Afluente: Revista de Letras e Linguística

Diário de Bitita

2024-07-30T21:50:32-03:00

Based on the theoretical assumptions of Lejeune (2008), this work aims to analyze the autobiographical aspect in the book Diário de Bitita (2014) by Carolina Maria de Jesus. It is bibliographical research, of literary analysis and immanent character, having as main theoretical bases the authors: Philippe Lejeune (2008), Robert Levine and José Meihy. (2015) and Tom Farias (2020). In the foreground, the suffered childhood of the author who is the plot of the work Diário de Bitita will be presented. In the background, the absence of Carolina in the literary canon will be analyzed. And thirdly, we will analyze the work Diário de Bitita as an autobiography, different from what is present in the title of the book defined as diary.

A language experience in O Irmão Alemão, by Chico Buarque

2024-07-30T13:44:17-03:00

The novel The German Brother, by Chico Buarque, starts from a primary source (letter), found by one of the characters, which moves the development of the narrative and highlights the uniqueness of primary sources for contemporary History and Literary Theory. Published in 2014, the novel highlights a global scenario, with fragmented territorial borders, structured between the tensions of what is real/historical – intertwined in a fertile web of imagination – establishing a fictional field. Therefore, this study aimed to propose a semiotic reading of the novel, emphasizing experience as a cognitive aspect of language whose materiality makes it possible to visualize the subjective of human relations, and the conflicts of the globalized, transnationalized territory. He followed the qualitative research method, performing a reading of some of his excerpts, focusing on the textual surface, that is, on language, based on Benveniste (1989) and Lacan (1982; 1998) among others; as well as Aira (1993), which made it possible to understand the fictional element as an aid to thought, and exoticism in its critical and positive aspect. To this end, Schøllhammer (2021) promoted the understanding of exoticism as a literary element of language. Santos (1998) and Bhabha (1998) helped in the reflection on the transnationalized space/territory and discursive instance. Thus, he found, in The German Brother, a narrative sustained by the historical bias of a primary source, although the reader finds semiotic stimuli to transit through the boundaries of the real and the imagination, where the fictional is established illuminating fragmented Brazilian-German spaces, which reflect a globalized context in which Nazi and dictatorial ideologies echo in the materiality of language.

Dialogism and multilinguism in the reports and letters sent to the Jornal da Tarde in the Novel Capitães da Areia

2025-05-15T09:47:27-03:00

This paper aims to analyze dialogism and multilingualism in the news reports and letters sent to the "Jornal da Tarde," featured in the work Captains of the Sands by Jorge Amado, highlighting how the statements interact with each other and demonstrate different ideological constructions. Specifically, the study seeks to identify the interweaving of social voices in the news reports and letters within the structure of the novel, examine how social positions influence the construction and discursive interactions of the characters, and explore the dialogical characteristics of the utterances present in the narrative. The theoretical framework draws on the contributions of Bakhtin (2010, 2012) and Fiorin (2006) regarding dialogism and multilingualism in the novel, as well as Candido (2000) on literature and society, among others. The methodology consisted of a bibliographic review with an explanatory-exploratory nature and a qualitative approach. The results demonstrate that in the news reports and letters sent to the "Jornal da Tarde," a multiplicity of social voices can be observed, constructed from different socio-ideological positions, in which the characters appropriate the voices of others and engage in direct dialogue through responsive discourses that relate to the extraverbal contexts and the evaluative positions of the characters involved.

FAMILY MEANINGS IN REAL ESTATE ADVERTISEMENTS IN SÃO LUÍS

2025-08-20T18:38:56-03:00

In this study, we use the French materialist approach of Discourse Analysis (DA) to investigate how memory, family, and discourse shape the idea of family uniqueness anchored in conservative historical aspects. The aim is to understand the effects of segregation and silencing caused by the overlap of multiple and conflicting spaces and memories in the discursive construction of the identity of socially discriminated families regarding access to gated communities. The research analyzes the image-verb materialities of real estate advertisements from three major construction companies in São Luís-MA and state government housing advertisements. We adopted the epistemological frameworks of French DA, highlighting key authors such as Orlandi (2007), Pêcheux (1999, 2006), Lagazzi (2009, 2012), among others. The analysis reveals how discourses on dreams, housing, family, and security articulate movements of affiliation, contradiction, and displacement. It is noted that the examined discourses perpetuate inequalities and shape the perception of what constitutes a “suitable family” for living in gated communities, reinforcing exclusive and discriminatory practices.

The construction of meanings about women in university country music

2025-07-14T16:02:33-03:00

This article aims to analyze the process of constructing meanings related to women in universitary sertanejo, through the study of discursive materiality present in the lyrics of songs of this musical style. The theoretical-analytical device of French Discourse Analysis is adopted as the methodology in this work, conducting a discursive analysis of the lyrics of the chosen songs, which are "Amante não tem lar" composed by Juliano Tchula and Marília Mendonça, and "Chora, boy!" composed by Simone and Simaria. The research results reveal the complex and diversified construction of meaning effects on the feminine figure in the university country music genre.

Rhetorical organization of UNILAB'S master's abstracts

2025-07-23T10:05:21-03:00

This work aims to reveal the rhetorical movements present in summaries of the Graduate courses offered by the University of International Integration of Afro-Brazilian Lusophony – UNILAB that did not follow the minimum or maximum of words proposed by NBR 6028:2021 (which is 150 and 500 words, respectively). In view of this, in this article, we will refer to the standardization guidelines of UNILAB, as well as to the Brazilian Association of Technical Standards (ABNT) itself, especially NBR 6028, which establishes the requirements for writing and presenting abstracts, and to the researchers who contributed to the definition, study and structuring of abstracts, namely: John Swales (2012), Rodrigues (1998), Santos (1995), Motta-Roth and Hendges (2010), and, Ramos (2011), from whom we will also use his model of rhetorical organization, as well as based on Swales (1990, 2004, 2012), author who is a reference in any and all work that involves the analysis of genres in the sociorhetorical approach. Our corpus consists of 13 papers with less than 150 words in the writing of the abstract and 20 abstracts with more than 500 words, that is, 33 abstracts, therefore, we will use a quantitative-qualitative methodology. The results reveal that abstracts with less than 150 words do not present all rhetorical movements, while those with more than 500 words, the rhetorical movements of the Ramos (2011) model appear in greater quantity. Therefore, although the abstracts did not meet the minimum proposed by NBR 6028:2021 (which is 150 words), they followed UNILAB's standardization guidelines.

Historical and geolinguistic traces of the lexical unit 'peteca' in indigenous and non-indigenous territories of Pernambuco

2025-06-05T15:22:40-03:00

This study investigates the distribution, meanings, and historical motivations associated with the lexical unit "peteca" in Pernambuco, based on data from the state's linguistic atlases and the emerging corpus of the Linguistic Atlas of Indigenous Areas of Agreste and Sertão. Grounded in the contributions of Cardoso (2010) and Thun and Elizaincín (2000) on Geolinguistics and Dialectology, it seeks to understand the diatopic variation of the lexeme, while Ethnolinguistics, based on Duranti's (1997) assumptions, enables the identification of cultural and historical aspects that support the analysis in indigenous and non-indigenous territories. In this sense, the main objective is to examine the marks of interethnic contact and lexical processes. To this end, the methodology employs a geolinguistic and ethnolinguistic approach, combining the cartographic analysis of the term's dispersion with the study of the sociocultural context of the investigated survey points. As analytical perspectives, it is expected to identify diachronic traces in the distribution of the lexical item, highlight indigenous substrates in its semantic constitution, and understand the effects of territoriality on its maintenance and lexical innovation. The results will contribute to studies on linguistic diversity, demonstrating how linguistic atlases, by recording lexical phenomena in different geographical spaces, play a relevant role in documenting and valuing Brazilian linguistic and cultural heritage.

Language, culture, and identity: boundaries between languages in the speech of an immigrant

2025-03-21T17:55:11-03:00

This study analyzes how the Japanese language emerges in oral verbal interactions in Brazilian Portuguese by a Japanese immigrant subject, using as its corpus the documentary As Lentes de Kenji (2008), which pays tribute to photographer Kenji Ueta, a Japanese immigrant living in Maringá. Based on the theory of enunciative heterogeneities by Authier-Revuz (1990; 1998; 2004; 2007), we investigate how the subject mobilizes the Japanese language (and, consequently, Japanese culture) in their enunciation, seeking to understand how they navigate linguistic and cultural boundaries in the construction of their immigrant subjectivity and their circulation through identities – in the sense proposed by Hall (2006). To this end, instances where the subject transitions between languages were identified and transcribed according to the NURC standards described by Castilho (2014). A qualitative analysis of these instances was conducted to describe the uses of Japanese in the speech of the subject and to identify points of manifest heterogeneity that emerge in their verbal expression. The results indicate that these occurrences function as markers that reveal a subject split between languages and cultures, shaped by their dual Japanese-Brazilian nationality. Thus, by resorting to Japanese to express their experiences and practices, the subject reaffirms their Japanese-Brazilian identities, articulating their speech between two linguistic and cultural traditions.

The ‘NO’ ROOM FOR LITERACIES IN NATIONAL LITERACY POLICY FROM 2019 TO 2022

2025-02-20T13:04:23-03:00

This study seeks to examine the National Literacy Policy of Brazil, from 2019 to 2022, with a particular
focus on the 'Conta pra Mim' program, which aims to support family literacy, and the 'Tempo de Aprender'
program, which is designed for teacher training. The methodology employed involves a literature review and a
documentary analysis grounded in Decree No. 9.765/2019, which instituted the National Literacy Policy, the
National Literacy Plan, and the Family Literacy Guide. These documents were qualitatively analyzed to assess
whether literacy theories were adequately incorporated into the program's proposals. The analysis revealed that
the literacy framework promoted by the National Literacy Policy fails to incorporate the perspective of the
literacies, does not adequately recognize Brazilian research in the field of literacy, and lacks contextualization of
writing within social practices.

Teaching literature through partial reading of novels: the face can hide the strength of the heart

2025-05-26T14:30:46-03:00

This paper aims to investigate the potentialities and limitations of the partial reading of novels in the teaching-learning process of literature. To this end, it initially describes a teaching and research experience - along with its epistemological basis - that was carried out with third-year high school students from a public school in São Luís do Maranhão, Brazil. It then presents and discusses the results obtained by the proposed activities. This work is methodologically supported by the qualitative paradigm. An interpretative analysis of the activities produced during the project Saramaguear o que (não) há de bom was performed. In the project, a group of students was challenged to read and interpret the first chapters of the novels: Death with interruptions and Essay on blindness, by the Portuguese writer José Saramago. The analysis of the data generated from the relationship among the texts, the students and the teacher showed that the partial reading of a novel associated with the maieutic teaching attitude may open the paths of literary reading and, consequently, of our humanization.

OUR CRY IN CAMPAIGN

2025-06-19T11:09:32-03:00

Through a social categorization that takes race and gender as primary factors, entire peoples and cultures have been stigmatized and marginalized to the detriment of the hegemonic image of the Caucasian, cisheterosexual, Christian, and Eurocentric man, resulting in the demonization, pathologization, and annihilation of sexual practices that diverge from cisheterosexuality. Thus, this work, inserted in the bias of Transviada Applied Linguistics and Decolonial Critical Literacy, aims to analyze the development of critical thinking among students of a class of High School Youth and Adult Education in three campaigns produced in Portuguese Language classes, themed around issues of sexuality and gender. To this end, a qualitative action research was followed. The research made it possible to broaden the horizons of the participants through critical reflection on other lives, those that suffer from social impositions, relocated to social silencing, violence, and death.

The time that crosses memory and the space that inscribes resistance

2025-05-09T11:48:34-03:00

This article proposes an analysis of the film “I’m Still Here” (2024) through the lens of the concept of the chronotope, as formulated by Mikhail Bakhtin in his reading of Dostoiévski. The research explores how cinematic time and space structure the narrative, materializing social experiences marked by multiple layers of oppression and resistance. It is based on the premise that cinema is not a mere mirror of reality, but a space of symbolic and political inscription, where bodies, voices, and silences are arranged in an affective and historical cartography. To this end, a qualitative and interpretative methodology is adopted, following Minayo (2001) and Silveira & Córdova (2009), with the aim of describing the social relations and layers of oppression present in the film. Based on the analysis of three specific scenes, the study investigates how the chronotopes of the big city, the unexpected encounter, and confinement operate in the construction of belonging, revealing the interaction between physical and subjective territories, as well as between the time of memory and the time of waiting. The results indicate that the juxtaposition of spaces and temporalities in the film not only shapes its narrative aesthetics, but also denounces the dynamics of exclusion and resistance that structure the reality of the subjects represented. Thus, cinema is reaffirmed as a field of symbolic dispute, in which time and space become central elements in the construction of existences and identities.

Experimental Assessment Using the Cloze Test

2025-08-20T16:36:48-03:00

This article investigates the reading comprehension level of incoming students in the integrated high school program at IFMT - Campus Barra do Garças and evaluates the effectiveness of a pedagogical intervention program. This is an explanatory experimental study with a quantitative-qualitative approach, involving 54 students divided into an Experimental Group (EG) and a Control Group (CG). Pre-test and post-test assessments were conducted using the Cloze Test, the Verbal Intelligence Test (V-47), the Reasoning Test Battery (BPR-5), and essay writing. The EG participated in the Reading Comprehension Promotion Program (PPCL). The results indicated that although both groups showed improvement, the EG achieved significantly greater advances in the post-test, moving from the instructional to the independent level in the Cloze Test and enhancing their performance in text production and verbal reasoning. It is concluded that systematic mediation, focused on reading strategies, proved effective for the development of reading comprehension, overcoming barriers such as lack of time and a weak family reading background. The study highlights the need for pedagogical policies that include structured interventions for the development of critical and autonomous readers.