https://repositorio.ufba.br/handle/ri/17897 Sun, 03 May 2026 18:56:52 GMT 2026-05-03T18:56:52Z https://repositorio.ufba.br/handle/ri/44271 Título: O léxico no ensino de português língua estrangeira em perspectiva decolonial Autor(es): Monteiro, Jonas dos Santos Primeiro Orientador: Pereira, Fernanda Mota Abstract: In line with advances in Applied Linguistics in Brazil and the rise of lexical studies, this dissertation focuses on the importance of the social aspect of the lexicon in language practices, from a decolonial perspective. It is well known that, in the teaching of Portuguese as a Foreign Language (PFL), few studies have addressed the treatment of the lexicon in terms of how it is taught, whether in teaching practices, teacher education, or teaching materials. Previous research still points to the lexicon as a marginalized space, treated decontextually, with activities largely limited to word lists, focusing on memorization and systemic knowledge. In response to this scenario, the research from which this dissertation resulted analyzed, from a decolonial perspective, the treatment of the lexicon in PFL teaching units, aiming to highlight its didactic, ideological, cultural, discursive, and social aspects. Thus, the aim was to determine whether the treatment of the lexicon in teaching units keeps pace with societal advances in linguistic plurality and the social aspects of language. The methodological approach consisted of analyzing teaching units in PFL textbooks, specifically three selected books (Novo Avenida Brasil 1, Samba, and Brasil Intercultural). This was a documentary study of a qualitative-interpretative nature, based on Critical Discourse Analysis (Fairclough, 2001) and from a decolonial perspective (Oliveira; Candau, 2010; Walsh; Oliveira; Candau, 2018; Mota-Pereira, 2020; 2022; 2024). The research focused on three categories: textual selection, discursive practice, and social practice. The aim was to reflect on how the teaching material addresses issues related to the treatment of the lexicon, the subjects represented, cultural representations, the linguistic plurality of Portuguese, and the decolonial aspects of race, gender, and social class. To this end, excerpts were made to allow for a detailed analysis of each category and to make critical considerations about them. For this study, I based myself on the theoretical constructs of Applied Linguistics (Celani, 1998; Cavalcanti, 1986; Moita-Lopes, 2006; Menezes et al., 2009; Tomaselli and Lucena, 2024), Critical Applied Linguistics (Pennycook, 2001; Rajagopalan, 2007), Decoloniality (Oliveira; Candau, 2010; Walsh; Oliveira; Candau, 2018; Mota-Pereira, 2020; 2022; 2024) and studies in Lexicology that deal with the interface between Lexicon and Teaching (Antunes, 2012; Basilio, 2004; Biderman, 2001; Ilari, 2004; Ferraz, 2015; Polguère, 2018). The analysis revealed that the lexicon still requires more attention in PFL textbooks. Teaching units fail to provide it with due pedagogical treatment, often presenting it in a decontextualized, repetitive, structural, and systemic manner. Furthermore, there is a gap in discursive and social practices, with the erasure of Brazilian social groups and realities, in addition to little attention being paid to linguistic plurality and the pluricentric nature of the Portuguese language. Therefore, the research highlighted the need for a new vision for language teaching based on linguistic education and a decolonial perspective. This vision aims to represent minority groups and question colonialities by redefining the teaching of the lexicon as it relates to the social realm, with the goal of promoting teaching that is closer to reality, and that is more authentic, and more socially engaged. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Mon, 22 Sep 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44271 2025-09-22T00:00:00Z https://repositorio.ufba.br/handle/ri/44010 Título: Ethos da Blogueirinha do Fim do Mundo: a "filha da ironia" para além dos estereótipos Autor(es): Santos, Carla Maria Cunha dos Primeiro Orientador: Heine, Palmira Virginia Bahia Abstract: This research aims to reflect upon the ironic discourse that comes from Blogueirinha do Fim do Mundo, character designed and played by actress Maria Bopp. The genre that supports the already stated discourse is the tutorial, which derives from technological advances, especially with the growth of video content platforms. The irony, while being an argumentative strategy, guides the discursive act by ways that strengthens the understanding towards linguistics mechanisms, which designs the building of the character and the reflections made by her about themes such as: corruption, violence against women, the beauty standards cult, among others. The theoretical supply is French Discourse Analysis, necessary knowledge to understand the processes that wraps the construction of self-made image built by the speaker - ethos - as well as the elaboration of an auditorium image, which comes from the speaker, and vice-versa, from preexisting identity representation, crystalized and collectively shared – as stereotype. In fact, it is worth mentioning that there are other relevant notions that will be unveiled and stimulated throughout this writing, being them: the guarantor, corporeality, scenes of enunciation. The selected corpus contains five short videos, uploaded to YouTube, in a timeline of two years (2020-2022), a period that relates to the COVID-19 pandemic. Furthermore, in the selection process of audiovisual material, the themes that were directly related to the female universe by the theories aforementioned were favored. The analytical approach of this study is justified by the relevance of understanding how the ethé of a character created to be a digital influencer is constructed. In the context of creating a blog, she brings to light, with ironic tones, controversial themes of the feminine universe and of a political. The methodological aspects are built by bibliographical research, appealing to careful reading and reflections made by exponential researchers. In the field of French-style discourse analysis, the French theorist Maingueneau stands out, and we also evoke Charaudeau (2005), whose citation contributes to exposing the multifaceted nature of discourse theory, briefly and concisely highlighting the perspective of Semiolinguistic theory; regarding the concept of ethos, Amossy helps us trace a path that converges with Maingueneau's ideas. Furthermore, Amossy (2014, 2016) also guides us through the theoretical path regarding stereotypes, and finally, we refer to the authors Machado (2018) and Brait (2008) who provide us with theoretical support regarding irony. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Tue, 02 Dec 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44010 2025-12-02T00:00:00Z https://repositorio.ufba.br/handle/ri/43757 Título: Ideologias de linguagem na formação de professores: uma etnografia com estudantes guineenses de letras-língua portuguesa no Brasil Autor(es): Tchuda, Pefna Luis Primeiro Orientador: Lucena, Maria Inez Probst Abstract: This study investigates the language ideologies articulated in the discourse of Guinean students undergoing professional training in Portuguese language education in Brazil, specifically in São Francisco do Conde, Bahia. It examines how these ideologies are constructed, negotiated, and co-produced based on the values attributed to language use in the situated practices of these students. The discussion is situated within the field of Applied Linguistics and draws upon critical sociolinguistic perspectives that explore the relationship between language and the globalized political economy (Heller, 2010; Heller & Duchenne, 2012; Garcez & Jung, 2021). The research adopts a language ethnography approach (Garcez & Schulz, 2015; Lucena, 2015; Jung & Silva, 2021), which involved participant observation, field notes, document analysis, and interviews conducted within the research context. For data analysis, a triangulation of the information generated during each research stage was employed to identify convergences and divergences in how the participants’ discourses and actions reproduced and produced underlying language ideologies. The data reveal that standardized Portuguese is perceived by the participants as a privileged language in language studies in Guinea-Bissau. However, the ideological structuring that attempts to standardize communicative resources has not erased the traces of local languages present in the communicative practices of these future Portuguese language teachers studying in Brazil. As expressed in their discourse, linguistic production in the multilingual context of Guinea-Bissau results from the variation of Portuguese and the country’s broader social reality. In light of this, participants express dissatisfaction with the language policies of the Guinean nation-state, which do not legitimize the local variety of Portuguese that encompasses the linguistic and cultural richness embedded in their people's communicative practices. In opposition to the hegemonic and Eurocentric precepts of Portuguese language teaching and learning, the Guinean student community in São Francisco do Conde represents a movement concerned with rethinking language as a site of social construction, adopting an approach more attuned to the Guinean people. The findings show that the imposition of Westernized Portuguese represents a form of political and ideological domination that has led—and may continue to lead—to the suppression of diverse forms of knowledge within Guinean society. Consequently, it reinforces economic exploitation and the subordination of peoples in terms of their identities, languages, and epistemologies. The data gathered on the perspectives of Guinean students regarding language use and Portuguese language teaching and learning reveal that, although these individuals were socialized, educated, and taught under rigid ideologies (monolingual, standardized, normative, colonial, etc.) during their formation in Guinea-Bissau, they actively resist the hierarchies imposed by such ideologies. As future educators, they demonstrate a keen awareness of the ideological construction of language and show a willingness to reshape language practices in their everyday discourse. They also recognize that language education practices and policies can be challenged, enhanced, and transformed. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Wed, 30 Apr 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/43757 2025-04-30T00:00:00Z https://repositorio.ufba.br/handle/ri/43711 Título: Eleições democráticas na Guiné-Bissau: uma análise das canções eleitorais como prática de propaganda política Autor(es): N’Dame, Emilson Primeiro Orientador: SILVA, LUIZ FELIPE ANDRADE Abstract: Ku vitória di dimokrassia liberal na anu ku bin dipus di golpi di Stadu di 1980, na Guiné- Bissau, i kumsa ku kapital, un kebra di persepson di dimokrasia kriadu na konkista di indipendensia, na 1973. Es kebra di komprenson di demokrasia, pa traison, kaba ku ligason di cantigas di planu “nacionalistas” suma parte di pulitica. Ku kila, cantigas ku antis ta sirbi ba suma parti di pulitika di Stado, na nomi di sintidu di dimokrassia liberal, e passa na uzadu suma asons di propaganda pulitica na tempu di eleison. Suma pratica di propaganda, cantigas di eleison, suma parte di pulitica di partidus pulitikus, passa sedu um forma di ngana/influencia populason. Pabia des, es piskiza busca ntindi es siguinti purlema: kuma ku imagem di kandidatus ta mbelezadu através di kussas kuta faladu na cantigas di eleisons? Pa pudi ntindi manera ku sintidu ta ganha forma dentru di frazis ku bim di lembrança sossial ta pudu na letra di e cantigas, i uzadu suma kaminhu teoriku i metodologiku di Analizi di Diskursu Materialista ku difinidu pa Pêcheux ku Fuchs, tambi pa Orlandi. Editora / Evento / Instituição: UNIVERSIDADE FEDERAL DA BAHIA Tipo: Dissertação Fri, 11 Jul 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/43711 2025-07-11T00:00:00Z