mulheres vítimas diretas de violência doméstica: uma análise cognitivo-discursiva. 2014. 303f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-27T13:40:14Z No. of bitstreams: 1 2014_tese_mfcarneiro.pdf: 1427403 bytes, checksum: f9ff6d6aac29b9b12897a9049f065af8 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-27T14:50:57Z (GMT) No. of bitstreams: 1 2014_tese_mfcarneiro.pdf: 1427403 bytes, checksum: f9ff6d6aac29b9b12897a9049f065af8 (MD5) / Made available in DSpace on 2014-08-27T14:50:57Z (GMT). No. of bitstreams: 1 2014_tese_mfcarneiro.pdf: 1427403 bytes, checksum: f9ff6d6aac29b9b12897a9049f065af8 (MD5) Previous issue date: 2014 / This study, which falls within Cognitive Linguistics, consists of an investigation into the emergence of systematic metaphors in the speech of women direct victims of domestic violence, a growing phenomenon that presents alarming escalation indices. To understand this violence which makes victims in all social strata, it was necessary to investigate how ideas and feelings relating to domestic violence against women emerge in the speech of its direct victims. Based on the theoretical framework of the Metaphor-led Discourse Analysis (CAMERON, 2003, 2007a, 02007b, 2008; CAMERON; DEIGNAN, 2009; CAMERON et al, 2009; and CAMERON; MASLEN, 2010), this study is based, according to Cameron (CAMERON; MASLEN, 2010), on the understanding that metaphor is local and emerges in the discourse; has several dimensions to consider (linguistic, embodied, cognitive, affective, sociocultural and dynamic); and may, as a research tool, reveal what people who use it feel and think (CAMERON; MASLEN, 2010). Also according to Cameron (2007b), metaphors in language use result from a temporary stability of the trading concepts that are established among participants in a discursive event. Descriptive and exploratory, this qualitative research has a corpus composed of transcripts of the speech produced by six women about the domestic violence they have suffered, in a two-hour discursive event of a focus group which was recorded in digital audio. In order to collect data, along with the focus group technique, those of direct documentation were used. After transcription and proofreading procedures in accordance with the methodology adopted, the legitimated collected data were uploaded into the software Atlas.ti so as to complete the remaining steps of data preparation. With the data obtained at the end of these methodological procedures, it was possible to develop both the qualitative analysis of the speech of the participants and the quantitative survey related to recurrence of identified metaphorical vehicles. The results indicate the emergence of the following systematic metaphors, among others, in the speech of women direct victims of domestic violence when expressing their ideas and feelings about such phenomenon: CHANGING IS BEING A NEW PERSON; CHANGING IS GETTING OUT OF SOMEWHERE; GOVERNMENT ACTIONS AGAINST DOMESTIC VIOLENCE ARE SLOW MOVEMENTS, BEING SAFE IN THE HOUSE SHELTER IS BEING IMPRISONED, and TAKING AN ATTITUDE IS PUTTING AN END TO SOMETHING. These results suggest that, by means of the emergence of systematic metaphors, figurativity plays an important role in the expression of what direct victims think and feel about domestic violence against women. Data also indicate that systematic metaphors present metaphorical vehicles that are subject to metaphorical changes of three different kinds: re-employment , development (repetition, explanation and relexicalization) and literalization, among which the most frequent ones are those of development. / Este estudo, que se insere no âmbito da Linguística Cognitiva, consiste em uma investigação sobre a emergência de metáforas sistemáticas na fala de mulheres vítimas diretas da violência doméstica, fenômeno cuja escalada crescente apresenta índices alarmantes. Para compreender essa violência que faz vítimas em todas as camadas sociais, fez-se necessário investigar como ideias e sentimentos relativos à violência doméstica contra a mulher emergem na fala de suas vítimas diretas. Com base no arcabouço teórico da Análise do Discurso à Luz da Metáfora (CAMERON, 2003, 2007a, 2007b, 2008; CAMERON; DEIGNAN, 2009; CAMERON et al., 2009; e CAMERON; MASLEN, 2010), este estudo fundamenta-se, segundo Cameron (CAMERON; MASLEN, 2010), no entendimento de que a metáfora é local e emerge no discurso; apresenta várias dimensões a serem consideradas (linguística, corpórea, cognitiva, afetiva, sociocultural e dinâmica); e pode, como ferramenta de pesquisa, revelar o que pensam e sentem as pessoas que a usam. Ainda segundo Cameron (2007b), a metáfora na linguagem em uso resulta de uma estabilidade temporária da negociação de conceitos que se estabelecem entre os interlocutores em um evento discursivo. De caráter descritivo-exploratório, esta pesquisa qualitativa tem seu corpus constituído pelas transcrições do discurso produzido por seis mulheres sobre a violência doméstica de que foram vítimas em evento discursivo de um grupo focal, cujo encontro teve duração de duas horas e foi gravado em áudio digital. Para a coleta de dados, além do grupo focal, foram utilizadas as técnicas de documentação direta. Depois de transcritos e revisados, conforme a metodologia adotada, os dados legitimados foram alimentados no programa Atlas.ti, possibilitando o cumprimento das outras etapas de preparação dos dados. Com os dados obtidos ao final desses procedimentos metodológicos, foi possível desenvolver tanto o trabalho de análise qualitativa da fala das participantes quanto o levantamento quantitativo referente às recorrências dos veículos metafóricos identificados. Os resultados alcançados indicam a emergência, entre outras, das seguintes metáforas sistemáticas na fala de mulheres vítimas diretas de violência doméstica, ao expressarem ideias e sentimentos a respeito de tal fenômeno: MUDAR É SER UMA NOVA PESSOA, MUDAR É SAIR DE ALGUM LUGAR, AÇÔES DO GOVERNO CONTRA A VIOLÊNCIA DOMÉSTICA CONTRA A MULHER SÃO MOVIMENTOS LENTOS, ESTAR SEGURA NA CASA É ESTAR PRESA e TOMAR UMA ATITUDE CONTRA A VIOLÊNCIA DOMÉSTICA É ESTABELECER UM FIM PARA ALGO. Esses resultados sugerem que a figuratividade, por meio da emergência de metáforas sistemáticas, tem papel relevante na manifestação do que as vítimas diretas pensam e sentem sobre a violência doméstica contra a mulher. Indicam também que as metáforas sistemáticas apresentam veículos metafóricos que estão sujeitos a mudanças metafóricas de reemprego, desenvolvimento (repetição, explicação e relexicalização) e literalizaçao, dentre as quais as mais recorrentes são as de desenvolvimento.

MARQUES, Pedro Jorge da Silva. A metáfora e a metonímia sob a perspectiva dos sistemas dinâmicos complexos e da teoria fractal no processo de conceitualização da violência urbana na cidade de Fortaleza-CE. 2014. 300f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-06-05T13:26:02Z No. of bitstreams: 1 2014_dis_pjsmarques.pdf: 2134374 bytes, checksum: 4cac6d3ff6cee499f4f77189d7c42784 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-06-05T13:58:23Z (GMT) No. of bitstreams: 1 2014_dis_pjsmarques.pdf: 2134374 bytes, checksum: 4cac6d3ff6cee499f4f77189d7c42784 (MD5) / Made available in DSpace on 2014-06-05T13:58:23Z (GMT). No. of bitstreams: 1 2014_dis_pjsmarques.pdf: 2134374 bytes, checksum: 4cac6d3ff6cee499f4f77189d7c42784 (MD5) Previous issue date: 2014 / The metaphor has always occupied an important place in meaning studies and with the advances on Cognitive Linguistics researches this figure presents itself more evident when put in relation with metonym, which has less importance on academic researches. In this context, this very work aims: (i) establish the primacy of metonym over metaphor by the dynamic discourse analysis of focal group participants when discussing urban violence in the city of Fortaleza; (ii) verify if the metonymic relations appear both in context and wording; and (iii) demonstrate that metonyms are responsible for the emerging of great part of metaphorical vehicles, so important to the construction of meaning. Thus, it was necessary to discuss the main approaches of these phenomena in light of Complex Dynamic Systems theory, anchored on Larsen-Freeman (1997); Larsen-Freeman e Cameron (2008), on fractal theory, based in Paiva (2010) e Mandelbrot (1982), as Capra (2006). This theoretical reference served as base to verify the hypothesis that great part of metaphors emerge from metonyms and that the relations contribute to the emerging of that both contextual and wording levels arise fragmented in the real discourse of focal group participants. Furthermore, the research proposes itself to also describe the process of conceptualization of urban violence based in the criteria of complexity paradigm, showing its importance to the current researches. To give consistency to that discussion we based ourselves in authors such as Goosens (1990, 1995), Barcelona (1997) and Radden (2003), who also discuss the complex relation between metaphor and metonym. Our study is ruled by a qualitative and theoretical research that allows us to reflect about the primacy of metonym over metaphor, analyzing the transcription of three focal groups that discussed the urban violence in the city of Fortaleza. The analysis allowed until this moment the ascertainment that in some cases, in the process of conceptualization, the metaphor arises from metonym, as relations that structure metonym, such as take a tree for a forest, institution for its responsible ones, effect by cause, permeate both wording and context of the discussion of the focal group participants. This made us come to the conclusion that a series of metaphors come from metonyms, what shows that although metaphor and metonym interact themselves, there is a primacy of the second over the first in some cases. / A metáfora sempre ocupou um lugar de destaque nos estudos do significado e, com o avanço das pesquisas em Linguística Cognitiva, essa figura apresenta-se mais evidente quando posta em relação com a metonímia, que ganha pouco destaque nas pesquisas acadêmicas. Nesse contexto, a presente pesquisa tem como objetivos: (i) estabelecer a primazia da metonímia sobre a metáfora por meio da análise dinâmica do discurso dos participantes de grupos focais, ao discutirem a violência urbana na cidade de Fortaleza; (ii) verificar se as relações metonímicas dão-se tanto em nível contextual como de enunciado; e (iii) demonstrar que as metonímias são responsáveis pela emergência de grande parte dos veículos metafóricos, tão importantes para a construção do sentido. Para tanto, fez-se necessário discutir as principais abordagens dos fenômenos à luz da teoria dos Sistemas Dinâmicos Complexos, ancorados em Larsen-Freeman (1997); Larsen-Freeman e Cameron (2008), na teoria fractal, com fundamentos em Paiva (2010) e Mandelbrot (1982), assim como Capra (2006). Esse referencial teórico serviu de base para verificarmos a hipótese de que grande parte das metáforas será oriunda de metonímia e de que as relações que contribuem para a emergência dessa figura deram-se tanto em nível contextual como de enunciado, surgindo de forma fragmentada no discurso real dos participantes dos grupos focais. Além disso, a pesquisa propõe-se também a descrever o processo de conceitualização da violência urbana com base nos critérios do paradigma da complexidade, mostrando sua importância para as atuais pesquisas. Para dar consistência à nossa discussão, embasamo-nos em autores como Goosens (1990, 1995), Barcelona (1997) e Radden (2003) que também discutem a complexa relação entre metáfora e metonímia. Nosso estudo está pautado em uma pesquisa qualitativa e teórica, que nos permite refletir acerca da primazia da metonímia em relação à metáfora, analisando a transcrição de três grupos focais que discutiram a questão da violência urbana na cidade de Fortaleza-CE. A análise permitiu constatar, até o momento que, em alguns casos, no processo de conceitualização da violência urbana, a metáfora tem procedência na metonímia, visto que as relações que estruturam a metonímia, como parte pelo todo, instituição pelos responsáveis, efeito pela causa, entre outros, permeiam tanto o enunciado como o contexto da discussão dos participantes dos grupos focais. Isso nos fez chegar à conclusão de que uma série de metáforas provém de metonímias o que mostra que, apesar de a metáfora e a metonímia interagirem entre si, em alguns casos, há primazia desta sobre aquela.

Este trabalho objetiva discutir aspectos culturais do processo de significação, analisando a linguagem de conversas com indígenas Kaiowá do Mato Grosso do Sul, Brasil. O ponto central da tese é discutir as diferenças culturais do processo de significação. Para desenvolver o trabalho, foram coletadas falas de indígenas identificados como representantes da cultura kaiowá, ou seja, indígenas reconhecidos por seus pares por possuírem conhecimentos tradicionais e habilidades de liderança. As falas foram coletadas em dez diferentes lugares e tematizaram o tekoha [teko’ha] - espaço genericamente definido como o lugar onde vivem os Kaiowá segundo seu modo de ser. Dessas conversas, delimitou-se um corpus que foi analisado com base em perspectivas teóricas desenvolvidas no âmbito da Linguística Cognitiva pensadas e aplicadas por Lakoff (1987), Lakoff; Johnson (2003), Fauconnier (1994, 2002), Kövecses (2005) e outros. A interpretação do corpus permitiu demonstrar traços comuns a todos os entrevistados, evidenciando características da cultura kaiowá. As análises das conversas permitiram refletir sobre o jeito kaiowá de conceptualizar e simbolizar elaborado na experiência desse grupo étnico pelo mundo, configurando-se como uma maneira específica de construir entendimentos da realidade e de elaborar e utilizar uma linguagem para evocar e reatualizar esses entendimentos. Dessa maneira, este trabalho corrobora a tese da Cognição Corporificada, ou seja, de que a elaboração de significado institui-se no contato do corpo com o meio. Esse processo é determinado por forças biológicas, mas é elaborado nas experiências dos grupos sociais com seu meio ambiente. Os diferentes grupos sociais vivenciam experiências diferentes em ambientes diferentes, o que suscita diferentes culturas, isto é, diferentes maneiras de produzir a vida, de perceber, conceptualizar e representar as experiências sócio-históricas. Os resultados do trabalho demonstraram a importância de se compreender os aspectos cognitivos, linguísticos, sociais e históricos das culturas bem como as premissas básicas que as alicerçam. Levar em consideração todos esses aspectos possibilitou demonstrar a complexidade e o engendramento do significado de tekoha e o entrelaçamento desses aspectos no processo de construção e reatualização desse significado. A análise dos dados possibilitou ainda refletir sobre a cultura kaiowá como um ninho de pertença, uma possível maneira de estabelecer uma verdade, um conjunto de premissas e valores que garante e justifica a existência desses indígenas. Por meio desse tipo de análise, foi possível demonstrar como o significado de tekoha, fora do frame cultural kaiowá, pode ser compreendido de maneira muito superficial, o que reforça a tese da importância do contexto cultural para a compreensão de categorias e conceitos. A realização do trabalho permitiu concluir que o método de coleta de dados, com destaque para a etnografia semiestruturada, a perspectiva teórica e a abordagem interdisciplinar foram fundamentais para atingir os objetivos estabelecidos. A perspectiva teórica da Linguística Cognitiva mostrou-se um importante aporte teórico para discutir a significação e compreender as questões indígenas, podendo auxiliar, inclusive, em discussões sobre diálogo intercultural. Por fim, as reflexões realizadas neste trabalho podem servir de base para se pensar projetos de pesquisa, de ensino e métodos de ensino a serem aplicados em escolas indígenas diferenciadas. Pode ainda, contribuir com discussões que pautem as relações interétnicas, sobretudo as relações entre não índios e os Kaiowá. / This work aims at discussing the cultural aspects of the signification process, by analyzing the language used in talks with Kaiowá people from Mato Grosso do Sul, Brazil. Its central point is to discuss cultural differences in the signification process. To develop the work, conversations with Kaiowá members considered being cultural examples by their peers, for having traditional knowledge and leadership traits were recorded and analyzed. The conversations were recorded in ten different places and approached the theme tekoha [teko’ha], generically defined as a place where the Kaiowá people live according to their way of living. With the recordings, a corpus was formed and analyzed on the basis of theoretical perspectives developed within the Cognitive Linguistics framework, as thought and applied by authors like Lakoff (1987), Lakoff; Johnson (2003), Fauconnier (1994, 2002), Kövecses (2005), and others. The corpus interpretation permitted to demonstrate common traits among all people interviewed, evidencing Kaiowá cultural characteristics. The corpus analyses revealed these cultural traits as well as reflected the Kaiowá way of conceptualizing and symbolizing. These traits have been constructed based on their experience in the world, becoming a specific way of constructing world understandings and of elaborating and applying a language to evoke and update them. In this way, this work corroborates the Embodied Cognition Hypothesis, according to which meaning elaboration takes place in the interaction between body and environment, a process determined by biological forces, but elaborated in the experience of social groups in a determined place, which comes up with different ways of perceiving, conceptualizing and representing social-historical experiences. The analyses demonstrated the importance of understanding cognitive, linguistic, social, and historical aspects as well as the basic premises that mix up to form cultures. Taking into account all these aspects made possible to demonstrate the complexity and the engendering of the meaning of tekoha, as well as to show how they are all interconnected in the process of meaning building and updating. The data analyses reflected how the Kaiowá people have built their culture as a belonging nest, a possible way of engendering truth and a set of premises and values whereof they ensure and justify their existence. By using this kind of analysis, it was possible to demonstrate how the meaning of tekoha, out of this cultural frame, might sometimes be understood very superficially, which reinforces the thesis of the importance of the context for the comprehension of categories and concepts. The research has led to conclude that the data collection method, by means of semi structured ethnography, as well as the theoretical perspective and the interdisciplinary approach were suitable so as to achieve the established objectives. The Cognitive Linguistics theoretical perspective proved to be an important theoretical support to understand not only the signification process in academic terms but also to discuss indigenous issues contributing to understand intercultural dialog. At last, the reflections carried out in this work can inspire research and teaching projects and also be used as a support for teaching methods at indigenous schools. It can still contribute for discussions on interethnic relations, especially on relations between the non-indigenous and the Kaiwoá people.

Made available in DSpace on 2016-08-29T15:08:39Z (GMT). No. of bitstreams: 1 tese_3445_Dissertaçao Elaine Cristina.pdf: 743699 bytes, checksum: 9b19ed3419d6f5559fcdf04807508a1b (MD5) Previous issue date: 2009-03-31 / A presente pesquisa procura elencar os estudos da tradução relacionando-os aos campos da psicologia, antropologia, biologia, linguística cognitiva e literatura. Nosso objetivo é o de demonstrar a relação que existe entre a teoria do protótipo e a tradução. Ao início, explicitamos as correntes teóricas que versam sobre aquisição e aprendizagem de primeira e segunda línguas, bilinguismo, formação do tradutor, tipos de tradução, competências linguísticas relacionadas à tradução. O texto aborda e relaciona os processos psicológicos cognitivos ao ato de traduzir: introspecção, percepção, abstração, memória, pensamento, conceptualização. Apresentamos os papéis do efeito prototípico e da equivalência tradutiva, relacionando-os e conceituando-os, concluindo que há níveis de equivalência mais ou menos aceitáveis (efeito de gradiência/ prototípico) segundo o julgamento do tradutor e que há traços invariáveis (protótipos) que são percebidos e perpetuados por leitores e tradutores. Para corroborar a hipótese, analisamos textos traduzidos, buscando o efeito e a presença do protótipo e concluímos que este é o de maior ocorrência, o que reflete a rede de construções conceituais que norteia os processos de pensamento e de memória do tradutor. / This research attempts to relate translation studies to psychology, anthropology, biology, cognitive linguistics and literature. Our objective is to demonstrate the relationship between the theory of prototype and translation. To do so, we discuss the current theoretical focus on the acquisition and learning of the first and second languages, bilingualism, the training of the translator, types of translation, and the linguistic competence related to translation. We also present the psychological cognitive processes in the act of translate: introspection, perception, abstraction, memory, thought, conceptualizing. We present the role of the prototype effect and of equivalence in translation, relating them and evaluating them, concluding that there are levels of equivalence more or less acceptable (gradient effect / prototypical) according to the judgment of the translator and that there are invariable lines (prototypes) that are perceived and perpetuated by readers and translators. So as to corroborate with the hypothesis, we analyze translated texts, seeking the effect and the presence of the prototype and we conclude that the basic level is of the highest occurrence, and reflects the net of constructions that guide the translator’s thought and memory.