Résumé L’article vise à étudier un parcours unique de réception et de traduction des idées d’Antonio Gramsci au Brésil. Ce travail vise à reconstruire la pensée politique de Fernando Henrique Cardoso pendant la dictature militaire et la transition démocratique brésilienne (1964-1988), en prenant comme fil conducteur l’interprétation et l’utilisation par l’auteur des idées d’Antonio Gramsci au fil du temps pour analyser la formation de l’État, des classes sociales et de la politique au Brésil. Le texte développe l’hypothèse de la centralité des concepts gramsciens dans la pensée de Cardoso en trois phases de réfraction gramscienne : (i) entre 1964 et 1974, dans la thèse de l’hégémonie dépendante de la bourgeoisie au Brésil, (ii) entre 1974 et 1983, dans la défense de l’État brésilien en tant que « Prince modern » comme catégorie d’analyse de la coalition agraire-industrielle-militaire dans la période post-1964, et (iii) de 1983 à 1988, dans la formulation du transformisme autoritaire-éclairées comme comportement des élites économiques et militaires brésiliennes face à la pression pour la démocratisation du régime. L’utilisation par Cardoso des concepts gramsciens est créative à tous ces moments. En d’autres termes, le penseur brésilien s’inspire des concepts gramsciens pour créer son propre lexique d’analyse de la politique brésilienne. L’article explore donc non seulement la réception, mais aussi la traduction des idées de Gramsci chez Fernando Henrique Cardoso. Larticle L article dAntonio d Antonio Brésil 19641988, 19641988 1988 , (1964-1988) linterprétation l interprétation lutilisation utilisation lauteur auteur lÉtat, lÉtat État, État lhypothèse hypothèse i (i 196 lhégémonie hégémonie ii (ii 197 danalyse analyse agraireindustriellemilitaire agraire industrielle post1964, post1964 post 1964, post-1964 iii (iii 198 autoritaireéclairées autoritaire éclairées régime Lutilisation moments dautres autres termes sinspire s inspire 1964198 (1964-1988 19 post196 post-196 196419 (1964-198 1 post19 post-19 19641 (1964-19 post1 post-1 (1964-1 post- (1964- (1964 (196 (19 (1 (

Resumen El artículo pretende investigar una trayectoria singular de recepción y traducción de las ideas de Antonio Gramsci en Brasil. Este artículo pretende reconstruir el pensamiento político de Fernando Henrique Cardoso durante la dictadura militar y la transición democrática brasileña (1964-1988), tomando como hilo conductor la interpretación y el uso que el autor hizo de las ideas de Antonio Gramsci a lo largo del tiempo para analizar la formación del Estado, las clases sociales y la política en Brasil. El texto desarrolla la hipótesis de la centralidad de los conceptos gramscianos en el pensamiento de Cardoso en tres fases de refracción gramsciana: (i) entre 1964 y 1974, en la tesis de la hegemonía dependiente de la burguesía en Brasil, (ii) entre 1974 y 1983, en la defensa del Estado brasileño como “Príncipe Moderno” como categoría de análisis de la coalición agrario-industrial-militar en el período posterior a 1964, y (iii) entre 1983 y 1988, en la formulación del transformismo autoritario-esclarecido como comportamiento de las élites económicas y militares brasileñas frente a la presión por la democratización del régimen. El uso que Cardoso hace de los conceptos gramscianos es creativo en todos estos momentos. En otras palabras, el pensador brasileño se inspira en los conceptos gramscianos para crear su propio léxico de análisis de la política brasileña. El artículo explora, por tanto, no sólo la recepción, sino también la traducción de las ideas de Gramsci en Fernando Henrique Cardoso. Brasil 19641988, 19641988 1988 , (1964-1988) gramsciana i (i 196 ii (ii 197 Príncipe Moderno agrarioindustrialmilitar agrario industrial iii (iii 198 autoritarioesclarecido autoritario esclarecido régimen momentos palabras explora tanto 1964198 (1964-1988 19 196419 (1964-198 1 19641 (1964-19 (1964-1 (1964- (1964 (196 (19 (1 (

Abstract This article aims to investigate a unique path in the reception and translation of Antonio Gramsci’s ideas in Brazil. This work attempts to reconstruct Fernando Henrique Cardoso’s political thought during the Brazilian military dictatorship and democratic transition (1964-1988), focusing on his interpretation and use of Antonio Gramsci’s ideas to analyze state formation, social classes and politics in Brazil. The paper argues that the Gramscian concepts are central to Cardoso’s political thought in three phases of Gramscian refraction: (i) between 1964 and 1974, in the thesis of the Brazilian bourgeoisie’s dependent hegemony; (ii) between 1974 and 1983, in the argument of the Brazilian state as the “Modern Prince” as a concept for the analysis of the agrarian-industrial-military coalition in the post-1964 period; and (iii) from 1983 to 1988, in the definition of the Brazilian economic and military elites’ behavior as a authoritarian-scletortic transformism in the face of the pressures for the democratization of the political regime. Cardoso’s uses of Gramscian concepts are creative at all these moments. That is, the Brazilian thinker draws on Gramscian concepts to create his own lexicon to employ in the analysis of Brazilian politics. The article therefore explores not only the reception, but also the translation of Gramsci’s ideas in Fernando Henrique Cardoso. Gramscis Gramsci s Brazil Cardosos Cardoso 19641988, 19641988 1988 , (1964-1988) formation refraction i (i 196 bourgeoisies bourgeoisie hegemony ii (ii 197 Modern Prince agrarianindustrialmilitary agrarian industrial post1964 post post-196 period iii (iii 198 elites authoritarianscletortic authoritarian scletortic regime moments is 1964198 (1964-1988 19 post196 post-19 196419 (1964-198 1 post19 post-1 19641 (1964-19 post1 post- (1964-1 (1964- (1964 (196 (19 (1 (

Resumo O artigo tem como objetivo investigar um percurso singular de recepção e tradução das ideias de Antonio Gramsci no Brasil. Este trabalho visa reconstruir o pensamento político de Fernando Henrique Cardoso durante a ditadura militar e a transição democrática brasileira (1964-1988) tomando como fio condutor a interpretação e uso que esse autor faz das ideias de Antonio Gramsci ao longo do tempo para a análise da formação do Estado, das classes sociais e da política no Brasil. O texto desenvolve a hipótese da centralidade dos conceitos gramscianos no pensamento de Cardoso em três fases de refração gramsciana: i) entre 1964 e 1974, na tese da hegemonia dependente da burguesia no Brasil, ii) entre 1974 e 1983, na defesa do Estado brasileiro como “Príncipe Moderno” enquanto categoria para análise da coalizão agrário-industrial-militar no pós-1964, e iii) de 1983 a 1988, na formulação do transformismo autoritário-esclarecido como comportamento das elites econômicas e militares brasileiras diante da pressão pela democratização do regime. Os usos dos conceitos gramscianos em Cardoso são criativos em todos esses momentos. Isto é, o pensador brasileiro se inspira nos conceitos gramscianos para criar seu próprio léxico a ser utilizado na análise da política brasileira. O artigo explora, portanto, não apenas a recepção, mas também a tradução das ideias de Gramsci em Fernando Henrique Cardoso. Brasil 19641988 1988 (1964-1988 gramsciana i 196 ii 197 Príncipe Moderno agrárioindustrialmilitar agrário industrial pós1964, pós1964 pós 1964, pós-1964 iii 198 autoritárioesclarecido autoritário esclarecido regime momentos é explora portanto 1964198 (1964-198 19 pós196 pós-196 196419 (1964-19 1 pós19 pós-19 19641 (1964-1 pós1 pós-1 (1964- pós- (1964 (196 (19 (1 (

Abstract In this essay, the general objective was to carry out a systematic review to learn about studies related to the use of concept maps for lexical teaching in general basic education, being a topic that highlights the importance of the techniques and tools that can be used. by teachers to achieve a greater and better understanding of students. The PRISMA methodology version 2020 was used, being a statement that requires carrying out the identification, selection, and inclusion processes. 122 articles published in databases such as Scopus, Scielo, Redalyc, Dialnet, Google Scholar were reviewed, so it was necessary to carry out a systematic review to achieve the stated objective. Among the results, the number of 23 scientific articles was obtained that presented inquiries related to the main topic of study and that highlighted the importance of concept maps in lexical teaching. The largest number of articles reviewed have been prepared in Spain, followed by Peru, Cuba, Mexico, Colombia, Costa Rica, China and Venezuela. It is concluded that concept maps are a tool that can facilitate both teachers and basic education students, the process of teaching and learning about vocabulary and lexicon, promoting creativity, fluidity of ideas, memorization, being a teaching resource that strengthens the skills and competencies of students.

Resumen En el presente artículo se planteó como objetivo general efectuar una revisión sistemática para conocer estudios relacionados con el uso de mapas conceptuales para la enseñanza del léxico en la educación básica general, siendo un tema que releva la importancia de las técnicas y herramientas que pueden ser utilizadas por los docentes para lograr un mayor y mejor entendimiento de los alumnos. Se utilizó la metodología PRISMA versión 2020 siendo una declaración que requiere llevar a cabo los procesos de identificación, selección, inclusión. Se revisaron 122 artículos publicados en bases de datos como Scopus, Scielo, Redalyc, Dialnet, Google Académico, por lo que fue preciso efectuar una revisión sistemática para alcanzar el objetivo planteado. Dentro de los resultados se obtuvo la cantidad de 23 artículos científicos que presentaron indagaciones relacionadas con el tema principal de estudio y que relevaron la importancia que tienen los mapas conceptuales en la enseñanza del léxico. La mayor cantidad de artículos revisados han sido elaborados en España, seguidos de Perú, Cuba, México, Colombia, Costa Rica, China y Venezuela. Se concluye que los mapas conceptuales son una herramienta que pueden facilitar tanto a los docentes como a los alumnos de educación básica, el proceso de enseñanza y aprendizaje sobre el vocabulario y el léxico, fomentando la creatividad, fluidez de las ideas, memorización, siendo un recurso didáctico que fortalece las habilidades y competencias de los alumnos.

Abstract: Catalan Jesuit Andrés Febrés’ Art of the General Tongue of the Kingdom of Chile (1765) contains the earliest examples of two explicitly Mapuche discourse genres. These are the ‘dialogue between two chiefs’ or dungulun and the ‘discourse’ or coyaghtun. Despite the role they were given as exemplification or protreptic texts, it remains clear that religious biases and a gaze from linguistic and cultural othering have produced a reimagining of the interactions and communities they seek to portray. This ‘clean-up’ of the material raises questions about their value as testimonies to Mapuche language and culture of the time. In this article we propose a critical reading of the material in which we seek out without denying foreign influence - the linguistic threads that may, with a modicum of certainty, be identified as part of contemporary speakers’ repertoires. This task is particularly relevant in current efforts to strengthen the role of textual sources in Mapudungun historical linguistics, that is, in establishing a philological tradition for the tongue. The novel method we propose entails the verification of historical linguistic material by contemporary native speakers of the language. As such, we present the results of a shared reading of the target texts, conducted by a historical linguist and a contemporary speaker. As a result, we highlight a series of under-described linguistic structures (lexicon, morphology, phonology, discourse) which show parallels between contemporary usage or lived memory and materials from over a quarter of a millennium ago.

Resumen: El Arte de la Lengua General del Reyno de Chile (1765), del jesuita Andrés Febrés, contiene los ejemplos más tempranos que poseemos de dos géneros discursivos explícitamente mapuches. Se trata del ‘diálogo entre dos caciques’ o dugulun y el ‘parlamento’ o coyaghtun. A pesar del rol ejemplificador o protréptico que se le da a este material, no cabe duda que el sesgo religioso y la mirada desde la otredad lingüística y cultural producen una reimaginación de la interacciones y las comunidades que se buscan caracterizar. Este ‘depuramiento’ del material pone en cuestión el valor del mismo en cuanto testimonio de la lengua y cultura mapuche de la época. En este artículo proponemos una lectura crítica del material en la cual buscamos, sin desmentir los elementos foráneos, seguir los hilos lingüísticos que podamos, con cierto grado de certeza, identificar como propios de los hablantes de la época. Esta tarea es particularmente relevante en los esfuerzos por fortalecer el rol del material textual en la lingüística histórica del mapudungun, esto es, de establecer una tradición filológica para la lengua. Proponemos como método innovador la verificación del material lingüísticos histórico por parte de los hablantes actuales. En tanto, presentamos los resultados de una lectura compartida de los dos textos en cuestión, realizada por un lingüista histórico y una hablante contemporánea. Destacamos una serie de elementos lingüísticos (léxico, morfología, fonología, discurso) poco descritos que muestran paralelos entre la usanza o memoria actual y los materiales de hace más de un cuarto de milenio.

Abstract: This article carries out a genealogy of the concept of animal-man in the field of the philosophy of technique and technique itself as a prosthesis or extension of the human body, from Oswald Spengler and José Ortega y Gasset to Arnold Gehlen and Marshall McLuhan. At the same time, since this zoological definition of the human being supposes a technical and technological anthropodicey, it analyzes the transformations of the world that it produces and of the same subject involved in this process. With which the biotechnological phenomena of late modernity are shown as an extremely problematic horizon and no longer deductible from the prosthetic lexicon.

Resumen: Este artículo realiza una genealogía del concepto de animal-hombre en el campo de la filosofía de la técnica y ésta misma como prótesis o extensión del cuerpo humano, desde Oswald Spengler y José Ortega y Gasset hasta Arnold Gehlen y Marshall McLuhan. A la vez, en cuanto esta definición zoológica del ser humano supone una antropodicea técnica y tecnológica, analiza las transformaciones del mundo que produce y del mismo sujeto involucrado en este proceso. Con lo cual los fenómenos biotecnológicos de la modernidad tardía se muestran como un horizonte extremadamente problemático y ya no deducibles del léxico protésico.

Abstract: This paper proposes introducing the notion of antifragility, coined by Nassim Taleb, into the lexicon of sociology. To this end, certain key points are made to propitiate the discussion about its relevance and future assimilation. The paper puts forward some reflections drawing on what may be called the “epistemology of noise” and the “sociology of difference”. It also formulates certain guidelines to show that sociology’s research horizon is already fairly favorable for adopting this notion and capitalizing on its future developments.

Resumen: El presente artículo propone introducir la noción de antifragilidad, acuñada por Nassim Taleb, en el léxico de la sociología. A este respecto, se realizan ciertos planteamientos clave que puedan facilitar una discusión acerca del contexto de su pertinencia y futura asimilación. Se destacan algunas reflexiones surgidas de lo que se podría llamar “epistemología del ruido” y “sociología de la diferencia”. Además, se formulan ciertas directrices que posibilitan reconocer que la sociología ya cuenta con un horizonte de investigación muy favorable para acoger esta noción y aprovechar sus futuros desarrollos.

Resumen Cartilla practica (1862) es una de las obras técnicas centrales en el contexto de la Cuba colonial: además de describir detalladamente el ingenio azucarero, es una de las pocas obras en enfrentarse al tema de la administración de los esclavos. El estudio investiga esta dimensión desde una perspectiva léxica, a través del análisis morfosemántico y de la visibilidad en la lexicografía y en las obras de la época de las voces empleadas en el manual. El examen ha revelado la presencia de características propias de un léxico diatécnico en una etapa avanzada de su historia, como la nominalización, la tendencia a la sintagmación y una atención a la precisión. Finalmente, la investigación evidencia la necesidad de un enfoque que considere el vínculo entre la lengua y el contexto extralingüístico.

Abstract Cartilla practica (1862) was one of the most important technical manuals in colonial Cuba. In addition to providing a detailed description of sugar mills, it is one of the few works that addresses the issue of slave management. This study investigates the latter feature from a lexical perspective, through the morphosemantic analysis of terms used in the manual and examination of their visibility in the lexicography and texts of the time. The analysis reveals the presence of features typical of a diatechnical lexicon at an advanced stage, including nominalization, the tendency toward syntagmatic composition, and attention to precision. It highlights the need to consider the links between language and the extralinguistic context.

Abstract: This paper provides a lexicographical and terminological study of the various names that epilepsy disease has received throughout the history of the Spanish language. Among other particularities, we analyse the etymology and lexicogenetic mechanisms, diachronic and diaphasic restrictions, as well as the documentation for more than thirty lexical units consigned in the medical terminological dictionaries of the 19th century.

Resumen: Esta contribución aporta un estudio lexicográfico y terminológico de las diversas denominaciones que ha recibido la enfermedad de la epilepsia a lo largo de la historia de la lengua española. Se analizan, entre otras particularidades, la etimología y los mecanismos lexicogenésicos, las restricciones diacrónicas y diafásicas, así como la documentación espigada para más de una treintena de unidades léxicas consignadas en los principales diccionarios terminológicos médicos del siglo XIX.

Abstract In the introductory rhesis of Iphigenia in Tauris, she details the story of her sacrifice at Aulis, the reason for her presence among the Taurians and her function as priestess. Then she relates her dream by which she interprets that her brother Orestes has died. Composed of Greek women who assist Iphigenia in the temple, the chorus enters and sings with her a threnos for Orestes. It is a funeral lament in the distance, mobilized only by a dream and the subsequent conviction of being the last representative of a devastated lineage. It is our aim to analyse the lexicon of grief and its gestures as it unfolds in the initial threnos, operating with the categories of "emotional script" and "affective flow".

Resumen En la rhêsis introductoria de Ifigenia entre los tauros, la protagonista detalla la historia de su sacrificio en Áulide, la razón de su presencia entre los tauros y su función de sacerdotisa. A continuación, relata el sueño que ha tenido y por el cual interpreta que su hermano Orestes ha muerto. Entra el coro integrado por mujeres griegas que asisten a Ifigenia en el templo y todas ellas entonan un thrênos por Orestes. Se trata de un lamento fúnebre a la distancia movilizado solo por un sueño y la convicción subsiguiente de ser la última representante de un linaje abatido. Es nuestro objetivo analizar el léxico del dolor y su gestualidad tal como este se despliega en el thrênos inicial, operando con las categorías de “guion emocional” y “flujo afectivo”.

Resumen El llamado diccionario regional representativo queda encuadrado dentro de la cada vez más extensa tipología sobre los diccionarios regionales del español (diferenciales e integrales, fundamentalmente). Se trata de un modelo de repertorio que registra no solo el léxico diferencial con el estándar, sino también aquellas voces de la lengua general que representen para el hablante parte de su identidad lingüística y cultural en tanto este se identifica plenamente con su variedad geolectal. La propuesta recoge, en parte, criterios de selección léxica patentes en los tradicionales diccionarios de regionalismos (zoónimos y fitónimos) o bien lexicalizaciones determinadas por la aceptación social de determinados fenómenos fonéticos, etc. y, en cuanto a la microestructura, la organización del artículo en tres bloques perfectamente diferenciados: información lingüística, glosa pluridisciplinar y referencia onomasiológica.

Abstract The so-called representative regional dictionary is framed within the increasingly extensive typology of regional dictionaries of Spanish (differential and integral, fundamentally). It is a repertoire model that registers not only the lexicon that differs from the standard, but also those words of the general language that represent for the speakers part of their linguistic and cultural identity due to their fully identification with their geolectal variety. The proposal includes, in part, lexical selection criteria found in the traditional dictionaries of regionalisms (zoonyms and phytonyms) or lexicalizations determined by the social acceptance of certain phonetic phenomena, etc. and, in terms of microstructure, the organization of the lexicographic article into three perfectly differentiated blocks: linguistic information, multidisciplinary gloss, and onomasiological reference.

Resumen Este artículo propone una clasificación del léxico cotidiano de una serie de inventarios de bienes coloniales de Costa Rica. El corpus está conformado por 17 documentos que han sido transcritos de acuerdo con los criterios de la red internacional CHARTA. A partir de esos textos, se ha extraído y clasificado el léxico cotidiano en categorías onomasiológicas. Los resultados de la clasificación relevan que la aparición de mayor o menor de determinados bienes se relaciona con el modo de vida y con los sucesos mercantiles de la época. Por ello, la categoría más amplia corresponde a la de las herramientas, mientras que las de vestimenta, telas y ropa de hogar se relaciona con la entrada de la llamada «mercancía de la tierra» en Costa Rica durante el siglo XVIII ampliado. Por último, el análisis cualitativo aporta nuevos datos basados en documentación inédita para un mejor conocimiento de la configuración del español de Costa Rica desde un punto de vista histórico.

Abstract This article stablishes a classification of the vocabulary present in colonial documents written in Costa Rica during the eighteenth century. The texts are inventories of goods found in larger documents from the colonial era, like testaments which belonged to common people, and thus display everyday vocabulary. In total, seventeen unedited inventories of goods were chosen and transcribed according to CHARTA’s criteria. From these texts, the relevant lexicon was extracted and then classified in onomasiological categories. The results show that most used words belong to the categories of tools, clothing, and textiles, which has to do with the rural way of life but also with the economic changes that occurred during the eighteenth century, when the so-called «land goods» became predominant in Costa Rica. Moreover, the qualitative analysis offers new data based on unedited documentation oriented towards a better understanding of Costa Rican Spanish across time.

Abstract Successful software development requires good specifications, that is, correct, consistent, and unambiguous requirements. Natural language artifacts are the most used tools for writing specifications; nevertheless, the use of natural language can introduce many defects such as ambiguity, vagueness, and generality. In light of this, the purpose of this paper is to propose an approach for writing good specifications and extracting knowledge from them. The proposed approach uses a particular lexicon, the Language Extended Lexicon (LEL) glossary, and suggests rules for extracting knowledge (concepts, attributes, and relationships) from it. This paper also presents a prototype that implements and supports the proposed approach, as well as a preliminary evaluation of the approach. In conclusion, the proposed approach represents a theoretical contribution, which was evaluated using the System Usability Scale, and its evaluation results are promising, as it obtained the maximum score.

Resumen Un desarrollo de software exitoso necesita buenas especificaciones, es decir, requerimientos correctos, consistentes y no ambiguos. Los artefactos en lenguaje natural son la herramienta más utilizada para escribir especificaciones; sin embargo, el uso del lenguaje natural puede introducir muchos defectos: ambigüedad, vaguedad y generalidad. Por lo tanto, el objetivo de este artículo es brindar un enfoque para escribir buenas especificaciones y extraer conocimiento de ellas. El enfoque propuesto utiliza un léxico particular, el glosario Léxico Extendido del Lenguaje (LEL). Y sugiere reglas para extraer conocimientos (conceptos, atributos y relaciones) de él. Este artículo también presenta un prototipo que implementa y apoya el enfoque propuesto, así como también una evaluación preliminar del enfoque. En conclusión, el enfoque propuesto representa una contribución teoría, que fue evaluada utilizando el System Usability Scale y sus resultados son prometedores, ya que obtuvo la calificación máxima.

Abstract Vocabulary is an integral part of language and constitutes an important indicator of foreign language learners’ communicative competence. However, vocabulary assessment is a complex task due to the multiple dimensions involved in lexical knowledge. The lexical availability task is a useful tool that provides different types of information related to the lexical knowledge of foreign language learners. Since this task allows to collect responses belonging to different grammatical categories, the present study sought to explore how the cognitive characteristics of different centers of interest are related to the grammatical category of the responses provided by learners of Spanish as a foreign language in a lexical availability task. Specifically, we examined how the grammatical category of the responses elicited by seven centers of interest (prompts) belonging to different cognitive categories varies as a function of proficiency level (elementary, intermediate, advanced). One hundred and forty Greek learners of Spanish participated in the study and performed a written lexical availability task. In this task, we included the following centers of interest: ‘House’, ‘Food and drinks’, ‘Professions and trades’, ‘Countryside’, ‘City’, ‘Celebrations and holidays’, and ‘Daily actions’. After quantifying the grammatical categories of the participants’ responses in each center of interest, the results showed that the grammatical category was influenced by the cognitive characteristics of the participants’ responses and the centers of interest.

Resumen El vocabulario forma parte integral del sistema lingüístico y constituye un indicador importante de la competencia comunicativa del hablante de lengua extranjera. Sin embargo, la evaluación de ese vocabulario es una tarea especialmente compleja debido a las múltiples dimensiones que supone el conocimiento léxico. La prueba de disponibilidad léxica es una herramienta útil al aportar diferentes tipos de información relacionados con los conocimientos léxicos del aprendiz de lengua extranjera. Reconociendo el potencial de dicha herramienta para recoger respuestas pertenecientes a diferentes clases de palabras, el presente estudio persiguió explorar cómo se relacionan las características cognitivas de diferentes centros de interés con la categoría gramatical de las respuestas de aprendices de español como lengua extranjera (ELE) en una prueba de disponibilidad léxica. En concreto, se examinó cómo varía la categoría gramatical de las respuestas a partir de siete estímulos pertenecientes a diferentes categorías cognitivas a medida que se avanza en la competencia lingüística en ELE. Participaron en el estudio 140 estudiantes griegos de ELE de los niveles de referencia A, B y C, quienes llevaron a cabo una prueba de disponibilidad léxica en la modalidad escrita. En dicha prueba, se incluyeron los centros de interés ‘La casa’, ‘Comida y bebida’, ‘Profesiones y oficios’, ‘El campo’, ‘La ciudad’, ‘Celebraciones y fiestas’ y ‘Acciones diarias’. Tras cuantificar las diferentes categorías gramaticales en cada centro de interés en los tres niveles de referencia, los resultados mostraron que la categoría gramatical de las respuestas se ve influida por las características cognitivas tanto de las respuestas como de los centros de interés.

  This study aims to understand the conceptualization of the feminine in the musical genres of funk and samba from the city of Rio in the perspective of Conceptual Metaphor Theory (CMT) (LAKOFF; JOHNSON, 2002 [1980]). The study was based on the analysis of two hundred (200) songs from both musical genres in Rio de Janeiro, divided equally - one hundred songs for each genre. The songs mentioned, in the context of funk, were released to the public between 2017 and 2021, by the artists Anitta, Dennis DJ, Lexa, Ludmilla, and Pocah, all born in the state capital of Rio de Janeiro. On the samba side, 100 songs were also collected, this time released between 2018 and 2022, written by Dudu Nobre, Mart'nália, Mumuzinho, Dilsinho and Martinho da Vila. A qualitative-quantitative methodological approach was used to analyze the lexicon, with interpretative aspects and the use of AntConc software to check the frequency of specific terms. In terms of the data related to funk carioca, the lexicon related to female body parts was relevant, especially “butt”, which had an average of 13.56 occurrences. On the other hand, samba carioca showed marked differences from funk songs in terms of gender representation, the presence of body parts and the use of conceptual metaphors. A significant frequency of occurrences of the word "heart" was observed in the context of the samba. In addition, the recurrence of elements of nature, such as water, sun, day and flowers, was identified, as licensed by conceptual metaphors structuring meanings relating to love themes and descriptions of female individuals. In short, this study demonstrates the metaphorical and metonymic divergences of both Rio musical genres, and the implication of such occurrences with the Rio social context and its reading of the WOMAN category.  

No presente artigo, apresentamos estudo que buscou compreender a conceptualização do feminino nos gêneros musicais do funk e do samba cariocas à luz da Teoria da Metáfora Conceptual (LAKOFF; JOHNSON, 2002 [1980]).  Para tanto, com base em metodologia de caráter qualiquantitativo, analisou-se, incialmente, o léxico relativo ao feminino em 100 canções pertencente ao funk carioca, produzidas por Anitta, Dennis DJ, Lexa, Ludmilla e Pocah no período de 2017 a 2021. Em seguida, para confirmação da prevalência da metonímia conceptual MULHER É BUNDA encontrada nas 100 canções pertencentes ao funk carioca, investigou-se o mencionado léxico em 100 canções do samba carioca, produzidas por Dudu Nobre, Mart'nália, Mumuzinho, Dilsinho e Martinho da Vila, no período de 2018 a 2022.Os dados indicaram a relevância da metonímia PARTE E TODO na conceptualização de feminino em ambas as canções, tendo em vista que: o item lexical ‘bunda’ obteve média de 13,56 ocorrências contra uma média de 1,95 – mão e cara - nas 100 canções pertencentes ao funk carioca; ‘boca’ e ‘coração’ obtiveram 56 e 54 ocorrências respectivamente contra 12 ocorrências de ‘mão’, 06 de ‘pé’, 04 de ‘peito’ e ‘rosto’, 03 de ‘braço’ e 02 de ‘cabelo’ e ‘língua’ nas 100 canções pertencentes ao samba carioca. Além disso, foi observada a relevância das metáforas conceptuais MULHER É ÁGUA, MULHER É DIA, MULHER É SOL e MULHER É FLOR nas cem canções pertencentes ao samba carioca. Concluiu-se que o conjunto de valores e crenças - hegemônico ou não - é relevante para estruturação do conceito de feminino no âmbito da sociedade carioca, já que foi possível observar, de um lado, a influência da nova moralidade advinda do culto ao corpo idealizado (GOLDENBERG, 2002) na emergência da metonímia conceptual MULHER É BUNDA encontrada nas 100 canções analisadas do funk carioca; e, de outro lado, a influência de valores da cultura afro-brasileira motivando as metáforas conceptuais MULHER É ÁGUA, MULHER É DIA, MULHER É SOL e MULHER É FLOR.

Abstract Working with literature in the classroom is at the same time a rich and complex activity, especially as it launches the learner into a poetic, sociological, political, historical and cultural universe that serves as access to the pleasurable study of a foreign language. It is in this context, in the sense of combining literature and translation, that pedagogical translation is inserted, considered here as a means of communication and culture, which aims to reconcile proficiency with linguistic reflection. For this research, with students in the 2nd phase of a Spanish Literature course, pedagogical translation activities were analyzed, designed to reflect on the language and to learn it. The activities, carried out virtually in the Moodle environment, were based on seven short stories by different writers distributed over the course’s seven modules. They are: La obra y el poeta (by the British Richard Francis Burton), El gesto de la muerte (by the French Jean Maurice Cocteau), Infinito (by the Argentine Ernesto Sábato), La obra maestra (by the Argentine Álvaro Yunque), Una pequeña fábula (by the Czech Franz Kafka), El pozo (by the Spanish Luis Mateo Díez), El loco (by the Spanish Jordi Cebrián). Each pedagogical translation activity with the microstories was divided into three parts: the 1st consisted of a careful reading of the small text, where some words were highlighted, to, afterwards, select the correct alternatives in relation to the highlighted words, which should be searched. The options offered ranged from five to ten, according to the complexity of the text, and were related to the lexicon. The intention, in that 1st moment, was to give clues to the learner/reader that would help him in the comprehension process and in the future translation. The 2nd part offered a brief biography of the writer, to be read, followed by the translation activity of the text. Finally, in the 3rd part, there was a space for them to expose their doubts and challenges regarding the words and/or sentence structures. That is, a moment destined to reflect on the translation act. The data results show the linguistic reflection elaborated by the learners in their foreign language learning process. poetic sociological political context inserted culture research nd course analyzed environment courses s modules are Burton, Burton , Burton) Cocteau, Cocteau Cocteau) Sábato, Sábato Sábato) Yunque, Yunque Yunque) Kafka, Kafka Kafka) Díez, Díez Díez) Cebrián. Cebrián . Cebrián) parts st text afterwards searched ten lexicon intention learnerreader reader writer read Finally rd andor or structures act

Resumo Trabalhar a literatura em sala de aula é ao mesmo tempo uma atividade rica e complexa, especialmente por lançar o aprendente em um universo poético, sociológico, político, histórico e cultural que serve como acesso ao prazeroso estudo da língua estrangeira. E nesse contexto, no sentido de aliar literatura e tradução, é que se insere a tradução pedagógica, considerada aqui como um meio de comunicação e cultura, que almeja conciliar a proficiência com a reflexão linguística. Para essa pesquisa, com alunos da 2ª fase de um curso de Letras Espanhol, foram analisadas atividades de tradução pedagógica, elaboradas para refletir sobre a língua e para aprendê-la. As atividades, realizadas virtualmente no ambiente Moodle, tiveram como base sete microcontos de diferentes escritores distribuídos ao longo dos sete módulos da disciplina. São eles: La obra y el poeta (do britânico Richard Francis Burton), El gesto de la muerte (do francês Jean Maurice Cocteau), Infinito (do argentino Ernesto Sábato), La obra maestra (do argentino Álvaro Yunque), Una pequeña fábula (do tcheco Franz Kafka), El pozo (do espanhol Luis Mateo Díez), El loco (do espanhol Jordi Cebrián). Cada atividade de tradução pedagógica com os microcontos foi dividida em três partes: a 1ª consistia na leitura atenta do pequeno texto, onde algumas palavras estavam em destaque, para, logo após, selecionar as alternativas corretas com relação às palavras destacadas, que deveriam ser pesquisadas. As opções oferecidas variavam de cinco a dez, de acordo com a complexidade do texto, e estavam relacionadas ao léxico. A intenção, nesse 1º momento, foi dar pistas ao aprendente/leitor que o auxiliassem no processo de compreensão e na futura tradução. A 2ª parte oferecia uma breve biografia do escritor, para ser lida, seguida da atividade tradutória do texto. Por último, na 3ª parte, havia um espaço para que expusesse suas dúvidas e desafios com relação às palavras e/ou estruturas das frases. Ou seja, um momento destinado à reflexão do ato tradutório. Os resultados dos dados evidenciam a reflexão linguística elaborada pelos aprendentes em seu processo de aprendizagem da língua adicional. complexa poético sociológico político estrangeira contexto cultura pesquisa ª Espanhol aprendêla. aprendêla aprendê la. aprendê-la Moodle disciplina eles Burton, Burton , Burton) Cocteau, Cocteau Cocteau) Sábato, Sábato Sábato) Yunque, Yunque Yunque) Kafka, Kafka Kafka) Díez, Díez Díez) Cebrián. Cebrián . Cebrián) partes texto destaque após destacadas pesquisadas dez léxico intenção º aprendenteleitor leitor escritor lida último eou ou frases seja tradutório adicional

Abstract Introduction Reading has been widely discussed, mainly due to the published results of international performance tests of schoolchildren. The gaps generated in literacy hinder the development of basic skills necessary for reading, which will have a negative impact on the teaching-learning process from elementary school to high school. This study aimed to compare the reading performance of the students in public and private schools through tests of the Brazilian reading processes-PROLEC-SE-R. Methods Cross-sectional study. The Brazilian adaptation of the PROLEC-SE-R was administered to 436 students: 221 from the state school (G1 6th year, n = 30; G2 7th year, n = 33; G3 8th year, n = 35; G4 9th year, n = 31; G5 1st year, n = 32; G6 2nd year, n = 30; G7 3rd year, n = 30) e 215 private schools (G8 6th year, n = 31; G9 7th year, n = 31; G10 8th year, n = 30; G11 9th year, n = 31; G12 1st year, n = 30; G13 2nd year, n = 31; G14 3rd year, n = 31). Tools of descriptive and bivariate analysis were used. Results Superior performance of the private school students on spelling tests helps their reading as evidenced by their scores for syntactic and semantic processes. When the knowledge of the use of the word in text, extraction of meaning and its understanding was needed, the difficulty of access to the mental lexicon of the studied population became evident. Conclusion The PROLEC-SE-R, in addition to establishing the reading profile of elementary and high school students, shows that the gaps in teaching and learning, which exist between public and private education in the literacy period, accompany students throughout the basic education cycle. Knowing the reading profile and in which process there is a disruption is important so that the teaching of specific strategies can be promoted throughout the entire schooling process, especially in primary and secondary education. discussed schoolchildren teachinglearning learning processesPROLECSER. processesPROLECSER processes PROLEC SE R. R processes-PROLEC-SE-R Crosssectional Cross sectional PROLECSER 43 22 G1 G (G th year 30 33 35 31 st 32 nd rd 21 G8 31. . 31) used text needed evident PROLECSER, R, period cycle 4 2 3