The article aims to analyze the metaphors belonging to the animal domain identified in the novel Ricardo Nixon School (Geisse, 2016). The theoretical framework is based on the Conceptual Metaphor Theory and its relationship with literary studies. The analysis procedure consists of the following stages: labelling, grouping of metaphorical terms into source domains, linking source domain to target domain, and metaphor focus. The metaphors analyzed include STUDENTS ARE ANIMALS, THE TEACHER IS AN ANIMAL, AND WOMEN ARE ANIMALS. The analysis contributes to gaining an understanding of how, through conceptual metaphor, the degradation of the protagonist is constructed throughout their life and professional experience.

Os neologismos metafóricos têm sido comumente associados à função estilística, o que implica que a ocorrência de cargas metafóricas seria uma questão estritamente “lúdica” de inovação lexical. Tais conclusões foram baseadas em descobertas coletadas de corpora textuais, deixando inexplorada a presença de elementos cognitivos em contextos orais não planejados de enunciação. Para estudar a relação entre esses elementos e as funções comunicativas, foram selecionados seis podcasts chilenos de diferentes áreas temáticas a fim de obter um corpus neológico oral para estudar a presença de cargas metafóricas e, por sua vez, estudar as funções das unidades em profundidade por meio de uma adaptação do modelo de Llopart-Saumell (2016). Das 107 inovações lexicais, 42 % apresentaram cargas metafóricas. Com relação às motivações, 66,6 % estavam no espectro denom...

The purpose of this research was to analyze the representation of the Autism Spectrum Disorder (ASD) by parents of children  diagnosed with this condition, in Chile, about: i) the ASD as disorder, ii) their self-image as parents, iii) their sons with ASD, and iv) teachers and mental-health specialists. The methodologies by Coll-Florit y Climent (2019) and Saban et al. (2007) were used. It was demonstrated that the conceptualization of ASD is closely related to opposition to forces and nature. Regarding the teachers, a resistance to change their educational paradigm is outlined, and the mental-health specialists are conceived as passive agents.