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)
Aspectos morfossintáticos em mebengôkre: transitividade e marcação de argumentos
(Universidade Federal do Pará, 2021-08-20) GOMES, Edson de Freitas; GALUCIO, Ana Vilacy Moreira; http://lattes.cnpq.br/3697197245602067; https://orcid.org/0000-0003-0168-1904
The canonically marked subject in Mẽbêngôkre has already been described in the literature for years, however, the description of a non-canonically marked subject is a field that proves to be very productive itself and still need further exploration. The thematic of the subject which receives different canonical pattern mark is current and relevant as it brings new information to the morphosyntax language knowledge and contributes to the understanding of phenomena that still needs description. The non-canonical subject study intends to raise the discussion on the Mẽbêngôkre subject realization, although there is still a lot remaining to be done for this hypothesis to be definitively confirmed. In this scenario, the main objective of this thesis is to describe the ways in which the subject is marked in Mẽbêngôkre language, focusing on the main strategies used for canonical and non-canonical subjects marking, especially the dative subject, marked by mã postposition and the locative subject, marked by kãm, jã and bê postpositions. The non-canonical subject pattern in Mẽbêngôkre is treated based on tests regarding the coding and behavioral properties of the subject suggested by Keenan (1976); Sigurðsson (2004); Eythórsson; Barddal (2005); Barddal; Eythórsson (2006 and 2009), among other authors. The analysis shown is based on field research material data, acquired through interview recording with indigenous consultants from Mẽbêngôkre villages, placed in the Gorotire reserve, in São Félix do Xingu municipality, southern of Pará state. The methodology is based on test application about the coding properties such as nominal case marking, the argument indexing in the verb and the constituents order in the sentence, and on behavioral properties such as reflexive control, control and erasure in coordinated and subordinate clauses and reference changes. The data showed that, besides the canonically marked subject, there is another subject who is also formally marked by morphemes that are postposition and the morphosyntactic tests performed showed that those subjects are approved in most of the proposed tests, in the dative subject case and in the locative subject in some cases. An argument that supports the prefixes indexed analysis in postpositions as subject is the fact that these prefixes are doubled by the nominative pronoun, as it occurs with the canonically marked subject.
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.
Acesso aberto (Open Access)
Tendência tipológicas de harmonia nasais e palatização em línguas indígenas brasileiras
(Universidade Federal do Pará, 2020-07-31) BARAÚNA, Fabíola Azevedo; PICANÇO, Gessiane Lobato; http://lattes.cnpq.br/8504849027565119; https://orcid.org/0000-0001-5699-1470
This is a study of the phonological assimilation of nasal harmony and palatalization in indigenous languages. According to Odden (2005), assimilation is the most common phonological process to occur in indigenous languages. Among these assimilatory processes, the nasal harmony and the palatalization are the most attested elements in languages worldwide (Kramer and Urek, 2016). Therefore, this research presents some tendencies identified in indigenous languages in what refers to the two aforementioned processes. This thesis aims to define the patterns and singularities in the processes of nasal and palatal assimilation in thirty one indigenous languages from Brazil. These languages belong to different linguistic groups emerging from two stocks (Tupi and Macro-Je), three major families (Aruak, Pano, and Karib); three medium families (Nadahup, Yanomami, and Nambikwara); and two minor families (Katukina and Chiquitano). This diversification allowed for the delimitation of linguistic patterns and singularities identified in each of the processes. Furthermore, it was possible to verify how similarities and differences are manifested in these languages in what regards the main parameters defining phonological processes: triggers, targets, directionality, and nature (phonetical, phonological and morphophonological). These processes are analysed from a linguistic typological perspective, having as analytical parameters the triggering segments, targets, results of the process, and directionality. The material considered for analysis is composed of PhD and MPhil thesis, and scientific papers published in the academic field. The data related with the languages were compiled and organised in a spreadsheet in order to log information such as: family, area in which the language is spoken, trigger info, targets, resulting segments and processes direction. Moreover, what is conducted is a phonetic and phonological exemplification of some words belonging to the analysed languages as a matter of confirming the assimilation parameters. The theoretical discussion about the process of nasal harmony is based on the work of Walker (1998). In regard to palatalization, this study is based on the literature of McCarthy and Smith (2003), and Bateman (2007). Throughout the thesis, it is initially discussed the linguistic typology, consequently leading to a more specific exploration of phonological linguistic discussions. Following, the families and stocks of the analysed languages are presented. Lastly, it is conducted an explanation of the assimilatory processes, description, and analysis of the languages. Although the explored parameters appear in accordance to the types and tendencies previously identified in the literature about these processes, the results of this thesis point out that other parameters diverge or are linked to one another (types of triggers x target groups; nature x directionality). In relation to nasal harmony, the nasal consonants tend to be the triggers of the process, whilst the vowels tend to be the targets. Referring to the palatalization, the trigger tends to be the high front vowel and the targets tend to be coronal consonants. In these processes, the nature and direction are related to one another. For this situation, if the nature is phonological, the spreading tends to be regressive; while if the nature is morphophonological or phonetical, the spreading tends to be progressive.