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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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)
Livro didático e práticas em sala de aula para alfabetização em Parkatêjê
(Universidade Federal do Pará, 2021-08-17) QUARESMA, Francinete de Jesus Pantoja; FERREIRA, Marília de Nazaré de Oliveira; http://lattes.cnpq.br/4291543797221091; https://orcid.org/0000-0001-9995-1938
The indigenous peoples of Brazil are heavily threatened with extinction. Consequently, their language and cultures are also in danger of disappearing. Throughout more than 500 years of contact, provoked by the arrival of the Portuguese, the number of indigenous peoples and languages have reduced (SEKI, 2000). Contact with non-indigenous cultures has led these communities either to a process of extinction or monolingualism in Portuguese. Thus, safeguarding measures are urgently required for the preservation of indigenous peoples and the revitalization of their languages. In the current scenario, indigenous school education, involving the formal and systematized teaching of the traditional languages of these communities, has been understood by the natives themselves as a strategy for the preservation and invigoration of these languages. But for the schooling process to fulfill such purpose, methodologies for teaching and learning indigenous languages and textbooks used in the classroom must be consistent with the reality and specificities of the people they are intended to. Based on this assumption, this study aimed to contribute to the formal teaching-learning process of the Parkatêjê, a language of the Timbira Dialectal Complex, spoken by the Parkatêjê Indigenous Community, located in southeastern Pará. In the current context, as a result of the intense contact with the surrounding society, Parkatêjê has become the inherited language of the indigenous children's generation, who are monolingual in Portuguese, but with great potential for language learning and capable of reversing the situation of linguistic obsolescence. In this sense, this research carried out within the Parkatêjê community was motivated by the need for investment in studies that favor the strengthening of endangered languages. Through this study, we sought to investigate a theoretical-methodological contribution which has proves efficient for teaching-learning of the Parkatêjê language at a literacy level that subsidizes the production of indigenous textbooks, classroom practices and school curriculum. The theoretical-methodological hybridism based on the concepts of Textual Genres, the Communicative Approach and the Psychogenesis of Written Language was appointed as an alternative to support school activities that promote, concurrently, the development of oral and written skills in children enrolled in the 1st/9 year of the Escola Indígena Estadual de Educação Infantil, Fundamental e Médio Pẽptykre Parkatêjê. Consistent with the particularity of the action research, the results of this investigation culminated in a proposal for a curricular reference matrix for the teaching of the Parkatêjê Language at the literacy level to Parkatêjê children; a proposal for the conception of an indigenous textbook for teaching this language at the local level, with activities developed in didactic sequences aimed at the 1st of the three school years / grades that comprise the Ciclo de Alfabetização [Literacy Cycle]; and a proposal for an indigenous textbook for reading the illustrated Parkatêjê alphabet. A bibliographic, documental and field nature research was developed. The study has also employed techniques consistent with the qualitative approach and applied data collection based on the theoretical assumptions of Applied Linguistics, Descriptive Linguistics and Education.