The faculty research projects are included in research groups and/or centers. A brief description of them is presented below. Detailed description of each project can be found in the correspondent professor’s curriculum lattes.
Develops two research projects in Applied Linguistics:
a) “School newspaper as community media and Portuguese language teaching” – focused on the teaching of Portuguese within experiences of producing school newspapers. It is a participatory research, considering that both social interaction and knowledge generation are jointly held by the members of the community and the involved researchers. The research’s theoretical reflections, of epistemological and Marxist nature, are based on critical discourse analysis of speech genres, a subject of critical social sciences. The concept of speech genre is mainly approached by rereading the works of authors such as Norman Fairclough, Mikhail Bakhtin, Paulo Freire, and Antonio Gramsci;
b) “Critical analysis of genres in hegemonic and counter-hegemonic medias” – that focuses, through the speech genres analysis, on the construction of dominant or contestatory practices (GRAMSCI, 2014 [193?], SANTOS, 2008 , 2009; SAID, 2007 ) related to several medias (newspaper, television, internet, radio, community, school newspaper, community newspaper etc.). To that end, Bonini’s (2013) Critical Analysis of Genre, an analysis of emancipatory perspective that closely dialogues with Paulo Freire’s work, is employed as theoretical beaconing.
In our research, called ‘For a review of the interlanguage of students of non-mother tongue languages’, we depart from the assumption that, if on one hand, interlanguages of students of non-mother tongue languages are idiosyncratic, on the other hand, its analysis allows the identification of learning-related processes, thus, when we consider that if some aspects of this inter-linguistic continuum are to be identified and properly analyzed, it would be possible to take the subject of foreign languages teaching and learning processes to another level. Consequently, we would like to say that the works which we are interested in advising are those with the purpose of reflecting about linguistic constructs (written / oral) developed by Brazilian students of foreign languages – mainly Spanish – through interlanguage, no matter its stages, since its description and analysis allow us to understand the way that students of non-mother tongue languages go from the initial stage of linguistic production to more complex stages of language production, considering systematicity, variability, as well as non-linearity of interlanguages.
Develops research in enunciative-discursive neurolinguistics in the following lines: 1) Language – discourse, written culture, and technology: the works in this line are related to the analysis of the operation of regular and pathological language, and to speech therapy practices related to oral and written changes; 2) Language and Cognition: the works in this line focus on the regular and altered linguistic-cognitive processes, as well as on evaluation and phonoaudiological therapies related to, mainly, aphasia and dementia. In both lines of work, we consider as theoretical assumptions the social-historic and social-cognitive perspectives that consider language as an interactive-discursive instance, enunciative movements, the social practices of reading and writing, speech genres, and the relation between subject and language.
Develops two projects:
Orthography teaching and learning processes linked to ‘Language Acquisition and Processing’. This research project aims to contribute with the study of the production of written material, in relation to the appropriation and use of the orthographic system by students, considering the discussion about the way this object of study has been dealt with by teachers in their practices. Additionally, this line of research aims to contribute with the field of writing acquisition, as it provides a description and an explanation of the writing acquisition process. This study is justified by the need of approximating school and university, and by the possibility of investigating and discussing the theme – orthography teaching and learning –, since we consider it one of the essential formal and normative aspects of text production to be taught by schools. Another crucial matter to be highlighted is the fact that orthographic errors are a large source of social discrimination and censorship, sometimes by schools themselves.
Develops two intertwined research projects: one focused on language policies, and another on linguistic variation and/or changes. The project ‘Language policies: a critical approach’ deals with the relation among languages, subjects and power in post-colonial, peripheral or marginal contexts, searching for the local social meanings of linguistic uses and speech practices for the purpose of reflection and (de)construction of linguistic policies and of the concept of language itself. The project ‘Sociolinguistic and discursive studies’ proposes a discursive approach for comprehending processes of linguistic variation and/or changes both theoretically and methodologically. For that, it is centered in matters that include: discursive motivations of variation and/or changing processes; language and identity; style, discourse and language; the evaluation issue; and linguistic-discursive hybridizations.
Currently coordinates two integrated research projects: 1) Verbal mood and modal verbs: a socio-functionalist approach of modality (line of research: Usage of Grammar); 2) Social and stylistic factors in the sociolinguistic approach (line of research: Linguistic variation/changes). The former deals with linguistic alternating variables (i) between the indicative and the subjunctive moods, and (ii) between different verbal forms for expressing auxiliarity; as well as analyzing the emergency contexts of new forms/functions under the optic of grammaticalization; The latter involves (i) discussions around the nature of social and stylistic facts that are considered over Labovian terms, and (ii) analyzing the role of social and stylistic factors on variable linguistic phenomena in Brazilian Portuguese.
Saussure and Chomsky as philosophers of science: Saussure and Chomsky are probably the most well-known names of what we call modern linguistics. The importance of the theory they developed is, for certain, directly proportional to the severe dedication of both towards an authentic linguistic philosophy. But, in truth, the greatness of these authors arises from even greater ambitions, materialized in innovative considerations in the field of Philosophy of Science. That is exactly the aim of this project: to identify and to analyze certain aspects of the Philosophy of Science as they were developed by Saussure and Chomsky. Regarding Saussure, the objective is to appreciate the motivations and consequences of the gesture of declassifying the theme of origin. Regarding Chomsky, to highlight the role that, according to him, Newton will play in the collapse – still not fully comprehended – of materialism in the 16th and the 17th centuries.
Is member of the Scientific Committee of Brazil’s Linguistic Atlas Project, representing the states of Santa Catarina and Rio Grande do Sul. The project is of interinstitutional nature and aims to describe variation in Brazilian Portuguese within the whole geographical space of the Brazilian territory, including the social and diaphasic dimensions in each spot (location) included in the research. In UFSC, he coordinates the projects ‘Brazil’s Linguistic Atlas (ALiB): contributions’ and ‘Brazil’s Linguistic Atlas (ALiB): South Region’. These ALiB sub-projects aims, urgently and specifically, at voice-recorded interviews both in Santa Catarina and in Rio Grande do Sul. Such interviews will be transcribed phonetically and graphemically. Furthermore, other ALiB researchers from other parts of the country will focus on the exegesis, description and partial analysis of the interviews’ collected data. In a non-extensive period, the objective is to contribute with the development of Brazil’s Linguistic Atlas. Also coordinates, in UFSC, the Brazil’s South Region Linguistic-Ethnographic Atlas (ALERS) project, which had its first (Phonetic Letters, and Morphosyntactic Maps) and second volumes (Lexicosemantic Maps) published in 2011.
Works in two Language Policies lines of research. The first, ‘External Language Policies in Brazil’, is his post-doctorate project in the National Autonomous Izatapalapa University, in Mexico, and it analyzes the worldwide promotion strategies of the Portuguese language in relation to strategies of other languages of the “Linguistic Market”. The second, ‘Linguistic Observatory of Indigenous Schooling’, is an interinstitutional project led by the Federal University of Mato Grosso (UFMG), sponsored by CAPES, and will provide management inputs for the Guarani-Mbya language within the correspondent ethno-educational territories. The work systematizes data from several sources about the school uses of Guarani-Mbya, reviewing the results of ‘distinct, bilingual, and intercultural’ education that is currently practiced in six Brazilian States (Rio Grande do Sul, Santa Catarina, Paraná, São Paulo, Rio de Janeiro, and Espírito Santo).
Interface between cognition and pragmatics – To examine linguistic phenomena under the perspective of cognitive linguistics, taking into account the interface of the conceptual structure with pragmatic factors. Studies are developed about causality, linguistic representation of space, polysemy, metaphor, and synonymy.
Cognition in use – In this project, we develop research that looks for interaction between cognitive linguistics methods and approaches of language in use. The focus is the performance of grammar structures in their semantic, cognitive, and functional aspects.
The form-and-meaning relationship: cognitive and pragmatic aspects – This project aims to review the relation between form and meaning in human languages. We start from the assumption that the relation between syntax and semantics is not uniform, in other words, a meaning can be represented by more than one structure, and the same structure can have more than one meaning. The project’s specific goals are: – Developing a historic mapping of theories regarding the relationship between form and meaning; – Showing that pragmatic, and cognitive factors affect the semantic-syntactic interface; – Describing possible inferences of certain grammar constructions, and showing the role of cognitive and pragmatic factors in these inferences; – Describing and analyzing specific constructions.
Currently develops two research projects: 1) Prosody and intonation: a comparative study between distinct languages – This project is linked to an international project called Prosodic Multimedia Atlas of the Romanic Space (AMPER), which focuses on the investigation about Brazilian and European Portuguese, French, Spanish, and Italian. The works here tend to deepen the study of intonation/prosody of speech in Florianopolis, in other regions of Santa Catarina, and even of distinct foreign languages. 2) The phonetic details: acoustic exploratory analysis of speech segments: This project aims to analyze the phonetic details of speech segments established as variants of phonemes of the Brazilian Portuguese, notably present in the speech of Florianopolis natural born citizens. This analysis will be mainly based in acoustic analysis. In a second stage, the studies will be focused on segments of natural speech (semi-spontaneous) observed in VARSUL’s data base.
The projects ‘Diachronic study of the status of the order verb-subject in two Portuguese varieties: European Portuguese and Brazilian Portuguese’ and ‘For the history of Brazilian Portuguese in Santa Catarina – PHPB-SC’ address syntax variation issues and predicts: (i) data collection, cataloging and source editing of the state’s written sources from the 19th and the 20th centuries; (ii) comparing the state’s diachronic written data with Lisbon sources; and (iii) describing and analyzing diachronic data focused on epistemological issues about the syntactic properties of Portuguese varieties throughout the centuries. These two projects are linked to the Variation and Linguistic Changes line of research.
Regarding the variationist and changeable character of languages, the phenomena to be investigated by our research project conceive grammar as emergent, in which structures are at service of the cognitive, communicative function. Based on that our interest is to study morphosyntactic phenomena of distinct languages – especially Portuguese and Spanish – from a functional approach, with an analysis model based on discourse. The works to be developed consider the performance of social, discursive, semantic (cognitive and pragmatic), communicative aspects in the variation of grammar items/constructions. The look on the implications of variation and change in the context of language education is also contemplated.
Regarding what the most concrete in language – communication, which is given by the circulation of distinct speech genres –, the phenomena of interest within this research sphere come from considering language as an act of social interaction, inseparable from the discursive situation in which language manifests itself. Under this conception of the language as an eminently social fact, the studies comprehend the analysis of the performance of social, discursive, semantic-cognitive, and pragmatic-communicative aspects in language usage, leading these discussions towards foreign language teaching. The interest of a transdisciplinary perspective is the basis of our goals and methodologies in different perspectives of Applied Linguistics – focused on the use of speech genres in language teaching – without ignoring theoretical postulates and research results that concern language in use.
Thanks to the implementation of automatic analysis of morphemes and the automatic slicing of grammatical relations, provided by the CHILDES Project, our goal is to find more precise results for the MLU calculation, one of the most important measures in language acquisition. Additionally, we try equating complicated problems in the morphology of the Portuguese language verbal system for counting units, including the cumulation of the person / number / time / aspect / manner categories in primitive times (the most used, and the first to be acquired), and morphological marks of the verbal umlaut. After the publication of ‘Principles of the Brazilian Portuguese’s Alphabetical System’ and of ‘Practical Alphabetization Guide’, based on ‘Principles of the Brazilian Portuguese’s Alphabetical System’, by the Contexto publishing house (São Paulo, 2003), we have reached the goals of the previous project, which continuity is urgent to ensure: forming educators that are aware of the principles of Brazil’s alphabetical system, regarding both decoding and codification. On the other hand, the project aims to create pedagogical material that applies such principles, avoiding text distortion, endless lists to learn by heart, and incoherence.
Works with the cognitive and neurocognitive aspects of acquisition and processing of Brazilian Portuguese (BP) as first language and as additional language, through two research projects. The first project is part of the Psycholinguistics concentration area, in the Language Acquisition and Processing line of research, having as central goal the study of neural substrates of the acquisition and processing of morphosyntactic aspects of BP as mother tongue and/or as additional language by children, teenagers, and adults. This project includes the study of language disorders, both acquired and developed, such as dyslexia, alexia, and aphasia. The developments of this project aim to investigate (1) the frequency effects in the acquisition and processing of BP’s regular and irregular past tenses, (2) the acquisition and processing of BP’s genre and number concordance, and (3) the role of implicit and explicit memory systems in language acquisition, processing and disorders. The second project, developed within the Linguistic Theory and Analysis concentration area, part of the Linguistic and Cognition line of research, aims to study the processing of morphosyntactic aspects of BP as mother tongue and as additional language, by adults, from a specific neurocognitive model – the Declarative/Procedimental Model (Ullman et al., 1997; Ullman, 2001a; 2001b; 2001c; 2004; 2005). This project is focused on investigating the hypothesis of this model regarding lexical and mental grammar, and the role of individual differences such as age and sex. Both projects are conducted through the analysis of behavioral data and evoked potentials.
Works in the field of Literacy and education of teachers of mother tongue. His current research project ‘Medias and school: literacy and text genres’ investigates media literacy in schools, teaching text/speech genres that arise in the production of media in schools, as well as their implications for the education of literacy agents in schools.
Investigates issues of foreign language teaching and learning, especially pedagogical practices and didactic development related to language teaching/learning processes in basic education. The individual research project aims to discuss and reflect on the evaluative practices in foreign language classrooms through an ethnographic, methodological-qualitative approach. This study involves a number of issues, including conceptions of language and teaching, and socio-historical conditions present in teaching/learning languages. Also investigates how future foreign language teachers act as linguistic actors, learning, modifying, and redefining the use of the foreign language in their social and cultural activities. These issues are approached in a larger interinstitutional, project, developed alongside other researchers of the Open University Benito Juárez, Mexico, and the Federal University of Santa Catarina, Brazil.
Researches Brazilian Sign Language with an approach that is particularly related to text and education: alphabetization and literacy; pedagogical practices; simplification of the SignWriting system; text production and reading; research and study of dictionary development (monolingual and bilingual); teaching and learning objects in language classes; didactic elaboration for the teaching and learning process; pedagogical practices; technologies / distance learning / videos; and transcription corpus.
Focuses on written language, with two research projects within Applied Linguistics. The first project converges with mother tongue teaching and learning and focuses on writing during didactic-pedagogical actions in the Portuguese Language in basic education, especially highlighting public schools. The deployments, in continental projects, concern conceptions and methodologies during the alphabetization process; development of reader and text maker in schools; and linguistic analysis in favor of the appropriation and use of written language. The second project is part of the ‘Language: discourse, written culture and technology’ line of research, and focuses on the uses of the written language in distinct micro-cultures, and the hybridization of these uses regarding the insertion in the contemporary society’s graphocentric domains. The deployments, in continental projects, concern literacy practices and events in school communities; reading practices within families; meanings/implications of the usage and the appropriation of written language within the universe of adult a(na)lphabetism, and the demands of using written language in the professional formation.
Works with Applied Linguistics in two distinct line of research – Language: discourse, written culture, and technology, and mother tongue and foreign language teaching and learning. In the first, advises research focused on the study of speech genres in different spheres of the human activity. In the second, advises research on mother tongue teaching and learning (reading, writing, listening, and linguistic analysis) within the context of basic education schools.
Currently works with ‘Bilingual and bimodal development’. Most works with deaf children use cochlear implants (a hearing aid surgically implanted to hearing impaired patients) and focused on the development of oral language with the use of a hearing aid. No scientific investigation has yet examined the development of sign language and of oral language as two systems in an impaired bilingual child, comparing them with natural bilingual situations liven by, for example, hearing children with deaf parents. With data longitudinally collected from the children, as well as with experimental data, the research aims to investigate the second possibility, questioning how early exposure to sign language and to oral language would affect the development of each modality in the life of a hearing impaired child user of a hearing aid. The project is a partnership between professors Diane Lillo-Martin, PhD, from University of Connecticut, and Deborah Chen-Pichler, from Gallaudet University, and is sponsored by CNPq and NIH.
Works in two lines of research in Applied Linguistics: Mother tongue teaching and learning and Language: discourse, written culture and technology. The ongoing research, included in the Center of Studies in Applied Linguistics (NELA) research group, covers these two lines. In Language: discourse, written culture and technology, she advises studies focused on the study of speech genres, especially on print journalism, as well as studies focused on the relation between genres, discourses, and subjectivity in various social domains, with emphasis on the school sphere. In Mother tongue teaching and learning, she advises studies that highlight: (i) action-research in the field of didactic elaboration of reading, text production, and linguistic analysis; (ii) historiographical research about teaching and learning processes of reading and text production in didactic books, and about the constitution of the Portuguese Language as a school subject.
Works with foreign language teaching and learning within several educational contexts. Her current project investigates the practice of a same type of comprehension task (written and oral) in the learning of basic education students, and the effect of distinct didactical sequences in these students’ performance. She also works in projects that investigate the use of implicit and explicit strategies for evaluating the acquisition of different structures of foreign language. Docent formation and practices are also included in her studies, addressing the learning process of pedagogical knowledge within the context of initial formation of teachers.
She acts in the area of Linguistic Theory and Analysis, specifically in the field of Generative Syntax. Undertakes the project ‘The left periphery of the sentence in Brazilian Portuguese’, which studies the syntactic structure of sentences with activated peripheral area. Since the 80s, many works have been presenting that syntagms and sentences present well-articulated internal structure. The project aims to investigate the structure of sentences with active left periphery and the description of the syntactic-discursive phenomena related to such structures. The focus of the project is sentence embedding (which involves wh-questions, relative, and completive sentences), cleft and pseudo-cleft sentences, as well as sentences with focus and topic. The project is based in the cartographic approach that deals with the hierarchical structure of the sentence constituents in a detailed, systematic manner, identifying complex representations with positions dedicated to different interpretations (cf. Cinque, 1999, 2002; Rizzi, 1997, 2004; Belletti, 2001, 2004; MIOTO, 2001).
Laboratory of Academic Writing and Readings – LABEAL. The Laboratory of Academic Writing and Readings deployment project in the Federal University of Santa Catarina is included in the Linguistics field, more specifically in Applied Linguistics, with the purpose of promoting education, research and extension in reading processes and text production through literacy practices and events involving text/speech genres. The objective is to set the laboratory to become a space where the written can be submitted to the constant process of reflection when it comes to reading, writing and re-writing. Hence, the laboratory’s purpose is not only to build a physical space for reading and writing, but mostly for consolidating an environment where it is possible to think about these processes. The project does not aim to produce a ‘recipe’ for learning (and teaching) how to read or write, but to guide reading and writing experiences aiming the comprehension of material and ideological production conditions involving teacher and student in formulating and acquiring knowledge through reading/writing practices. More specifically, it aims to diagnose the results from these processes in such a way that it is possible to form comparisons of the students’ reading and writing abilities within Portuguese Language learning and teaching processes in Applied Linguistics, so new possibilities can be (re)created for these practices. One of the main teacher complaints in the academic environment is on the difficulty they have when it comes to writing activities, many times related to the difficulty regarding reading interpretation. Therefore, researches about New Studies on Literacy have point out that the problem in fact consists in the lack of knowledge of the students about the performance of the genres within the academic sphere, which can create conflicts between what is expected and what is done when these texts are developed. Together with this issue, there are other matters in the scope of variation between the spoken and the written modalities, that is, the distance between the spoken modality – under a colloquial veil – and the desired standard language for academic text/speech genres. In this way, the objective of highlighting the discursive textual genres in the university lies in the observance of the autonomy of the living languages that, antagonistically, act over their own constitutive rules. That is why some people have defended that the place for language is not, at least not only, in normative guidelines. In this sense, the texts that emerge in the university sphere have the specific function of historically marked social interaction, situated in what concerns the construction and the spreading of knowledge. In accordance to this assumption, the matter requires a series of investigations in the field of Applied Linguistics. With that, this proposal also predicts, beginning with the barriers in consolidating a consistent reading system, the creation of reading orientation alternatives that can generate meaning to the academic writing. The idea is to awaken the other’s text – the one we are reading (the author’s) – as motivation for thinking the construction of one’s own text (the student as an author). This is a relevant project, once it is known that reading and writing should not be seen as (de)codifying letters, but the formation in reading and text production should enable the learner to be capable of critically position him/herself regarding the text, and realizing that effects of meaning are multiple. Furthermore, writing uses a language that predominates in specialized spheres of human communication, places of confrontational relations, of force and power; that which does not dominates this instrument stays out and, as consequence, heightens social exclusion indexes. With that, the project, as well as pragmatically proposing the study of the material aspects of text development, contributes to the promotion of citizenship.
In accordance with the assumptions of the cognitive and functional linguistics, works that take close relationship between language in use and linguistic system are developed. Because of this, the study of grammar under this theoretical orientation is done from or according to the language in use in discourse, registered through video recordings of speakers in more spontaneous contexts of the use of language. Among the themes addressed in this project are: i) relations between grammar and gesture; ii) modality effects in the grammar of natural languages; iii) gesture and prosody in oral languages and sign language; iv) the gesture in constituting language and cognition; v) grammar and social organization in interaction; vi) gesture in managing shift changes. Parallel to this more theoretical project, we also develop studies applied to the education of the hearing impaired, aiming the construction of knowledge that allow the development of a bilingual education for the hearing impaired. Among the themes approached in this second research project are: i) approaches, methodologies, and education techniques for teaching Sign Language as first and second language; ii) the specificities of translation and interpretation of sign languages; iii) linguistic policies for the hearing impaired; iv) models of bilingual education and inclusive for the hearing impaired; v) the role of identity and culture for the education of the hearing impaired.
German literature from the 20th century in Brazilian translations: data base and lexicographical studies. The project departs with a data base (available online later on) with all the relevant information about German literature in the 20th century in Brazilian translations. The data base will inform about all the editorial elements of the translations published in Brazil. The second step will be the research of individual works or of singular aspects. For methodological reasons, the project will address literature or prose, in other words, it will include poetry and dramatic literature. The project will have space for a deep reflection on translation theories. German literature of the 20th century in Brazilian translations: data base and lexicographical studies.