The Program

The Graduate Program in Languages and Culture is distinguished by its essentially multi/interdisciplinary approach. Linguistics and Literature are areas whose objects of study, naturally multifaceted, are treated under several angles by a cultural axe in its varied perspectives, such as: the theory models of Anthropology; the relation of culture with historical, social and ideological phenomena; the relation of culture with Art in its different expressions, with oral, material and performing culture, among others.

Taking that into account, the theoretical objects and the epistemic and methodological approaches of Linguistics and Literature are treated under delimitations which sometimes, even if inevitably, appear fuzzy, therefore challenging the limits imposed to these areas by the academic-scientific tradition. Linguistics, as a science of language, in this program, may be approached in a continuum ranging from grammar to discourse, including several application forms as language teaching, media, law and historical discourse to name a few. Literature, on an extremely rich universe, may be approached following paths moving from historical evolution, literary periods and genres, focusing on issues such as literary systems, gender, ethnicity, regionality, imaginary, media, literature teaching, as well as other multiple possibilities of investigation.
In both areas, examined under the eye of culture together with its diverse conceptualization, there is also the possibility of examining issues regarding basic education, to which linguistic and literary research must provide contribution.

Egress profile

The Graduate Program in Languages and Culture egress profile is conceived from:

(a) a training of excellence that allows the egress to integrate, oppose and propose epistemological, theoretical and methodological models of the Linguistics and Literature areas - to his/her research work and personal formation, qualifying the establishment of relevant connections, duly founded and innovative, to other fields of scientific knowledge, in accordance to social and scientific demands;
(b) an investigative conduct, denying common sense truths, aiming at amplifying and deepening knowledge on specific themes or related to the field of study and the taking of proactive scientific posture;
(c) the development of competences and skills related to research and to Higher education teaching;
(d) the theoretical and methodological problematization of life experiences which result in research projects whose nature is multi/interdisciplinary, taking into account the areas and lines of research of the program, therefore advancing scientific knowledge on the area, leading and/or integrating research groups and programs that can be interinstitutional, national or international;
(e) the development of productive skills inherent in scientific-academic discourse, oral and/or written, whose greatest purpose is to debate and promote the knowledge produced on a national or international basis;
(f) the development of a teaching and research practice grounded on ethics, whether it be on socially, historically and scientifically produced knowledge; or on the relationships maintained with the academic-scientific community in general, aiming at cooperating actively and respecting differences; and
(g) the development of a more autonomous posture, responsible for one's own learning, being aware that change is what permeates being, knowing, doing, researching, learning.