Teses em Letras (Doutorado) - PPGL/ILC
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/6713
O Doutorado Acadêmico iniciou-se em 2012 e pertence ao Programa de Pós-Graduação em Letras (PPGL) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA).
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Navegando Teses em Letras (Doutorado) - PPGL/ILC por Orientadores "CUNHA, José Carlos Chaves da"
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Item Acesso aberto (Open Access) A didática do plurilinguismo e o repertório linguístico discente no ensino-aprendizagem do Português língua estrangeira: um encontro entre proficiência e formação para diversidade(Universidade Federal do Pará, 2018-10-30) CUNHA FILHO, Francisco Arimir Alves; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050The main objective of this work is to ascertain to what extent a plurilingual didactic favors the learning of Portuguese as a foreign language in linguistically and culturally heterogeneous classes. Our data was generated from the recording of several didactical situations and interviews with students who evaluated the practices at the beginning until the end of the course. We chose to follow the qualitative model for data generation, description and analysis (CROKER, 2009; OLIVEIRA, 2015; DÖRNYEI, 2007). In addition, we use the multi-method approach to establish a dialogue between teaching actions and students' considerations (CRESWELL; CLARK, 2011; OLIVEIRA, 2015; SPRATT; WALKER; ROBISON, 2004). Action research is associated with ethnographic research (THIOLLENT, 2000; MONTAGNEMACAIRE, 2007; DÖRNYEI, 2007; JOHNSON, 1995). In relation to theoretical references, we utilize the concept of pluricultural and plurilingual competence, with a focus on linguistic, psycholinguistic and sociolinguistic aspects of hers (PY, 1991; DABÈNE, 1994; DEPREZ, 1994; MOORE, 1995; CASTELLOTTI; MOORE, 1997; COSTE; MOORE; ZARATE, 1997, 2009; CONSELHO DA EUROPA, 2001). In this perspective, we highlight the notion of linguistic repertoire of the plurilingual individual. Also, we betake the didactic and methodological guidelines of the actional approach and plural practices - gathered in so-called didactics of plurilingualism - to guide activities with the students (PICCARDO, 2014; CONSELHO DA EUROPA, 2001; BOURGUIGNON, 2012; PUREN, 2002; BLANCHET, 2014; CASTELLOTTI, 2010; CANDELIER, 2008; MEISSNER, 2002b). These ones come from African and Caribbean countries. They are plurilingual, two or more languages speaker. We take in account these prior knowledges to favor and improve their learning. We put in place actions susceptible to create a propitious environment to plurilingual practices. Throughout the course, we verified group's the more open positioning with regard to the didactics of plurilingualism: the alternation of languages, previously reserved, gradually became shared with us; little by little, students also started to understand and appreciate all their languages, no more barriers to learning, but partners in this process. These and others results through this research-action led us to consider viable and important the insertion of students‘ prior linguistic capital during their learning of portuguese, either to learn more effectively or to help them to become persons who respect all languages and cultures.Item Acesso aberto (Open Access) A heterogeneidade linguístico-cultural em turmas de português língua estrangeira: o impacto na produção escrita(Universidade Federal do Pará, 2019-08-28) SALES, Hellen Margareth Pompeu de; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050In this study, we discussed and analyzed written texts of students from different countries, participants of ―Programa de Estudante Convênio Graduação‖ (PEC G), of the Portuguese for Foreigners course, at Federal University of Pará (UFPA), who submitted to ―Certificado de Proficiência em Língua Portuguesa para Estrangeiros‖ (Celpe Bras), in the years of 2015, 2016, 2017 and 2018. The objective is to investigate the impact of the linguistic cultural heterogeneity of the student and the class in the teaching learning of the Written Production (PE) in Foreign Language Portuguese (PLE). It is, especially, an research action supported by the language biography procedure. Our theoretical base is based on studies on Plurilingualism, Pluriculturalism and Interculturalism (ABDALLAH PRETCEILLE, 2003/2010; BLANCHET, 1998/2014; CONSELHO DA EUROPA, 2001/2010; COSTE, 2001; 2010...), Competences (CONSELHO DA EUROPA, 2001/2010; HYMES, 1984...), and others, associated with the Interactionism Sociodiscursive ISD (BRONCKART, 2003/2017; DOLZ, 2004/ 2016; SCHNEUWLY, 2004/2014; BULEA, 2010/2012...). In order to constitute our data we developed Written Production workshops (directed to the target public) that gave us several texts written by the learners. They are texts that we call "real" (account of experience / linguistic biography, sketches / drafts) or of "simulated" (tasks of written production of diverse textual genres). All this material allowed us not only to identify the influence of languages cultures in the texts written in Portuguese by the learners, but also to verify attitudes, behaviors ... that sometimes helped, or sometimes they made it difficult to the process of Production written in Portuguese. The analysis of our data: 1) indicates that several texts written by the learner present "deviations" that studies, only, on textuality, do not explain satisfactorily, since they are related to the history of learning, with the attitude that the student assumed to learn portuguese etc. These are phenomenas that are often not perceived by the teacher (nor by the student) in the classroom, but which impact the teaching learning process; 2) confirms the need to deepen the study of the impact of the linguistic / cultural heterogeneity of the students, and of the group coming from their educational cultures, their learning paths of language cultures ... to understand better their written production difficulties in PLE and, thus, be able to optimize the teaching learning process.Item Acesso aberto (Open Access) Práticas de ensino de professores de português-língua estrangeira: os impactos da heterogeneidade(Universidade Federal do Pará, 2017-12-19) SANTOS, Janderson Martins dos; PAREJO, Isabel García; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050With this present research, we tried to contribute with the studies that deal with the teaching and learning of foreign languages / cultures in classrooms marked by the linguistic-cultural heterogeneity of the learners. From this perspective, we carried out an investigation to assess the impacts of the linguistic-cultural plurality of learners on the role of teachers in PLE classes. In particular, we investigated how the presence and interaction of different cultures have influenced, the planning, didactic-methodological decisions in the PLE / PEC-G classes of UFPA, and, effectively, the teachers‟ act, who participated in our study, in the classroom in that context. Our investigation was mainly based on theories concerning the teaching activity (CICUREL, 2007, 2011, 2013) and the didactic repertoire (CAUSA, 2012, CICUREL, 2011) and, also on the theoretical contributions of the French line ergonomics, and, in particular, to the dimensions of the analysis of the work, which are: the prescribed work, the actual work and the work represented (DANIELLOU, LAVILLE, TEIGER, 1983, AMIGUES, 2004 and LOUSADA, 2004). In addition, we have supported our reflections to studies focused on interculturality and intercultural approach in the foreign language classroom (ABDALLAH-PRETCEILLE, 2001; LEIVA, 2010; BESALÚ, 2002; 2004; WALSH, 2005; CONSELHO DA EUROPA, 2001; TATO, 2014). We used, as data analysis, classroom observations documented in audio and observation records, as well as interviews with teachers. The main subjects of our research were the teachers who worked in the preparatory course for the Celpe-Bras exam - between the years 2013, 2014 and 2015 - for the students of the Program Graduation Agreement (PEC-G) of the Federal University of Pará (UFPA), which come from different cultures. Our research has shown that teacher action is impacted in different ways by the diverse educational cultures present in the classroom and that is associated with the nature of the didactic repertoire of each teacher. It also pointed out that in plurilingual and pluricultural PLE classes, the teaching practices based on a more actional and intercultural approach are more effective in decreasing recurrent cultural conflicts when working with such audiences.