Apresentamos resultados de pesquisa em que investigamos se os sujeitos-estudantes dos anos iniciais, mais especificamente do 5º ano do ensino fundamental, utilizam o discurso narrativo escrito para falarem de si, de seus sentimentos, de emoções, frustrações e desejos, utilizando-o para tecer a subjetividade. O discurso narrativo escrito é comum nas práticas pedagógicas escolares que, na maioria das vezes, é empregado para cumprir um currículo ou proposta que não contemplam quem escreve e o que se escreve, mas como escreve, no sentido do assujeitamento às estreitas malhas das normas ortográficas e gramaticais. Para compreendermos, então, o funcionamento do discurso narrativo escrito dos/nos sujeitos estudantes, tomamos o discurso enquanto efeito de sentidos, considerando as condições de produção no momento em que reverberaram. O arcabouço teórico que sustenta nossos estudos está centrado na Análise de Discurso pêcheuxtiana, na Psicanálise freudo-lacaniana e nas Ciências da Educação. Apresentamos nos capítulos iniciais alguns conceitos fundamentais às três áreas do conhecimento, no intuito de compreendermos o movimento do sujeito em relação à escrita, e de modo específico, a escrita de si. Para a realização da pesquisa, elaboramos uma atividade didático-pedagógica tendo como finalidade a coleta de narrativas escritas por 43 sujeitos-estudantes do 5º ano do ensino fundamental de uma escola pública situada em uma pequena cidade do interior paulista. Após a atividade supracitada, as narrativas foram lidas e transcritas, culminando na seleção de três narrativas que constituem nosso corpus de análise. As análises das narrativas escritas reverberaram marcas e indícios de a) que em condições favoráveis de produção em que as atividades propostas sejam coerentes, criativas e desafiadoras, os estudantes são levados a se deslocarem e a se posicionarem como intérpretes-historicizados, ou seja, atribuem e produzem sentidos a partir da memória discursiva e, a partir desse deslocamento, reverberam marcas de autoria nas produções; b) atividades linguísticas, fundamentadas teoricamente e baseadas em portadores de textos diferenciados proporcionam aos sujeitos-estudantes a aprendizagem de diferentes gêneros discursivos, instigando-os a perguntas, relatos de experiências, exposição de suas dúvidas a respeito dos mais diversos assuntos e temas tratados em sala de aula e outras formulações, o que lhes permite ocupar o lugar de sujeitos que se relacionam prazerosamente com o processo polissêmico de linguagem, contribuindo para que entendam a língua em seu funcionamento; c) o discurso narrativo é uma alternativa para que os sujeitos-estudantes falem de si, de fantasias, angústias, medo e desejos, expressando assim a subjetividade, condições basilares para que tenham vez e se façam ouvir em sala de aula, no contexto escolar e na sociedade. / This study presents results of an investigation on whether subject-students from lower elementary school 5th graders use written narrative discourse to speak about themselves, their feelings, emotions and frustrations, using it to build up their subjectivity. Written narrative discourse is a common teaching practice, mostly used to follow a syllabus or lesson plan which do not fulfil those who write, nor the theme. Rather, those activities focus on how the text is written, subjected to the constraints of grammar and spelling rules. In order to understand how written narrative discourse works in/from the subject-students, discourse is analyzed as effect of meanings, considering the conditions at the moment it has been produced. Thus, the order of discourse effect of meanings between interlocutors is materialized in the text, correspondent to the discourse, but not closed in on itself. It remains as a symbolic object open to different readings and meanings. We agree with Orlandi (2012) to a conception of text as support to the historicity in which subjects leave their traces through displacement of meanings, paraphrasing and articulating within ploys of opposing discursive formations, the presence of necessary absence, inevitable bond with alterity. Ideology is defined within this displacement of meanings, so as the work of interpreting and analyzing. This work is grounded on the theory of discourse analysis, by the French Philosopher Michel Pêcheux, on Freuds and Lacans psychoanalysis, and on the social-historical approach of literacy in the Science of Education. Those three areas of knowledge provide us with means to grasp the subjects relationship with writing, especially self-writing. The corpus was formed from three written narratives selected from one activity with 5th graders of a school in the state of São Paulo, Brazil. The analysis of the written narratives indicates three factors: a) favorable conditions within coherent, creative and challenging activities lead students to positioning themselves as historicized interpreters, that is, they assign and attribute meaning based on discursive memory. From that displacement of meaning they reverberate signs of authorship in their production; b) language-focused activities, theory-grounded and goodquality text provide subject-students with opportunities to learn about different discursive genres. Such texts lead students to questions, self-expression and discussions about the most various topics. Language and its polysemy are rediscovered with pleasure by those subject students, who explore and understand it better; c) the narrative discourse for subject-students speak about themselves, their feelings and thoughts, expressing their subjectivity. Those are basic conditions for them to voice their opinion in the classroom and in society.

This study investigated the lifespan influences of task type and working memory on the syntactic complexity of narrative discourse production. Participants included 180 healthy adults across three age cohorts: 20-29 years (Young Group), 60-69 years (Older Group) and 75-89 years (Elderly Group). Participants completed standardized working memory measures and four discourse tasks (single/sequential picture description, storytelling and personal recount). Syntactic complexity for each sample was measured via clausal density yielding a complexity index. For analysis, participants were placed into one of two groups based on working memory scores above (High Working Memory Group) or below (Low Working Memory Group) the mean. Significant differences in syntactic complexity between working memory groups were found for the single picture description and the storytelling; individuals in the high working memory group produced language with greater syntactic complexity. When the effects of cohort and working memory were investigated with a two-way ANOVA, working memory group was no longer significantly related to syntactic complexity. However, there was a significant relationship between cohort and syntactic complexity for the single picture description and storytelling tasks. Analyses indicate that the relationships between syntactic complexity, age, and working memory are dependent on task type.

Children everywhere learn to tell stories. One important aspect of story telling is the way characters are introduced and then moved through the story. Telling a story to a naïve listener places varied demands on a speaker. As the story plot develops, the speaker must set and re-set these parameters for referring to characters, as well as the temporal and spatial parameters of the story. To these cognitive and linguistic tasks is the added social and pragmatic task of monitoring the knowledge and attention states of their listener. The speaker must ensure that the listener can identify the characters, and so must anticipate their listener’s knowledge and on-going mental image of the story. How speakers do this depends on cultural conventions and on the resources of the language(s) they speak. For the child speaker the development narrative competence involves an integration, on-line, of a number of skills, some of which are not fully established until the later childhood years. / The study in this thesis investigates the development of reference tracking in a complex and dynamic language setting. It investigates the language and language development of Warumungu children. The Warumungu central are Indigenous Australians, whose traditional country is in northern Central Australia. Most Warumungu live today in the township of Tennant Creek. Younger people no longer develop full active proficiency in their heritage language, Warumungu, but speak a contact language, Wumpurrarni English as a first language. This contact variety is characterised by substantial variability. In addition to Warumungu and Wumpurrarni English, children learn Standard Australian English, as this is the sole language of instruction in school. / The study describes properties of Wumpurrarni English, in particular nominal expressions, used for tracking reference. These are contrasted with descriptions of the most documented and neighbouring creole variety, Roper River Kriol, and with Standard Australian English. It is demonstrated that in Wumpurrarni English, the marking of new versus given referents on the noun phrase is not obligatory. However a number of structures, such as left dislocation and emphatic subject chaining are used to mark discourse prominence. Repetition of topics, clauses and elements of clauses are stylistic features of a ‘good story’ in Wumpurrarni English. / The study investigates the ways that Warumungu children of different ages introduce, maintain and switch reference, and how, across stretches of their narrations, strategies for managing reference are used. These investigations reveal developmental differences across the age groups in the study, which resonate with studies of children’s narrative competence in other languages, illustrating general cognitive and linguistic development. In addition, some children chose to narrate in a speech style more English-like than they normally use. This set of narrations reveals interesting findings about differences between Wumpurrarni English and Standard English, children’s perceptions of these differences, and insights into the additional cognitive load that speaking in ‘English’ represents.

Children everywhere learn to tell stories. One important aspect of story telling is the way characters are introduced and then moved through the story. Telling a story to a naïve listener places varied demands on a speaker. As the story plot develops, the speaker must set and re-set these parameters for referring to characters, as well as the temporal and spatial parameters of the story. To these cognitive and linguistic tasks is the added social and pragmatic task of monitoring the knowledge and attention states of their listener. The speaker must ensure that the listener can identify the characters, and so must anticipate their listener’s knowledge and on-going mental image of the story. How speakers do this depends on cultural conventions and on the resources of the language(s) they speak. For the child speaker the development narrative competence involves an integration, on-line, of a number of skills, some of which are not fully established until the later childhood years. / The study in this thesis investigates the development of reference tracking in a complex and dynamic language setting. It investigates the language and language development of Warumungu children. The Warumungu central are Indigenous Australians, whose traditional country is in northern Central Australia. Most Warumungu live today in the township of Tennant Creek. Younger people no longer develop full active proficiency in their heritage language, Warumungu, but speak a contact language, Wumpurrarni English as a first language. This contact variety is characterised by substantial variability. In addition to Warumungu and Wumpurrarni English, children learn Standard Australian English, as this is the sole language of instruction in school. / The study describes properties of Wumpurrarni English, in particular nominal expressions, used for tracking reference. These are contrasted with descriptions of the most documented and neighbouring creole variety, Roper River Kriol, and with Standard Australian English. It is demonstrated that in Wumpurrarni English, the marking of new versus given referents on the noun phrase is not obligatory. However a number of structures, such as left dislocation and emphatic subject chaining are used to mark discourse prominence. Repetition of topics, clauses and elements of clauses are stylistic features of a ‘good story’ in Wumpurrarni English. / The study investigates the ways that Warumungu children of different ages introduce, maintain and switch reference, and how, across stretches of their narrations, strategies for managing reference are used. These investigations reveal developmental differences across the age groups in the study, which resonate with studies of children’s narrative competence in other languages, illustrating general cognitive and linguistic development. In addition, some children chose to narrate in a speech style more English-like than they normally use. This set of narrations reveals interesting findings about differences between Wumpurrarni English and Standard English, children’s perceptions of these differences, and insights into the additional cognitive load that speaking in ‘English’ represents.

Στην παρούσα εργασία μελετώνται θεωρητικές προϋποθέσεις για τη χρήση αφηγηματολογικών όρων και μεθόδων στην ανάλυση και τη διδασκαλία της ανεπτυγμένης/ λογοτεχνικής αφήγησης και προτείνεται ένα πλαίσιο προσέγγισής τους ως τμήματος μιας ευρύτερης διαδικασίας κριτικής ανάγνωσης της λογοτεχνίας. Στο διδακτικό παράδειγμα που παρουσιάζουμε, επιχειρείται μια εφαρμογή της αφηγηματικής υπερδομής και των τεχνικών της αφήγησης στο Μικρό Πρίγκιπα του Εξυπερί με μια μέθοδο ανάλυσης του αφηγηματικού λόγου που αντλεί από τις αρχές της Αφηγηματολογίας και κυρίως από τη θεωρία του Αφηγηματικού Λόγου του Gerard Genette. Στο επίκεντρο της προσέγγισης είναι το αφηγηματικό κείμενο: δεν είναι το αφηγηματικό περιεχόμενο, η «αφηγημένη ιστορία», αλλά η αφηγηματική γραφή, η πράξη του αφηγείσθαι, με απώτερο στόχο την ανάδειξη του τρόπου που συγκεκριμένα αφηγηματικά περιεχόμενα και τεχνικές παράγουν σημασία. Πρόκειται για μια «εσωτερική» ανάλυση του αφηγηματικού κειμένου, όπου αυτό που ενδιαφέρει δεν είναι η ερμηνεία του αλλά η αποκάλυψη των συμβάσεων που καθιστούν δυνατό το νόημά του. / The subject of the study in the present project is the theoretical preconditions for the use of narrative terms and methods in the analysis and teaching of literary narration. Furthermore, a frame of approach as part of wider process of critical reading of literature is proposed. In the teaching example that we present, an attempt is made to apply the narrative hyper structure and the techniques of narration in Le Petit Prince of Exupery using a method of analysis of narrative discourse that mainly draws from the principles of Narratology and mainly from the theory of Narrative Discourse of Gerard Genette. The narrative text is at the epicentre of the approach: it is not the narrative content, but the narrative form of writing, the act of narrating (narration), the ultimate goal of which is to highlight the way specific narrative content and techniques produce meaning. It is an ‘internal’ analysis of narrative text, the interest of which does not lie in its interpretation but the revelation of conventions that make its meaning possible.

Orientador: Raquel Salek Fiad / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-26T02:48:56Z (GMT). No. of bitstreams: 1 Gomes-Santos_SandovalNonato_M.pdf: 25904535 bytes, checksum: 270e4abac6fbb63fe205312720282345 (MD5) Previous issue date: 1999 / Resumo: É proposta deste trabalho caracterizar os modos de relação dialógica que escreventes-alunos estabelecem com a linguagem em um evento particular de produção escolar da escrita -o evento "Recontando histórias". Essa caracterização é constituída pelo recurso que fazemos ao conceito de gênero discursivo, tal como abordado na reflexão bakhtiniana. Considerando, na esteira de Bakhtin, que, ao enunciarmos, estamos inseridos em gêneros discursivos que adquirem uma certa estabilidade em diferentes esferas da atividade humana, nossa tarefa, neste estudo, consiste, portanto, em compreender os modos de circulação dialógica dos escreventes pelos gêneros que adquirem um funcionamento particular na ocasião em que tais escreventes recontam histórias. Para tanto, nosso primeiro movimento consiste em estabelecer uma conceituação de gênero discursivo segundo uma perspectiva enunciativo-discursiva, o que permite que o tomemos como modo de organização do acontecimento enunciativo, plasmado em formas mais ou menos estáveis de enunciados. Em seguida, procedemos à caracterização do que denominamos evento "Recontando histórias" e dos gestos enunciativos de que se constitui, o que nos leva a uma decisão metodológica importante: dentre os gestos enunciativos constitutivos desse evento, centramos nosso interesse em dois: a) o atribuído ao professor, quando conta a história e quando tenta estabelecer o direcionamento que a atividade de recontar deve tomar ¿ gesto organizado no gênero "instruções para a atividade de produção escrita" - e b) o gesto de recontar dos alunos, ocasião em que circulam tanto pelo gênero "instruções" quanto pelos gêneros, no caso particular deste nosso estudo, "contos de fadas" e "lendas". Finalmente, passamos à análise de um conjunto de trinta textos escritos por alunos de segunda série do ensino fundamental do Núcleo Pedagógico Integrado (NPI) - Escola de Aplicação da Universidade Federal do Pará (UFPA) - durante dois períodos letivos - 1995 e 1996. ...Observação: O resumo, na íntegra, poderá ser visualizado no texto completo da tese digital / Abstract: This thesis describes how students learning to write establish dialogical relations with language when retteling written stories in a classroom evento taking into account that discourse gemes are produced in different social activities, this study explains how students move through discourse gemes that emerge in this particular event. This study has three parts. First, the concept of discourse geme is discussed on the basis of Bakhtin's concept of iscourse gemes as relatively stable forms of utterance. Secondly, the elements that constitute the event "Retelling stories" are characterized considering two aspects: the role attributed to the teacher as he tells the story, suggesting - through a particular geme called "instructions to writing" -how the students can retell the story; the activity of retelling as realized by the students, a result of the moving through the "instructions" and other gemes that have been presented, such as "fairy tales" and "legends". Finally an analysis of 30 written texts is presented. These texts were written by second grade elementary school students at the Núcleo Pedagógico Integrado (NPI) - Escola de Aplicação of the Universidade Federal do Pará (UFPA) in 1995 and 1996. The methodological procedures were based on what has been denominated as indiciary paradigm, which permits both the apprehension of linguistic traces manifested in the texts, as well as an understanding of how the subject/writer who retells stories is constituted. ...Note: The complete abstract is available with the full electronic digital thesis or dissertations / Mestrado / Ensino-Aprendizagem de Lingua Materna / Mestre em Linguística Aplicada

Este trabalho de pesquisa propõe um percurso pela sistematização do discurso indireto livre: uma observação, uma interpretação e uma análise de suas manifestações no romance Madame Bovary de Gustave Flaubert. A partir desses objetivos, apresentamos um exemplo de identificação de formas dotadas de fontes enunciativas múltiplas neste romance. Primeiramente a abordagem linguística serve-nos para identificação e descrição do fenômeno, em seguida passamos à análise literária, que se concentra no exame de discursos indiretos livres em um excerto específico, focalizando a questão da transposição temporal. A abordagem do discurso indireto livre aqui presente ainda contempla as suas decorrências em outros níveis narrativos, tais como: a representação, as vozes, o papel do leitor e a expressão da subjetividade no discurso do outro. / This research proposes a trajectory through the systematization of the free indirect speech: an observation, an interpretation and an analysis of its manifestations in the novel Madame Bovary, by Gustave Flaubert. From these objectives, we present examples of multiple enunciation sources identified in the forms of this novel. First of all, the linguistic approach is useful in the identification and description of the phenomenon; then, we start a literary analysis, which emphasizes the study of free indirect speech in a specific excerpt, focusing in the question of time transposition. This approach of free indirect speech also takes into account its consequences in other narrative levels, such as: the representation, the voices, the role of the reader and the subjective expression in the others discourse.

Orientador: Rosana do Carmo Novaes Pinto / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-20T14:25:19Z (GMT). No. of bitstreams: 1 Cazarotti-Pacheco_Mirian_D.pdf: 2561618 bytes, checksum: 1d863a50d3d3f6457471619b2f5e22c9 (MD5) Previous issue date: 2012 / Resumo: Esta tese tem como principal objetivo apresentar e discutir o discurso narrativo oral - que se revelou como aquele que mais resiste nas afasias - como (i) um espaço privilegiado para a análise dos impactos das afasias na linguagem dos sujeitos tanto no nível do sistema linguístico - para avaliar, por exemplo, as dificuldades de combinação e seleção de elementos (fonético-fonológicos, sintáticos e semântico-lexicais) - como aspectos pragmáticos e discursivos; (ii) um contexto no qual se pode observar e analisar as soluções criativas encontradas pelos afásicos para driblar suas dificuldades e (iii) um espaço para o trabalho de reorganização linguístico/cognitiva no acompanhamento terapêutico. A narrativa, dessa forma, pode ser compreendida também como uma metodologia que possibilita eliciar dados singulares, uma vez que são produzidos em situações efetivas de uso da linguagem. Para o desenvolvimento do trabalho, foram selecionados onze episódios narrativos, produzidos dialogicamente entre sujeitos afásicos e não-afásicos em sessões coletivas e individuais do Grupo III do Centro de Convivência de Afásicos (CCA), vídeo-gravados e posteriormente transcritos e analisados segundo metodologia qualitativa, de cunho indiciário (cf. GINZBURG, 1986/1989). Todos os sujeitos afásicos que participaram desta pesquisa produziram narrativas, mesmo aqueles com afasias consideradas graves do ponto de vista da produção. Buscamos analisar os elementos constitutivos de cada episódio narrativo considerando-se as categorias postuladas por Labov & Waletsky (1967) e mobilizando também conceitos bakhtinianos para explicitar os processos que os afásicos percorrem para se aproximar de seu querer-dizer (como enunciado, acabamento, conclusibilidade etc), assim como questões relativas à ética que deve orientar os processos terapêuticos. As práticas sociais de linguagem, em situações de uso efetivo, possibilitam que o afásico exerça seu papel de sujeito ativo nos círculos sociais dos quais faz parte, mesmo nos casos considerados "graves". O trabalho orientado pelas teorias enunciativodiscursivas privilegia os sujeitos e não a sua patologia; dão vez e voz aos afásicos, demanda que o seu interlocutor se constitua verdadeiramente como "parceiro da comunicação verbal" (cf. BAKHTIN, 1979/2010), que se coloque disponível para a escuta (cf. PONZIO, 2010) / Abstract: The main goal of this thesis is to present and discuss the narrative discourse - which was found to be the most resistant in aphasia - as (i) a privileged locus for the analysis of its impact on language, either on the linguistic system (to evaluate, for instance, the difficulties of selection and combination of linguistic elements - phonetic/phonological, syntactic and lexical-semantic), as well as concerning pragmatic and discursive aspects; (ii) as a context in which one can observe and analyze the creative solutions found by the aphasics in order to face their difficulties; (iii) as a locus for the linguistic/cognitive reorganization during the therapeutic follow-up. Narrative discourse, this way, may be understood as a methodology which makes it possible to elicit singular data, once they are produced in effective use of language. To develop the work, eleven narrative episodes were selected, which were produced dialogically between aphasic and non-aphasic subjects during individual sessions and group meetings of Group III of Centro de Convivência de Afásicos (CCA). Data were videorecorded, afterwards transcribed and analyzed according to qualitative methodology, of evidentiary nature (cf. GINZBURG, 1986/1989). All the aphasic subjects who participated in this research produced narratives, even those that can be considered to have severe aphasia, from the perspective of production. We sought to analyze the constitutive elements of each narrative episode, taking into consideration the categories postulated by Labov & Waletsky (1967) and also mobilizing bakhtinian concepts to explicit the paths which aphasics follow in order to approach their speech-will, as well as questions concerning the ethics that must guide the therapeutic processes. The social practices, in situations of effective use of language, make it possible to the aphasics to play the role of active subjects in the social circles they participate, even in severe cases. The work guided by enunciative-discursive theories privileges the subjects, not pathologies; it gives voice to the aphasics (and restitutes them their turn); it demands that the interlocutor of the aphasic becomes truly the partner of the verbal communication (cf. BAKHTIN, 1979/2010); it demands that he (the partner) puts himself available to listen to the aphasic (cf. PONZIO, 2010) / Doutorado / Linguistica / Doutor em Linguística

Le langage demeure préservé des effets du vieillissement mais précocement atteint dans la Maladie d'Alzheimer (MA). Le discours, en mobilisant l'ensemble des fonctions cognitives, pourrait mettre en évidence davantage de difficultés. Ce travail vise à analyser des productions de patients et de participants âgés typiques en lien avec les changements cognitifs et cérébraux. Une étude s'est intéressée à la production de discours portant sur des événements personnellement vécus. Une deuxième visait à comparer ce type de discours à un discours sur support imagé. Les résultats montrent que les difficultés rencontrées lors d'un discours d'événements vécus seraient corrélées à l'atteinte mnésique des patients. A l'inverse, elles seraient associées à l'atteinte exécutive et lexicale dans un discours imagé. Une dernière étude s'est focalisée sur la variabilité existant chez les participants âgés "typiques". Une analyse en cluster a montré quatre profils de locuteurs, dont un profil "hors-sujet" qui pourrait refléter une zone ambiguë entre vieillissement normal et pathologique. Ce travail pointe des marqueurs de MA prodromale, en lien avec les modifications cognitives et cérébrales. Certaines difficultés seraient liées à une atteinte mnésique ou exécutive indépendamment de l'altération langagière. / Language is the most preserved cognitive function from the effects of aging. Unlike typical aging, Alzheimer's disease (AD) is characterized by an early impairment. Analysis of discourse may reveal more difficulties than other tests since it mobilizes a large set of cognitive functions. This work aims to analyze various discourses in AD patients and participants with typical aging, in relation to various cognitive tests as well as neuroimaging data. One study focused on a memory-based discourse. A second study compared a memory-based and in a picture-based discourse. Patients' difficulties were correlated on one hand with memory impairment in the memory-based discourse and on the second hand with lexical-executive impairment in the picture-based discourse. A final study focused on discourse variability in the general aging population. A cluster analysis revealed four profiles of speakers. Among them, an "off-topic" profile could reflect a grey zone between normal and pathological aging. This work allowed us to shed light on deficit markers and compensatory strategies in prodromal AD, in relation with cognitive and cerebral changes. In particular, many difficulties may actually be related to memory or executive impairment, regardless of a language alteration.

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2018-08-24T18:15:47Z No. of bitstreams: 2 marinalva_francisca_gomes.pdf: 692616 bytes, checksum: 2d8f30e19192578991626f4eab40f119 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-24T18:15:47Z (GMT). No. of bitstreams: 2 marinalva_francisca_gomes.pdf: 692616 bytes, checksum: 2d8f30e19192578991626f4eab40f119 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-28 / The general objective of this dissertation is to analyze the heterodiscursivity in the novel "Emissários do Diabo" (Emissaries of the Devil) by Gilvan Lemos. The choice of theme originated in the Portuguese Language Curriculum Parameters of Pernambuco (2012), which guide the achievement of literary readings involving contemporary works and authors from Pernambuco and in the observation that we do not find many studies about the works of this writer. We use as a theoretical basis the contributions of the dialogical theory of language, especially the reflections of Bakhtin (2002; 2013; 2015) and Volóchinov (1930; 1976; 2017). For an understanding of the commandos of the colonels and the behavior of these individuals in the rural context of the Northeast, addressed in the novel, we seek support in Leal (1987). From the methodological point of view, we did the exploratory and investigative re-reading of the work, guided by the specific objectives listed, selecting the fragments of the narrator and the characters Camilo and Major Germano, in order to understand which social types and points of view are represented artistically in the voices of these characters. In the analysis, it was verified that in "Emissários do Diabo" (Emissaries of the Devil), the voices of the characters are represented in direct, indirect and free indirect discourse, having a preference for the last two when referring to the character Camilo, possibly as a narrator's way of sympathizing with the resistance to the oppressive power of his uncle, Major Germano. And by direct speech to represent the speech of the latter, a literate and powerful man in the context of the temporal space of the work. The analysis made it possible to perceive that the choice of these forms of enunciation provides a reflection on these two social types, their thoughts and feelings, as well as the ethical and moral values of the two social classes represented. We believe that the study of voices, in the light of Bakhtin's theory, contributes to the study of this writer's work, since there seems to be no specific research on heterodiscursivity in "Emissários do Diabo" (Emissaries of the Devil). / O objetivo geral desta dissertação é analisar a heterodiscursividade no romance “Emissários do Diabo” de Gilvan Lemos. Em decorrência desse objetivo geral, delineamos os seguintes objetivos específicos: identificar na voz do narrador contornos que evidenciam o discurso de outrem; verificar quais tipos sociais e pontos de vista são representados nas vozes dos personagens Camilo e Major Germano. A opção pelo tema teve origem nos Parâmetros Curriculares de Língua Portuguesa de Pernambuco (2012), que orientam a realização de leituras literárias envolvendo obras e autores pernambucanos contemporâneos e na observação de que não encontramos muitos estudos acerca das obras desse escritor. Usamos como aporte teórico as contribuições da teoria dialógica da linguagem, especialmente, as reflexões de Bakhtin (2002, 2013, 2015) e VOLÓCHINOV (1930, 1976, 2017). Para compreensão do mandonismo dos coronéis e o comportamento desses no contexto rural do Nordeste, abordado no romance, nos orientamos por Leal (1987). Do ponto de vista metodológico, fizemos a releitura exploratória e investigativa da obra, orientando-nos pelos objetivos elencados, selecionando os fragmentos do narrador e dos personagens Camilo e major Germano, a fim de compreender quais tipos sociais e pontos de vista são representados artisticamente nas vozes desses personagens. Na análise verificou-se que em “Emissários do Diabo”, as vozes das personagens são representadas em discurso direto, indireto e indireto livre, havendo uma preferência pelos dois últimos quando se refere ao personagem Camilo, possivelmente como forma de o narrador se solidarizar com a resistência deste ao poder opressor do seu tio, o major Germano. E pelo discurso direto para representar as falas deste último, um homem letrado e poderoso no contexto espaço-temporal da obra. Percebemos ainda que a escolha dessas formas de enunciação propicia uma reflexão sobre esses dois tipos sociais, seus pensamentos, sentimentos, valores éticos e morais. Acreditamos que o estudo das vozes, à luz da teoria bakhtiniana, traz contribuições para o estudo da obra desse escritor, tendo em vista que parece não haver pesquisas específicas sobre a heterodiscursividade em “Emissários do Diabo”.