The general objective of this research is to analyze the perceptions of undergraduate students enrolled in the Introduction to Libras discipline on Deaf Literature and literary literacy. As for the specific objectives, we list: 1) To study conceptions and characteristics of Deaf Literature; 2) To identify the perceptions of undergraduate students enrolled in the Introduction to Libras discipline on Deaf Literature; 3) To map the literary literacy profile of students in the in-person History Degree Course at UFRPE; and 4) To propose a didactic-pedagogical intervention to approach Deaf Literature in the context of the Introduction to Libras discipline. To support this investigation, we used the approaches of important authors, including: Karnopp (2010); Sutton-Spence (2021); Rosa (2011); Muller (2012); Queiroz (2020); Bosse (2019); Carlos Mourão (2019); Helen Rocha (2022); Mourão (2011, 2016); Klícia Campos (2017); Alencar (2019); Silveira (2015); Rosa (2017), who discuss Deaf Literature, as well as Candido's (1995) contributions on the Right to Literature as an inalienable human right. In addition, we explore Cosson's (2006) approaches to literary literacy. Regarding the methodological design, it is a research applied in the context of the Introduction to Libras discipline at the Federal Rural University of Pernambuco/UFRPE, which took place in two academic semesters 2023.1 and 2024.1 of the Bachelor's Degree in History. The study was configured as action research (Thiollent, 1986), with a qualitative approach (Araújo, 2012), considering the stages of didactic planning and pedagogical intervention. We applied two questionnaires in different classes of the Bachelor's Degree in History Course. The first was online, prepared on the Google Forms platform, a semi-structured instrument, composed of closed and open questions, applied to students enrolled in class 2023.1. The second and third stages were carried out in person, with the application of printed questionnaires that contained 5 mixed questions and, then, we carried out a pedagogical intervention with class 2024.1, so that the students produced books of works of Deaf Literature. The content analysis was based on the proposal of Bardin (1977). As a result of the 2023.1 and 2024.1 classes, we observed significant contrasts. In the 2023.1 class, we found that approximately 70.8% of the participants reported having knowledge about Deaf Literature. The 2024.1 class revealed a worrying reality, the vast majority of students are not aware of the existence of this literary world, with only six students showing some familiarity with the topic. We can conclude that the literary literacy profile of the undergraduate students still needs to be improved given the still incipient relationship with literature, especially considering the students' knowledge about deaf literature. The fact that a considerable number of students state that they read literary works, with a moderate frequency, and a low adherence to digital reading, reveals that the literary literacy of these students is largely superficial. In the final stage, dedicated to the practice of book production, we observed that, even with little knowledge about the literary world of the deaf community, the groups were able to achieve the proposed objective.

The trajectory of female authorship in Brazilian literature is marked by declines and peaks that are closely linked to the history of women in society. From 1960 onwards, narratives that make women the central element of the plot appear in national written production with more scope to present and discuss the female universe from a perspective of breaking the stereotypes socially rigidified by the patriarchal system. Thus, in the context of postmodernity, a group of female writers emerges who are tasked with challenging the country's literary parameters with a view to achieving a reformulation in the framework of Brazilian literary writing. In Bocas de mel e fel (2011), by Nilza Rezende, the protagonist, Irene, mimics the typical woman of contemporary times, in her identity construction and performance, in the face of a romantic relationship, tainted with eroticism, experienced with two men, her cousin, Antônio, and the university professor, Pablo. In this regard, this study has as its main objective: to analyze the representations of the feminine and the faces of love in Bocas de mel e fel (2011). To this end, the research, with a qualitative and theoretical approach, seeks to analyze the text of the aforementioned author based on the principles of Textual Criticism in line with the application of theories based on Cultural Studies, with the aim of carrying out a complete interpretation of the literary text, respecting its artistic character. The theoretical contribution used to support the discussions, about the perspectives of Feminism and Female Authorship in Brazil, brings together authors such as Hooks (2019; 2024); Duarte (2003); Xavier (1996) and Zinani (2011). Furthermore, to address the representations of the feminine in the analyzed text, the conceptual contributions of Kolontai (2009); Teixeira (2009); Zolin (2009) and Hall (2006) and, to support the considerations made about the faces of love in the plot, we used the epistemologies of Paz (1994); Bauman (2004); Costa (1998); Menezes (2007); Oltramari (2009); Almeida and Lomônaco (2018) and Neves (2007). The results pointed out in the analysis of the studied narrative express the identity fragmentation of the character Irene justified by the social context of postmodernity, being possible to classify her as a woman of the transitory type (Cf. Kolontai, 2009). In addition, it was also possible to verify, in this analysis, the presence of two faces of love personified in the subjects with whom the protagonist relates, namely romantic love and confluent love. Notably, between the honey and the bile of the loving relationship is the woman in search of the resignification of her own identity.

The main objective of the research is to investigate the possible influence of mental triggers on jurors' decision-making in three jury hearings. Specifically, the objective is to identify and describe the most recurrent mental triggers, especially in the oral presentation phase of the hearing, as well as to observe, based on the sub-principle of linear ordering, whether the choice of the arrangement of certain information in the syntactic chain can be used as an argumentative guide. This study presents a typology of bibliographic and documentary research, qualitative and quantitative method and deductive reasoning resulting from an analytical approach to the data. Based on the assumption that, according to Lima (2006, p. 244), “the jury's decision is not only the result of information, but, above all, of persuasion”, we have the following research problem: How could mental triggers, as persuasive resources, influence the decision-making of jurors in a popular jury? The corpus is made up of the transcription of excerpts from three jury court hearings – a body of the Judiciary responsible for judging intentional crimes against life, when there is an intention to kill – one of which was accessed by the documentary Elize Matsunaga: Once upon a time, a crime. The research is inserted in the theoretical scope of Cognitive and Functional Linguistics and is mainly based on the following authors: Aristotle (2011 [384-322 BC]); Givón (2001); Lima-Hernandes (2006); Cialdini (2009, 2012 [2021]); Damásio (2011); Perelman and Olbrechts-Tyteca (2014); Furtado da Cunha and Tavares (2016); Divine (2020). The results point to the fact that mental triggers, especially authority, sympathy and commitment and coherence, as well as changes in linear ordering can be used efficiently as resources to influence decision making.

Cinema is established as a prominent art form, warranting attention from literary studies in the relationship between the literary and the cinematographic. Increasingly, their constitutive elements are interconnected, whether in plot or style. From the perspective of the intersection between these two languages, this study focuses on three literary works: Carne Viva (1987), Tarântula (1984), and A Voz Humana (1930), which inspired Carne Trêmula (1997), A Pele Que Habito (2011), and A Voz Humana (2020), respectively, films by Pedro Almodóvar Caballero. The artistic career of this Spanish filmmaker is characterized by representations of desire, femininity and her connection to the body depicted in a unique way. This work proposes to analyze the female literary characters adapted for cinema, describing the construction of the female image and its artistic representation in a new interpretation by a filmmaker whose themes and style are already established in the history of cinema. This study will examine the representation of women in contemporary cinema and, specifically, in Almodóvar's cinema, focusing mainly on the film adaptations of the aforementioned literary works. The theoretical argument is based on the reading of Roman Jakobson (1975), Julio Plaza (2003), Charles Sanders Peirce (1974; 1977), Linda Hutcheon (2013) and Robert Stam (2006). The elements guiding the transformation of the female figure from the literary to the cinematographic plane and the director's relationship with aesthetics will be addressed. In the study of the female characters adapted by the director, the treatment of the body and various sexualities (female, male, trans), the filmmaker’s stylistic traits in transferring literary female characters to the seventh art, and the impact of the cinema on the adaptation of these works will be described, analyzing both similarities and differences in the construction of the female image in the mentioned films.

Considering that we are part of a highly technological society with digital natives (Prensky, 2001), basic education students usually use instruments that facilitate their learning. For this purpose, they use Digital Information and Communication Technologies, which are technological tools that allow, through equipment, programs and media, communication between members of a network, in different virtual environments, as postulated by Soares et al. (2015). Among the countless digital tools is the YouTube video platform, which provides a new way of obtaining knowledge, which Santaella calls ubiquitous learning. Managed by teachers, called edutubers, from different curricular components, the channels are widely used by students, in order to meet their learning needs. When considering this scenario, we set the objective of this research to analyze the video classes on the grammatical content of the verb taught by edutubers of the Portuguese Language curricular component who have a significant number of followers on the YouTube video platform, with the aim of observing the edutubers' conceptions of language and grammar, the mental trigger strategies used by them and what type of mindset they activate in basic education students. This research presents bibliographic, documentary and applied typologies, using a qualitative method. The corpus is composed of the transcription of twelve video lessons on verbs collected from three YouTube channels. The study is based on the theoretical concepts of Prensky (2001), Veen and Vrakking (2009), SIlva Junior (2017), Santaella (2010; 20114), Almeida (2015) etc., with regard to digital culture and the use of TDIC as educational resources. To theorize about linguistic studies, we resort to the voices of Givón (1995), Castilho (2014), Cunha and Tavares (2016), Neves (2000, 2020, 2022, 2024), among other luminaries. With regard to the topic of cognition, Bertoque (2018), Mithen (2002) and Tomasello (2003, 2010). Through the voice of Cialdini (2021) we will discuss mental triggers. Finally, to address Mindset, we will present Dweck (2017). The results found point to the presentation of practices that do not match the current linguistic and pedagogical proposals governed by documents such as the National Common Curricular Base (Brazil, 2018). It is also observed that we have a collection of superficial digital classes, aimed at normative teaching of the Portuguese language, often aimed at memorizing nomenclatures and rules in which it contributes little to the understanding of linguistic complexity, prioritizing teaching focused on the fixed mindset to the detriment of the students' growth mindset. Regarding the results regarding the mental strategies used by edutubers, we found that they activate at least 6 (six) triggers: authority, affection, social approval, reciprocity, commitment and coherence and scarcity.

This work consists of an investigation into the concept of reality in fantastic literature, based on the analysis of ten short stories by Murilo Rubião, published in a collection that gathers all of the writer's stories: Murilo Rubião – Complete Works (2010). Additionally, we examine how the author constructs fictional reality and the strategies used to manipulate verisimilitude and ensure the fantastic nature of his work. To do so, we start with the concept of reality as something no longer immutable but socially constructed and subject to changes in historical context – something that resonates not only in common sense judgments about what constitutes reality but also in society’s conception of the fantastic. In light of this, we organize the study into three chapters: 1) Rubião and the Theories of the Uncanny and the Fantastic: on Rubião's place in Brazilian literature and the characteristics of his work that link it to theories of the fantastic, particularly contemporary fantastic literature. 2) Mimesis and Conflicts with the Fantastic: deals with the problematization of the term realism in fantastic fiction, as well as causality and the construction of logic in fantastic discourse. 3) The Fantastic Reality in Rubião’s Narratives: dedicated to the analysis of the short stories selected for this study, namely: “A fila”, “a diáspora”, “Botão de rosa”, “Os dragões”, “O edifício”. To support the discussions, it was important to seek backing from scholars who theorize about mimesis, verisimilitude, and fantastic fiction. Among them are Remo Ceserani (2024), Rosalba Campra (2008), David Roas (2014), Jaime Alazraki (1990), and Luiz Costa Lima (1980). Rubião’s narratives suggest a new way of conceiving reality, and, unlike the theory organized by Todorov (1980), which characterizes the fantastic through fear, horror, and the reader's uncertainty, Rubião’s fiction is much closer to the perplexity or unease provoked by the uncanny situations narrated – as defended by Alazraki (1990) in his concept of the neo-fantastic. The observation that everyday life is often permeated by a range of strange, absurd, and unsettling situations leads us to believe that the fantastic can be as real as the very reality it seeks to subvert. Thus, the concept of reality becomes more complex, as the rational and irrational coexist. The supernatural event demonstrates the abnormality of the real world.

Black identity is socially seen as a bodily marker of inferiority. In light of this, this research analyzes the valorization and re-signification of black cultural identity in the Brazilian media, focusing on the film “M-8: Quando a Morte Socorre a Vida”, directed by Jeferson De. In a context of scant positive representation of blackness and strong commercialization of black aesthetics, the main objective of this work is to analyze how black cultural identities are represented in the media, with an emphasis on productions from black perspectives. Based on Critical Discourse Analysis, according to Fairclough (2016), the research considers the relevance of approaches that decentralize the white narrative and incorporate black perspectives, observing the filmmaker's verbal and visual strategies that redefine representations of black culture. Using a qualitative methodology anchored in multimodality, based on Minayo (2007) and Kress and van Leeuwen (2001), the aesthetic and discursive choices that promote black (re)existence and confront limiting social stereotypes are analyzed. Thus, this research proposes a critical reading of normative discourses, contributing to the creation of a cultural memory that legitimizes and values black identities, highlighting the challenges and potentialities that emerge in black productions. By examining how these narratives impact the construction of a postmodern and collective identity, the study highlights the importance of black discourse in overcoming stereotypes and in the struggle for social and cultural emancipation, offering new perspectives on black histories and subjectivities in Brazil.

Pensar el campo y la ciudad más allá de sus aspectos físicos es reflexionar sobre las perspectivas sociohistóricas-políticas que se manifiestan en estos espacios. En este sentido, las relaciones de poder y las construcciones discursivas en una sociedad determinada se destacan como un factor responsable del desarrollo de espacios y la creación de binarios, como el género, que regulan la convivencia social. A la luz de esta convicción, el presente trabajo tiene como objetivo analizar la representación de personajes femeninos en la obra chilena La Casa de los Espíritus, de Isabel Allende, a partir de los espacios en los que se insertan los personajes, es decir, el campo y la ciudad. Además de este objetivo, también buscamos resaltar el posicionamiento de estas mujeres en un contexto sexista y presentar cómo el enfoque narrativo influye en la representación de espacios y personajes femeninos no centrales en la trama, con el fin de guiar la percepción de los lectores en la construcción de estigmas. Ante esto, para alcanzar los objetivos propuestos, el presente trabajo, de carácter bibliográfico y enfoque crítico-analítico, se basa en los presupuestos teóricos de Henri Lefebvre (1999) y (2001) y Williams (1990), para comprender la “ideal” construido sobre los espacios campo/ciudad y el proceso de desarrollo urbano y sus consecuencias. José Luís Romero (2009), Prado y Pellegrino (2022), Gazmuri (2012), Bauer (1991) y Scobie (1991) para profundizar en las ciudades de América Latina y, especialmente, en los aspectos físicos, sociales y políticos del país de Chile, ya que este aparece como el escenario de la narrativa bajo análisis. Beauvoir (2016), Foucault (1998) y (2022), Butler (2021), Kolontai (2011), Ferreira (2009) y Alves y Pitanguy (2003) para pensar la construcción cultural del género y las consecuencias de la dicotomía masculina/femenino en términos del papel social de la mujer en la comunidad. García (2015), para reflexionar sobre la historia de las tres olas del movimiento feminista, y Cypriano (2013) y Dimenstein et al. (2020), para profundizar en el feminismo latinoamericano y la pluralidad de las mujeres latinas. Y, finalmente, Spivak (2010) y Bhabha (1998) con el propósito de reflexionar sobre el concepto de subalternidad y Quijano (2011) y (2005), Mignolo (2017) y (2008), Dussel (2016) para la comprensión de Estudios decoloniales y posterior reflexión sobre la posición de la subalternidad en el contexto latinoamericano. En este sentido, a partir del logro de los objetivos propuestos, fue posible considerar que en La Casa de los Espíritus el enfoque narrativo juega un papel importante, ya que la representación de espacios y personajes femeninos secundarios pertenecientes a estos espacios se configuran de manera estigmatizada desde el punto de vista de ambos narradores, estos habitantes de la ciudad y pertenecientes a la clase burguesa. Sin embargo, a pesar de que los personajes femeninos no centrales de la trama tienen un espacio menor, la investigación permitió observar el posicionamiento crítico de los protagonistas en un escenario sexista. Así, aunque se limiten al estatus social, las protagonistas de La Casa de los Espíritus se distancian de los aspectos de feminidad impuestos por la construcción social de género y, de manera más activa, se adaptan a un contexto violento y opresivo que refleja dialógicamente el contexto de agitación política y social en Chile en el siglo XX.

We seek to bring Linguistics closer to Literature through the analysis of the literary work Os Diários de Tulio Carella (2010) with Benveniste's Theory of enunciation as its scope. Therefore, in the first part we discuss based on the Theory of enunciation. Each text by Benveniste has the purpose and fulfills a social function and we seek to characterize a theory of language in Benveniste through the triad of man, language and culture, as this triad enables and mobilizes analyzes in language. In the second part, we see that literature manifests itself as language and Benveniste establishes a possibility of thinking beyond Saussurian writing and, in this way, problematizes language based on literature. In the third part, we seek to understand the eight chapters of Carella's diary through Benvenist's theory of enunciation and Tulio's diaries. Therefore, the subject of the enunciation circulates in the category of the foreigner as a strange category that was not a literary fiction, on the contrary, it came from the experience itself for literary fiction. We see a tangle of Literature and Linguistics when scrutinizing the self-referential elements of the text. Finally, in the last part, we address the self-referential elements in this literary text, we take into account that the narrator assumes the first person and thus acquires a new perspective, and sometimes the narrator's stream of consciousness is interrupted with the third person to intensify the narrator’s distance from the scene. This intriguing fact will guide the debate developed here.

This dissertation addresses the investigation of the teaching profile, linked to the assumptions of Émile Benveniste's statement (1988 and 1989) and Yves Schwartz's ergology (1996, 1998, 2006) and presents considerations about aspects that are constitutive of teaching activity in higher education , based on the interface between enunciation and ergology. In this sense, our aim is to understand how teachers appropriate the knowledge necessary for their professional practice and how they establish subjective singularity in the exercise of teaching. Naturally, there are a series of questions involved in this formulation, because, depending on the approach adopted and the angle from which one decides to observe, the answers can follow different directions. The objective of our study is to understand the establishment of work experience in the enunciative act of higher education teachers and, to this end, we will use the method called meaning cores to reflect on the teaching characterization linked to enunciative and ergological studies. Characterizing the subject analyzed in the research means understanding that there are many subjects: teachers carrying out their work activity, who have different sociocultural and historical levels. Thus, understanding that the aforementioned factors contribute not only to the production of their speeches, but also, in the construction and transformation of this subject, the (re)construction through the constitution of a self that is crossed by its cultural, economic, historical and social context , subjects who reflect, act and are in and through language and who (re)construct reality with the world.

Maria Firmina dos Reis has a diverse work in literary genres, however, her prose texts have the particularity of criticizing the social conditions that were imposed on identities different from those of the white man holding power. Therefore, the research has the general objective of analyzing the representations of cultural identities in the works “Gupeva” and “A escrava”, which were published in newspapers in the 19th century. This research corpus is made up of the versions of the serial novel “Gupeva”, which circulated in the periodicals O Jardim das Maranhenses (1861), Porto Livre (1863) and Eco da Juventude (1865) and the short story “A escrava”, which was published in Revista Maranhense (1887). To this end, the following specific objectives were adopted: a) map the publications of the narratives “Gupeva” and “A escrava” in 19th century periodicals; b) describe the editorial board of the newspapers in which such texts were published; c) examine the identities of the indigenous and white characters represented in “Gupeva” and d) analyze the representations of black, brown and white people in the short story “A escrava”. Therefore, this is a bibliographical and documentary research, which was carried out based on a dialogue between the theories of Cultural History and Cultural Studies, mainly to understand the concepts of Representation (Chartier, 2009; Hall, 2016) and of Identity (Hall, 2006, 2014; Woodward, 2014; Silva, 2014). That said, throughout the investigation the following categories will be analyzed: a) Black (Nascimento, 2021; Gonzalez, 2018; Souza, 2021; Fanon, 2020) based on an understanding of black not only as a physical body, but also in terms sociopsychological; b) Indigenous (Gonzaga, 2022; Potiguara, 2019; Krenak, 2020, 2022), considering what it means to be indigenous and the processes of colonial violence; c) Pardo (Schwarcz, 2012, Ribeiro, 2006; Carneiro, 2011) in order to understand the position and treatment towards people who were not seen as white or black, due to the miscegenation in the Brazilian constitution and d) Whiteness, (Bento , 2022; Schucman, 2014) to understand how power relations were constructed between white, black and indigenous people over the centuries. The results of the analysis demonstrate that the literature produced by Maria Firmina dos Reis not only entertained the reading public of the 19th century, but was also interested in denouncing the current slavery system, as well as highlighting the power relations that were established between peoples of origin, gender and ethnicity, even though, at times, the author reinforced certain stereotypes that also circulated in the literary works of her contemporaries.

This research seeks to analyze linguistic constructions topicalized in the introduction paragraphs in dissertation-argumentative texts. From this analysis, it is verified how the candidate shares the space of joint attention (EAC) with the reader when writing the National High School Exam (Enem). To do this, we sought to identify which patterns are most recurrent, based on the linguistic constructions present in the first topical period of the introductory paragraphs of the essays analyzed. To resolve the research questions, as well as to fulfill the objectives, we based this research on studies on Text Linguistics and Cognition, based on studies by Tomasello (2003), Koch (2009), Marcuschi (2016), Travaglia ( 2009), Vicente (2014), Cunha (2016), Thompson; Couper-Kuhlen (2005) and Givón (1995). Associated with Functionalist studies based on Defendi (2013), Lima-Hernandes (2010), Martellota (2006), Neves (2002, 2003). Taking the work of these researchers as a theoretical basis and considering the canonical structure of the argumentative dissertation, we began to investigate 55 essays collected. The essays analyzed had a qualitative treatment, 4 most recurrent patterns were identified: citation; verification; declaration and enumeration. In this study, we approach text teaching based on the way it is presented by the National Common Curricular Base (BNCC). We verified how the Textbook (LD) addresses and guides the teaching of textual production in High School (EM), its use as a subsidy for the students' teaching-learning process, in addition, we showed that despite so many technological and educational advances, LDs continue to be seen as an instrument of great importance in the school context. If on the one hand it is an important teaching instrument, on the other hand, we identify that the textbook is not always able to fulfill and contribute effectively to student learning, for this reason it is important that the teacher considers the textbook as an instrument in the classroom, however, not as the only methodological support for teaching.

The objective of this research is to reflect on the images that are constructed by teachers of a federal institute of education, science and technology about English language (EL) teaching in professional education. Through the collected images, that I call representations, I analyze the effects of meaning that are displaced in the teaching-learning of the foreign language (FL) and/or the mother tongue (MT), considering the conditions of discourse production from the positions that are assumed by teachers. For this, I discuss some concepts from the Applied Linguistics (AL) and Franco-Brazilian Discourse Analysis, in interface with Lacanian Psychoanalysis, through an interweaving between the teacher's discourse about the language taught, his learning of that language, their pedagogical practice and their sayings about the practice. As a theoretical interface to reflect on representations, we turn to Cultural Studies dealing with a non-fixed, fragmented, unfinished identity (Woodward, 2000; Hall, 2000), which can be modified depending on the need and the moment, since it, the identity, is always in a constant process of (re)construction. Thus, we seek to investigate, interpret and analyze the representations that arise in the subjectivation process of EL teachers, in order to capture moments of identification (Nasio, 1995; Neves, 2002; Coracini, 2003, 2007). This research is of a qualitative-interpretative nature and its corpus was formed through testimonials from teachers about their teaching practice and their learning of LI. To capture the images built around these languages, we used, as categories of analysis, the heterogeneity shown (Authier, 1998, 2004) and the discursive resonances (Serrani-Infanti, [1998] 2007), the said and the unsaid ( Orlandi, 2004). The analyzed excerpts were based mainly on studies by Coracini (1981, 1995, 2000, 2003, 2007), Lacan (1958, 1960, 1966), Loures (2007, 2011, 2014), Neves (2002, 2006, 2008, 2009), Pêcheux ([1975] 1988), Orlandi ([1999] 2009) among others.

Thinking about the teaching of literature today, as well as the practices that guide this teaching, means thinking about the kind of student we want to educate. An autonomous, critical and reflective subject requires literary practices that favor his/her development and take into account his/her reading of the world. From this perspective, our research is outlined based on questions and inquiries about the way in which literature is approached in high school in an increasingly fast-paced and digital world. Based on the above, the general objective of this work is to investigate the interaction of third-year high school readers with the short stories “Restos do Carnaval” and “Felicidade Clandestina”, by Clarice Lispector, considering articulations with Open Educational Resources (OER) to rethink the teaching of literature in digital culture. In line with the general objective, the specific objectives are: 1) To map Open Educational Resources (OER) portals to support didactic planning in the artistic-literary field; 2) Develop a didactic sequence to address the short stories “Restos do Carnaval” and “Felicidade Clandestina”, by Clarice Lispector, in the 3rd year of high school, with the support of OER; 3) Evaluate the perceptions of the reading students of the 3rd year of high school, considering the literary experiences lived during the applied didactic sequence. Regarding the theoretical contribution, the research is guided by the following approaches: in the Aesthetics of Reception, we focus on Iser (1979, 1996); Jauss, (1976, 1994) and on the critical considerations of Zilberman (2015) on this theoretical aspect, in the teaching of literature in Cosson (2009, 2020); Dalvi, Rezende, Jover-Faleiros (2013) Silva (2003, 2005, 2006, 2014, 2017) among others, regarding reflections on cyberculture, we resorted to the approach of Lévy (1999). In the thematic axis of Open Educational Resources - OER, we contemplated the studies of Pretto (2012); Starobinas (2012); Baraniuk (2015); UNESCO (2011), Amiel (2010), among others. In methodological terms, the present investigation is of an applied nature, as it is action research, developed through a field study in a public school of the state high school network of Pernambuco. Regarding the organization of the didactic sequence for teaching literature, we resorted to the studies of Cosson (2009), through the proposal of the Basic Sequence, consisting of four stages: motivation, introduction, reading and interpretation. The research highlights the qualitative approach, with some quantitative data, and uses a Diagnostic Assessment Guide (RAD) as a data collection tool to identify the reading profile of the class in question. Regarding the proposed objectives, the research fits into the descriptive/interpretative design. The results show us that it is possible to rethink the teaching of literature, and that students, when engaged, can become active readers. The students' testimonies provide us with possible paths on how working with short stories in school can motivate them in the “game of literary reading” (Iser, 1979), through literature classes supported using OER.

We understand that teaching literature at school needs more space and renewal in all possible pedagogical aspects, from planning to experiences. In the Basic Education scenario, especially about High School, literature seems to be approached as a historiographic proposition of literary schools, with excerpts from works in contextual dissonance and without dialogue with authors and contemporary productions. Most of the time, students' interests and knowledge are not valued in the composition of classes, among countless other issues, which result in the fragile formation of literary readers. In view of this, we seek, in this work, as a general objective, to investigate the didactic-pedagogical potential of living literature at school, focusing on the works Estão matando os meninos (2020) and A Luta Verbal (2022), by Raimundo Carrero, considering teaching processes for literary reading in high school. In alignment with the general objective, presented as the guiding research question: How can approaching Raimundo Carrero's work contribute to the processes of teaching literature in high school, taking into account the critical readings of Estão matando os meninos and A Luta Verbal? As for theoretical support, we are guided by the dialogical connections between literature, education and society, by the approaches regarding the right to literature, by Antonio Candido (1995, 1999, 2011) and Bourdieu (1989, 1998, 2015) focusing on the perspective of social criticism in the field of education. Regarding literature and its situation in high school, teaching literature and literary reading, we took as a basis Zilberman (1991), Silva (2006), Rouxel (2013, 2021), Dalvi (2011), Moisés (2016) and Lajolo (1993). We resorted to Anastasiou's approach (2002, 2015) on the term teaching applied to working with literature at school, and to Cosson (2007, 2020, 2023) on literary literacy practices. For critical readings of A Luta Verbal (2022) and Estão matando os meninos (2020) in connections with literature, education and society, we turn to Antonio Candido (2002, 2006, 2011) and Silva (2003, 2006); in addition to bringing it to the literary scope in relation to the context of violence in the carrerian work Paviani (2016) and Chauí (1998). Regarding the methodological design, this is action research carried out in Erem Padre Nércio Rodrigues, in the city of Recife, Pernambuco, with high school students. Through diagnostic assessments of the students' learning demands, didactic-pedagogical planning was carried out aimed at literature teaching processes at school, with a focus on training critical readers in the artistic-literary field. We propose to address strategies and methodologies to offer didactic-pedagogical design, aiming at training literary readers; We will also describe pedagogical experiences in the process of teaching literature in the school environment, considering the application of a didactic project with students. 

This paper aims to investigate and reflect on the practice of writing by examining a corpus of past synchronicity consisting of 50 letters written by a couple from Pernambuco during the first half of the 20th century. Specifically, this dissertation focuses on: (i) reconstructing the socio-cultural writer’s profile, based on a combination of their memories, recorded in an interview, and information gathered from the letters themselves; (ii) the tradition of personal letter writing, by observing the structure and themes in the letters written by them; and (iii) characterizing the level of skill by investigating the writing production of the Pernambuco correspondents. Under the theoretical-methodological framework of the Social History of Written Culture (Petrucci, 1978, 2003; Martínez, 1988; Castillo Gómez and Sáez, 2016; Castilho Gómez, 2020), with respect to the characterization of the writers' handwriting (Marquilhas, 2000; Santiago, 2012; 2019), and the Discourse Tradition Model (Koch, 1997; Kabatek, 2004, 2006; 2012; Longhin, 2014), the results indicate that the corpus is representative of the practice of writing love letters. It reveals that the theme of love takes on nuances and contributes to the complexity and depth of the emotional experiences between N (the bride) and Z (the groom), while also showing that structural elements transcend time through their socio-communicative function. Although both correspondents exhibit dimensions of inadequacy with writing, their letters also reveal the ability to compose love letters, understood as a cultural tradition. This demonstrates that the practice of letter writing is not merely individual but a historically constructed cultural heritage that meets social demands related to romantic communication through written correspondence. Therefore, the research contributes to discussions in both the field of Social History of Written Culture and the Discourse Tradition Model by presenting significant data on Pernambuco writers who were unskilled in producing love letters in the first half of the 20th century.

The idea of identity seems to have always followed and unsettled mankid. Particularly in the liquid modernity we currently live in, the influence of the digital information and communication technologies (DICT) have greatly contributed to the increase of interest upon it and its flexibilization for some new discussions about it. Because identity dialogues with many areas, it is tough to provide a closed and final definition. However, in Cultural Studies, theorists such as Stuart Hall (1992), Homi Bhabha (1994), Zygmunt Bauman (2001), among others, have contributed to the new reflections when, through the perspective of culture, study the transformations modern societies have been submitted to as well as the impact such changes have on the construction of the modern subject identity in these contexts. In this contemporary context in which we find ourselves, where the flexibilization of cultural thresholds displace individuals physically and symbolically, it becomes interesting to support the study of identity in the conception of the city, for example, especially when we consider it as a space for the materialization of the symbolic set of a society. In the attempt to give meaning to a complex reality of feelings that emerge from the various social identity loci, the figure of the poet emerges invested with the task of, through the poetic text, capturing and recording the cultural scenario and offering back to society the opportunity to transform not only itself, but also the panorama in which it finds itself. In this context, the chicana writer Gloria Anzaldúa adds to the debate by introducing in her famous poem ‘‘To Live in the Borderlands means you’’, the idea of a mestiza consciousness and the borderlands as its birthplace. By doing so, not only she supports Hall’s, Bhabha’s, and Bauman’s propositions that the liquid modernity contributes to the emergence of a fragmented or hybrid identity, but she also attributes great significance to the borderlands in the symbolic dimension when in the formation of the new consciousness. Similarly, in ‘‘rooting’’, a poem collection in ‘‘the sun and her flowers’’ (2017), Indian-Canadian poet rupi kaur explores the experience of an immigrant mestiza identity and its feeling of being a ‘‘bridge’’ between India and Canada. The theme shared between the two texts takes us to conduct a comparative analysis between texts, which allows us to observe that even though there is a common thematic ground between the poems because of its common topic and the genre choice, the time, geographical and linguistic crossroads lead each writer on a particular and individual textual path. Ultimately, even in the face of the simultaneous dialogue and distance between the texts, both Anzaldúa and kaur succeed, through their texts, in advancing the discussion on the hybrid/mestiza identity that is formed in this liquid and flexible modernity.

Among the language studies inserted into today's, Critical Discourse Analysis (CDA) studies are one of the most prominent for observing power relations in society and how these relations are constructed and constituted by discursive elements. Thus, in order to promote studies that already have a large space in academia, this research sought as a subject of observation the discursive phenomena that occur on the internet, more specifically the phenomena intrinsic to the production and transmission of memes. Furthermore, aiming to achieve the expansion of transdisciplinarity and be able to contemplate the social sciences from a more cohesive perspective, an analysis of discursive phenomena was chosen not only by CDA, but also by postulates in legal sciences. For the purpose of enable such a study, it was limited to an investigation process whose corpora are the reproductions/productions and transmissions of memes in which hate speeches towards feminine (misogynistic, homophobic and transphobic) are intertwined in their content, mischaracterizing the which would be an internet production focused on humor and composing a possible typical, anti-legal and culpable act. Therefore, the aim of the study was to a) identify what memes would be, and the mechanisms used in memes to spread hate speech against women under the distortion of humor; b) prove that certain meme productions do not comply with legality, but rather commit an illicit act, using as corpora memes that discursively violate the feminine; c) reflect on the existing impunity for the creation and dissemination of this specific kind of memes and point out possible effects of these on social relations. To enable the studies to be carried out, a qualitative research methodology was adopted, through the review of existing literature such as theses, articles, dissertations and the theoretical postulates of central authors in the areas of memetics, CDA, sociology and criminal and constitutional law. Finally, after research and considerations, a three-dimensional analysis of the corpora was carried out — sociological, linguistic-discursive and legal. In this way, achieving conclusive and provocative results for the State and the academic community in relation to the discursive and legal phenomena related to the meme.

This work aims to discuss the concept of memory in individual and collective perspectives, in "Sonhadora" (2002) by Adriana Lunardi, to observe how the muted female voice in the plot contributes to the reconstruction of a social memory. Through the protagonist Júlia, we seek to understand how her memories and those of other characters are presented in the narrative representing values and mentalities of various profiles of society. In order to problematize how the text transfigures the context of the social strata present in the story, theoretical assumptions of Jeagger (1994), Aristotle (2008), Lukács (2009) and Antonio Candido (2014) were used, in order to record a historical panorama on the configuration of heroes and characters over time. Regarding memory, the ideas of Weinrich (2001) on remembering and forgetting were considered; Bergson (1999) and his perspective on individual memory; and, considering memory as a collective manifestation, the postulates of Halbwachs (1990) and Ecléa Bosi were followed (1979; 2003). This research had a bibliographical character and a qualitative approach, and the analysis allowed to realize that two stories integrate the tale: the lunardiana narrative and the narrative of the protagonist. In the story of Júlia, aspects that are turned to the oral process were identified, as well as the importance of the act of narrating in the transmission of experiences. Considering the individual memory, it was found that the memories of the protagonist outline their behavior and serve as a guide for the development of their actions. Living without seeing the world, individual memories function as a way to keep the world and memory alive as death approaches. As for collective memory, the representations that each woman plays throughout the narrative recall conditions of silence and lack of female representation in literature, referencing a condition: that the memory of women has suffered attempts to erase throughout history. Thus, the individual memory becomes collective as it provides reflections that turn to the representativeness of a female collectivity.

In this study, we verified the perception of elementary school students about the representation of women in the Brega-funk scene. From the perspective of Critical Literacy (STREET, 2014) and in the light of Critical Discourse Analysis (FAIRCLOUGH, 2001), we will discuss from the perspective of literacy as a social practice that highlights the social and cultural nature of reading and writing, considering the different spheres of literate practices. The research addresses the social construction of the female image based on concepts such as interactionism (VYGOTSKY, 2000) and intentionality (TOMASELLO, 2003). The linguistic-discursive analyzes start from the historicity of this style of song and its linguistic variety, the different effects of meaning motivated by lexical choices and other verbalization strategies, focusing on critical discourse analysis. The general objective is to analyze the perception of the students of the 8th year of Elementary School from Paulista City about the female representation in Brega-funk songs. The specific objectives are: 1. Tracing the historicity of Brega-funk, considering previous musical styles; 2- Identify linguistic-discursive marks that show the female representation in Brega-funk lyrics; 3. Check how students see the representation of women in Brega-funk before and after a didactic intervention. As methodological aspects, we adopted the inductive approach method; comparative procedure method; research, from the point of view of its nature, is applied; from the approach point of view, it is qualitative and quantitative; from the point of view of objectives, it is exploratory; from the point of view of procedures, it is field research (LAKATOS & MARCONI, 2003). This study is relevant because it seeks not only to discuss the new spaces conquered by contemporary women in society, but also to add new perspectives to Portuguese language teaching, working with a genre that is underestimated by the current elitist education system.

The research entitled "Cartonerbooks[1]: a pedagogical strategy for the process of textual production and reading/listening of the soul" was developed in the research line Linguistic, textual, discursive and enunciative analyses – studies from different theoretical perspectives, of the Graduate Program in Language Studies - PROGEL/UFRPE. The study deals with the need for a work with the language (gem) based on the multiple textual genres, which allow to understand the voices of socio-historical and ideological subjects in various communicative situations. Thus, it aims to investigate the contributions of the cartonero book as a pedagogical strategy of the Portuguese-speaking Professor (PLP) for a practice of textual production that provides the listening of the internalized voices of the student. The research was carried out in a public school, located in the city of Recife - PE and the subjects of the study were a Portuguese language teacher and her students of the 1st year of high school. The choice of these students is justified by the fact that they practice, in the last years of basic education, numerous activities of written textual production aimed at school writing, invisibilitizing other written textual genres, which cooperate with the development of the language(gem) and, consequently, for the expression of the feeling, acting and thinking of the students. In this sense, problematization consists of the following reflection: can the use of cartonero book books in the classroom be configured as a PLP strategy capable of strengthening the textual production process and contributing to the reading/listening of the internalized voices of the student? Using the action research method, the following procedures were used: documentary analysis, exploratory observation, semi-structured interview, workshop for the teacher in the area of language, for the use of the cartonero book, and participant observation. Inserted in a qualitative approach, the research has, in its epistemological basis, authors such as Abreu (2003), Antunes (2003), Bakthin (1990), Bentes (2014), Benveniste (2005), Chartier (2019), Dezerto (2010), Fiorin (2015), Freire (2011), Geraldi (1984). Leal (2020), Marcuschi (2008), Saussure (2015), Orlandi (1998) among others, who cooperate with discussions of the following categories: (1) the subject; (2) ideology; (3) Discursive formation and (4) discourse. Therefore, the idea defended is that the work with the written textual genres must occur from an interactive perspective of language(gem), which allows the reading/listening of the internalized voices of the subject. Thus, cartonerbooks are supports that can assist plp for a rich and vast work seated in this perspective.

The enunciative approach in language teaching is relatively recent and is still in the process of consolidation, especially if we consider the enunciative perspective based on Benveniste's theoretical postulates. On the other hand, an approach of this nature has considerable breadth, as it is based on principles that include regular aspects of the language system and, at the same time, support subjective singularities in the uniqueness of the discursive act. Therefore, language teaching from this enunciative point of view can promote the development of the student's linguistic, textual and discursive capacities, as postulated by official education documents such as the National Common Curricular Base, the Law of Directives and Base of Education 9495/96, the National Curriculum Parameters. In this sense, the present research turns to the category of time from an enunciative perspective, seeking to discuss its dimensions and formulate principles for approaching this category in language teaching. From an enunciative point of view, the category of time presents several dimensions linked to the discursive act and to the elements underlying it, such as experience, alterity, history and human culture in and through language. In the case of the written text, the updating of the temporal category also presents other particularities related to the signifying system of writing. This dissertation aims to analyze the construction and organization of the category of time in productions of textual narratives written by students of Elementary School I in order to think about elements for an enunciative approach to temporality in the teaching of the mother tongue. The work is based on the studies of Émile Benveniste, for whom writing is a complex form of discourse, which demands an activity from the enunciator-scriber at the semiotic level of the language to allow him to establish a relationship with the other through signs. The research corpus was composed of narratives written and rewritten by students from Elementary School 1. The analyzes have a qualitative-interpretative character and focus on the observation of the functioning of the category of time and the construction of reference in written textual narratives, seeking to understand the subjectivity and intersubjectivity of the enunciator-writer. Based on Benveniste's perspectives, we conclude that, in written enunciation, the child promotes adjustments to his writing through reference and construction of meanings in the written narrative text. In this way, when the child expresses himself in the language, he reveals his place in the written enunciative act through syntagmatization procedures used for the construction of meanings in the written text in the relationship between speaker and addressee. In the act of writing, the child shows all its uniqueness regarding the system and structure of the language due to the process of self-reference carried out by the child when appropriating the language to establish the written enunciation.

Every language is made up of many varieties. Therefore, it is false to say that all deaf people use the same
pound sign. To affirm this unity is to deny the diversity of languages, when, in fact, no language is
uniform, homogeneous, for the deaf differ in their signs; This difference should not be considered a
mistake as sign language literally passes from hand to hand, acquires new accents, borrows and integrates
new signs, mixes with other languages in contact, acquires new clothes, proving that the
The phenomenon of variation is present in all living and developing languages. In that sense, this
dissertation proposes to verify, in the social practice of language use among deaf/deaf and
deaf/hearing, the marks of heterogeneity of the signs of the deaf in the city of Recife.

Este trabajo investiga aspectos que forjan un bandido mitificado en la novela Juan Moreira, de Eduardo Gutiérrez. Para ello, se indaga como ocurre la inserción de la obra como parte constituida de la imaginación nacional argentina, cuya construcción histórica atraviesa el pensamiento de autores que formaron una corriente gauchesca y criollista como contraposición a los escritores liberales del país. De esa manera, la investigación estableció un método basado en los estudios históricos y literarios, con el objetivo de vislumbrar un posible diálogo entre las dos áreas a fin de observar fenómenos del bandolerismo y de las tensiones establecidas entre os binomios que formaron la identidad argentina, sobre todo los que muestran las tensiones entre el campo y la ciudad, y entre la civilización y la barbarie. 

In literature, the male figure almost always represented leadership and occupied a position of superiority, this was reflected in the way women were represented in literature. Despite the invisibility of the female voice and the female body being presented in the literary field, generally, in a sexualized way and in the condition of submission to the Christian religion, some authors promoted a break with this canonical system, and brought female characters who were “ladies of their wills”, suggesting the breaking of the thought that was based on the canon, promoting, then, the neutralization of the order of masculine force, considered as universal and legitimized through the discourses. Jorge Amado, for example, was one of the authors of Brazilian Literature who broke with national boundaries and gained worldwide notoriety with his vast literary production and several novels that narrate stories permeated by historical, social and cultural issues in the country. In this sense, we developed a literary analysis of the work “O Sumiço da Santa”, by Jorge Amado, in order to understand how the cultural processes related to the sexuality and religiosity of the characters Adalgisa and Manola, and the female representation in the field of studies literary. For this, the research was oriented from the Cultural Studies of Post-Modernity, with emphasis on issues related to identity, social representations and female sexuality. The general objective of the research is to understand how religion influences the construction of female sexuality in the aforementioned work. As for the specific objectives, we investigated how the understanding of the cultural processes related to the sexuality and religiosity of the characters Adalgisa and Manola took place, how this process is represented in literature and how the female figure is represented in the literary field. Therefore, based on the following guiding question: How does religiosity influence the construction of female characters in the work “O sumiço da Santa: uma história de sorceria”?, we seek to prove that, in the work in question, the processes related to sexuality are influenced by of patriarchal religion and that are presented in a less liberating way for the women in the work.

Among the books recommended "for children", there is a welcome variety of stories that goes beyond age limits. Stories that make us understand childhood not as a chronological period, but as a way of being and a cultural object. This expanded vision of childhood inhabits the literature that overtakes a previously calculated audience. This research portrays how the “trans-age literature”, based on the so-called “crossover fiction” (Beckett, 2009), can be identified in the book “Tales from outer suburbia” (Contos de lugares distantes, 2012), by the australian writer and illustrator Shaun Tan. From the methodological perspective of Minayo (2007), we carried out an exploratory research based on analytical bibliography, divided into three axes: 1) Reflect on the multiple recipients of literature with potential for children's reception, based on the concept of “implicit reader”, and how it can be read in the work under analysis. Supported by assumptions from Reader-Response Criticism, we resorted to Iser (1996 and 1999), Jauss (1994), and also to the critical reading of Zilberman (2015); To examine how “trans-etharity” occurs in the reading of the work under analysis, we dialogue with contemporary perspectives about the relationships between book and reader, such as Penelas (2023), Squilloni (2023) and Bajour (2018). 2) Revisit theoretical productions about books that are not suitable for unique audiences. To do this, we start from a bibliographical review that explores different views on recipient issues in the literature, especially in Beckett (2009) and Andruetto (2012 and 2017); 3) Present the perceptions of writer and illustrator Shaun Tan, based on an unpublished interview carried out for this dissertation. We used three short stories by Tan (2012a) as our literary corpus: "Eric", "Undertow" and "Stick figure". In these readings, we map the way in which each text invokes multiple readers, seeking in every potential reader a possible dialogue with the element of childhood. and narrating associative elements of several age universes. We see in the texts possibilities to expand the mere association between child-childhood to find the plural childhoods that populate the so called “trans-age literature”,. Finally, we present an interview with Shaun Tan, carried out exclusively for this work. The interview was placed in dialogue with aspects of the theoretical basis used and also the non-fiction book "Creature" (TAN, 2022b), in order to provide an insight into the “trans-age literature”, from the dimension of authorship. We hope to contribute to the scientific production of this expanding field, which is theory and literary criticism focused on productions for children, bearing in mind the relevance of putting its multiple recipients on stage; a field that is increasingly situated as a place of paradoxically unclassifiable borders, of transitions and subjectivities, as are the subjects who cohabit it.

This research seeks to investigate how the relationship between socioeconomic inequality in the city of Recife and the discourse present in brega-funk songs occurs. To this end, recent data on the topic involving the capital of Pernambuco were collected and debated, especially based on the contributions of Soares (2021). A historical contextualization of the city's founding and the establishment of its current center-periphery configuration was also carried out. Based on studies by Orlandi (2004; 2017), brega-funk was presented as a phenomenon that reflects and produces conflicts between Recife's socioeconomic classes and as a practice that establishes an intrinsic equivalence between the periphery and the peripherals/ those of the city. The corpus is made up of five songs by different authors that have more than one million views on the video platform YouTube, having been released since 2018, which is considered the year in which brega-funk achieved national success. The songs were analyzed based on Critical Discourse Analysis, more specifically on Norman Fairclough's (2003) approach to discourse as a representation of social events, using the clause transitivity system as a linguistic criterion, according to the guidelines of Systemic-Functional Linguistics of Halliday and Matthiessen (2014).

ABSTRACT
This dissertation focuses on the construction of the female character in the book Muito Além do
Corpo, by Pernambuco writer Luzilá Gonçalves Ferreira. To carry out this investigation, we
sought, first, to trace the path of construction character's identity, which based on their own
reflections and understandingof the world, defines what is favorable or not for your well-being
and freedom. This work aims to analyze the corporeality of the character, bringing him closer to
the idea ofa liberated body. For this we will use as the main theoretical basis What Body is this?
The body in the feminine imagination (2021), by Elódia Xavier. In addition to focusing on
Michael Foucault (1987), Simone de Beavouir (1967), Bourdieu (2002); making a historical and
social survey of the body issue in society and how the mind/body dichotomy contributed to the
separation of man/woman in a negative way. To deal with feminism in Brazil, we used The
History of Feminism in Brazil (1999), Constância Duarte (2009),Chimamanda Adchie (2014),
Woolf (2014) amongother no less important names.From these and other theoretical bases, we
will seek to present the historical and social construction of the female body in society and how
the character's body in the aforementioned workis endowed with a liberated body.Observing also
how their identity construction turns in the opposite direction of what is expected by the social
scope by the social scope immersed in masculinist ideas

From the understanding of journalism as a social agent that promotes and affects certain forms of common sense and serves power as the maintainer of social structures, this dissertation proposes to critically analyze the way in which cases of violence and violations of human rights against the TRANS population are published in the newspapers, in order to understand and to question the linguistic strategies used to announce such crimes and the possible consequences of using these strategies for the debate on the subject in society. Through Critical Discourse Analysis (CDA), 4 news published on the G1 and UOL portals were examined, between the period from 2017 to 2021, presenting a scenario of resurgence of LGBTphobia and the legitimation of hate speech and violence, notably related to the political-electoral narrative. To guide the analytical path, the reflections presented here are anchored in the theoretical-methodological assumptions of Critical Discourse Analysis (CDA), in the perspectives of studies on Gender and Sexuality, as well as theories on Journalism. The results indicate that journalistic discourses reproduce hegemonic gender and power relations that contribute to making invisible the identity of trans people, through mechanisms used in the production of violent meanings in/through language, producing and reinforcing stereotypes that may be responsible for maintaining the inequalities and prejudice. We believe that this study is justified in the face of a scenario of violence and rights restrictions and the neoconservatism boom that we are experiencing, in which gender, as a social control device of the greatest importance, was not left out. Therefore, it is imperative to expand research related to fixed notions about gender identities and sexuality, showing the need for discussions about the plurality of experiences of gender and sexualities and how much we still need to advance in this debate.

The objective of this work is to identify, from the collection of Youtube videos, crying patterns in the early stages of development in very early childhood via emotion. Regarding human development and language acquisition, we will take as a basis Tomasello (2003), who argues that human knowledge is not just a genetic (ontogenic) fruit that has been propagated over time, but that it also carries in its essence, cultural marks and social events (phylogeny) for its development. Already, Vygotsky (2000 [1934]) emphasized the role of language and the social historical process in the development of the individual. According to the Russian researcher, the acquisition of knowledge takes place through the interaction of the subject with the environment. For him, the subject is active and interactive, because it is in the exchange with other subjects that knowledge and social functions are assimilated. Clark (2009) believes that the use of language is an integral part of everyday life in which we convey desires and needs, thoughts, concerns and plans. Finally, for Damásio (2009), the process of emotion and feeling then spreads to other parts of the brain and the body itself, developing the emotional state. Using language feels as natural as breathing or walking. But babies are not born talking. They learn the language, starting immediately at birth. Ekman (2011) was able to detect, in his studies in the 60s, that there are 06 basic emotions. More than 20 years later, other expressions were added. Ekman (2011) was also able to detect more than 10,000 facial microregions in emotional contexts. For the accomplishment of this work, we are carrying out a longitudinal study. This study is important to study individual transitions, the cumulative effects of life cycle transitions, in addition to being able to follow and study cultural differences and changes. This is a research method that aims to analyze variations in the characteristics of the same sample elements (individuals) over a given period.

Society will condition the meaning, nowadays, the media exposure enhanced by online connections, society in the disputes that mean the production of meaning and as objective, this treatment has as main forms of work analyzed as studies Built on the “celebrations in the reports of Jair Bolsonaro” at 55 years of military exercise, proposed by the president – in military exercise19, and how they sustain power/domination relations in the construction of political-social thought through the media. Anchored in the precepts of Critical Discourse Analysis, mainly in the studies of Thompson (1995) and Dijk (2012, 2017), we analyzed thirteen reports that convey the theme of "controlled celebrations", six of them from the newspaper Folha de S.Paulo (the one by circulation in the larger country) and seven from the newspaper Diario de Pernambuco (the one in the state), in order to understand how the general modes of operation of ideology build the relationships between the largest newspapers and their readers and the moment when these relationships become power bad. From the functions, as evidence of visibility, which can be the media's prominent power, our focus, which can be made from its power of projection, an interaction of people, which can be built, its appearance of visibility – which can be the prominent power media, being a focus of the networks, which can be the prominent power media, being a focus of the networks, which can be used to be more or to converge into the spheres of power. the Brazilian historical-political sphere. With the facts that mark the population, the facts that mark the population are also historical, but they must be considered not only in the social, for that, but they also did not become historical, each time the military was considered. critical investigators who understand their role in the mission to repel the possibility of a non-evaluative science.

This work aims to analyze the inaugural pronouncements of former presidents of Brazil during the period of the Military Dictatorship as a way of contributing to current linguistic studies. Thus, we seek to discuss the concept of hope that is strongly presented in these discursive structures, properly speaking, in the political field. In any social context, power and discourse are fundamental tools for communicating, positioning and, above all, influencing other people. Therefore, studying the inaugural speech of former heads of state and government is necessary to identify the ideological directions, forms of government and their management expectations. In addition, the important thing is to understand which ideological values are being conveyed in these political discourses. We take as a basis, especially, the ideas of Thompson (1990), Charaudeau (2008, 2015, 2016), Fiorin (1988), Orlandi (1993, 2020), Pêcheux (1995, 1997). We selected the inaugural speeches of Humberto de Alencar Castello Branco, Arthur da Costa e Silva, Emílio Garrastazu Médici, Ernesto Geisel and João Baptista de Oliveira Figueiredo, as they represent the 21 years of this sad and troubled chapter of Brazilian history. In the end, we realize that the notion of democracy, so emphasized, has a fundamental role, which is to cover up the structure of a regime marked by repression, persecution and torture in line with an argumentative bias permeated by a “rhetorical of hope”. In addition, during the analysis process, we noticed discursive and ideological trends of the time, in addition to knowing the socio-historical situation of the country.

Considering the figure of Graciliano Ramos, not only among those of the 1930’s generation, but also, regarding to the tradition of Brazilian literature, this work consists in the analysis of the expressive elements building the narrative of the book Angústia. In the novel, the author addresses the trajectory of the bureaucrat Luís da Silva (narrator-character-protagonist), through his fragmented memories, whose main objective is to rebuild the course of his life from childhood on the farm, passing through adolescence, ending in his romance with Marina, to the shattering of his self. The failure of the relationship, in turn, promotes the anger of Luís, who loses control and hangs the alleged responsible for his downfall: Julião Tavares. In this scenario, we search to discuss how the use of rhetorical figures metaphor/metonymy/synecdoche) made by the author from Alagoas (Brazil) acts as an element of representation of the characters in their socio-historical contexts. To do that, we follow the ideas of Antonio Candido (1975, 1999, 2006), Otto Maria Carpeaux (1942, 1952, 1953, 1978) and Sônia Brayner (1978), among other theorists as Michel Foucault (1966, 2006), Eric Hobsbawm (1997), Immanuel Kant (2008) and Paul Ricoeur (2000). As a result, it was noticed that Graciliano Ramos, using figures of speech, presents human beings in a conversion process into things, where their individualities are erased at a work expense that does not represent their subjectivities, equating them to automatons. The analysis of rhetorical figures works in parallel with the critical presentation of Brazil at the beginning of the 20th century, surrounded by a climate of modernity, but heir to oligarchies, slave owners and capitalism. Thus, it was analyzed a philosophical idea of the thing itself and its influence on the construction of Western thought, as rhetorical figures and as protagonists in the narrative structure, the characters seen as pieces, the narrator-protagonist and his discourse on the path of dehumanization, in a symbiotic process between humans and machines, through the anguished and fragmented figure of Luís da Silva.