SILVA, Antônio Henrique da. O desenvolvimento da competência fraseológica nos livros didáticos de português do ensino fundamental II. 2016. 144f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Letras, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-06-07T15:02:24Z No. of bitstreams: 1 2016_dis_ahsilva.pdf: 10935865 bytes, checksum: a8f523a36aa1196745eb8c8785ea7d33 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-06-08T11:52:04Z (GMT) No. of bitstreams: 1 2016_dis_ahsilva.pdf: 10935865 bytes, checksum: a8f523a36aa1196745eb8c8785ea7d33 (MD5) / Made available in DSpace on 2017-06-08T11:52:04Z (GMT). No. of bitstreams: 1 2016_dis_ahsilva.pdf: 10935865 bytes, checksum: a8f523a36aa1196745eb8c8785ea7d33 (MD5) Previous issue date: 2016 / The phraseological units (UFs) are part of the daily life of the speaker of any natural language, either through orality, or in its written form. Thus, it is expected that in the school, as an official teaching space, didactic materials, especially books, highlight the varied manifestations of phraseological units and their relevance to teaching and learning the mother tongue. In this sense, based on the choice of the books in the collection "Vontade de Saber Português", in the 6th and 9th grade classes, and based on the theoretical discussions and practical directions available in Solano Rodríguez (2007), Ortíz Alvarez (2014), Martí Sanchez (2014), Kovecses (2010), Xatara (1998), Tagnin (2013) E Monteiro-Plantin (2012), we have analyzed the paths used by the manuals to develop the Phraseological Consciousness and, consequently, the Phraseological Competence of the students. Initially, we identify the occurrences of phraseological units in each series, in what way this UF is presented in the book, if there is reference or resumption of use of that UF, in what context it appears, what activities are proposed, what skills are related to its use, Which types have the greatest and least recurrence in manuals and what is the functionality in oral and / or written production activities. This description and, a posteriori, analysis relate to the processes of identification, acquisition and reproduction of the meanings and formal structures of phraseological units. For this process to be satisfactory, we emphasize the comprehension of the written and spoken registers regarding the categorization, systematization and analysis of the vast lexical and semantic field that involves the phraseological units. In this paper we also intend to elaborate and recommend proposals for the application of activities with the UFs in interactive contexts of language use, not related to the school environment, but to cross the boundaries of the school environment. In the final part, we presented 4 teaching proposals so that said work with the phraseological units was developed in the schools, and for the teacher to have access to another pedagogical tool. / As unidades fraseológicas (UFs) fazem parte do cotidiano do falante de qualquer língua natural, seja por meio da oralidade, seja em sua forma escrita. Assim, espera-se que, na escola, como espaço oficial de ensino, os materiais didáticos, especialmente os livros, destaquem as variadas manifestações das unidades fraseológicas e sua relevância para o ensino e a aprendizagem da língua materna. Nesse sentido, a partir da escolha dos livros da coleção “Vontade de Saber Português”, nas turmas do 6º e 9º ano, e com base nas discussões teóricas e direcionamento práticos disponíveis em Solano Rodríguez (2007), Ortíz Alvarez (2014), Martí Sanchez (2014), Kovecses (2010), Xatara (1998), Tagnin (2013) e Monteiro-Plantin (2012), analisamos os caminhos utilizados pelos manuais para desenvolver a consciência fraseológica e, por conseguinte, a competência fraseológica dos discentes. Inicialmente, identificamos as ocorrências de unidades fraseológicas em cada série, de que modo essa UF é apresentada no livro, se há referência ou retomada de uso dessa UF, em que contexto aparece, quais atividades são propostas, quais habilidades estão relacionadas ao seu uso, quais os tipos com maior e menor recorrência nos manuais e qual a funcionalidade em atividades de produção oral e/ou escrita. Essa descrição e, a posteriori, análise dizem respeito aos processos de identificação, aquisição e reprodução dos sentidos e das estruturas formais das unidades fraseológicas. Para que esse processo fosse satisfatório, enfatizamos a compreensão dos registros escritos e de fala no que se refere à categorização, sistematização e análise do vasto campo lexical e semântico que envolve as unidades fraseológicas. Neste trabalho elaboramos e recomendamos propostas de aplicação de atividades com as UFs em contextos interacionais de uso da língua, que não se prendessem ao ambiente escolar, mas que perpassassem as fronteiras do âmbito escolar. Na parte final, apresentamos 4 propostas de ensino para que o referido trabalho com as unidades fraseológicas fosse desenvolvido nas escolas, e para que o professor tivesse acesso a mais uma ferramenta pedagógica.

Работа посвящена выявлению сходства и различия в выражении базовых эмоций (радость, страх, смущение) в английской и русской лингвокультурах. Материал исследования составили 93 фразеологизма (их них 50 английских и 43 русских) из таких источников, как книга «350 Idioms with Their Origin, or The Idiomatic Cake You Can Eat and Have It Too» Л. Ф. Шитовой, краткий русско-английский фразеологический словарь под авторством Гуревич В. В., а также такие сайты, как «Идиомы на пяти языках», «Мир фразеологизмов», «Мои пословицы», «The Idioms», «Idioms online», «Eslcafe» и «Native English». В первой главе рассматриваются теоретические вопросы и понятия, такие как эмоция, базовая эмоция, лингвистика эмоций, концепт, семантические примитивы, а также описываются различные классификации базовых эмоций. Вторая глава посвящена сопоставительному анализу базовых эмоций на материале соматических фразеологизмов двух лингвокультур. Для анализа фразеологизмов был использован ряд классификаций, в том числе категоризация В. В. Виноградова, разделяющая фразеологизмы на три категории: фразеологические сращения, фразеологические единства и фразеологические сочетания; категоризация с точки зрения типов межъязыковой эквивалентности В. С. Виноградова. Для анализа базовых эмоций рассматривались значения эмотивов с помощью фреймового подхода А. Вежбицкой, а также толкования слов по Большому словарю Д. Н. Ушакова и Cambridge English Corpus. По каждому из параметров представлены сравнительные количественные наблюдения в виде диаграмм и таблиц. Результаты исследования могут быть использованы в лексикографической практике, например, для расширения толкового словаря эмотивной лексики за счет выявленной национальной специфики языкового образа эмоций русских и англичан. В приложении приводится список использованных в работе соматических фразеологизмов на английском и русском языках. / The work is dedicated to identifying the similarities and differences in the expression of basic emotions (joy, fear, embarrassment/discomfort) in the English and Russian linguocultures. The research material consisted of 93 phraseological units (of which 50 are English and 43 are Russian) from sources such as the book “350 Idioms with Their Origin, or The Idiomatic Cake You Can Eat and Have It Too” by L. F. Shitova, a short Russian-English phraseological dictionary by V. V. Gurevich, as well as such websites as “Idioms in five languages”, “The world of phraseological units”, “My proverbs”, “The Idioms”, “Idioms online”, “Eslcafe” and “Native English”. The first chapter deals with theoretical issues and concepts such as emotion, basic emotion, emotion linguistics, concept, semantic primitives, and considers various classifications of basic emotions. In the second chapter, a comparative analysis of basic emotions is carried out on the material of somatic phraseological units of two linguistic cultures. For the analysis of phraseological units, a number of classifications were used, including V.V. Vinogradov's categorization which divides phraseological units into three categories: phraseological adhesions, phraseological unity and phraseological combinations; categorization from the point of view of types of interlanguage equivalence by V.S. Vinogradov. To analyze basic emotions, the meanings of emotives were considered using the frame approach of A. Wierzbicka, as well as the interpretation of words according to the Big Dictionary of D. N. Ushakov and Cambridge English Corpus. For each of the parameters, comparative quantitative observations are presented in the form of diagrams and tables. The research results can be used in lexicographic practice, for example, to expand the explanatory dictionary of emotive vocabulary due to the revealed national specifics of the linguistic image of the emotions of the Russian and the English speakers. The appendix contains a list of the Russian and English somatic phraseological units used in the work.

This dissertation is devoted to the theoretical foundations of translation in phraseology. It examines phraseology as a linguistic discipline, various types of phraseological units and approaches to their classification, as well as the important role of translation in the transmission of phraseological units. The introduction describes the relevance of the study, sets the goal and defines the objectives of the study, as well as its object and subject. In addition, the introduction puts forward a hypothesis of the study, substantiates the scientific novelty, theoretical and practical significance, as well as the practical value of the study. The first chapter examines the main aspects of phraseology as a linguistic discipline, as well as the basic principles and methods of studying phraseological units. In addition, the important role of translation in the transmission of phraseological units between different languages is considered, the features of the translation of phraseological expressions are identified and methods for effectively conveying the meaning and structure of phraseological units in translation are discussed. The second chapter is devoted to identifying the national and cultural specificity of phraseological units in each language. In addition, the analysis of the features of the translation of phraseological units from Russian, English and Chinese is carried out, including various types of phraseological units. In the final section, recommendations are formulated for the translation of phraseological units to ensure the most accurate transfer of meaning and expression of cultural features when translating between languages. In conclusion, conclusions are formulated, and the research hypothesis is confirmed. / Данная диссертация посвящена теоретическим основам перевода во фразеологии. В ней рассматривается фразеология как лингвистическая дисциплина, различные типы фразеологических единиц и подходы к их классификации, а также важная роль перевода в передаче фразеологизмов. Во введении описывается актуальность исследования, ставится цель и определяются задачи исследования, а также его объект и предмет. Кроме того, во введение выдвигается гипотеза исследования, обосновывается научная новизна, теоретическая и практическая значимость, а также практическая ценность исследования. В первой главе рассматриваются основные аспекты фразеологии как лингвистической дисциплины, а также основные принципы и методы изучения фразеологических единиц. В дополнение рассматривается важная роль перевода в передаче фразеологизмов между различными языками, выявляются особенности перевода фразеологических выражений и обсуждаются методы эффективной передачи смысла и структуры фразеологических единиц при переводе. Вторая глава посвящена выявлению национально-культурной специфики фразеологизмов каждого из языков. Кроме того, проводится анализ особенностей перевода фразеологических единиц с русского, английского и китайского языков, включая различные типы фразеологизмов. В завершающем разделе формулируются рекомендации по переводу фразеологических единиц для обеспечения наиболее точной передачи смысла и выражения культурных особенностей при переводе между языками. В заключении формулируются выводы, а также подтверждается гипотеза исследования.

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / As unidades fraseolÃgicas (UFs) fazem parte do cotidiano do falante de qualquer lÃngua natural, seja por meio da oralidade, seja em sua forma escrita. Assim, espera-se que, na escola, como espaÃo oficial de ensino, os materiais didÃticos, especialmente os livros, destaquem as variadas manifestaÃÃes das unidades fraseolÃgicas e sua relevÃncia para o ensino e a aprendizagem da lÃngua materna. Nesse sentido, a partir da escolha dos livros da coleÃÃo âVontade de Saber PortuguÃsâ, nas turmas do 6 e 9 ano, e com base nas discussÃes teÃricas e direcionamento prÃticos disponÃveis em Solano RodrÃguez (2007), OrtÃz Alvarez (2014), Martà Sanchez (2014), Kovecses (2010), Xatara (1998), Tagnin (2013) e Monteiro-Plantin (2012), analisamos os caminhos utilizados pelos manuais para desenvolver a consciÃncia fraseolÃgica e, por conseguinte, a competÃncia fraseolÃgica dos discentes. Inicialmente, identificamos as ocorrÃncias de unidades fraseolÃgicas em cada sÃrie, de que modo essa UF à apresentada no livro, se hà referÃncia ou retomada de uso dessa UF, em que contexto aparece, quais atividades sÃo propostas, quais habilidades estÃo relacionadas ao seu uso, quais os tipos com maior e menor recorrÃncia nos manuais e qual a funcionalidade em atividades de produÃÃo oral e/ou escrita. Essa descriÃÃo e, a posteriori, anÃlise dizem respeito aos processos de identificaÃÃo, aquisiÃÃo e reproduÃÃo dos sentidos e das estruturas formais das unidades fraseolÃgicas. Para que esse processo fosse satisfatÃrio, enfatizamos a compreensÃo dos registros escritos e de fala no que se refere à categorizaÃÃo, sistematizaÃÃo e anÃlise do vasto campo lexical e semÃntico que envolve as unidades fraseolÃgicas. Neste trabalho elaboramos e recomendamos propostas de aplicaÃÃo de atividades com as UFs em contextos interacionais de uso da lÃngua, que nÃo se prendessem ao ambiente escolar, mas que perpassassem as fronteiras do Ãmbito escolar. Na parte final, apresentamos 4 propostas de ensino para que o referido trabalho com as unidades fraseolÃgicas fosse desenvolvido nas escolas, e para que o professor tivesse acesso a mais uma ferramenta pedagÃgica. / The phraseological units (UFs) are part of the daily life of the speaker of any natural language, either through orality, or in its written form. Thus, it is expected that in the school, as an official teaching space, didactic materials, especially books, highlight the varied manifestations of phraseological units and their relevance to teaching and learning the mother tongue. In this sense, based on the choice of the books in the collection "Vontade de Saber PortuguÃs", in the 6th and 9th grade classes, and based on the theoretical discussions and practical directions available in Solano RodrÃguez (2007), OrtÃz Alvarez (2014), Martà Sanchez (2014), Kovecses (2010), Xatara (1998), Tagnin (2013) E Monteiro-Plantin (2012), we have analyzed the paths used by the manuals to develop the Phraseological Consciousness and, consequently, the Phraseological Competence of the students. Initially, we identify the occurrences of phraseological units in each series, in what way this UF is presented in the book, if there is reference or resumption of use of that UF, in what context it appears, what activities are proposed, what skills are related to its use, Which types have the greatest and least recurrence in manuals and what is the functionality in oral and / or written production activities. This description and, a posteriori, analysis relate to the processes of identification, acquisition and reproduction of the meanings and formal structures of phraseological units. For this process to be satisfactory, we emphasize the comprehension of the written and spoken registers regarding the categorization, systematization and analysis of the vast lexical and semantic field that involves the phraseological units. In this paper we also intend to elaborate and recommend proposals for the application of activities with the UFs in interactive contexts of language use, not related to the school environment, but to cross the boundaries of the school environment. In the final part, we presented 4 teaching proposals so that said work with the phraseological units was developed in the schools, and for the teacher to have access to another pedagogical tool.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-11T18:28:48Z No. of bitstreams: 1 FranciscaOliveira.pdf: 836629 bytes, checksum: 3791a195f1d03f18ea3fa4912495d79e (MD5) / Made available in DSpace on 2017-05-11T18:28:48Z (GMT). No. of bitstreams: 1 FranciscaOliveira.pdf: 836629 bytes, checksum: 3791a195f1d03f18ea3fa4912495d79e (MD5) Previous issue date: 2017-04-06 / Fundação de Amparo à Pesquisa e ao Desenvolvimento Científico e Tecnológico do Maranhão (FAPEMA) / The main aim of this work is investigate Portuguese phonological units in contact with the Guajajára (Tupi-Guarani), native language of the Cachoeira village indigenous community, with the purpose of contributing to the description of the phraseological units that are spoken in Portuguese by non-native speakers Native speakers of that language. In addition to this general objective, in our research we present other more specific ones: a) To initiate the constitution of a database of Portuguese spoken as a second language; B) Identify phraseological units in Portuguese in the guajajára language; C) To carry out a survey, in phraseological dictionaries and in works on Portuguese speaking words, with the purpose of verifying the dictionalization of the phraseological units collected in the indigenous speech; D) To contribute to the cultural preservation and documentation of the use of Portuguese phraseological units, in the speaking of the guajajáras. To do so, we perform three stages of field research. The research site was the city of Barra do Corda (MA), in the Cana Brava indigenous land, with Indians living in the village Cachoeira. Data were collected locally, through the collection of personal oral narratives, obtained from a sample of 10 informants. The work is justified by the lack of scientific research on Portuguese phraseological units in contact with the indigenous language and the importance of investigating the phraseologies present in the lexicon of Portuguese as a second language. We call ourselves a theoretical-methodological support in Labov (2008); Tarallo (2001) and Calvet (2002); Biderman (2001); Vilela (1979); Rodrigues (1986); Montoro del Arco (2006), Corpas Pastor (1996) and Salah Mejri (2012). With the realization of the research, we believe that we have achieved the objectives we have proposed and will contribute to the description of Portuguese spoken in indigenous areas. / Neste trabalho temos como objetivo geral investigar unidades fraseológicas do português em contato com o falar Guajajára (Tupí-Guaraní), língua materna da comunidade indígena aldeia Cachoeira, com o intuito de contribuir para a descrição das unidades fraseológicas que são proferidas em português por falantes não nativos dessa língua. Além desse objetivo geral, em nossa pesquisa apresentamos outros mais específicos: a) dar início à constituição de um banco de dados do português falado como segunda língua; b) identificar unidades fraseológicas em português no falar guajajára; c) realizar um levantamento, em dicionários fraseológicos e em obras sobre falares da língua portuguesa, com o intuito de verificar a dicionarização das unidades fraseológicas coletadas na fala indígena; d) contribuir para a preservação cultural e para a documentação do uso das unidades fraseológicas do português, no falar dos guajajáras. Para tanto, realizamos três etapas de pesquisa de campo. O local da pesquisa foi a cidade de Barra do Corda (MA), na terra indígena Cana Brava, com índios residentes na aldeia Cachoeira. A coleta de dados foi realizada in loco, por meio de coleta de narrativas orais pessoais, obtidas de uma amostra de 10 informantes. O trabalho se justifica pela insuficiência de pesquisas científicas sobre unidades fraseológicas do português em contato com a língua indígena e pela importância de se investigar as fraseologias presentes no léxico da língua portuguesa, como segunda língua. Pautamo-nos como suporte teórico-metodológico em Labov (2008); Tarallo (2001) e Calvet (2002); Biderman (2001); Vilela (1979); Rodrigues (1986); Montoro del Arco (2006), Corpas Pastor (1996) e Salah Mejri (2012). Com a realização da pesquisa, alcançamos os objetivos que propusemos, pois identificamos 51 unidades fraseológicas e verificamos o registro de 6 dessas expressões no levantamento realizado em obras especializadas.

Magistro darbe "Frazeologizmai lietuvių prozos autorių tekstuose ir žodynuose" analizuojami 14 lietuvių autorių 35 – prozos, eseistikos, kritikos – tekstų, kuriuose užfiksuoti 1074 frazeologizmai (3005 jų pavartojimo atvejai). Šio darbo tikslas – nustatyti, kokie frazeologizmų tipai vyrauja lietuvių autorių tekstuose, aptarti jiems būdingus sisteminius požymius (polisemiją, sinonimiją, antonimiją, variantų įvairovę, dažnumą bei sudaromąją leksiką), tuo tikslu lyginant autorių vartojamus frazeologizmus su specializuotuose frazeologizmų žodynuose pateiktais duomenimis. Magistro darbe aptariama autorių frazeologizmų semantinė klasifikacija, jų funkcijos, analizuojami sintaksinės frazeologizmų sandaros tipai ir modeliai, apžvelgiama kilmė. Pateikiamose išvadose teigiama, kad frazeologizmai yra moderniosios prozos autorių kalbinės raiškos sudedamoji dalis, tačiau ji nesudaro specifinio grožinės literatūros frazeologijos posistemio. / Master of Art thesis deals with Phraseological units in Lithuanian prose authors’ texts and dictionaries. There have been analysed 35 prose, essayist, and critics texts written by 14 Lithuanian authors. In the texts, 1074 phraseological units have been found (3005 cases of their usage). This paper aims at identifying the types of phraseological units used in the texts by Lithuanian authors, discussing the most typical systematic features (polysemy, synonymy, antonymy, diversity of variants, frequency, and lexis). In order to achieve this aim, the phraseological units used by the authors have been compared with the data found in specialised phraseology dictionaries. In this paper, the semantic classification of phraseological units and their functions are described, the types and models of syntactic structures of phraseological units are analysed, and their origin is discussed. The conclusion shows that phraseological units are the part of language expression used by modern prose writers. However, this part does not compose a specific subsystem.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Este trabalho tem como objetivo analisar as unidades fraseolÃgicas do discurso forense manifestado nos despachos, decisÃes interlocutÃrias e sentenÃas proferidos pelos juÃzes das varas cÃveis comuns da JustiÃa Federal no Cearà em processos protocolados nos anos de 1999, 2001, 2003 e 2005. Inserindo-se no paradigma da Teoria Comunicativa da Terminologia (TCT), o estudo dessas estruturas sintagmÃticas transmissoras de conhecimento especializado abrangeu sua identificaÃÃo e categorizaÃÃo segundo critÃrios morfossintÃticos e pragmÃticos e segundo a funÃÃo que exercem no texto especializado. Para realizar a anÃlise, dois instrumentos de pesquisa foram utilizados: o programa de computador WordSmith Tools v.4.0. e fichas que permitiram averiguar a exatidÃo dos dados gerados pelo software e categorizar as estruturas fraseolÃgicas segundo a funÃÃo que exercem nos textos. Os resultados apontam que as unidades fraseolÃgicas do discurso forense se manifestam na forma de colocaÃÃes e de enunciados completos, bem como de fÃrmulas discursivas de abertura e de fechamento. / This work aims at analyzing the phraseology of the judicial discourse. The corpus has been built upon decisions pronounced by judges of the Federal Court in the State of Cearà in lawsuits filed in 1999, 2001, 2003 and 2005. Communicative Theory of Terminology has been chosen as the framework for this research, thus meaning that lexical, syntactic and discursive criteria were taken into account in the process of identifying and categorizing the phraseological units. For data analysis, two instruments have been employed: the software WordSmith Tools v. 4.0 and phraseological unit files, which were used for classifying the phrases according to their function in the texts. The results suggest that phraseology in judicial discourse is manifested by means of collocations, clauses and discursive formulas.

Etudiées par la phraséologie, les locutions verbales sont des composantes de la structure du langage naturel qui expriment une idée ou un concept. Ces structures linguistiques sont des unités lexicales composées par plusieurs mots. Elles sont formées par un verbe et une ou plusieurs variables, dont le signifié global n'est pas nécessairement déduit du signifié de chacun de ses composants.Dans ce travail de recherche, nous proposons une méthodologie informatique permettant l’identification semi-automatique des locutions verbales de l’espagnol mexicain. Cette méthodologie contribue tant au domaine de la linguistique qu’à celui de l’informatique. Nous introduisons des méthodes informatiques supervisées et non supervisées pour l’identification et la validation des “locutions verbales candidates” en corpus des différents domaines.Les contributions de cette thèse sont principalement de quatre ordres : a) des corpus manuellement annotés pour les locutions verbales, en incluant leurs contextes, b) un lexique qui estime la probabilité d’occurrence de ces structures linguistiques dans le corpus du genre journalistique, c) diverses hypothèses pour la validation et/ou identification des locutions verbales en textes bruts, et d) l’analyse de la polarité de celles-ci.Les résultats obtenus, en incluant les hypothèses envisagées dans cette thèse, auront un impact futur sur des différentes tâches, tels que la traduction automatique, la construction des dictionnaires et l’apprentissage d’une langue étrangère, pour ne citer que quelques exemples. / Verbal phraseological units are components of the natural language structure, studied by phraseology, which express a concept or an idea. These linguistic structures are multi-word lexical units, made up of one verb and one or more variables, having a meaning which cannot be predicted from the sum of the expression component meanings. In this PhD thesis we proposed a computational methodology for the semi-automatic identification of verbal phraseological units written in Mexican Spanish that aims to contribute in both, the linguistic and computational fields. We introduce unsupervised and supervised computational methods in order to identify and validate “candidate verbal phraseological units” in corpora of different genre.The contributions of this research work are mainly four: a) corpora manually annotated for verbal phraseological units and contexts associated, b) a lexicon in which it is estimated the probability of occurrence of such linguistic structures in a corpus of news genre, c) a number of hypotheses for the automatic validation and/or identification of verbal phraseological units in raw texts, and d) analysis of their polarity.The obtained results, including the hypotheses proposed in the PhD document, will have a future impact in different tasks such as machine translation, dictionaries construction, foreign language learning, among others.

This paper first of all gives a panoramic overview about the state of studies and investigation of Phraseology of Languages for Special Purposes (LSP). Secondly, a proposal is made for the delimitation and classification for phraseological units in legal context. From an Applied Linguistic and Translation point of view, a reference is being made to German and Spanish language in this field.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Este trabalho tem como objetivo analisar as unidades fraseolÃgicas do discurso forense manifestado nos despachos, decisÃes interlocutÃrias e sentenÃas proferidos pelos juÃzes das varas cÃveis comuns da JustiÃa Federal no Cearà em processos protocolados nos anos de 1999, 2001, 2003 e 2005. Inserindo-se no paradigma da Teoria Comunicativa da Terminologia (TCT), o estudo dessas estruturas sintagmÃticas transmissoras de conhecimento especializado abrangeu sua identificaÃÃo e categorizaÃÃo segundo critÃrios morfossintÃticos e pragmÃticos e segundo a funÃÃo que exercem no texto especializado. Para realizar a anÃlise, dois instrumentos de pesquisa foram utilizados: o programa de computador WordSmith Tools v.4.0. e fichas que permitiram averiguar a exatidÃo dos dados gerados pelo software e categorizar as estruturas fraseolÃgicas segundo a funÃÃo que exercem nos textos. Os resultados apontam que as unidades fraseolÃgicas do discurso forense se manifestam na forma de colocaÃÃes e de enunciados completos, bem como de fÃrmulas discursivas de abertura e de fechamento. / This work aims at analyzing the phraseology of the judicial discourse. The corpus has been built upon decisions pronounced by judges of the Federal Court in the State of Cearà in lawsuits filed in 1999, 2001, 2003 and 2005. Communicative Theory of Terminology has been chosen as the framework for this research, thus meaning that lexical, syntactic and discursive criteria were taken into account in the process of identifying and categorizing the phraseological units. For data analysis, two instruments have been employed: the software WordSmith Tools v. 4.0 and phraseological unit files, which were used for classifying the phrases according to their function in the texts. The results suggest that phraseology in judicial discourse is manifested by means of collocations, clauses and discursive formulas.