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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Apropriação teórica e formação de professores na graduação em Letras: o processo enunciativo em análise
(Universidade Federal do Pará, 2017-11-08) PEREIRA, Eunice Braga; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this work we will present the results obtained from the research developed in the PhD program in Language and Arts of UFPA (Federal University of Pará). In this research, we will investigate the theoretical appropriation as it is understood as a fundamental part of the teacher training process. We seek to answer the following question: what kind of relation do the undergraduate students that are considered training teachers establish in their speeches according to the different theoretical frameworks presented to them during the language and arts course? The initial hypothesis is that as long as there is no theoretical appropriation in fact, the theory will not have a constitutive role in the students' discursive practices neither in their training for future teaching work. Thus, our general objective is to understand how English and Arts undergraduate students appropriate and mobilize the theoretical constructs taught in the course which will be or should be used in their future professional activity as teachers. The corpus used is composed of two types of academic productions carried out by undergraduate students: 1) Online didactic interactions carried out in a social network when it is re-designated as a teaching platform; these data are the result of an educational project executed in the undergraduation of Language Major in Portuguese of the Federal University of Pará for two years; 2) Written productions more common in academic environment such as internship report , essays and thesis, also held at Federal University of Pará. As a theoretical contribution, we work with The Polyphonic Theory of Ducrot (1987) and also the Theory of Semantic Blocks (TSB) by the same author; we also applied the Authier-Revuz framework (1990, 1998, 2004) on discursive heterogeneities; we also resort to some features of Foucault's enunciative analysis (1999, 2014), mainly the concepts of ritual and discipline. The results of the research show that training teachers tend to trace theory in their academic productions in a superficial and ritualistic way, we mean that, the appropriation is not fully solidified yet, consequently, theory is used more as a base form than a constitutive role.
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Crenças e atitudes linguísticas de paraenses e cearenses na Região Nordeste do Pará: um estudo sobre o abaixamento das vogais médias pretônicas
(Universidade Federal do Pará, 2020-02-21) FERREIRA, Jany Éric Queirós; FERREIRA, Jany Éric Queirós; http://lattes.cnpq.br/3307472469778577; AGUILERA, Vanderci; http://lattes.cnpq.br/8323910235303866
The present Thesis aimed to investigate the linguistic beliefs and attitudes of speakers living in the Northeast of Pará State (Santa Maria do Pará, São Miguel do Guamá, Aurora do Pará, Mãe do Rio, Ipixuna do Pará localities) towards the variation of pretonic, in the light of the theoretical-methodological principles of Multidimensional Dialectology, Sociolinguistics and the Study of Linguistic Beliefs (LAMBERT and LAMBERT, 1972; RADTKE and THUN, 1996; LABOV, 2008; BOTASSINI, 2013; FREITAG and SANTOS, 2016 ). This research is justified by the contribution it will bring to linguistic studies in the Northern Region, where there is a shortage of research of this nature. It is expected to contribute to the understanding of linguistic variation and change and, consequently, help in the fight against linguistic prejudice (SILVA and AGUILERA, 2014). For its execution, the pretonic average vowels were analyzed from the speech of Ceará migrants and Pará natives in five survey points, based on the sample the diatopic dimension (eight informants from each locality), subdivided into topostatic (six natives from each locality) and topodynamics (two Ceará migrants in each locality). The sample was stratified according to the diasexual (4 female and 4 male) and diagenerational (18 to 25 years and 50 to 65 years) dimensions. Data was collected by interviews: the occurrences of the object vowels were collected through reading, questionnaire response and narratives; Belief and attitude data were collected through the quantitative questionnaire, using the matched guise test technique, and a qualitative questionnaire, as well as the self-assessment test. All material collected was organized for transcription in Praat. Three corpora were constituted: one of mean occurrences, with control of lowering and not lowering; another one from the answers of the quantitative attitude questionnaire and another one for the qualitative analysis. The quantitative data corpus was coded in Excel for statistical treatment in Goldvarb X. The qualitative data corpus was categorized for further analysis. The results showed that the realization of [e] and [o] predominates in the speech of natives and migrants of the localities, following the tendency of other regions of Pará (RAZKY, LIMA and OLIVEIRA, 2012; CRUZ, 2012). For the lowering of / e / and / o /, the open vowels, in both tonic and contiguous position, and the degree of nasality of the vowel of the stressed syllable favored the phenomenon, evidencing the vowel harmony as a major driver of this phenomenon. The degree of formality was not significant to the application of lowering. Of the social factors, the origin of the informant, a single group considered significant, favored the phenomenon in the speech of migrants. Gender and age group were not probalistically significant, but in percentage terms, there was a higher occurrence of lower speech in women and young people. The subjective attitudes revealed that the people from Ceara,Belem and local dialects enjoy a certain prestige, because they were evaluated positively, with percentages above 70%. Diatopically, the results differ presenting positive evaluations sometimes to the local dialect, sometimes to Belém or to Ceará inhabitants. Migrants attributed more positive ratings to the dialects than the native ones. From the diassexual point of view, men preferred the local and Ceará dialects, and women, the local and Belem’s dialects. In relation to the diagenerational, young people preferred the Belem’s and local dialects, while adults preferred the local and Cearense dialects. Most informants did not notice the difference between open and closed vowels in two word sequences, however, preferred and claimed to speak the word sequences with closed vowels. The local and Belem inhabitants dialects have higher social status. The natives were more loyal to their dialect than the migrants.
Acesso aberto (Open Access)
Da promoção da cartografia das línguas indígenas na universidade á construção de diretrizes para uma política linguística institucional multilíngue
(Universidade Federal do Pará, 2025-02-22) LEITE, Marília Fernanda Pereira; CRAVO, Marilucia de Oliveira; http://lattes.cnpq.br/9728768970430501; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
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/3117544056791050
The 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.
Acesso aberto (Open Access)
Do sertão ao sertón: tradução emancipadora e análise de neologismos de grande Sertão Veredas nas traduções para o espanhol
(Universidade Federal do Pará, 2018-06-12) CARVALHO, Leomir Silva de; HOLANDA, Sílvio Augusto de Oliveira; http://lattes.cnpq.br/0928175455054278
Acesso aberto (Open Access)
Dos campos do Marajó aos campos do discurso: sentidos sobre o trabalho do vaqueiro na tradição e na contemporaneidade
(Universidade Federal do Pará, 2021-02-21) POMBO, Délcia Pereira; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140
This thesis triggers the reins of a study course designed to investigate the discourses about the work of the Marajoara cowherd in the tension between traditional and contemporary meanings about the profession. To apprehend the senses effects of the discursive experiences in the work context, there is the guiding question: How to understand the tension inherent to the discourses that imply the figure of the cowherd, still rooted to the traditions, and the contemporary, more distanced from them? For this purpose, the theoretical and analytical path is intertwined with the theoretical and methodological framework of Discourse Analysis (DA), based on the postulates of Dominique Maingueneau, focusing on the concepts of de deixis, discursive practice, enunciation scenes, simulacrum, and polemic, to think about productive activities in the labor universe, in a construction that is mediated discursively. Added to these contributions are the principles of Ergology, based on the postulates of Yves Schwartz, to think about the relationship between language and work, in the reference made to the prescriptions of work and the performance of the cowherd in the daily toil. The narratives of life, based on the postulates of Daniel Bertaux, are used to think about the access to the discourses about the work of the cowherd, in the telling of the experiences of the work in a space in which the enunciation acquires meaning. The investigation was carried out through narrative interviews, with subsequent transcription, which constituted a point of articulation between the phenomena of language and the work of the cowherd and how professional identity is constructed in a discursive practice. The choice of the theme is justified by the relevance of the studies on Marajoara cowherding, and to contribute to the discussion around a discursive subject thought from a place. In this direction, the locus of the investigation concentrates on ten farms located in the fields in Marajó, municipality of Soure. The focus is on the articulation of two analytical corpora: the life narratives of sixteen Marajoara cowherds, distributed in four categories of professionals, whether they are day laborers, effective, foremen, and retired; and Law 12870/2013, which regulates the profession of the cowherd. This deepens the recognition of an interdiscursive operation between the meanings produced in the legal field and the meanings produced in the labor field. In the foundations on which the analyses are built, the voices that narrate weave a network of discursive relations implied in the saying of oneself and of work with a register of significant marks in the production of meanings in the historically marked activity of cowherding in this region of the fields of Marajó.
Acesso aberto (Open Access)
Ensino e aprendizagem de línguas adicionais na complexidade: a emergência do método por projetos
(Universidade Federal do Pará, 2024-08-22) CARNEIRO, Tiago da Fonseca; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312; https://orcid.org/0000-0001-8572-147X
Project-Based Learning (PBL) has increasingly garnered attention in both international and national discussions as it aims to bring students closer to everyday issues of high relevance in their communities, as well as to 21st-century life skills and competencies. This approach allows the learning of school content to emerge from reflecting on these community problems and challenges (Bender, 2014). Thus, PBL meets the demands outlined in the Brazilian National Common Core Curriculum (BNCC) by making learning meaningful in its context and time. However, in the context of additional language teaching and learning (ALTL), the absence of a Project-Based Method (PBM) grounded in discussions specific to Applied Linguistics (AL) poses challenges for teachers in its implementation, particularly when considering the classroom as a complex adaptive system (CAS). In view of this, the general objective of this study is to propose the PBM in light of complexity theory. Specifically, the following objectives were met: 1) to situate the PBM within AL by referencing the approach from which it derives, namely the Multiple Intelligences Approach; 2) to describe how the design of the PBM functions as an initial condition for PBL; and 3) to indicate how viewing the classroom as a hologram can support teachers in using the PBM as a complex method. Regarding the methodology, we conducted action research with first-year high school students at a public school in Belém, employing the following research instruments: focus group, observation protocol, and evaluation protocol. The results indicate that the PBM proposal and the suggestion of underlying procedures mitigated the difficulty of incorporating elements of PBL into ALTL, particularly due to the emergence of the managerial axis. Furthermore, it was confirmed that the PBM should operate as an initial condition, with its design being open to contingencies, and that viewing the classroom as a hologram facilitates the retroactive adaptation of the method's design. Prospectively, we hope that the PBM can support the implementation of a bilingual curriculum at the aforementioned school, as it can be utilized as a method within another approach, namely Content and Language Integrated Learning (CLIL).
Acesso aberto (Open Access)
Estudo de fraseologia do futebol brasileiro das séries B, C e D em jornais digitais populares: construção de um dicionário eletrônico
(Universidade Federal do Pará, 2017-03-27) SALVADOR, Carlene Ferreira Nunes; RAZKY, Abdelhak; http://lattes.cnpq.br/8153913927369006
One of the knowing the social thought history through centuries is present in a vast number of expressions that can convey the way one or more generations live and can work as conduct instruments able to be aplied in daily life. The factors that allow its union under the hypernymy phraseology are essentially semantic, that is, its signification is established from a set of elements that constitute them and its high level of lexicalization. What characterizes the permanent expression is the conventionality of the group and its memorization as a cohesion block, its sequence is recovered from the memory as a whole and recognized as an informational unity. The studies of the phraseological units of the common language have long been carried out through the organization of repeated expressions, orally or in writing, in important works of literature from different eras. In turn, common language phraseology encompasses the study of quite different units: proverbs, dictations, idioms, phrases, and utterances. However, the study of these units in specialty languages has only recently begun to gain ground due to the advancement of the sciences and the need to understand the languages of the specific areas that are developed, in view of the new technologies and linguistic mobility to which the Man is exposed. In this sense, the present PhD work aims to identify, describe and analyze in written texts from the Sport Notebook section of five Brazilian capital newspapers: Amazônia Jornal / Belém, Daqui / Goiânia, Diário Gaúcho / Porto Alegre, Massa / Salvador e Meia Hora de Notícias / Rio de Janeiro the phraseology related to the universe of football series B, C and D of the Brazilian championship. The data were collected in the time-cut from 2008 to 2015, which includes a post and a FIFA World Cup pre-match, which leads us to believe that there is a natural propensity to produce these structures, as well as verify the degree of crystallization Of these phraseological units. Corpus linguistics is part of the methodological procedures and the empirical approach used to compile and extract data according to Berber Sardinha (2004) and Tagnin (2005). The theoretical basis adopted is limited to the taxonomy proposed by Gross (1982), Gross (1996) and Mejri (1997, 1998, 2002, 2012), Xatara (1994, 1998); Ortiz-Alvarez (2000 ; 2012) and Oto-Vale (2002) for the identification of the criteria and the analysis of the phraseological units. For a specific approach to phraseology, we rely on the precepts developed by Mejri (1997; 2012), in which the author explicitly states that underlying syntactic behaviors of fixed sequences are deep semantic mechanisms. Considered under this bias, the studies in the area of phraseology not only allow to reflect on questions in the field of language, but also contribute to understand a particular community by recording and analyzing the expressions that make up its linguistic heritage. 1318 phraseological units were found and the data obtained reveal a considerable presence of phraseologies in the texts investigated. Some very emblematic examples: pisar na bola, gol de bicicleta and lá onde a coruja dorme. The corpus evidences, therefore, uncontested marks of these phraseologies in the lexicon, reason for which it is necessary to investigate these marks.
Acesso aberto (Open Access)
Fluência em leitura oral, compreensão e hábitos de leitura: influência da leiturabilidade no desempenho em textos narrativos e informativos
(Universidade Federal do Pará, 2024-05-08) MOUTINHO, Michell Gadelha; PICANÇO, Gessiane Lobato; http://lattes.cnpq.br/8504849027565119; https://orcid.org/0000-0001-5699-1470
This research aims to investigate, from two dimensions of oral reading fluency (rate and accuracy), the performance of 6th and 9th graders from public and private schools from Belém in reading narrative and informative texts (extracted from textbooks adequate for both grades) with different Readability levels. Moutinho (2016) noticed in his research that students’ performances in relation to accuracy in oral reading of both types is distinct, confirming previous researches (PAIGE et al., 2015). To evaluate more deeply these performances, it was used Curriculum-based measurement (CBM), which states that 1-minute oral reading is enough to assess global performance in reading. However, it was necessary to establish if the texts used to the assessment were actually adequate to the development level of students. Moutinho e Picanço (2022) observed that there is a great difference in textual complexity in texts from textbooks used for 5th to 9th grades. Considering this, in order to manage to more reliably evaluate students’ performance, the Flesch Readability Index was used, adapted to Portuguese (MARTINS et al., 1996) with the tool Coh-Metrix (SCARTON; ALUÍSIO, 2010). The research was conducted in seven schools from Belém’s metropolitan region, four private and three public schools. Each student read two narrative and two informative texts, one simpler and another more complex from each type, according to the Flesch Index. Moreover, to measure students’ comprehension, at the end of each oral reading, participants retold what they had read in the texts and also told, in a semi-structured interview, their reading habits. Results were divided according to the different tasks. To assess reading rate and accuracy, it was observed that both grades are below the stipulated level set up by research and official institutions. There was a difference between narrative and informative text reading for the 6th grade, whereas for the 9th grade the differences were inverted, as the complex texts been read with better performance than the simple ones. In the comprehension task, results show that many of the students had difficulty in retelling what they had read, especially for the 9th grade, which mentioned less propositions than the 6th grade. Regarding the reading habits, most of the students from both grades stated they read at home and are encouraged to read. Both the comprehension task and the statements from reading habits interview had no statistically significant correlation with their performance related to the accuracy performance, though data may suggest possibilities for intervention which can encompass all three variables, so that they promote development in reading performance.
Acesso aberto (Open Access)
Formação inicial de professores de Francês língua estrangeira no ensino remoto: a ótica da avaliação formativa no desenvolvimento do agir didático
(Universidade Federal do Pará, 2022-06-28) ALVES, Luciana de Oliveira; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146; https://orcid.org/0000-0002-9635-5054
Acesso aberto (Open Access)
A formação para o trabalho docente na fronteira entre a academia, a mídia e o mercado
(Universidade Federal do Pará, 2019-10-21) LOPES, Maria do Socorro Morato; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140
Investigating discursive constitution of teaching professional's work within specialized magazines in which ones the teacher figures as its target audience constitutes the principal aim of this researching work, starting from the hypothesis that such publications propose themselves to be instancies to formation for this professional. In this perspective, interdisciplinary discussions were necessary to comprehend how the discourses about the work of teachers as well about their formation contribute to constitution and legitimation of images of the teaching professionals and their profession. To accomplish this research, some concepts from different areas of knowledge were discussed. They formed the basis to development of this research: centrally, the concept of discursive practice, based on theoretical postulates of Foucault (1987) and Maingueneau (1997, 2008a), and the concept of work, based on the studies by Certeau (1982, 1998) guided the research. In order to undertake the study, the discourses that circulate in specialized magazines served to compose the corpus of the research because they showed their relevance to discuss the constitution of teaching, since these publications have a legitimate space in media and in market, which demonstrates its social insertion and legitimation as a consumer product for teachers. Inside the scope of the research, it is understandable that specialized magazines are media (MAINGUENEAU, 2013) by which sense effects are mobilized and (re) produced. The genres chosen for the analysis work were editorials, magazine covers and articles signed by teachers or interviews with teachers, to comprehend the relationships that are established so that the frontier discursive practice is put in functionment. To enrich the discussions, the notions of enunciation scene (MAINGUENEAU, 2005) and discursive deixis (MAINGUENEAU, 1997) were discussed into analysis chapter. The analysis of the discursive practice mobilized in the magazines allows us to understand how such publications lay in functionment discourses from a hybrid frontier, in which discourses from academia, the media and the market converge. Therefore, these magazines are considered to operate a discursive practice that mobilizes subjects and identities, while the legitimation of the places of those who writes in the media scene, if they are journalists, editors, teachers, so on is realized by the effects of sense that the texts conveyed produce. The discussions enable us to comprehend how the discourses about the teacher's work and his formation appear within these specialized publications and (re) produce images which ones form professionals and truths about the profession.
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)
Letramento e autoria profissionais docentes: mobilizações de saberes e fazeres em contexto de formação continuada decolonial nos anos iniciais do Ensino Fundamental
(Universidade Federal do Pará, 2023-09-04) BARRETO, Missilene Silva; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
This qualitative-interpretive research, of ethnographic and collaborative type, started with the following problem-question: To what extent does the "Sociocultural Practices, Languages, and Teaching and Learning Processes in Teacher Training" project (IEMCI/UFPA), hereafter referred to as "Sociocultural Practices," contribute to teacher professional literacy and authorship, and the implementation of decolonial practices in the classroom? To answer this question, we followed three teachers from the early years of Elementary Education from September 2020 to April 2022, in continuous training, within the Research Project "Sociocultural Practices" (IEMCI/UFPA), as well as in their professional contexts. Our general aim was to reflect on the mobilization of teachers' knowledge and actions in continuous training using a decolonial approach, based on the "Sociocultural Practices" Research Project (IEMCI/UFPA) and within a professional context. Specifically, we aimed to: a) identify the theoretical-methodological references of teachers working in the early years concerning oral language actions, reading, and writing; b) describe short courses implemented in the "Sociocultural Practices" project, as an extension of continuous training for professional literacy and authorship and for a decolonial practice; c) characterize the specificities of teacher professional literacy, authorship, and decoloniality in teaching practices after continuous training events. The sociocultural and ethnographic approach of Literacy Studies (STREET, 2014; KLEIMAN, 2005; FREIRE, 2013; 2017), the dialogical perspective of language (BAKHTIN, 2011 [1979]; VOLÓCHINOV, 2018 [1929]), and Decolonial Studies (LANDER, 2005; QUIJANO, 2005; MIGNOLO, 2005; WALSH, 2009; MOTA NETO, 2015) make up the theoretical-methodological framework of this investigation. As criteria for analysis, we guided the concepts of teacher professional literacy and authorship, and decoloniality, from the categories: ethical responsibility (BAKHTIN, 2011[1979]), conceptions of knowledge (TARDIF, 2014), and decoloniality of power, knowledge, and being (QUIJANO, 2005; LANDER, 2005; MIGNOLO, 2005). The results indicate that the professional literacy and authorship of the investigated teachers resonate in: ethical responsibility, consideration of others, class as a responsible political act, assumption of theory and practice, awareness of incompleteness, active responsive attitude, consciousness of teaching action, refraction of cultural identity in class, intersection of knowledge, evaluation and reformulation, estrangement of teaching action, awareness of change, reconfiguration of practice, unconscious teaching action, ethical commitment. Regarding decoloniality, teachers show traits of assuming cultural knowledge, promoting student co-authorship, confronting impositions, breaking away from the teacher-transmitter and student-receiver model, creative pedagogical alternatives, breaking away from hegemonic knowledge, demystifying knowledge, materiality of knowledge, interdisciplinary pedagogical practice, class innovation, uniqueness of knowledge, consideration of student discourse, awareness of knowledge built from a regional perspective, otherness, and promoting student engagement.
Acesso aberto (Open Access)
Movimento Xingu vivo para sempre: da fundação à consolidação do discurso de recusa radical ao complexo hidrelétrico de Belo Monte
(Universidade Federal do Pará, 2018-03-27) GALVÃO, Alessandro Nobre; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140
This work examines the socio-historical conjuncture that led to the emergence and consolidation of a new discourse in the order of discourses on the management of natural resources in the Brazilian Amazon - the discourse of radical refusal to the Belo Monte Hydroelectric Complex (CHBM). This situation dates to a conflict started in the late 1970s when the Brazilian government proposes an inventory of the Xingu basin to assess its hydroelectric potential, reaching the 2000s with changes in the country's economic policy based on the strengthening of the neoliberal model and the opening of the Brazilian government to private companies for the exploitation of natural resources. We identified the birth of the resistance of indigenous groups with emphasis on the Kayapó people, later strengthened with the alliance sealed between this and other segments impacted by the Belo Monte project, on the occasion of the Xingu Vivo para Sempre Encounter held in 2008. We analyze, therefore, the historical facts that culminated in the emergence and circulation of this discourse, as well as its ideological foundation, the possible transformations it suffered over time and the discursive processes that derive from it. We made a descriptive dive in the indigenous social formation, seeking to compare it to the capitalist social formation, which allowed us to envisage, based on the Peucheutian studies, that the resistance we investigate is born in a non-place under the aegis of other rituals of interpellation, introducing itself within the practices and possible rituals in the capitalist social formation. Our analytical course showed us that discourse of radical rejection to the CHBM undergoes transformations from the advent of that imaginary alliance that, from a discursive point of view, sealed an alliance not between empirical subjects, but between different positions of subject and allowed the invasion of other knowledge into the FD that determines this discourse. The discursive corpus of this research is constituted by discursive materialities of differentiated semiotic nature and we adopt as a procedure of construction of this corpus the notion of cut proposed by Orlandi (1984), as well as the discursive sequence proposed by Courtine (2014) and the procedures of the analysis followed the triangular approach proposed by Lagazzi (2005).
Acesso aberto (Open Access)
Movimentos oculares e prosódia de leitura oral: análise dos marcadores prosódicos gráficos na leitura de alunos do 5 º ano do Ensino Fundamental
(Universidade Federal do Pará, 2021-02-25) VANSILER, Nair Daiane de Souza Sauaia; KLEIN, Angela Inês; http://lattes.cnpq.br/8845056127169633; https://orcid.org/0000-0001-6230-7938; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
The present Doctoral Thesis investigates the processing of Prosodic Graphic Markers - MPGs (PACHECO, 2003) in read-aloud. It aims to examine the processing of oral reading in Brazilian Portuguese (BP) taking into account the MPGs: Comma (VG), Period (PT) and Colon (DP) according to the BP intonational system defined by Cagliari (1981), which presents tonal patterns delimited by a Tonal Group (GT) consisting of a Salient Tonic Syllable (TT), Tonic Component (CT) and Pretonic Component (CPT). The methodology used combines acoustic and cognitive analysis. For the acoustic analysis, we recorded the oral production during reading of 58 5th grade students from the municipal school in Ponta Grossa (PR), all with ages between 9 and 12 years old, classified around the Reading Fluency variable, with a total of 29 students in the Fluent Group (FL) and 32 in the Low Fluency Group (FP). In all, 928 data were analyzed (58 students x 16 target sentences). Variables were controlled for taking the measures of intonational contours: Intensity (in dB) and Fundamental Frequency (f0) (in Hz) of CPT and CT, Duration (in ms) of TT and Pause (in ms). For the cognitive analysis, we employed the Eye Tracker Technique to take measurements of the eye movements of the 58 participants. The eye variables controlled were: Total Reading Time (TTL), Number of Fixations (NF), Number of Saccades (NS), and Mean Fixation Time (MTF). For the relationship between ocular and acoustic data, we applied tests combining the statistical variables and the stimuli: Test 1 (the number of fixations and duration of the internal pause), Test 2 (the number of revisits and duration of the internal pause), Test 3 (the number of fixations and duration of the final pause), and Test 4 (the number of revisits and duration of the final pause). The data was composed of three stimuli, corresponding to the reading of three different types of texts: Text 1, complex with the markers DP (2 target sentences), VG (3 target sentences) and PT (3 target sentences), Text 2, simple with the markers VG (3 target sentences) and PT (1 target sentence) and Text 3, simple without punctuation, containing 4 target sentences: i) 3 target sentences with VG value and ii) 1 target sentence with PT value. Data processing comprised the following steps: i) eye data extraction in BeGaze software; ii) segmentation of audio signals in Praat software; iii) extraction of the means of the physical parameters of the segments; iv) tabulation of the acoustic and eye relationship data; v) application of quantitative tests. In the prosodic analysis, the participants present in all the markers evaluated, inconsistency regarding the reduction or maintenance of CT and CPT in f0 and Intensity and no elongation of TT. The comparison of the averages of the eye variables between the FP and FL groups proves that the more complex the text, the greater the difference between the fluency groups. The results of the correlation analysis indicate that there is a significant correlation between the variables internal pause and fixations in test 1 (in texts 1 and 2) and internal pause and revisits in test 2 (in texts 2 and 3), which characterizes difficulty in reading processing due to internal pauses, revisits and fixations within the sentence; and between the variables End Pause and Fixations in test 3 (in text 1) and end pause and revisits in test 4 (in text 2), which means that when the duration of the amount of fixations and revisits increases, there is an increase in the duration of the end pause, which may prove the dwell-time effect (HIROTANI; FRAZIER; RAYNER, 2006; RAYNER, 1998), in which readers remain at the end of a clause until the resolution of the present clause. Overall, the data showed that there is a strong correlation between fixation, revisit, and pause duration in the processing of punctuation marks during spoken reading.
Acesso aberto (Open Access)
Parkatêjê língua de herança: 'minha língua ensinada do jeito que eu quero'
(Universidade Federal do Pará, 2019-03-21) SILVA, Maria de Nazaré Moraes da; AMARAL, Luiz Alexandre Mattos do; http://lattes.cnpq.br/6750882830489718; FERREIRA, Marília de Nazaré de Oliveira; http://lattes.cnpq.br/4291543797221091; http://lattes.cnpq.br/6750882830489718
The death of language, wheter indigenous or not, represents damage for the humanity as a whole, because it means the loss of the historiacal legacy of nations, of the peopl'es identity who once spoke it, as well as of some conception of the world.
Acesso aberto (Open Access)
O processo de autonomização à luz do paradigma da complexidade: um estudo da trajetória de aprendizagem de graduandos em letras-inglês
(Universidade Federal do Pará, 2019-02-28) BORGES, Larissa Dantas Rodrigues; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
This work aims to understand how the autonomization occurs in the learning trajectories of English undergraduate students, under the perspective of the complexity paradigm (LARSEN-FREEMAN, 1997; 2017; LARSEN-FREEMAN; CAMERON, 2008). Autonomy is considered a complex, dynamic and multidimensional phenomenon, developed along one‘s lifetime (FREIRE, 1996; [2006]; PAIVA, 2006; BENSON, 2013), subject to setbacks, stability, and advances. After a reflection about the existing models of autonomization in the literature (NUNAN 1997; SCHARLE; SZABÒ, 2000; BENSON, [2001]; 2011; TASSINARI, 2010; [2012]), this dissertation proposes a dynamic model of autonomy development as a complex phenomenon. The context of this research was the Faculdade de Letras Estrangeiras Modernas (FALEM) at the Universidade Federal do Pará (UFPA), located in Belém. This multiple case study (DORNYEI, 2007; YIN, 2010) was developed in a longitudinal way, applying analytical and retroactive movements, comprising the undergraduate period of time of four English major students. In the first semester of the course, four participants with elementary level of English were selected based on their narratives written in the course ―Learning to Learn Foreign Languages‖. Through these narratives, it was possible to perceive the initial conditions of their English learning in the academic context. Along the following semesters, when the participants studied five levels of English language at the university, learning diaries were collected in which they reflected about their own language learning. Finally, continuing the study of the trajectories, an interview was conducted in the last semester of the course with the aim of analyzing the manner in which the autonomization in the English learning contributed to empower students, enabling or not a more effective participation in the academic and professional community (VYGOTSKY, 1978; [1991]; OXFORD, 2003; MURRAY, 2017; NICOLAIDES, 2017). Among the results of this investigation, the multidimensional and personalized character of autonomization was evidenced, hence it happens in diverse ways to each student in different time scales and in different contexts. The influence of nested subsystems such as motivation, beliefs, identities, and emotions was verified, which contributed to enhance or inhibit the process in focus in the learners‘ trajectories.
Acesso aberto (Open Access)
Rearranjo de valência na Língua Parkatêjê (Timbira)
(Universidade Federal do Pará, 2017-02-24) NEVES, Cinthia de Lima; FERREIRA, Marília de Nazaré de Oliveira; http://lattes.cnpq.br/4291543797221091
Several researchers described Timbira languages as Apaniekrá (CASTRO ALVES, 2004, 1999); Apinajé (DAVIS, 1966; OLIVEIRA, 2003); Krahô (SOUZA, 1997, 1990); Krinkati (CASTRO ALVES, 2004; AMADO, 2004); Parkatêjê (NEVES, 2012; FERREIRA, 2003; ARAÚJO, 1989) Pykobjê (SÁ, 1999; AMADO, 2004); amkokamekrá (DAVIS, 1966; POPJES & POPJES, 1986). In addition to the contrastive studies of Alves (1995), Alves & Sá (2000) and Alves (2002), Timbira does not have descriptions to compare and contrast some aspects in the languages of the dialect complex, especially those that are recurrent and productive in these languages, such as the valency changing process. In some languages, such as Parkatêjê, the phenomenon needs to be more studied, analyzing general questions that allow the research to be described in the other Timbira languages and later to other Jê languages (Panará, Suyá, Kayapó). The purpose of this work is to describe, from the morphosyntactic and semantic point of view, the mechanisms involved in the valency rearrangement processes in Parkatêjê, comparing them to those in other Timbira languages, in order to contribute with descriptive, historical or comparative works in Jê languages and languages in general.
Acesso aberto (Open Access)
Relatório de estágio: a formação do professor de língua portuguesa no modo de narrar a aula
(Universidade Federal do Pará, 2020-02-12) MORAES, Dione Márcia Alves de; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
We started a research on the writing of reports in the supervised teaching practice, at the Universidade Federal do Pará, campi Marajó-Breves, Belém, and Castanhal, and the interrelationships between the writing process and the production of knowledge, specifically when dealing with the form in which the students narrate the class. In the reports, the student teacher makes images over the events of the class through writing. In this study, one of the hypotheses that we make is that it is possible that the form in which the student teacher narrates produces a polyphonic discourse (discourses that structure the teaching field) that highlights points of views that make clear forms of knowledge upon the role of the participating subjects in the supervised teaching practice, the school and the teaching. Such knowledge is manifested bt the selection or concealment of a term, and expression, the organization of an utterance, and so forth. Considering that the report is a predominantly narrative text, we propose to analyze it both in the sphere of the narration, where the speaker builds images of such interactions through writing, and on the sphere of the narrative, where the interactions experienced in class appears as the object of the report. In both, "action" is an accentuated element. We set up the notions of the spheres of both narration and narrative based on the studies of Todorov (2008); our base for the concept of polyphonic discourse is in the works of Bakhtin (2008), Ducrot (1987), and Authier-Revuz (2004). The concept for "action" is build based on Bakhtin/Volochínov (2010) and Geraldi (2013). Finally, we approach the way that the actions in the narrative sphere are linguistically materialized (and their relationship with the empirical status of these actions) based on the works of Castilho (1968), Travaglia (2016), Ducrot (1987), and Austin (1990). Our general goal is to understand how the report, as essentially narrative text, presents to us indications of the formation process of the teacher and how the knowledge, incorporated by the student teacher in its formative process, is characterized. To achieve this goal, we arranged the analysis of three reports of the conducting sections in two moments. In the first moment, starting from the narrative sphere, we discuss the action attributed to the students of the class and to the student teachers, and the report about either the content or the methodology used in the classroom. In the second moment, starting from the narration sphere, we discuss the ways in which the student teachers exhibit the actions in the sphere of the narrative in producing a text in which they describe those things. With this study, we answered two questions that we raiste. The first one being "when can we say that a report gives us clues of a process of knowledge growth?". We notice that, although as reports they are full of generalizations and concealments, they shows that produces knowledge about the conceptions of the teaching practice that guides the student teacher. The second question is "what can be considered as a 'good' report?", that we also answered. We conclude that a "good" report must fulfill at least two goals: a detailed and reflective writing, and a writing that undermines preconceived knowledge. The first goal is important to the student teacher to revisit his text and surpass his initial positions, reflecting on his data from the conceptions learned during the undergraduate course. The second goal concerns that the report needs to be understood as a practice in which the student teacher undermines his preconceived options, often "archaic and authoritarian", that he has about the subjects who take part in the class, about the school, and about the teaching process.
Acesso aberto (Open Access)
Uso do artigo diante do nome próprio no português brasileiro: estudo a partir do corpus do Atlas linguístico
(Universidade Federal do Pará, 2023-05-25) MORAES, Ronaldo Nogueira de; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834; https://orcid.org/0009-0002-9250-1613
Supported by the theoretical-methodological framework of Dialectology and Geolinguistics (CHAMBERS; TRUDGILL, 1994; FERREIRA; CARSOSO, 1994; CARDOSO, 2010, and others), Variationist Sociolinguistics (SILVA-CORVALÁN, 1989; LABOV, 2008) and the methodological apparatus of Geossociolinguistics (CARDOSO; RAZKY, 1997; RAZKY, 1998; LIMA, 2003; LIMA; RAZKY, OLIVEIRA, 2020), this thesis aimed to describe, analyze and map the variation in the use of the definite article before the proper names of people the anthroponyms in the corpus used for analysis in this thesis. It was assumed that contemporary Brazilian Portuguese tends to use the article before the proper name, which configures the structure "definite article + proper name". It was also hypothesized that this usage is spreading throughout the Brazilian territory, reaching areas traditionally characterized by the non-use of the article in the context observed here. The sample analyzed in this thesis comes from the corpus of the Linguistic Atlas of Brazil Project ALIB Project -referring to the 25 capitals that constitute the network of points of the referred Project. From the full hearing of the 200 linguistic interviews of the ALIB Project consisting of the Phonetic-Phonological, Semantic-Lexical and Morphosyntactic questionnaires, and the Semi-directed Discourses (about 700 hours of continuous speech) the 2,645 data of the final analysis were extracted and submitted to statistical treatment using the GoldVarb X computer program, which helped in the quantitative analysis. The quantitative and linguistic analysis of the data was done by controlling for linguistic and extralinguistic variables in order to identify the factors that might be conditioning the use of the article before a proper name. The results showed a majority use of the definite article before an anthroponym in the North, Midwest, Southeast and South regions of Brazil, and no majority use of the article in the Northeast Region. The data were analyzed according to two distinct contexts of occurrence: when the proper name appears as "isolated", there is a tendency not to use an article: of the 533 occurrences, 402 (75.4%) appeared without an article in front, and 131 of them (24.6%) appeared preceded by an article; when the proper name appears in sentence structures, the tendency observed is the use of the article: of the 2,112 occurrences, 1,301 (61.6%) are articulated and 811 (38.4%) are not articulated. The GoldVarb X program selected the following groups of factors as significant, in order of significance: capital, syntactic function, anthroponym as enumeration item, type of anthroponym, gender, circumstance in which the proper name is cited, and structure of the nominal syntagma.