Dissertações em Letras (Mestrado) - PPGL/ILC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2311

O Mestrado Acadêmico iniciou-se em 1987 e pertence ao Programa de Pós-Graduação em Letras (PPGL) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA).

Navegar

Agora exibindo 1 - 20 de 24

Acesso aberto (Open Access)
Atividades de compreensão oral como insumo para a produção oral/escrita em Português língua estrangeira: preparação para o exame CELPE-BRAS
(Universidade Federal do Pará, 2010-12-06) GAYA, Karina Figueiredo; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
The Portuguese as a Foreign Language (PFL) teaching has presented a significant growth in Brazil and worldwide. International agreements, both academically and commercially, have brought the Portuguese language into the spotlight. Motivated by this new scenario, many foreign professionals and students have looked for PFL courses. Some of these learners will be submitted to the CELPE-Bras exam - initiative of the Brazilian Ministry of Education to consolidate the education of PFL in the world. The educators who prepare foreign candidates to this exam have faced difficulties to find materials that make their pupils’ development of listening skills possible. In this work, we aim at showing a way to the teaching-learning of the listening in PFL, utilizing text genres as input. Towards this end, we searched theoretical support based on the Socio-Discursive Interactionism (Genre Theory and model of Didactic Sequence) and tried to get the Communicative Approach closer to the Genre Approach in the Foreign Language teaching. Using these theoretical assumptions, we proposed various Didactic Sequences for the teachinglearning of listening in PFL, elaborated and applied listening tasks. We described and analyzed these tasks and tried to show to what extent the PFL teaching-learning, using text genres as input and applied to the Communicative Approach, can facilitate the development of the listening skills of foreign pupils and candidates to the CELPE-Bras exam.
Acesso aberto (Open Access)
Autonomia na aula de português da 3ª etapa da educação de jovens e adultos
(Universidade Federal do Pará, 2010-10-13) GUEDES, Mariza Andrade; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
This research investigated the attitudes of a Portuguese as a native language public school teacher and of her students in a 3rd level EJA class. I searched indications of autonomous behaviors on the part of the teacher and on the part of the pupils as well. I wanted to verify in what measure the teacher transferred responsibility to the learners and how this process occurred. Theor etical basis for this study are found in the work on autonomy of Benson (2001), Dam (2003), Dickinson (1994), Melo (2007), Magno e Silva (2008), and the official documents as the Parâmetros Curriculares Nacionais (1998). Results show a meager worry on the part of the teacher in transferring responsibilities which could eventually lead students to an autonomization process. This study opens the possibility of rethinking classroom practices as a way in which the exercise of autonomy could be possible.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
A avaliação formativa no ensino-aprendizagem do português: o procedimento webquest em análise
(Universidade Federal do Pará, 2012-07-02) RODRIGUES, Keifer Eleutério; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
This dissertation approaches the use of the Internet in the process of teaching / learning of mother language, more specifically the use of the Webquest technological procedure as a didactic and pedagogical tool which supports school teaching, learning and assessment processes, and consequently optimizes the development of language competences by the students. To support the inclusion of New Information Technologies and Communication in teaching and learning of mother language, at first a reflection will take place about the theoretical and methodological framework that has been proposed by recent studies of Languages Didactization and the PCNs to the mother language. In this reflection, focus on the principles of the teaching and learning interactional approach of languages and formative assessment, showing their relevance to a fruitful work in the classroom. Then join to these fundamentals, the studies developed by the Educational Technology, which deals with computer use as an educational resource, emphasizing the constructivist theory as a theoretical basis that guides this practice. In this context, is defined more specifically the Webquest research methodology, which can employ the Internet to support student interaction with diverse information, peoples and to deal with the real language use, within a contextualized environment in social and communicative practices. Based on this theoretical stand, I will analyze seven Webquests produced by the students of the Language Course at Federal University of Pará, aiming at verifying if this methodology if this methodology is consistent with the teaching and learning interactional approach of mother language and formative assessment favours learning (self) evaluative and (self) regulation procedures, indispensable for the development of the language competences on the written production. In this document analysis, performed from the perspective of qualitative research, it is proposed as the main objective is to contribute to the insertion of the Webquest technological procedure into productive practical learning and teaching practices of mother language, as a way of providing theoretical support for the use of this tool in interactional educational principles.
Acesso aberto (Open Access)
A avaliação somativa nas sequências didáticas para o oral e a escrita em português
(Universidade Federal do Pará, 2011-09-23) SILVA, Denise Prado da; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Since 80’s, the somative evaluation has been denounced as one of the main classification, selection and social exclusion mechanisms. The criticism has provoked some proposals of transformation and reformation of the practices of evaluation that have been leading to a theoretical predominance of assessment and to the abandonment of the researches about somative evaluation. But this type of evaluation is more used for the teachers of all school levels. The application of somative evaluation is necessary to the educational institution legitimate and certificate the obtained result on the end of a period. Recently, it was released the proposals of Schneuwly and Dolz (2004) of a work in classroom with the mother language through the Didactic Sequence for the teaching of several genres. Although the somative evaluation has been included as one of components of Didactic Sequence (the final production), it seems that it is not mentioned much about the practices that type of evaluation presupposes and about its inclusion in a formative procedure. This research has as aim, therefore, to identify difficulties and possible solutions about the somative evaluation in Didactic Sequences to oral and writing in the teaching/learning Portuguese Language. After characterize the somative evaluation and the instruments that this evaluation mobilizes in the teaching/learning of Portuguese language, we propose the analysis of a corpus of the seventeen academical documents with the purpose of verify as the somative evaluation was realized in different Didactic Sequence related in these documents. It was analyzed the occurrence or not of the somative evaluation in the final product, the objects of the learning considered in this type of evaluation. After this, we show the importance of the articulation between somative evaluation and formative assessment presupposed in Didactic Sequence.
Acesso aberto (Open Access)
Compreensão escrita em manuais didáticos de PLE
(Universidade Federal do Pará, 2011-12-07) SILVA, Luciana Kinoshita da; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
This research studies the reading comprehension in textbooks used in Portuguese as a Foreign Language (PFL) basic level courses in Belém-Pa. It also investigates how the reading comprehension is carried out by the teacher in the classroom. The study objects were instructional materials of Universidade Federal do Pará (UFPA) and School for International Training (SIT). For students of both institutions the ability to understand written texts in the Foreign Language (FL) is essential. They all need to read in Portuguese to actively participate in the society in which they are living now. But each audience also uses reading for specific activities. Thus, these students need to read different texts in the FL for various reasons and in various situations. Hence the importance of using in class textbooks that support the development of students’ reading comprehension bringing texts, activities and strategies that meet the audience’ needs. This research was developed with the objective of describe the reading comprehension activities proposed in PFL textbooks and how teachers work with them in the courses of the institutions in question, as well as to contribute with the improvement of the classroom work, also taking into consideration opinions of teachers and students about the work with this ability in class. This study was based on literature and field research. The literature was based on authors such as Alliende and Condemarín (2005), Koch and Elias (2007), Farrell (2003), Henk et al (2000), Marcuschi (2008), and Nuttall (2005), among others. The field research was developed in the PFL course of the mentioned institutions e and the sample population were students and teachers who gave lessons to the basic level of each of the institutions in the first semester of 2011. Data from three sources were used: analysis of the textbooks and the questionnaire given to students and teachers, as well as classroom observation using the material. In the end of the study, it was discovered that the activities of both textbooks are still far away from providing proper opportunities for the development of the reading ability in a FL and also that working with a material produced by a teacher for her own use with students might not be the best option, however the idea that no textbook can cover all the necessities of a specific group of students is still strong.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
Dissertação de vestibular: um enfoque funcional sobre a organização do gênero
(Universidade Federal do Pará, 2007-08-31) SOUSA, Rosângela do Socorro Nogueira de; MACÊDO, Célia Maria Macêdo de; http://lattes.cnpq.br/6785761329285276
It presents the result of a study about the contribution of the structures of Theme for the organization of the information in dissertations. For that research, 44 texts produced by students of the Special Course (CE) of the extinct Sistema de Ensino Elite were used. The texts were divided into two groups: texts 01 – 22 which got grades above 6,0; and texts 23 – 44 which got grade 6,0 or less. The theoretical basis are the studies of Halliday (1994), Thompson (1996), Eggins (1994), Neves (1997, 2002), Bakhtin (1992), Marcuschi (1999, 2002), Travaglia (2002), Rojo (2005), Koch (2002, 2006), Souza (2003), Bronckart (2003), Pillar (2002) and Fries (1994). In the analyzed texts, the structures of Theme presented in each part of the text (introduction, development and conclusion) were identified and the elements that form those structures were pointed out. The results indicate that there is no difference between the types of chosen Themes in the two groups, but that the thematic elements and the method of development. Concerning the patterns of development, in the texts of the first group, the largest incidence was of the pattern zig-zag and, in the second group, of the reiterated theme. The analysis of the texts shows that it is not the choice of a certain structure of Theme that guarantees a good organization of the text, but the choice of which element to be placed in thematic position.
Acesso aberto (Open Access)
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)
A heterogeneidade linguístico-cultural em foco no ensino-aprendizagem da produção oral em português língua estrangeira
(Universidade Federal do Pará, 2012-05-25) SANTOS, Edirnelis Moraes dos; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
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
Acesso aberto (Open Access)
Instrumentos didáticos no trabalho docente: o texto narrativo como objeto de ensino
(Universidade Federal do Pará, 2007-08-31) ABREU, Inéia Damasceno; SANTOS, Sandoval Nonato Gomes; http://lattes.cnpq.br/5698604960460153
This work intends to discuss about the used didactic instruments in teaching practices of narrative texts. This quarrel consists of the description and analysis of the ways that the teacher uses these instruments to provide to the pupils the meeting with the education object, taking them to appropriate of the capacity of production of narrative texts, transforming, thus, the teaching object in object effectively taught. In this context, the corpus of this research elapses of interviews, questionnaires, recording in audio and video and notations in daily of field about lessons of Portuguese language that we observed in the second semester of the school year in 2006. The collect of data happened in a class of 4th stage of the Education of Young and Adults of a public school of the periphery of the Castanhal city, in Pará. On the theoretical point of view, we search the contributions of Geraldi (2002) and Bakhtin (1929/1986) about the interacionista conception of language and the contributions produced in the area of the didactics of the languages by the group of studies of Geneva coordinated for Schneuwly, Dolz and collaborators (2000, 2001, 2004, 2005), in reference to the teacher’s work and the elements that composes it (didactic gestures and instruments). On the methodologic point of view, we appropriated of the contributions of André (2000, 2005) and Bogdan & Biklen (1999), to direct the procedures of constitution of the data following the studies of the ethnographic research. The analysis of the data allowed us to affirm that the ways as the professor uses some didactic instruments direct his teaching practice of Portuguese Language in order to promote the appropriation of knowledge about narrative text by the pupils. This practices show the heterogeneous character of his work when they present characteristics of the teaching considered traditional, that considers the representacionista conception of language, and characteristics of the teaching of language based on the textual linguistics that considers the language as interaction form.
Acesso aberto (Open Access)
Os instrumentos formativos no processo de ensino/aprendizagem da escrita
(Universidade Federal do Pará, 2012) LAMEIRA, Renata dos Santos; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Acesso aberto (Open Access)
O (Inter)cultural em livros didáticos de português brasileiro para estrangeiros
(Universidade Federal do Pará, 2010-11-30) BATISTA, Marcos dos Reis; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
Acesso aberto (Open Access)
Leitura e produção do gênero "carta de leitor": os desafios de uma proposta de ensino
(Universidade Federal do Pará, 2007-08-31) PASTANA, Maria do Perpétuo Socorro Dias; SANTOS, Sandoval Nonato Gomes; http://lattes.cnpq.br/5698604960460153
This study aims to describe and to analyze a didactic intervention about Reader’s Letter genre in a 2nd grade of a public High School in Belém, Pará. It intends to understand the intervention effects in the ways the students internalize and use this genre. The focus on the process of this genre internalization implies the comprehension of the intervention effects at the teacher’s practice by the researcher. This central goal was accomplished most because action research was chosen as methodology, and it helped to combine investigative practice and didactic work, in a process of mutual construction. This study – which is a first language applied study – is based in two great theories: Bakhtin’s dialogism and genre as objects of teaching. These references pointed the didactic activities implementation process in which the data were created and collected as well as this process description and analysis, and the main corpus was the learner’s written production. The data description and analysis allowed some reflection about the language functioning in a particular situation, fundamental issue to the genre studies according to a socio-cultural point of view. From the applied side, it permits to reflect on how the didactic modeling of learning objects can act on the learners’ literacy process, take on consideration their learning needs and possibilities, besides, mainly, the school purpose of giving the students ways to interact as citizens in social practices in which they will be or already are involved.
Acesso aberto (Open Access)
Para o desenvolvimento de uma competência interacional no ensino-aprendizagem de Língua materna no sistema escolar
(Universidade Federal do Pará, 2004-06-18) SILVA, Ruth Helena Barros da; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
Acesso aberto (Open Access)
A produção escrita em turmas heterogêneas de Português Língua Estrangeira: das tarefas ao exame CELPE-BRAS
(Universidade Federal do Pará, 2014-03-24) SALES, Hellen Margareth Pompeu de; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
Acesso aberto (Open Access)
A produção textual escrita de alunos de 1ª série do ensino fundamental: sob a influência dos métodos de alfabetização
(Universidade Federal do Pará, 2006-09-04) PRADO, Jalma Geise Maria Brabo do; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
On the basis of studies that take as central axle the alphabetization and the literacy, this thesis understands an inquiry concerning the influence of the literacy methods, more specifically of the Syllable Method and the proposal of Literacy with Linguistics Base Approach, in the textual production written of first grade of elementary level students, that were literate by Syllable Method or Linguistic Base Approach. To achieve it, this study started the hypothesis that orality/written relation established by the students in its productions and the use of a restricted number of cohesive elements that establish the relations of meaning between the utterances that compose the text are, in part, responsibility of the methods and/or proposals of literacy adopted. The dialogue established with authors who gives visibility to the practical one of to support literacy process; the studies on: literacy, psychogenesis of the written language and the production of scholar texts had helped respectively in the conduction of this work, that beyond the bibliographical research if was valid the field work carried through in two elementary schools: the N.S.A that pertaining to the Municipal Net of Education of Ananindeua and L.C that pertaining to the Private Net of Education of Belém. During this research, had been observed the development of the work of four teachers with literacy groups and of the textual production of twelve students of two groups of first grade of school N.S.A; and also had been applied two questionnaires to seven teachers of literacy and first grade groups of the two cited schools. The aforesaid research became possible to perceive that the literacy already starts to be seen as a process that it not only aims at to the domain of the technology of the reading and the writing, but also to the social uses of these technologies; it shows also that the students literate by Linguistics Base Approach use a bigger number of cohesive elements in its productions that the students literate by the Syllable Method and that the relation between speech and the writing established in the writing of words is much more strong in the written textual productions of the students literate by the Linguistics Base Approach.
Acesso aberto (Open Access)
Pronomes em parkatêjê: a expressão da terceira pessoa
(Universidade Federal do Pará, 2016-01-29) SILVA, Nandra Ribeiro; FERREIRA, Marília de Nazaré de Oliveira; http://lattes.cnpq.br/4291543797221091; GALUCIO, Ana Vilacy Moreira; http://lattes.cnpq.br/3697197245602067
The Parkatêjê language is a member of the Timbira dialect complex spoken in the southeast of Pará, near the town of Bom Jesus do Tocantins. This language has two series of personal pronouns (free and bound) that receive case and number markers. The two series, according to Ferreira (2003), distinguish first and second persons, however a specific form for the third person referents had not been described. This dissertation describes the expression of the third person in Parkatêjê pronominals, and compares them to the third person pronouns forms described for other northern Jê languages, such as Mēbēngokrê, Krahô, Pykobjê and Apãniekrá.