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)
Aprendizagem autônoma de línguas adicionais e formação docente em um centro de autoacesso no ensino superior
(Universidade Federal do Pará, 2021-03-19) RABELO, Jhonatan Allan de Andrade; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312
Self-access centers are spaces dedicated to the fostering of autonomy in language learning. They hold a variety of materials for self-directed learning (GARDNER; MILLER, 1999; COTTERAL; REINDERS, 2000; DOFS; HOBBS, 2011). At the Federal University of Pará, this space is the Base de Apoio à Aprendizagem Autônoma (BA³), which offers different forms of support to the undergratuation students of the School of Modern Foreign Languages since 2004. The positive effects that BA³ has had on students’ language learning can be found in publications of the field (MAGNO E SILVA. 2017; RABELO, MORHY, 2019). However, there is a noticeable gap which is the potential self-access centers can have on teacher education. The Applied Linguistics literature shows that Brazilian universities give little attention to the matter of autonomy in Teacher Education syllabi, even though it has been studied for over five decades. Educating teachers so they are able to foster autonomy demands practical experiences founded on a solid theoretical basis, especially when one considers the complex dynamic character of the autonomization process (PAIVA, 2006; LARSEN-FREEMAN; CAMERON; 2008). This reason justifies further debates on Teacher Education with a focus on learner autonomy and, consequently, the contributions that can emerge from the establishment of self-access centers in universities. Thus, this doctoral dissertation aims at comprehending the role of self-access centers on Teacher Education. The objectives include identifying how the work at BA³ may have benefited ten undergraduation students who worked there as teaching assistants or volunteers. Furthermore, it was attempted to verify how their perception on language teaching and learning was reframed based on the experiences they had while working there. Finally, participants’ competence on developing autonomous language learning activities was assessed, as well as the possible roles the researcher may have had while mediating this process. The theoretical references of this dissertation covered different themes, which constitute the mainframe of a theory on Teacher Education with focus on Learner Autonomy: motivation (USHIODA, 2008. DÖRNYEI, USHIODA, 2011), beliefs (BARCELOS, 2006), language learning strategies (OXFORD, 1990, SANTOS, 2011), and language assessment (ALVES, 2005; CUNHA, 2006). Concerning the methodological procedures, an ethnographic research was conducted at the autonomy and self-access study group, formed by the researcher and the participants. Research instruments included observations diaries, meetings recordings, and interviews. Results showed that self-access centers are spaces with great potential to Teacher Education, as they do not impose restrictions and give opportunities for pre-service teachers to experience autonomous environments, both as learners and teachers. In this process, the self-access center coordinator may act as an advisor for language teaching, bridging the gap between theory and practice and encouraging this practice by creating an atmosphere of experimentation and collaboration.
Acesso aberto (Open Access)
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.
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.
Acesso aberto (Open Access)
Mulheres indígenas em redes: cosmologias, singularidades históricas, resistências e conhecimentos em elaborações ativistas
(Universidade Federal do Pará, 2020-08-31) TOCANTINS, Raimundo de Araújo; NEVES, Ivânia dos Santos; http://lattes.cnpq.br/2648132192179863
The present research offers an analysis of the profiles of indigenous women in order to investigate their discursive productions inserted in multiple networks. The starting point of this undertaking is the web, understood as a heterotopic territory for the writing of their self-narratives that tell the stories of the present through enunciated activists. In addition to this network, indigenous people undertake their narratives spread in other spaces such as universities, movements of political organizations and also in their poetics, spaces where art can be understood from its original perspectives. The theoretical-methodological enterprise is guided by the articulation between two fields: the Discourse Analysis of an archegenealogical character undertaken by Michel Foucault, basically in the definition of “device”. In this architecture, we use the association of the theoretical displacement undertook by Neves (2009, 2015) on the Foucaultian device, which resulted in the apprehension of the “colonial device”. In addition to this field, Decolonial Studies focusing on Walter Mignolo, Aníbal Quijano, Julieta Paredes and Maria Lugones are also relevant. In this endeavor, we base our analyzes on the understanding of the four lines that make up the Foucaultian device: Visibility, Enunciability, Strength and Subjectivity. These lines outlined by Deleuze (2006) make it possible for us to apprehend the sedimentations implanted by the device throughout history towards indigenous subjectivities. On the other hand, the self-narratives undertaken by indigenous women activists reveal the fissures or fractures they create within the device. From this theoretical perspective, the subjects of this research (re) elaborate their subjectivities and build resistances through making activists visible on the web.
Acesso aberto (Open Access)
Vai tirar um dinheiro que é teu: caracterização prosódica e gestual das narrativas de enterro
(Universidade Federal do Pará, 2023-03-29) BORGES, Benedita do Socorro Pinto; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
In the present study we focus a type of oral narrative, the burial narrative, which comprises the rescue of a supernatural treasure, revealed to a chosen person with a deserving profile. According to Fernandes (2007), the burial narrative is characterized by having four archetypes or meanings: protostory, descriptive, explanatory, deception and a structure composedof: origin, annunciation, manifestation, marking, ordeal and outcome. The elaboration of archetypes and structure is subordinated to the narrator's linguistic awareness. In the research athand, we expanded Fernandes' (2007) discussions, postulating that the narrator associatesprosody and gesture, to make a discursive break and/or produce meaning(s). The research corpusincludes 32 narratives, recorded in mp4 and wav format, prepared by native speakers from quilombola communities in Baixo Tocantins/PA: Mola, Itabatinga, Itapocu, Laguinho, Tomázia, Bomfim, Taxizal and Frade. Data processing involved: 1) transcription, according to the Conversation Analysis Notation System (MARCUSCHI, 1986); 2) structural analysis(FERNANDES, 2007); 3) segmentation in PRAAT to map the silent pause (in ms) and f0 (in Hz); 4) taking acoustic measurements with a relevant role in delimiting the parts (OLIVEIRA Jr., 2000); 5) notation in ELAN, of tracks, containing: a) parts of the narrative (FERNANDES, 2007); b) utterance (discursive sequence delimited by a pause of variable length), c) gestural dimension (MCNEILL, 2005): iconic, metaphorical, deictic and rhythmic; and d) gestural phases: preparation, blow, post-blow (KENDON, 2004), and 6) treatment in RsTudio. The result demonstrated that: 1) regarding prosodic analysis: a) the pause delimits the parts of the burial narrative, as at the border it has a longer duration (in ms); b) the pitch range (minimum, average and maximum) plays a crucial role in defining the parts, as it presents a downward curvature at the border. 2) Regarding gestural variables: a) the rhythmic gesture has greater occurrence and,b) the verbal-gestural movement is achieved through the elaboration of its nucleares phase: the blow. 3) Regarding the correlation between gesture and prosody, we detected that: a) during thepost-stroke, the duration of the pause is longer; b) maximum f0 is more prominent in the stroke and decreases post-stroke; c) the average f0 has a greater elevation during the pre-strike, has a downward curvature in the stroke and post-strike; d) the minimum f0 increases during the courseof the pre-stroke. Therefore, we attest to the hypotheses that there is a multimodal structure in burial narratives, because the narrator associates prosody and gestures to delimit the parts and/or produce meaning.