This paper aims to analyze to what extent examples provided by a normative grammar function as instruments of politics of languages. In order to address this objective, a theoretical discussion will first be presented to situate the concept of instrument of politics of languages within broader reflections on the relationship between language, politics, and society. This discussion draws on the theoretical-analytical framework of the semantics of the events, in dialogue with Brazilian discourse analysis. Following that, example-enunciates selected from Nova gram & aacute;tica do portugu & ecirc;s contempor & acirc;neo, by Celso Cunha and Lindley Cintra, will be analyzed. The analyses will show that example-enunciates not only illustrate a grammatical norm but also exert normative force over the way languages and speakers are divided within the enunciative spaces in which the text circulates.
The book "History of Literacy in Brazil: Meanings and subjects of schooling" by Mariza Vieira da Silva (2015) analyzes the history of literacy in the country through the lens of French Discourse Analysis, a framework founded on the work of Michel P & ecirc;cheux. The research is based on the political, linguistic, and pedagogical practices of the colonial period, aiming to understand how this process constituted a discourse on literacy and its subjects. The corpus of the research was formed in two ways: the discourses from various fields of the Human and Social Sciences produced during the 19th and 20th centuries about literacy, and the religious discourses from the 16th and 17th centuries. The discursive analyses enable an understanding of alphabetic writing as a linguistic tool of domination and colonization, as well as the visualization of discursive affiliations present in and through language, which determined the meanings and contrasts between the literate and non-literate individual.
This article examines the Instagram profile @tupinizando as a potential linguistic instrument for reclaiming the memory of Indigenous languages, particularly Old Tupi, and asserting Indigenous contributions to Brazilian Portuguese. Grounded in Materialist Discourse Analysis (P & ecirc;cheux, 1990a, 1990b; Orlandi, 2015) and the History of Linguistic Ideas (Auroux, 1992; Petri & Medeiros, 2013), the study addresses the following research question: How does @tupinizando produce resistance through the recuperation of Tupi linguistic memory on Instagram? To address this, two of the profile's posts were selected to analyze its discursive mechanisms and its instrumentalization of Old Tupi. The findings reveal that @tupinizando does produce resistance by foregrounding the historical ties between Indigenous languages and Brazilian Portuguese while challenging contemporary erasures of Indigenous linguistic heritage.
This article, anchored in the field of the History of Linguistic Ideas with a materialist basis, starts from the notion of verbetization (Medeiros, 2024, 2025) to reflect on the position of the lexicographer, considering both the historicity of this position and of the words in speaking about language and subjects. Taking as its object of study a linguistic instrument of the digital space, here considered as a contemporary archive of resistance, this study opens up to reflect on its place in the production of linguistic knowledge.
Grounded in materialist Discourse Analysis and the History of Linguistic Ideas, we seek to understand how the curriculum organization of the Pedagogy course at the Federal University of Fronteira Sul (UFFS) articulates, through syllabi, the conceptions of language and how these linguistic science knowledges influence the formation of the profile of the literacy teacher. In the dialogue between Linguistics and Pedagogy2, the results reveal a tension between the imaginary language and the fluid language. As a result, we understand the importance of teaching the specific aspects of language, challenging the conception of language as a technical object, and we propose a broader view that integrates linguistic diversity and conditions of production as fundamental elements in the teaching of reading and writing in the process of literacy in Portuguese.
