A produtividade lexical em publicidade de produtos de beleza: estudo dos neologismos sob a perspectiva pedagógica

• Ano de defesa: 2025
• Autor(a) principal: Juliana Zenha Leite
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais
• Palavras-chave em Português: Língua portuguesa - Estudo e ensino; Lexicologia; Língua portuguesa - Neologismos; Publicidade; Léxico; Neologia; Neologismo; Campo da beleza; Estudo do léxico; Ensino; Competência lexical; Língua portuguesa
• Link de acesso: https://hdl.handle.net/1843/82864

This research aimed to analyze the lexical productivity of neological formations found in beauty product advertisements published on Instagram, with a focus on the pedagogical application of these data for the development of lexical competence in basic education. To achieve this goal, neologisms identified in advertising texts circulating on this social media platform were first extracted. A detailed description of the collected items was then conducted, followed by an examination of each lexical unit identified as neological, which constituted the analysis corpus of this study. The theoretical foundation was based on the studies of Alves (2001), concerning the concepts of neology and neologism formation; Ferraz (2006, 2010, 2014, 2019, 2020), whose works provided insights into lexical innovation in advertising texts and the development of lexical competence; Sandmann (2020), for reflections on lexical productivity in the Portuguese language; and Antunes (2012), highlighting the importance of lexical teaching in the classroom. A lexicographic criterion was adopted, involving the systematic consultation of dictionaries from the PNLD-Dicionários (2012) program, as well as the online Aulete Digital dictionary, to identify and delimit the neologisms included in this research. From a pedagogical perspective, teaching proposals were presented based on neology theories, addressing the lexical units, their formation processes, classifications, and the meaning effects within the context of advertisements. The development of these proposals was supported by the theoretical contributions of Franchi (2006) on epilinguistic activities, prioritizing the lexical teaching in a contextualized manner, through the use of authentic texts that connect students' language experiences with lexical studies. This approach promotes the development of students’ lexical competence and expands lexical instruction in Portuguese language classes.