Abstract The road novel genre, established by Jack Kerouac with the publication of On the road (1957), has as its main characteristic the narrative of the characters' journey, focusing on displacement. In its beginnings, the genre was produced by male authors and it was about the trajectory of the characters, also male, from one side to the other without a certain destination or motivation. However, nowadays, more and more women have appropriated the genre and modified it, as in Sing, unburied, sing, by Jesmyn Ward, published in 2017. Thus, this text aims to understand how the characters experience the journey and how black mobility is influenced by social constructions. The novel points to the difficulty that exists in relation to the appropriation of space by the black body, whose supposed notion that the automobile provides everyone with freedom of movement is constantly questioned by the fear present inside the car.

Resumo O gênero road novel, estabelecido a partir de Jack Kerouac com a publicação de On the road (1957), tem por principal característica a narrativa da viagem das personagens, com foco no deslocamento. Em seus primórdios, era produzido por autoria masculina e abordava a trajetória de personagens, também masculinos, de um lado para o outro sem destino ou motivação certa. Contudo, contemporaneamente, cada vez mais mulheres tem se apropriado do gênero e o modificado, como em Sing, unburied, sing, de Jesmyn Ward, publicado em 2017. Assim, este texto tem como objetivo entender como os personagens vivenciam a viagem e como a mobilidade negra é tangenciada por construções sociais. O romance aponta para a dificuldade existente em relação à apropriação do espaço pelo corpo negro, cuja suposta noção de que o automóvel proporciona a todos a liberdade de deslocamento é constantemente questionada pelo medo presente dentro do carro.

Abstract This article examines the notebooks that Oscar Wilde kept for his Literae Humaniores studies at the University of Oxford and connects them to his maturity works to explain some of the aspects of the influence of Ancient Greek Literature on his modern conception of art criticism. Specifically, this article explains how he exploited certain ideas formulated by his precursors—such as Matthew Arnold’s idea of criticism, Walter Pater’s idea of impressionistic criticism, and John Addington Symonds’ idea of the regency of a canonical art—to substantiate a bold proposal to Victorian intelligentsia and cultural circles: namely, that, in Victorian Modernity, the critic should be raised to the condition of artist and her criticism to the condition of an art in itself.

Resumo Este artigo examina os cadernos que Oscar Wilde utilizou para seus estudos no curso de Literae Humaniores na Universidade de Oxford e os conecta às suas obras de maturidade para esclarecer alguns aspectos da influência da literatura grega antiga sobre sua concepção moderna de crítica de arte. Mais especificamente, este artigo esclarece como ele se valeu de certas ideias elaboradas por seus precursores—como a de crítica elaborada por Matthew Arnold, a de crítica impressionista elaborada por Walter Pater e a da regência de uma arte canônica elaborada por John Addington Symonds—para substanciar uma proposta bastante ousada à intelectualidade e ao meio cultural vitorianos: a de que na modernidade vitoriana o crítico deve ser elevado à condição de artista e sua crítica à condição de arte por sua própria conta.

Abstract Settler Colonial Studies proposes a differentiation between franchise colonialism and settler colonialism, based on Patrick Wolfe’s pioneering theories, according to which in colonialism per se the colonizer exploits colonized labour to, eventually, return to the Imperial metropolis. In settler colonialism, on the other hand, the settler, aiming at possessing the land belonging to indigenous people, “comes to stay.” Settler colonialism would therefore be a structure, rather than an event, in the life of the colonized. The main logic of settler colonialism, according to Wolfe, is the (literal or metaphorical) elimination of indigenous people. Departing from Wolfe’s ideas, Lorenzo Veracini refines and develops concepts, themes and theoretical tools, aiming at organizing Settler Colonial Studies as a discipline. Theories on settler colonialism have been developed in an anglophone context, aiming at examining this type of domination as it occurs mainly in the USA, Canada, Australia and New Zealand and, at present, have been little acknowledged in Brazil. After presenting some of the basic tenets of Settler Colonial Studies, this article considers the possible applicability of Settler Colonialism to the Brazilian context, encouraging reflexion on the expansion and adaptation of this mostly anglophone field of studies to new historical and cultural environments.

Resumo Os Estudos sobre Colonialismo de Povoamento propõem uma diferenciação entre o colonialismo tradicional e o colonialismo de povoamento, baseada nas teorias precursoras de Patrick Wolfe, segundo as quais enquanto no colonialismo o colonizador explora o trabalho do colonizado para eventualmente retornar à metrópole do Império, no colonialismo de povoamento o settler (colonizador-povoador), objetivando apropriar-se da terra dos povos indígenas, “vem para ficar”. Assim, o colonialismo de povoamento seria uma estrutura, e não um evento, na vida do colonizado. A lógica dominante no colonialismo de povoamento, segundo Wolfe, é a da eliminação (literal e/ou metafórica) do indígena. Partindo das ideias de Wolfe, Lorenzo Veracini, aprimora e desenvolve conceitos, temáticas e instrumentos teóricos visando à organização dos Estudos sobre Colonialismo de Povoamento como disciplina. Desenvolvidas para um contexto anglófono, as teorias sobre colonialismo de povoamento se voltam especialmente à elucidação do modus operandi desse tipo de dominação nos EUA, Canadá, Austrália e Nova Zelândia, e, até o momento, têm sido pouco divulgadas no Brasil. Propondo um movimento dialógico, após apresentar algumas de suas premissas básicas, este artigo considera a possível aplicabilidade dos Estudos sobre Colonialismo de Povoamento ao contexto brasileiro, encorajando reflexões sobre a ampliação e adaptação desse campo de pesquisa majoritariamente anglófono a novas ambiências histórico-culturais.

Abstract There are different resources explored by contemporary narratives addressed to young people. In this sphere is the graphic narrative The Art of Charlie Chan Hock Chye, a work with historical, social, and artistic relevance which constitutes the corpus of this study. The objective is, from a metafictional perspective of the verbal, imagetic, and graphic, to understand how Liew’s multimodal work encourages the reader to know the backstage of this and other books, promoting the fading of the boundaries between the real and the fictional. Besides that, we will highlight how the author approaches, simultaneously, the history of Singapore and the fictional biography of a reputed cartoonist, paying homage to the art of comics. For this, we start from the theories of metafiction (Hutcheon, 1984; Waugh, 1988), intertextuality (Genette, 2006), and the language of comics (Postema, 2021).

Resumo Diferentes são os recursos explorados pelas narrativas contemporâneas endereçadas aos jovens. Nesta esfera está a narrativa gráfica A arte de Charlie Chan Hock Chye, corpuscom relevância histórica, social e artística do presente estudo. Objetiva-se, a partir de uma perspectiva da metaficção nas linguagens verbal, imagética e gráfica, compreender de que forma a obra multimodal de Liew incita o leitor a conhecer os bastidores da criação artística desta e de outras obras, promovendo um esmaecimento entre o real e o ficcional. Além disso, buscamos destacar como o autor aborda, simultaneamente, a história de Singapura e a biografia de um cartunista ficcional renomado, rendendo uma homenagem às histórias em quadrinhos. Para isso nos utilizaremos das teorias de metaficção (Hutcheon, 1984; Waugh, 1988), da intertextualidade (Genette, 2006) e da linguagem dos quadrinhos (Postema, 2021).

Abstract The purpose of this article is to report the process of building the international identity of Universidade Federal de Santa Catarina (UFSC), focusing on the Institutional Translation work carried out by its Translation Service at the International Relations Office (SINTER). We present the actions carried out between 2016 and 2022 that have contributed to expanding and standardizing institutional communication in English and giving greater visibility to the institution in the global scenario. Among such actions, we would like to highlight: the translation of institutional websites; the compilation of a Portuguese-English glossary, containing terms relevant to UFSC academic and administrative structure; and the creation of a writing guide in English. These and other complementary actions sought to approach the university community, joining efforts for the process of Comprehensive Internationalization underway at UFSC.

Resumo Este artigo relata o processo de construção da identidade internacional da Universidade Federal de Santa Catarina (UFSC), a partir do trabalho de Tradução Institucional realizado pelo Serviço de Tradução da Secretaria de Relações Institucionais (SINTER). Apresentamos as ações realizadas entre 2016 e 2022 que contribuíram para ampliar e uniformizar a comunicação institucional em língua inglesa e dar maior visibilidade à instituição no cenário global. Dentre elas, destacam-se: a tradução de websites institucionais; a disponibilização de um glossário português-inglês, contendo termos relevantes da estrutura acadêmica e administrativa da UFSC; e a elaboração de um guia de redação em língua inglesa. Essas e outras ações complementares buscaram aproximação com a comunidade universitária, unindo-se aos esforços do processo de internacionalização transversal em curso na UFSC.

Abstract Adopting a dynamic approach to bilingual development, this work investigates the effects of explicit pronunciation instruction on VOT production in both L2 English and L1 Brazilian Portuguese (BP). Data from 16 intermediate Brazilian users of English, divided into control (CG) and experimental (EG) groups, were collected and analyzed. Only the EG received explicit instruction on the pronunciation of voiceless stops in English. Three data collections were carried out: a pre-test, an immediate post-test and a delayed post-test. The results indicate that the CG did not meet the expected L2 VOT pattern throughout the study, and showed no changes in the L1 production. On the other hand, the EG, after the instruction, showed an increase in VOT values for both L2 and L1, exhibiting multidirectional effects of explicit pronunciation teaching.

Resumo Adotando uma abordagem dinâmica para o desenvolvimento bilíngue, este trabalho investiga os efeitos da instrução explícita de pronúncia na produção do VOT tanto no inglês L2 quanto no português brasileiro (PB) L1. Dados de 16 brasileiros usuários intermediário do inglês, divididos em grupos controle (GC) e experimental (GE), foram coletados e analisados. Apenas o GE recebeu instrução explícita sobre a pronúncia das oclusivas não vozeadas do inglês. Foram realizadas três coletas: um pré-teste, um pós-teste imediato e um pós-teste postergado. Os resultados indicam que o GC não realizou o padrão de VOT esperado para a L2 ao longo do estudo, sem revelar alterações na produção do PB. Por outro lado, o GE, após a instrução, apresentou aumento nos valores de VOT tanto para a L2 quanto para a L1, evidenciando efeitos multidirecionais do ensino explícito de pronúncia.

Abstract Grounded in Complex Dynamic Systems Theory, this paper presents a process-oriented analysis of the development of Voice Onset Time (VOT) patterns in the production of word-initial /p/, /t/ and /k/ in English (L2) by an Argentine leaner. The study employed a longitudinal methodology, with 24 datapoints over the course of a year. Between data collections 09 and 15, the learner participated in perceptual training sessions on the online platform English Accent Coach (Thomson, 2012). A Change-point analysis was carried out in order to show changes in time. The analysis showed phase changes in the three consonants, with the emergence of higher VOT rates. The analysis also showed considerable variability in the productions, suggesting that the learner is still experimenting with new forms and patterns.

Resumo Ancorado na Teoria dos Sistemas Dinâmicos Complexos, este trabalho apresenta uma análise de processo referente ao desenvolvimento dos padrões de Voice Onset Time (VOT) nas produções das plosivas /p/, /t/ e /k/ do inglês (L2) por um aprendiz argentino. O estudo contou com uma metodologia longitudinal, com 24 pontos de coleta ao longo de um ano. Entre as coletas 09 e 15, o aprendiz participou de sessões de treinamento perceptual na plataforma online English Accent Coach (Thomson, 2012). Para verificar mudanças de padrões ao longo do tempo, foi realizada uma análise de Change-point. A análise evidenciou mudanças de fases nas três consoantes, com a emergência de índices mais altos de VOT. A análise também demonstrou variabilidade nas produções, sugerindo que o aprendiz ainda se encontra experimentando novas formas e padrões.

Abstract The present study investigates the effectiveness of synthetic versus natural stimuli for perception training on the ability of Brazilians to identify the English vowels /æ-ɛ/. Fifty-six native Brazilians participated in this study, and they were randomly divided into three groups: natural stimuli, synthetic stimuli, and control groups (experimental groups). The participants assigned to the experimental groups underwent perception training sessions, with the natural group listening to recordings containing vowels that did not have their duration altered, while the synthetic group listened to recordings containing vowels that had their duration altered to 350ms. Pre and post training perception tests were administered to measure their progress. Results indicate that perception training with both synthetic and natural stimuli is effective for the identification of /æ-ɛ/.

Abstract This paper provides an introduction to Netflix and the practices of streaming services as remediation of older media, such as television and cinema. As a new medium, Netflix presents specificities in many aspects, from production to distribution and reception. This work approaches those characteristics from the perspective of Adaptation Studies, taking into consideration the negotiations between older and new media, which can both support and challenge concepts in our field of studies. It reflects on Anne with an E (literary adaptation), La Casa de Papel (format adaptation), Fuller House (post-literary adaptation), Black Mirror: Bandersnatch (meta-commentary) and Criminal (intramedial adaptation). In the last section, we propose three possible approaches for future works on streaming platforms: choices and processes of adaptation; adaptation as a tag genre; and new strategies of storytelling through technological features. Those are not exhaustive and should be understood as a starting point for a much-necessary conversation on theorizing streaming platforms.

Abstract This article aims to analyze two works that have as protagonists children who, due to circumstances, were forced to leave their homeland, found themselves in the middle of war and had to fight for survival: Black Mamba Boy, by Nadifa Mohamed, and A Long Way Gone: Memoirs of a Boy Soldier, by Ishmael Beah. In both of them, the protagonists live the experience of refuge and become soldiers. Starting from the theoretical assumptions of Márcio Seligmann-Silva, Walter Benjamin, Paulo Ricoeur, Michael Pollak e Diego Antonello on the mnemonic operations in the testimony of trauma, the analysis will focus in particular the strategies used by the authors when narrating the impact of the war on the characters.

Resumo Este artigo tem por objetivo analisar duas obras que têm como protagonistas crianças que, por força das circunstâncias, foram obrigadas a deixar a terra natal, se viram em meio à guerra e tiveram de lutar pela sobrevivência: Menino mamba-negra, de Nadifa Mohamed, e Muito longe de casa: memórias de um menino-soldado, de Ishmael Beah. A primeira é uma narrativa semiautobiográfica e a segunda um memoir. Em ambas, os protagonistas vivem a experiência do refúgio e se tornam soldados. Partindo dos pressupostos teóricos de Márcio Seligmann-Silva, Walter Benjamin, Paulo Ricoeur, Michael Pollak e Diego Antonello em relação às operações da memória no testemunho do trauma, a análise focalizará em particular as estratégias utilizadas pelos autores ao narrar o impacto da guerra sobre as personagens.

Abstract With the increase in migration to the Republic of Ireland during the period of economic prosperity known as the Celtic Tiger (1990-2008), Irish writers began to represent the lives of African and Asian immigrants. Given the need for a critical analysis of racial representation and blackness, this article aims to analyze the construction of the character Ben in the short story “Guess Who’s Coming for the Dinner” (2007) by Irish writer Roddy Doyle. The story follows the racial anxiety experienced by Larry, a white Irishman, who welcomes Ben for dinner. In addition to Frantz Fanon’s (2008) concepts of overdetermination of blackness and Negrophobia, I analyze the short story considering the notion of hospitality discussed by French philosopher Jacques Derrida (2000) and internationalist Ida Danewid (2017), reflections on empathy by historian Saidiya Hartman (1997), as well as issues of gender and sexuality based on Eve Kosofsky Sedgwick (1985) and Keguro Macharia (2019). I argue that the short story reinforces racial tropes, contributing to anti-black solidarity. The irrationality of racial anxiety remains unchallenged by humor because the short story does not evolve from the irrationality, reaffirming Ireland’s self-image as a country that is cordial and receptive to immigrants.

Abstract Alan Parson’s song “Time”, played in the beginning of the film A Fantastic Woman (2017), raises motifs that resonate throughout the film: the inexorable passing of time and the human need/right to say goodbye to those we love(d). After Marina, a working class transwoman, has the unfortunate surprise of losing her beloved Orlando, her mourning is interrupted and her right to say goodbye is threatened by the heteronormative pressure of society. The abjection gaze of the patriarchal family and of the state representatives towards Marina is discussed based on Judith Butler’s (2002) Gender Trouble. Running against time and the tyranny of heteronormativity, Marina eventually develops an oppositional gaze — discussed through bell hooks’s ideas (2015) — to counter the violence of the alienating gaze, not only to be able to say goodbye to Orlando, but also to assert her identity as a woman.

Abstract This article aims to explore the affective structure of the narrative universe in Richard Ford’s Canada (2012) through the lens of Patrick Colm Hogan’s affective narratology. We look into the affective responses provoked through the story-discourse distinction by virtue of Dell Parson’ experientiality, both functioning as the narrating self (the narrator) and the experiencing self (the focalizer) in the novel. By way of considering the story(world) of the novel (what is told) with deliberate emphasis on the characters and the setting, we will also examine the discourse as the reconstruction of the story (how it is told) which crucially comprises the plot or emplotment and narration. The objective is to shed light on the importance of the emotional affordances of experience as reflected in Ford’s novel.

Abstract Although the field of second language (L2) pronunciation teaching has moved toward intelligibility models and goals, several studies have shown that many L2 learners still profess a desire to sound native-like in their L2. This study explores the perspectives of bilinguals who have navigated their accent and identity in two different languages to explore the impact of increasing recognition of links between accent and identity on language-learning goals. Findings show that almost all bilingual participants (97%) recognized links between accent and identity, yet 72% still reported preferring a native accent if they learned a new language today. Intelligibility emerged as a key issue, with those wanting a native accent linking nativeness to increased intelligibility and those rejecting native accents separating the two dimensions (accent and intelligibility) while prioritizing intelligibility.