Programa de Pós-Graduação em Letras - PPGL/ILC

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2310

O Programa de Pós-Graduação em Letras (PPGL) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA). Confere ao candidato habilitado o título de Mestre e/ou Doutor em Letras, nas Áreas de Concentração em Estudos Literários ou Estudos Linguísticos, tem como objetivos gerais e fundamentais: preparar pesquisadores capazes de desenvolver trabalhos científicos no campo dos Estudos da Linguagem; desenvolver a competência profissional e científica do graduado para que ele atue com criticidade na sua área de conhecimento; e produzir conhecimento científico relevante para o país, com ênfase, quando oportuno, para as especificidades linguísticas e literárias presentes na Região Amazônica.

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Apropriação teórica e formação de professores na graduação em Letras: o processo enunciativo em análise
(Universidade Federal do Pará, 2017-11-08) PEREIRA, Eunice Braga; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this work we will present the results obtained from the research developed in the PhD program in Language and Arts of UFPA (Federal University of Pará). In this research, we will investigate the theoretical appropriation as it is understood as a fundamental part of the teacher training process. We seek to answer the following question: what kind of relation do the undergraduate students that are considered training teachers establish in their speeches according to the different theoretical frameworks presented to them during the language and arts course? The initial hypothesis is that as long as there is no theoretical appropriation in fact, the theory will not have a constitutive role in the students' discursive practices neither in their training for future teaching work. Thus, our general objective is to understand how English and Arts undergraduate students appropriate and mobilize the theoretical constructs taught in the course which will be or should be used in their future professional activity as teachers. The corpus used is composed of two types of academic productions carried out by undergraduate students: 1) Online didactic interactions carried out in a social network when it is re-designated as a teaching platform; these data are the result of an educational project executed in the undergraduation of Language Major in Portuguese of the Federal University of Pará for two years; 2) Written productions more common in academic environment such as internship report , essays and thesis, also held at Federal University of Pará. As a theoretical contribution, we work with The Polyphonic Theory of Ducrot (1987) and also the Theory of Semantic Blocks (TSB) by the same author; we also applied the Authier-Revuz framework (1990, 1998, 2004) on discursive heterogeneities; we also resort to some features of Foucault's enunciative analysis (1999, 2014), mainly the concepts of ritual and discipline. The results of the research show that training teachers tend to trace theory in their academic productions in a superficial and ritualistic way, we mean that, the appropriation is not fully solidified yet, consequently, theory is used more as a base form than a constitutive role.
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Autoria da aula de língua portuguesa: o papel do professor como voz didática, locutor e instância de escuta do aluno
(Universidade Federal do Pará, 2014-08-12) MORAES, Francineide Paiva; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
The present dissertation aims to investigate how the authorship-function assumed by Portuguese Language (PL) teachers as they produce their classes is constituted. To that end, this documental and ethnographic research was developedduring a bimester‟s time in a public school located in the city of Belém, Brazil, where we observed Portuguese classes taught to the sixth year of „Ensino Fundamental‟. Our corpus was assembled from teaching materials utilized by the teacher that collaborated to the research, activities solved by students and field log notes. Among those, we selected 33 discursive segments that were analyzed under the light of french Discourse Analysis. The discussion is based on Foucault (2001/1969), to whom the author-function may lead to the emergence of various subject-positions; on Orlandi (2007), to whom authorship implies a gesture by which an interpretable discourse is produced; and on Maingueneau (2008), who postulates the concepts of “discursive competence” and of “status of the enunciator and of the addressee” and “vocabulary” as discursive plans. These concepts, among some others, have contributed to interpret the discourses imprinted in the positions assumed by the collaborating teacher during her classes. Based on them, we analyze how the teacher plays the roles of didactic voice, acting as a mediator between students and knowledge; of speaker, in the interactions with the students, creating the necessary conditions for knowledge to be developed in class; and of a listening stance, trying to probe their difficulties and act upon them. The results indicate that the teacher, although listening to students in such a way that sometimes, is not realized completely, assumes the authorship-function by filtering or selecting what may or may not become part of her classes and by translating the enunciate of the other into her discourse, thus producing classes that have their own logic, in order to promote the teaching-learning process of the students.
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Autoria em atividades de ensino de Língua Portuguesa produzidas por graduandos de Letras
(Universidade Federal do Pará, 2013-06-27) SILVA, Herodoto Ezequiel Fonseca da; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This work is insertedat the functionbetweenLinguisticsandLanguageTeaching-Learning and it intends to investigatehowto setupauthoringat teachingactivitiesof Portuguese Language made by Letters‟s undergraduate students (UFPA). First of all, it was needed understand thetheoretical discussionsabout Portuguese Language Teachers Education (CONTRERAS, 2002; PIMENTA, 2005; MAGALHÃES, 2004; HORIKAWA, 2004), the discourse(TÁPIAS-OLIVEIRA, 2005; EUFRÁSIO, 2007;FAIRCHILD, 2009; 2010 etc.), Language teachingmaterials (MARCUSCHI, 2002; SALZANO, 2004; LEFFA, 2003; CERQUEIRA, 2010),authorship – at field of discourse –(FOUCAULT, 2006a; 2006b; BARTHES, 1984; POSSENTI, 2002; etc.), subjectivity(PÊCHEUX, 2010; BAKHTIN, 1997; AUTHIER-REVUZ, 1990; 2004; and others), and the writing (NASIO, 1993; GERALDI, 1997;RIOLFI, 2003; 2008).This study is insertedat theResearch Project"The challenge of teachingreading and writingin the contextof basic educationof nine years andthe insertion of thelaptopin theBrazilian public school", which hasamong itsobjectivestoreflect onteacher education(Portuguese Language Studies and Education) and its relationshipwith theemerging demandsof everydayBrazilian school. Ithada qualitative approach, withthe collectionof thecorpusin two contexts: (i) the disciplineTechnological ResourcesinTeaching Portuguese(1st half of 2011), asteacher and(ii) the disciplineInternshipin Elementary Education(1st half of 2012), asobserverin classes taughtby other teacher. In those twomoments, there wereregistration anddocumentation ofteachingactivitiesof Portuguese Language made by undergraduate students. Theanalysis wasas follows: overall understandingof the corpusin order todescribe typologically the activities and map thediscursive voicesin them , thenwe stoppedin sevenactivitiesto analyzethe way theyhave managedthe voices, thesubjectivity constitution and finally theevidence of authorshipcontained intheexercises. The results showsome difficultyfor undergraduatestudents to managethevoices of(i) thetheoretical and methodological approachesin the field,(ii) thelinguistic material-discursive object of teachingand(iii) the supposedtargetstudentof the activityso that they originallycanbesoauthorsoftheir exercises, and notmere consumers oftheoriesand teaching materialsready to be appliedin the classroom.
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A constituição das disciplinas de metodologia do ensino de língua portuguesa (MELP) em dois cursos de licenciatura em Letras da região metropolitana de Belém
(Universidade Federal do Pará, 2014-06-10) BORMANN, Laura Viviani dos Santos; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This research intends developing a discussion concerning the initial formation of teachers in undergraduate courses of Portuguese Language Teaching. The crisis Brazilian education is suffering nowadays affects Brazilian universities and reflects directly on the quality of basic education. Those universities must constitute centers of formation, reflection, and production of knowledge for the school. The problem universities face up, specially concerning teachers‘ initial formation, has roots more complex than the formulation of quantitative goals for the initial formation of teachers or than the allocation of financial resources. It is important – and necessary – that one knowns the constitution of the undergraduate courses that form the teachers nowadays. Therefore the proposed research aims at investigating in two Higher Education Institutions from Belém-PA (one public and one private) the constitution of the “disciplines” of Portuguese Language Teaching Methodology. The theoretical framework that guides this research is the French Discourse Analysis, particularly the concepts of Enunciative Function, Discursive Formation and Discipline, presented by Michel Foucault in his works The Archaeology of Knowledge (1987) and The Discourse on Language (1996). We analyzed data collected in documental research (Pedagogical Project of the Course, syllabuses, Teaching Plans, and Didactical Materials) and field research (classroom observation, students‘ notes, and field diary) with the intention of verifying what elements of disciplines, in the foucauldian sense (FOUCAULT, 1996), are presented in the constitution of the curricular activity of Portuguese Language Teaching Methodology in the undergraduate course of Portuguese Language Teaching. Data from both disciplines were analyzed in order to identify what objects, methods, propositions, definitions/concepts are recognized and in what manner they interrelate. Results show a very diverse setting as for the organization of activities of teaching practice and supervised training in both courses in what concerns a) the distribution of credit hours in the curriculum; b) the articulation of objects, methods, concepts, and propositions of various disciplines; and c) the proper role of the Portuguese Language Teaching undergraduate student. The challenge presented is the constitution of the activity Portuguese Language Teaching Methodology from a disciplinary process of knowledge production.
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A construção da identidade do professor de língua portuguesa na imprensa: uma abordagem discursiva
(Universidade Federal do Pará, 2012-09-25) LOPES, Maria do Socorro Morato; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This research aims at describing and analysing processes by which the indentity of portuguese teachers is constructed in the press, how such identity is legitimized by their (teachers’) discourses and how it achieves social recognition, finding in the press and other similar media oportunity do emerge. The research corpus comprises several texts collected from magazines, newspapers, blogs and websites, all of them related to the teaching of portuguese and having teachers or other professionals as authors. This work is based on theoretical postulates from Discourse Analysis and Social Sciences, amongst which the concepts of Discourse, Hegemony and Discourse Memory, explained in the first chapter. We discuss how said concepts help explaining the reproduction of discourses (in the press) and the construction of the identity of portuguese teachers. The concept of Discourse Formations is explained in the second chapter, based on the works of Foucault (2004) and Pêcheux (2009), as well as the circular motion between positions of Identification and Couter-Identification. The third chapter relies on the concept of Imaginary Formations (PÊCHEUX, 1997). We therein analyse how the teacher may occupy the positions of A, B or R in discourses from the press, and how the images corresponding to each position are validated by the teachers’ own discourses or by whoever takes up the pen to write publicly about the teaching of portuguese. In the fourth chapter we discuss the polemic relation between two Discourse Formations under the the concept of Simulacrum (MAINGUENEAU, 2005), describing how distorted images of the other are projected in each discourse. In a wider scale, we intend to show the importance of discourse studies to the field of education, assuming that teachers’ education concerns not only in-class practices but also social discoursive practices. In our data analyses, we search for the positions teachers take in discourses and how teachers forge an identity upon writing publicly about their profession. Thus, we expect to clarify how portuguese teachers legitimize their identities in the media, which works as a place where discourses about first language teaching take form and are widely reproduced.
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Correndo terra... Furando mundos... : as culturas na escrita de graduandos do PARFOR-Letras no Marajó
(Universidade Federal do Pará, 2019-08-30) SILVA, Herodoto Ezequiel Fonseca da; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This thesis aims to investigate how the academic, school and local cultures materialize in discourse in writings about the Portuguese Language teaching practices of PARFOR Portuguese students, in Marajó. The data analyzed are selected statements from experience diaries, teaching activities and internship reports. In this sense, we sought to discuss how the writing indicates the discursive movements through which one perceives the process of formation of the Portuguese Language teacher. In the first part of the thesis, besides the introductory chapter, researches already developed about the formation of the Portuguese Language teacher in the context of PARFOR are discussed. In the second part of the thesis, the theoretical and methodological framework of the research was developed. In this part, the nature of the research, the presentation of the place and the research subjects, the process of material collection, the constitution of the corpus and the data analysis protocol are presented. Some concepts of “culture” and the notion of “cultural hybridization” are discussed. As theoretical basis, the notions of "statement" and "dialogic relations" are approached from the studies of Foucault (2016), Bakhtin / Volochínov (2009) and Bakhtin (2011; 2013). Then we discuss the concept of “interdiscourse”, through the theoretical proposals of Pêcheux (1995), Courtine (1981) and Maingueneau (1997; 2005). Likewise, some mechanisms that function as “apparent forms of constitutive heterogeneity” are presented, which help to account for the linguistic materiality of the data, through the studies of Ducrot (1987) and Authier-Revuz (1990; 2004). The third part of the thesis is dedicated to the presentation of the analyzes and its results. The analyzes sought, firstly, to characterize the elements that inscribe the referred cultures in discourse and, later, to analyze the statement movements through which these cultures are articulated in the writings of the undergraduates. It was observed that there was a predominance of three types of dialogical relations among academic, school and local cultures: juxtaposition relations of cultural elements, relations based on the construction of culture simulacrum, and controversial relations between cultures. The academic and school cultures are in constant conflict of forces, yielding to controversial relations between them. The elements of local culture are, in most cases, managed by the individuals as objects of the processes of translation, silencing, and interdiction.
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Discurso, ensino e formação de professores: o papel da escrita no estágio supervisionado
(Universidade Federal do Pará, 2016-05-30) VARGAS, Michele Freitas Gomes de; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
Acesso aberto (Open Access)
A Escrita do professor de inglês em formação: indícios de conhecimentos a respeito da aula e da escrita acadêmica
(Universidade Federal do Pará, 2020-02-11) MORHY, Sádie Saady; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
Understanding the teacher's relationship with the knowledge proper to teaching implies how it is constituted from language's “dialogism”, of what Foucault (1972) calls “file”, or “discursive heterogeneity” (shown and constitutive) according to Authier-Revuz (2004). Dialogic writing, manifested in internship reports, has a double movement, since it allows the trainee student to reflect and expose his knowledge about the profession. The academic character of this writing is a document that serves as the culmination of an entire study developed during the undergraduate course, which is responsible for building learning for a professional teaching practice of the student of English Letters, at the end of his university course. This document serves as an indicator that reflects your training as a teacher. In this thesis, we are interested in investigating the training of English teachers in two dimensions: that of didactic knowledge that underlies the teaching of the language and that of mastering the processes of producing academic text. Our general objective was to discuss how the relationship of the teacher in training with the knowledge that underlies his work materialized in his writing on teaching practices. More specifically, we seek to know how these trainees produce an academic text, observing their way of describing the observed classes, the way they reveal their didactic knowledge, the mechanisms they use for the construction and production of reports, as well as the way they produce their reflections. We adopted a discursive perspective, focused on the analysis of the French line discourse, based on Foucault (1972), mainly on issues involving the statement. For this, we analyzed excerpts from reports of Supervised Internship students of the English Language Course at the Faculty of Modern Foreign Languages at the Federal University of Para. The results show evidence that the students' writing reveals preconceived positions, marked by beliefs about the profession, indicating the difficulty of the interns in issues related to standard language, academic writing and acquired knowledge, which implies inability, as discourse subjects, in clearly positioning themselves in their area of formation through writing. We found evidence of a subject who occupies three positions in the discourse: a paradoxical one, due to the way he reports his teaching experiences, revealing an image incompatible with the most experienced institutional place of the language; one a-scientific, giving rise.
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Formação de professores no contexto da (re)introdução da Língua portuguesa em Timor-Leste: da polêmica às ações táticas
(Universidade Federal do Pará, 2014-06-10) SANTOS, Fabiana Almeida dos; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This research investigates how students translate and interpret the discourse of the reintroduction of the Portuguese Language in East Timor. The students are learning this language as part as the training course named Bachelor of Natural Sciences degree, that was offered by a Brazilian cooperation from October 2009 to December 2010. The research is based on data produced or reconstituted from my experience as a teacher in this course that was promoted by the "Program for Teacher Qualification and Portuguese Language Teaching (PQLP) coordinated by CAPES Foundation. For data discussion, I use as theoretical and methodological tools: Maingueneau concepts (2008), especially "interincomprehension" and "simulacrum"; and the concepts of “strategy” and “tactics” by Michel de Certeau (2012), which compose his polemologico model of cultural appropriation. The analysis suggests that the way course participants and trainers appropriate themselves in the reintroduction policy of discourse of the Portuguese Language in East Timor is determined by different discursive formations and that the interdiscursive relationship established between them cause the phenomenon of "interincomprehension". Understanding how these discursive formations translate themselves into the classroom, in teaching and learning the Portuguese Language activities, can contribute to (re)define the educational interventions in the Portuguese classes in the teacher training course and the policy of reintroduction of the Portuguese Language in East Timor. We argue that the teaching and learning of the Portuguese Language in East Timor need to be understood not only from the didactic point of view, with regard to the construction and mediation of knowledge between students and teachers, but also from the ideological point of view, since the current teachers training programs in this country, represent a project that may conflict with the society’s values and beliefs about the Portuguese Language and the relationship between the school and other institutions.
Acesso aberto (Open Access)
Imagens do professor de Língua Portuguesa: A racionalização do trabalho docente em dissertações do Mestrado Profissional em Letras em Rede Nacional (ProfLetras)
(Universidade Federal do Pará, 2021-02-26) OLIVEIRA, Silvana Bandeira; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this dissertation we analyze the images of the Portuguese language teacher inside the speech of a continuing education materialized in Profletras’ documents and required thesis of a master’s program. We presume that these images bring on a teaching work rationalization movement displayed in the teaching proposals that integrate these thesis. These teaching proposals are configured in a way to privilege the translation of theoretical knowledge taken as a standard such as “guideline packages” directed towards the teacher. Our intention is to reflect on the elementary school Portuguese language teacher re-qualification process at the beginning of the 21st century, when the nature of this profession and its relationship with the knowledge production processes seem to go through changes. The theoretical framework which our study is based on relies on the field of Discourse Analysis under the French perspective, with emphasis on the concepts of imaginary formation, discourse, discursive formation, interdiscourse, among others addressed by Michel Pêcheux (1993, 2012, 2014). We also add contributions from Eni Orlandi (2015), Jacqueline Authier-Revuz (1990, 2004) and Cleudemar Fernandes (2008). This research also presents Mikhail Bakhtin/Volochinov (2006)’s discussions about the “ideological” character of the sign and its particularities as a verbal sign (word), as well as the discussions about the sign in Rama (2015), which associates it with the notions of “guiding idea” and “writing”. In the Education field, this study relies mainly on the discussions about the changes that affect this job, in particular, the changes in the teacher’s career at the end of the 19th century and throughout the 20th contury . For that discussion we bring Michael Apple (1989, 1995), Magda Soares (1989) and João Wanderley Geraldi (1997)’s ideas. In addition, Maria Malta Campos (2000), Mariano Fernández Enguita (2001), Pablo Gentili (2001) and José Carlos Libâneo (2004) contribute to this reflection, bringing issues of teaching “quality” discourse and its different meanings which are a part of the change of educational actions. The corpus used in the research consists of: a) three Profletras presentation texts taken from institutional websites (UFRN, UFPA and CAPES); and b) eighteen thesis from the Profletras master's program (UFPA/thesis defense 2015-2016), with introductions and teaching proposals being chosen as the portions selected for the discussion. We found that the image of the vernacular teacher stands out for what it lacks, and in return, the master's program arises as an opportunity to fill this gap being responsible for the changing pedagogical practice and, consequently, his/her image. This framework of disqualification of the teacher, in turn, integrates a professional requalification process that relies on the institutional educational discourse, supported by a rationalization movement, due to the use of technical/administrative knowledge in the thesis teaching projects. These projects show forms of control that intend to: 1) switch from a theoretical framework into a technical knowledge; 2) share roles in the knowledge building process; 3) emphasize procedures, processes and teaching aims instead of actors’ building knowledge; and 4) Enhancement of knowledge sign (writing), speeches and images.
Acesso aberto (Open Access)
A incorporação do conceito de gênero no discurso de estudantes de letras sobre o ensino-aprendizagem de língua portuguesa
(Universidade Federal do Pará, 2012-10-11) ALMEIDA, Nora Monteiro Pinto de; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
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La enseñanza del español en el sistema universitario brasileño: propuesta para una buena práctica docente
(Universidade Federal do Pará, 2014-11-20) CARRERA, Carlos Cernadas; RODRÍGUEZ YÁÑEZ, Xoán Paulo; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
The growing interest in teaching Spanish language in Brazil, and the subsequent need to train teachers in this language, is making Higher Education institutions to consider the adequate strategies to provide with the necessary formation for future teachers. The overall aim of the present study is to analyze, from the perspective of the cited authors, the implications of the teaching methodologies in the development of the teaching-learning process in those subjects that specifically address the teaching of Hispanic Language and Culture Studies in the BAs offered two universities - the Universidade Federal do Pará and the Universidade da Amazônia, both of them located in the city of Belém, in the state of Pará (Brazil). Taking this as the point of departure, a series of questions were formulated. These questions were addressed to teachers and students, whose feedback served as an orientation for this study. The methodological approach adopted is based upon the principles of perspective, one that took into consideration the quantity and quality of phenomenological paradigmatic postulations, along with descriptive and analytical procedures regarding a three-fold approach to methods and subjects as a way of integrating the different aspects of the study. Teachers and students from the aforementioned institutions participated in this research. Data was collected via documentary analysis, questionnaires that included open and closed questions, and semi-structured interviews. The responses to the closed questions included in the questionnaires were analyzed according to descriptive statistical procedures, and the responses to the open questions and interviews were analyzed with specific procedures of content analysis. The results revealed that teaching practices have some critical points that must be considered, mainly regarding the planning of the material, the evaluation process, and the infrastructure and relational climate. However, these difficulties do not constitute an insurmountable problem, above all because other aspects were positively rated by teachers and students, especially those related to working with contents, methodological procedures and the use of teaching resources. In general, there is a clear positive reaction regarding the teaching practice from both institutions. Some recommendations flourish from the analysis of these results. These may contribute to assist a process of reflection of the community involved with the aim of improving the teaching practices of the BA in Spanish in the Brazilian higher educational system.
Acesso aberto (Open Access)
Leitura desencantada: a fantasia no contexto de novos tecnicismos
(Universidade Federal do Pará, 2019-09-02) SANTOS, Felipe Hilan Guimarães; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In the present search, we discuss the proposals for the teaching of reading found in contemporary academic works. We specifically ask how the fantastic read approach is developed and how it influences teaching/learning relations in the school context. We start from the hypothesis that the current proposals of reading emphasize a unique approach to any type of text, as a result of a pedagogical action technician that tries to make predictable the attitude of the students, as well as the teaching work. And with regard to fantasy, there would be a deconstruction of its concept, to the detriment of a rationalization base exacerbated in teaching, that would allow to manipulate all the meanings produced from the reading of a text. We conceive that read is a process of interaction between subjects that evokes a context of heterogeneities, which is marked by the singularities of the subjects and also by the pedagogical relations existing in the classroom, which also helps us to consider that the approaches of the field of should validate different proposals for read, so that this diversity is not limited to just one standard approach. Our search has taken as the north discussions developed by authors that treat about read, fantasy, constitution of subjects and training of readers. Our objective, then, is to analyze dissertations of the Mestrado Profissional em Letras (PROFLETRAS), of Universidade Federal do Pará, that propose a teaching of read through fantastic texts, in order to perceive which movements are constructed in the writing of these texts that corroborate a context of model of read teaching. For this, we selected two dissertations, located the theoretical-methodological path of each proposal and discussed the teaching-learning relations emphasized by what we call a technicalist approach. Our results point to an acceptance of a single standard of work in relation to read, highlighted by the written production of the teachers in formation at the university, which allows us to affirm that the practice of reading, in the current context, runs through new technicalities, what we call the pedagogy of predictable.
Acesso aberto (Open Access)
Leitura inferencial: trabalhando com textos narrativos e mediados pela imagem no 2º ano do Ensino Fundamental
(Universidade Federal do Pará, 2015-05-05) MORAES, Dione Alves de; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This dissertation presents the research we have developed with students of the second year of “Ensino Fundamental” at the Escola de Aplicação da Universidade Federal do Pará (UFPA), from April 2013 to February 2014, and discusses the reading of children who are already inserted in alphabetic writing. With this research, we discuss how images and playful narratives can provoke reading in an inferential level, promoting improvements in the skills of students who are already considered "readers" for being literate, but have different behaviors and performances when dealing with written texts . To this end, we base ourselves on scholars such as Lacan (1987), Lacan (1998), Belintane (2013), Riolfi e Magalhães (2008), Fairchild (2012), Pastorello (2010), among others. We developed a qualitative-interpretative research, which is configured as an action research. Our intervention in classroom activities consisted of designing activities based on playful texts, working together with the teacher and individual visits with children (especially three students whose data we analyzed in more detail). To deal with the inherent heterogeneity of the classroom in a systematic way, we - along with other members of the project – regrouped students who were being attendend by the project and had similar profiles on a weekly basis. Thus, we produced more activities tuned to the skills shown by those students considered readers and who were inserted into group 4-(work aimed at silent reading and understanding long texts) - later, group 5( work aimed at inferential reading) . The results showed that from a more systematic work using texts with images and narratives, we can assist in a change of their subjective positions opposite to written texts, or cause to present advances in their reading and inferential comprehension. With this research, we came to four main conclusions. The first concerns the collective discussions in that speech teacher needs to be clear when the interest is the text worked. Second, it takes work to specific texts different forms (short and thick or long and more explicit), as they require different skills. The third refers to the need to identify and work everyday orality the student to be more clear in his explanations. And the fourth discusses what it means to say that a literate student "can read", as we understand it means to decode, but also understand, make inferences and produce new considerations.
Acesso aberto (Open Access)
Relatório de estágio: a formação do professor de língua portuguesa no modo de narrar a aula
(Universidade Federal do Pará, 2020-02-12) MORAES, Dione Márcia Alves de; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
We started a research on the writing of reports in the supervised teaching practice, at the Universidade Federal do Pará, campi Marajó-Breves, Belém, and Castanhal, and the interrelationships between the writing process and the production of knowledge, specifically when dealing with the form in which the students narrate the class. In the reports, the student teacher makes images over the events of the class through writing. In this study, one of the hypotheses that we make is that it is possible that the form in which the student teacher narrates produces a polyphonic discourse (discourses that structure the teaching field) that highlights points of views that make clear forms of knowledge upon the role of the participating subjects in the supervised teaching practice, the school and the teaching. Such knowledge is manifested bt the selection or concealment of a term, and expression, the organization of an utterance, and so forth. Considering that the report is a predominantly narrative text, we propose to analyze it both in the sphere of the narration, where the speaker builds images of such interactions through writing, and on the sphere of the narrative, where the interactions experienced in class appears as the object of the report. In both, "action" is an accentuated element. We set up the notions of the spheres of both narration and narrative based on the studies of Todorov (2008); our base for the concept of polyphonic discourse is in the works of Bakhtin (2008), Ducrot (1987), and Authier-Revuz (2004). The concept for "action" is build based on Bakhtin/Volochínov (2010) and Geraldi (2013). Finally, we approach the way that the actions in the narrative sphere are linguistically materialized (and their relationship with the empirical status of these actions) based on the works of Castilho (1968), Travaglia (2016), Ducrot (1987), and Austin (1990). Our general goal is to understand how the report, as essentially narrative text, presents to us indications of the formation process of the teacher and how the knowledge, incorporated by the student teacher in its formative process, is characterized. To achieve this goal, we arranged the analysis of three reports of the conducting sections in two moments. In the first moment, starting from the narrative sphere, we discuss the action attributed to the students of the class and to the student teachers, and the report about either the content or the methodology used in the classroom. In the second moment, starting from the narration sphere, we discuss the ways in which the student teachers exhibit the actions in the sphere of the narrative in producing a text in which they describe those things. With this study, we answered two questions that we raiste. The first one being "when can we say that a report gives us clues of a process of knowledge growth?". We notice that, although as reports they are full of generalizations and concealments, they shows that produces knowledge about the conceptions of the teaching practice that guides the student teacher. The second question is "what can be considered as a 'good' report?", that we also answered. We conclude that a "good" report must fulfill at least two goals: a detailed and reflective writing, and a writing that undermines preconceived knowledge. The first goal is important to the student teacher to revisit his text and surpass his initial positions, reflecting on his data from the conceptions learned during the undergraduate course. The second goal concerns that the report needs to be understood as a practice in which the student teacher undermines his preconceived options, often "archaic and authoritarian", that he has about the subjects who take part in the class, about the school, and about the teaching process.
Acesso aberto (Open Access)
Representações de leitura do livro didático de português do ensino fundamental maior
(Universidade Federal do Pará, 2012-10-11) TRINDADE, Rosinélio Rodrigues da; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this research, we take the Portuguese textbook as an object of research and guide our work by the question:: What makes a book be a textbook? Such question, which at first may seem obvious, due to the opacity of the unique aspects that take part in said materials’ constitution, revealed that the textbook is a multifaceted and complex objetct situated in a new field of academic research. Among many possibilities of inserting the textbook in the context of human concerns, there are two that are introduced in that research as possibilities to think about it as object of its own field of research: (i) the one which begins from the comprehension of the textbook as an object that bears materiality and visuality, where elements such as typography, diagramation, use of colors, choice of images, among many others, participate in the reading process as much as the linguistically constituted verbal text , and (ii) the one which considers the book as object that bearsa textual-discursive materiality by means of witch it responds to many places and interests which are often contradictory, as far as it tries to satisfy different expectations laid upon it. In this sense, we consider that the production of textbooks firstly aims at a didactic project – due to which are created representations of reading – but also makes it an important product of a promising market and very profitable as well. This leads us to believe that the textbook functions mainly as an object of consumption/distribution instead a support to the teaching and learning of Portuguese. The research follows on the theories of Discourse Analysis of French tradition, considering the ideas of authors such as Pêcheux, Maingueneau, Possenti, Authier-Revuz; of the history of reading based on Chartier, Fairchild, Choppin, Freitag et al, Oliveira et al among others. The research corpus comprises a collection of Portuguese textbooks (for the final grades of elementary school) collected from the last PNLD (“Plano Nacional do Livro Didático”, Textbook National Plan)/2011 which was chosen by most of the urban schools in the municipality of Cametá/Pará; field notes with the report of research experiences; and a questionnaire of open questions on the process of choice of the textbook of Portuguese in those schools.

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