Orientadora: Luciane de Paula / Banca: Odilon Helou Fleury Curado / Banca: Dantielli Assumpção Garcia / Resumo: Esta dissertação pensa a respeito do embate de vozes que existe no interior da escola, entre os discursos que representam a tradição escolar ou a força ideológica dominante e os discursos de resistência, entendidos como as vozes dos estudantes dentro deste processo dialético e dialógico, a partir do estudo de caso, em uma turma de 6º. ano, em uma escola estadual, da cidade de Tarumã/SP. Deste embate, o que se observa é um processo de apagamento da voz do aluno, um silenciamento gerado pela predominância da voz sistêmica e dominante, reproduzida pelo professor em sala de aula. Frente a este contexto, encontramos no poetry slam um espaço em que o aluno pode proferir os seus discursos, de acordo com suas idiossincrasias, reconhecendo que a escola também é o lugar da livre reflexão, da pluralidade de pensamento e da arte. Desse modo, neste trabalho buscamos (i) observar como se dá o embate de vozes dentro da escola e analisar como os jovens estudantes colocam-se frente a uma situação escolar em que são convidados a expressarem sua voz; (ii) estimular a escrita de enunciados autorais, de cunho poético-literário, reconhecendo o estudante também como sujeito autor; (iii) proporcionar ao aluno um contexto real de produção, circulação e apreciação estética de enunciados. A partir das atividades desenvolvidas por meio do poetry slam ou batalha de poesia, também analisamos de que maneira os discursos dos alunos foram arquitetados em suas poesias, com relação ao conteúdo temático, forma... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The concerning of this dissertation is think about the clash of voices that exists inside the school, between the discourses that represent the school tradition or within the dominant ideological strength. That voices can be seen as resistance discourses, understood as voice of students within this dialectical and dialogical process, from of a case study, in a class of 6° year, in a State School, at the city of Tarumã / SP. From this clash of voices, what is observed is a process of erasing the student's voice, a silencing generated by the predominance of the systemic and dominant voice, reproduced by the teacher in the classroom. Against this background, we find in poetry slam a space in which the student can utter his speeches, according to his idiosyncrasies, recognizing that the school is also the place of free reflection, plurality of thought and art. Thus, in this work we seek to (i) observe how the clash of voices within the school occurs and analyze how young students put themselves in front of a school situation in which they are invited to express their voice; (ii) stimulate the writing and production of authorial poetic-literary utterances, recognizing the student also as subject author; (iii) provide the student a real context of production, circulation and aesthetic appreciation of this kind of utterance. From the activities developed through the poetry slam or battle of poetry, we also analyze how the students' discourses were architected in their poetry, in relation to the thematic content, compositional form and style. We base our analysis on Bakhtin's circle studies, from the dialectical-dialogical perspective of discourse analysis. Conceptions of discursive genres, social voice, ideology, responsiveness and aesthetics are discussed, mainly to think about public Portuguese-language teaching and how this teaching can reinforce... (Complete abstract click electronic access below) / Mestre

Orientador: Assunção Aparecida Laia Cristovão / Banca: Ana Carolina Sperança Criscuolo / Banca: Ana Lúcia Furquim Campos Toscano / Resumo: O presente trabalho objetivou aplicar uma sequência de atividades com foco no gênero discursivo entrevista, que é visto de maneira superficial no Currículo do Estado de São Paulo do Ensino Fundamental, apenas como subsídio para o gênero reportagem. Por isso a proposta foi ampliar e inovar o currículo por meio do desenvolvimento de um projeto de letramento, aplicado, através de uma sequência didática, atividades organizadas e dirigidas para análise do gênero, culminando em uma entrevista com interlocutores reais em um contexto real de comunicação, possibilitando, assim, que a aprendizagem ocorresse através do processo e não apenas do resultado. Para tanto, o projeto propôs aos alunos do 7º ano de uma escola pública estadual de Ourinhos-SP uma visita ao lar de idosos da cidade para uma entrevista, possibilitando, através da prática, compreender a função social do gênero em estudo e, dessa forma, tornar mais significativo e atrativo o processo de ensino-aprendizagem por meio de gêneros discursivos. Observou-se, pois, que os projetos de letramento são alternativas produtivas, uma vez que trabalham a língua materna com vistas ao social, conectando o ensino escolar à prática e desenvolvendo habilidades de leitura e escrita para a vida e a cidadania; de modo que a escola, principal agência de letramento, por meio de seus professores e estratégias responsivas, tenha papel fundamental na formação social do aluno. Os pressupostos teóricos que sustentam essa investigação baseiam-se em e... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work aimed to apply a sequence of activities focused on the discursive genre interview, which is seen in a superficial way in the State of São Paulo Curriculum of Elementary School, only as a subsidy for the genre reporting. Therefore, the proposal was to expand and innovate the curriculum through the development of a literacy project, applied through a didactic sequence, organized activities and directed to gender analysis, culminating in an interview with real interlocutors in a real context of communication, thus enabling learning to occur through the process and not just the result. To this end, the project proposed to the students of the 7th year of a state public school in Ourinhos-SP a visit to the nursing home of the city for an interview, making possible, through the practice, to understand the social function of the study genre and, in this way, to make the teaching-learning process more meaningful and attractive through discursive genres. It was observed, therefore, that literacy projects are productive alternatives, since they work in the mother tongue with a view to the social, connecting school teaching to practice and developing reading and writing skills for life and citizenship; so that the school, the main literacy agency, through its teachers and responsive strategies, plays a fundamental role in the social formation of the student. The theoretical assumptions that support this research are based on studies on literacies (Kleiman, 1995, Soares, 1998, Mortatti, 2004, Street, 2014). in the work with the pedagogy of projects (Dewey, 1947, apud Cunha, 2011) and in the theory on discursive genres (Bakhtin, 2016 and Fiorin, 2017). The development of this study was based on the methodological approach of the qualitative research, and since it comprises a practical par... (Complete abstract click electronic access below) / Mestre

Orientadores: Maria Filomena Spatti Sândalo, Andrew Ira Nevins / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-27T11:25:25Z (GMT). No. of bitstreams: 1 Freitas_MariaLuisadeAndrade_D.pdf: 9587442 bytes, checksum: 3fa3a7847eda593904ce50e3a60d08ff (MD5) Previous issue date: 2015 / Resumo: Esta tese descreve e analisa aspectos morfofonológicos e morfossintáticos dos nomes deverbais formados pelos nominalizadores -ção e -mento no Português Brasileiro, aliando uma abordagem experimental e quantitativa a uma investigação diacrônica. Esses sufixos formam nomes derivados a partir de raízes e verbos e são descritos conjuntamente como os nominalizadores mais produtivos em PB (Basílio 1980, 1996; Rocha 1999; entre outros). Em um estudo quantitativo (Freitas 2014), averiguamos tendências claras na distribuição desses afixos nominalizadores, a partir da análise de uma base de dados composta de 2175 palavras: (i) Há uma relação de preferência entre os verbos da segunda conjugação (em -er) e o sufixo -mento. Interessantemente, nos nomes deverbais formados por este afixo há um alteamento obrigatório da vogal temática -e- (e.g. mover/movimento), causando neutralização entre a segunda e a terceira conjugação. Contudo, nos nomes formados por - ção, este alteamento não é categórico (e.g. fazer/fazeção/*fazição). (ii) A estrutura argumental da base é fator condicionante na escolha dos sufixos -ção e -mento: verbos transitivos e inergativos são preferencialmente nominalizados com -ção, e os verbos inacusativos são nominalizados com -mento. Neste trabalho, investigamos se as tendências lexicais identificadas são produtivas sincronicamente, quer dizer, se as distribuições observadas no léxico apresentam realidade psicológica ou não para os falantes de PB. Para isso, desenvolvemos três experimentos com logatomas (ou pseudo-palavras) com intuito de averiguar a hipótese de que os falantes têm internalizados dois fatores que condicionam a seleção preferencial dos sufixos -ção e -mento: (i) o fator fonológico, i.e., as classes temáticas verbais; e (ii) o fator sintático, i.e., a estrutura argumental do verbo base. Os resultados dos experimentos atestam que existe uma correlação significativa entre os fatores investigados e a escolha do sufixo nominalizador, assim como averiguamos no léxico. Dessa maneira, tendo em vista um modelo sintático de formação de palavras como o da Morfologia Distribuída (Halle; Marantz 1993; 1994; Marantz 2001, 2007; Embick 2010), argumentamos que o tipo de estrutura argumental dos verbos determina o comportamento morfofonológico e morfossintático dos nomes deverbais formados pelos sufixos -ção e -mento. A hipótese que defendemos é a de que a presença de DP complemento na estrutura argumental de verbos desencadeia diferenças no ponto computacional em que as raízes são enviadas ao componente fonológico para serem processadas, gerando diferenças de superfície nos nomes resultantes desse processo derivacional. Adicionalmente, abordamos nesta tese a questão da variação na produtividade morfológica dos nominalizadores -ção e -mento em uma perspectiva diacrônica, a partir de um estudo piloto acerca da datação das palavras contidas na versão eletrônica do dicionário Houaiss da Língua Portuguesa / Abstract: This dissertation describes and analyses morphophonological and morphosyntactic aspects of the deverbal nouns formed by the nominalizing suffixes -ção and -mento in Brazilian Portuguese, combining an experimental and quantitative approach with a diachronic investigation. These suffixes can take both roots and verbs to form derived nouns and they are described together as the most productive nominalizers (Basílio 1980, 1996; Rocha 1999; among others). In a quantitative study (Freitas 2014), I found clear tendencies in the distribution of these affixes from the analysis of a database of 2715 words collected from the electronic version 1.0 of the Houaiss Dictionary of Portuguese: (i) There is a preference relation between the verbs of second conjugation (in -er) and the suffix -mento. Interestingly, in the deverbal nouns formed by this suffix there is an obligatory raising of the theme vowel -e- to [i] (e.g. mover/movimento), triggering neutralization between the second and the third verbal conjugations. However, in nouns formed by -ção, the raising is not categorical (e.g. fazer/fazeção/*fazição); (ii) the argument structure type of the verbal base is a conditioning factor for the selection of -ção and -mento: transitive and unergative verbs preferably select -ção and unaccusative verbs preferably select -mento. In this dissertation, I investigate whether these lexical trends are synchronically productive, exhibiting or not psychological reality for native speakers. To do so, I developed three wugtests in order to test the hypothesis that speakers have internalized two conditioning factors in the preferential selection of -ção and -mento: (i) the phonological factor, i.e. the thematic classes of the verbal bases; (ii) the syntactic factor, i.e. the argument structure type of the verbal bases. The experimental results attest there is a significant correlation between these factors and the choice of nominalizing suffix, as we have found in the lexicon. Therefore, taking into account a syntactic model of word formation such as Distributed Morphology (Halle; Marantz 1993; 1994; among many others), I argue that the argument structure of verbal bases is responsible for the morphophonological and morphosyntactic behavior of the nouns formed by -ção and -mento. I defend the hypothesis that the presence of a DP as complement of a root may trigger differences in the computational point at which the roots are sent to the phonological component to be phonologically processed, resulting in surface differences to the derived nouns. Additionally, in this work, I also address questions relating to the diachronic variation in the morphological productivity of the competing morphemes based on a pilot study using the electronic version of the Houaiss Dictionary of Portuguese / Doutorado / Linguistica / Doutora em Linguística

The goal of this dissertation is to formulate a novel characterization of subjunctive complements in Spanish, based on semantico-pragmatic and syntactic evidence. The analysis is informed by, and has consequences for, theories that the pragmatic and semantic components of the grammar interface with the syntax. Thus, the proposal carries implications for the interpretive components of the grammar at the C-I interface. I argue that the indicative mood, in Romance, corresponds to propositions which carry assertive force. Data from Greek and Bulgarian provide evidence for a syntactic representation of this feature. I provide evidence for a novel tripartite classification of subjunctive clauses: (i) those that are lexically-selected by volitional verbs and carry strongly intensional semantics, (ii) those licensed by a non-veridical operator (i.e. negation) and carry anti-veridical semantics and (iii) those which lack illocutionary force, with the subjunctive mood surfacing as the default (uninformative) mood in complements to emotives and negated epistemics. Complements to emotive and negated epistemic predicates are the only subjunctive complements which may be extensionally anchored (to the real world), yet are incompatible with ‘point of view’ phenomena, which is unexpected in extensional contexts. The data indicate that the subjunctive surfaces in uninformative contexts, in the absence of (intensional or assertive) illocutionary force. The observations lead to a novel syntactic analysis, relying on Speas and Tenny’s (2003) representation of pragmatic arguments, which captures the fact that subjunctive clauses are anchored to a particular individual (either the matrix subject or the speaker). I propose that subject obviation occurs only in deontic and causative contexts, a novel hypothesis supported by data which illustrate that the addition of an evaluative component (an epistemic ordering source) renders subject obviation violable. I argue that a feature-checking relationship between the subordinate Seat of Knowledge position and matrix deontic or causative v anchors the complement proposition to the matrix subject’s model of evaluation. Co-reference is then banned due to a semantico-pragmatic parameter setting in Romance which disallows a de se (self-ascribing) reading in finite contexts, which facilitates the processing of pronominal reference. I argue that the semantico-pragmatic status of subjunctive complements to negated epistemic predicates overlaps with those to both emotives, which are evaluative, and those to other negated predicates (i.e. perception verbs, verbs of reported speech), which are evidential. Their dual status accounts for the (previously unobserved) overlapping syntactic and semantic properties exhibited in their subjunctive complements. Partee’s (1991, 1995) proposal for a tripartite structure of negation elegantly captures the interpretive facts. Subjunctive complements to negated evidential predicates are interpreted in the scope of negation, while those to evaluative (emotive) predicates are interpreted in the restrictor, with those to negated epistemics allowing both options. Two different types of negation are identified, following Horn’s (1989) analysis. The pragmatic classification of the predicate as either evidential or evaluative determines the type of negation with which it may surface. Metalinguistic negation surfaces with evaluative predicates, and does not scope into the complement clause. True negation-triggered subjunctive (i.e. evidential contexts) results from the scope of descriptive negation into the complement clause, which carries a negative clause-type feature. I show that negation-triggered subjunctive clauses constitute unbounded events, which is attributed to their anti-veridical status. In conclusion, the analysis characterizes subjunctive clauses in Spanish, and carries implications for cross-linguistic analysis. More research is needed to verify the claims cross-linguistically, and the analysis lacks a precise characterization of indicative complement clauses which, like subjunctive clauses, require a more fine-grained characterization.

Displacing the Mask: Jorge Luis Borges and the Translation of Narrative studies the transformations that occur in Jorge Luis Borges's translations of Anglo-American fiction into Spanish. This project argues that Borges inscribed his tastes, values, and judgments about the literature he was translating onto the target-language texts, and in doing so altered important aspects of the source-language narratives: the identities of their characters, the ethical and rhetorical positioning of their narrators, their plots, and even the genres to which those narratives belong. The dissertation focuses on Borges's four book-length translations from the English, A Room of One's Own (1929, translated 1936) and Orlando (1928, translated 1937) by Virginia Woolf, The Wild Palms (1939, translated 1940) by William Faulkner and Bartleby (1853, translated 1943) by Herman Melville, as well as Borges's translation fragment of "Penelope" from James Joyce's Ulysses (1922, translated 1925). There are two major influences that guide the transformations this project explores, one aesthetic and one ideological. The aesthetic motivation is Borges's preference for plot-driven over character-driven fiction, which culminates in a strong distaste for what he terms "psychological narrative." Borges preferred adventure novels and detective fiction; correspondingly, wherever possible, he made changes to the form and content of the novels he translated to move them closer to the action-centered, personality-effacing fiction he preferred. The primary ideological influence I have found is a heteronormative understanding of gender and sexuality, which gives way to polarized representations of masculinity and femininity. In almost every translation, Borges pushes back against non-normative representations of gender and sexuality, reorienting characters toward traditional gender stereotypes. These two motivations, gender and genre, show themselves to be intertwined in Borges's translation practice; removing or rewriting the psychological aspects of narrative texts frequently comes about by shifting the gender and sexuality of a text's characters and the ideological positioning of its author. By focusing on a substantial subset of his translation work--Anglo-American fiction--this project fills a gap in the scholarship on Borges and translation, which to date has only selectively analyzed isolated texts. It also affords scholars of Borges's writing style access to perspectives previously unavailable, by demonstrating what his transformations to source texts' styles say about his own. A scholarly intention of this dissertation is also to demonstrate the relevance of translation to a number of academic fields, including narratology, women's studies, sexuality studies, and comparative literature. Comparative translation analyses reveal cultural representations of gender, ideological positions on sexuality, and radical reformulations of texts' narrative communication situations, all of which open important new avenues these disciplines may follow. At the same time, this project encourages the linguistics-based and empirically oriented branches of translation studies to employ comparative translation analysis not only to study translation itself, but as a basis for the critical analysis of translated literature.

My dissertation explores the ways in which writers and artists from Spain and Latin America create works of art in which the environment plays a central role. My purpose is to reflect the variety of perspectives and modes of expression that the ongoing environmental crisis generates in these artists. I propose a more concrete approach to the concept of ecopoetics, one that is not limited to literary works but is also concerned with a more ample spectrum of cultural imagination and reflection, as well as on how artists can impact their communities through their work. I formulate a more precise notion of the concept of ecopoetics, one which is based on the particular genre or art form creators use to express themselves. This approach combines both the traditional notion of poetics as the variety of elections made by an author in terms of subject, composition, style, etc.; and the perception of a new type of sensibility that centers on the relationships between human beings and the environment. I argue that this concept of ecopoetics, as it is integrally related to the choices made by artists in terms of genre, mediums used, vision of the world and modes of expression, allows me to explore the diversity of viewpoints and artistic possibilities produced in the Luso-Hispanic area. The broad area I chose to work in also allows me to explore the connections among these texts and works of art in order to look for shared images and motives that all show a growing awareness of the ecological crisis. This kind of analysis is integrated with social, cultural, racial and gender perspectives. My research also explores how the ethical commitment to the environment assumes a variety of perspectives. That is the reason I include works from poetry, narrative, comics, documentary, installations and sculptures. I center my analysis on authors such as Jaime Quezada (Chile), Jorge Riechmann and José María Merino (both from Spain), Julio Ramón Ribeyro (Peru) and Rubem Fonseca (Brazil). I also work with comic artists Miguelanxo Prado and Francesc Capdevila (Max) from Spain, as well as Mexican comic artists Jis and Trino and Edgar Clément. I analyze the documentary Waste Land (2010), by Lucy Walker, which follows the work of Vik Muniz in Jardim Gramacho, the biggest dump in the world; and the Cuban artist Héctor Gallo, who builds his sculptures and installations in a marginal neighborhood in Havana.

Jorge Asís's narrative voices are transformed from on text to another. The Arab-Argentine author creates multiple narrators that interact with one another to further develop their textual identities. Discussions of authorial and narrative voices often coalesce into broad statements of alter-egos and pseudonyms that do not fully consider the nexus between them with writing practices. This study analyzes the author-narrator and narrator-narrator bonds in Argentine Orientalist, Mahyar, Costumbrista, and Testimonial writing practices.

This dissertation, Emancipated Peripheries. Politics of Spatial Representation in the Re-imagined Iberia, explores how the emergence of Basque, Galician and Asturian literatures has changed the web of relations between these literatures and the other consolidated Iberian literatures (Castilian, Portuguese, and Catalan), and how the coexistence of these literatures in the Iberian Peninsula forces us to re-conceptualize Iberian space as the place where the identity of a certain linguistic community is performed, understanding space in a performative way. This dissertation questions two predominant assumptions: first, that peripheral literatures are nothing but small imitations of national literatures, and that they follow the same paradigm at a minor scale, with minor achievements which are significant only in their own context. Second, that there is a centripetal center towards which every cultural movement tends to refer. I argue that peripheral Iberian literatures establish themselves as new interconnected centers of cultural production that are no longer dependent, but rather are inter-dependent, transforming the periphery into a privileged place for renovation and the formulation of new cultural proposals and tendencies. This reading of the Iberian context also invites a new reading of the Castilian canon, unearthing hidden masterpieces and alternative readings of the tradition. A post-colonial, ecocritical and biopolitical approach to these issues allows an in-depth understanding of what has been hidden: alternative conceptions of modernity, dissimilar readings of the literary canon, and the strong and concealed voices of the peripheral, the women, or the rural. This dissertation examines how peripheral literatures (and among these I include a certain reading of the Castilian tradition) redefine the relation between the human and non-human, masculine and feminine, nature and culture (focusing on the poetry of the Galician poet Olga Novo); how they draw new symbolic maps of the Iberian literatures and their traditions (as the Asturian writer Xuan Bello does); how they recover the lost memory of certain communities (studying novels by Basque writer Iñigo Aranbarri and the Castilian novelist Julio Llamazares, as well as video installations by artists like Barbara Fluxá or Iván Cortázar); and how certain literary works propose a new web of relations between peripheries (analyzing the novels by the Portuguese writer Valter Hugo Mãe).

The purpose of the present study is to show that the metaphor, flor, of Pre-Conquest Nahuatl literature means much more than the most widely accepted rendering of that metaphor that classic scholars such as Miguel Le6n-Portilla and Angel M. Garibay have attributed to it. Typically flor is referred to as meaning poetry. It is explored in this study as a metaphor that refers to entheogenic plants, their use and the divine words or songs, or poetry, that resulted from their use. As evidence for the theory presented, I examine and discuss various religious practices and important archeological treasures in order to help us understand a broader concept of flor. I then present my findings in a purely literary context. Gordon Wasson's study of pertinent archeological evidences is important to the foundation of this study, especially his studies of mushroom stones, figures of ecstacy and more importantly his study of the statue of Xochipilli, which can be viewed as a three-dimensional chart of the entheogenic substances used by the nobility to create their true or divine words. The rhetoric the nobility used in their meditations was richly poetic, imaginative and filled with metaphors that are elusive to those not wellversed in their noble dialect. As the noble underwent an entheogenic experience, he was transported from the real world via magical flight to the ethereal world of mystical time, space and knowledge. It was there on a search for truth that he would gain wisdom from the divine and be able to express this wisdom through true or divine words in xochitl in cuicatl. Some of the more important themes common to many of the poems studied are the mystery of life, philosophical questions and the importance of friendship. It was found that the additional meaning that we have attributed to the metaphor flor in these poems is an adequate rendering of the metaphor.

Este informe es el resultado de datos conseguidos mediante investigaciones realizadas en México. Las visitas y los períodos de residencia en México en otros años despertaron mi primer interés en el sistema educativo de ese país. Durante el verano de 1964 me dediqué a examinar a fondo el sistema educativo de México y específicamente el de la capital de Jalisco. Para dar los primeros pasos hacia una comprensión del actual sistema educativo mexicano me fue necesario hacer investigaciones sobre sus antecedentes históricos, los cuales son esenciales a una comprensión clara de la situación actual. Así es que presentó primero un capítulo que trata del fondo histórico del desenvolvimiento de la educación mexicana, y más detalladamente la de Jalisco. En lo tocante al sistema educativo de Jalisco me limito a informaciones sobre los siguientes aspectos: el desarrollo del actual sistema jalisciense de educación secundaria y normal; los planes de estudios de las escuelas secundarias y normales de Jalisco, con énfasis sobre los de la enseñanza de la lengua y literatura castellanas; y la capacitación del magisterio con condiciones profesionales actuales. En cuanto a la información de estos aspectos del sistema educativo jalisciense la saque de varias fuentes. Constituyeron interesantes e informativas las entrevistas que sostuve con maestros y administradores en todos los sectores educativos de Guadalajara. Las visitas de observación que hice a la Normal de Jalisco durante su Curso Intensivo de Verano para la capacitación de magisterio me proveían de oportunidades magníficas para “experimentar” el verdadero funcionamiento del actual sistema educativo. Hice las demás investigaciones en las bibliotecas universitaria y municipal de Jalisco.