Navegando por CNPq "CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA"

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Aconselhamento linguageiro, motivação e autonomia: um estudo de caso em escrita acadêmica em inglês
(Universidade Federal do Pará, 2015-09-04) MARTINS, Marja Ferreira; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
The difficulty reported by my classmates to write their final papers and the recent studies about language counseling started by me at the time prompted me to promote a research where I could verify the impact of counseling techniques in the students’ learning process of English as FL with difficulties in academic writing. Making connections with other areas such as autonomy and motivation, which had already been the focus of my attention. I decided to conduct a research aiming to verify how the language counseling can work as a scaffold to the autonomy of undergraduate students in English as a foreign language focusing on the academic writing skills improvement and, at the same time, to analyze the impact of this experience on their motivational process. For this, I search to verify, through a case study, how is the relationship between counselor and advised develops and describe, using multiple data collection resources (facebook chat, recording and transcription of chat sessions related to their writing problems and a final interview) to a better performance in academic writing. The results obtained through analysis of the collected material allowed me to observe that actually there is a considerable impact of language counseling techniques described by Kelly (1996), Stickler (2001) and Mynard (2012) both in autonomy and in student’s motivation process toward to the development their his writing skills for academic purposes.
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Análise acústica da relação acento versus entoação no português falado em Mocajuba: contribuições para o Projeto Amper-Norte
(Universidade Federal do Pará, 2015-02-27) COSTA, Maria Sebastiana da Silva; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
The present dissertation is part of AMPER-NORTE project (Atlas Prosódico Multimédia da Região do Norte do Brasil) and is linked to AMPER-POR project (Atlas Prosódico Multimedia do Português). Its main objective is to contribute to AMPER-NORTE project, featuring the dialectal prosodic variation of the Portuguese spoken in the urban area of Mocajuba (PA). The methodological procedures have been previously established by AMPER project.The corpus has been built with a speech sample of six informants, three males and three females: a woman (BF51) and a man (BF52) of elementary education, a woman (BF53) and a man (BF54) of middle education, a woman (BF55) and a man (BF56) of higher education, variety of Portuguese spoken in Mocajuba.Therefore, the corpus of the city of Mocajuba consists of 102 sentences of the type SVC (subject + verb + complement) with adjectival complement and indicators of place. Each sentence was repeated six times, totaling 612 sentences per informant. The analysis was made from data relative to the six informants. Therefore, 42 sentences were selected, 21 affirmative and 21 total interrogative with noun phrases simple or compound, they were selected to take account of the three accentual guidelines of Portuguese presenting a total of 14 oxytones, 14 paroxytones and 14 proparoxytone. The acoustic analysis of vowels was made in six stages and the results show that acoustic physical parameters of fundamental frequency (F0) and duration (ms) showed significant results for this analysis, confirming such parameters as complementary in the distinction of phrasal modalities in this range under study. The F0 becomes relevant, by moving on clamp format, which preferably occurs in the stressed syllable of the target word, nominal, in the three accentual guidelines and the duration shows that the accentual guidelines (oxytone, paroxytone and proparoxytone) recorded inversely proportional values and it is confirmed as a distinctive parameter. In the intensity, there was not enough satisfactory distinction to confirm it as complementary to F0 and ms in the variety of Portuguese spoken in Mocajuba.
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Anjos & cronistas: Dybbukim entre a ditadura e o futebol
(Universidade Federal do Pará, 2015-02-24) MUINHOS, Breno Pauxis; CORNELSEN, Elcio Loureiro; http://lattes.cnpq.br/2420574923794; SARMENTO-PANTOJA, Tânia Maria Pereira; http://lattes.cnpq.br/3707451019100958
This research aims to analyze the perceived antagonism in sports chronicles written by the poet Carlos Drummond de Andrade and the playwright Nelson Rodrigues, published in two anthologies post-mortem Quando é dia de futebol, organized by two of the miner poet grandchildren, and À sombra das chuteiras imortais, a selection made by Ruy Castro. The antagonisms are described in this work by pointing to the opinions of the authors, about the direction of national politics and Brazilian society in the period of the Civil-Military Dictatorship; here perceived in critical view of modern works such as angels, and categorizing them as literary dybbukim: from reflections suggested in História & Modernismo of Monica Velloso and O anjo da história of Walter Benjamin. This shall be held a brief discussion about the chronic gender, some traces of its origin in Brazil, and the relationship between chronic, journalism and literature. In addition to an exposition of studies on chronic sports written by writers like Coelho Neto and Lima Barreto, and discussions dealing with the concept of Modern and Modernism, finally selected some of the chronicles of two authors about soccer and politics, in which to exemplify the proposed categorization.
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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)
As formas nominais anafóricas no gênero fórum de discussão do orkut
(Universidade Federal do Pará, 2008-03-28) GALVÃO, Alessandro Nobre; TOSCANO, Maria Eulália Sobral; http://lattes.cnpq.br/7725724776869425
In this work, we propose an analysis of some types of referenciation strategies that contribute for the argumentative orientation in the genre forum of discussion at Orkut. In doing so, we trace a theoretical route in which we discuss concepts as virtual community, genre and referenciation phenomenon. Concerning the first category, we take into account the theoretical postulates of Sociology, Social Learning Theory, and Applied Linguistics in order to propose a concept of virtual community that fits the virtual associations verified in the Orkut website. Concerning the second category, we based our observations, in the genre focused, on the theoretical postulates of Bakhtin (1999; 2003), Rojo (2005), and Rodrigues (2005). These authors define genre under a social and historic perspective. Regarding the last category, we consider authors from Textual Linguistics that discuss the referenciation phenomenon and its theoretical implications. We adopted Kochs (2004; 2005; 2006) taxonomic and analytical propose of the anaphoric strategies with noun heads. These strategies are noun descriptions, anaphoric encapsulations and metadiscoursive labels. The analysis of such process in our corpus was based on both the postulates of referenciation, inscribed in the Textual Linguistics field, and on the considerations of the dialogic nature of genres, inscribed in the Linguistics of Enunciation field.
Acesso aberto (Open Access)
Aspectos motivacionais de aprendentes de Língua inglesa: um estudo de caso sob a perspectiva sociodinâmica
(Universidade Federal do Pará, 2020-07-13) CARVALHO, Luiza Moreno; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312
Studies in the field of language teaching and learning point to motivation as an important factor for success in learning, since it constitutes the driving force of the learner during the long process of learning. Motivation has increasingly been characterized as a dynamic and complex phenomenon, which involves, among other aspects, the individual’s view of the self as a learner and as a speaker of the target language. With this in view, this research aims to investigate the relationship between the learner's view of his L2 self and the influence of motivational agents in the emergence of possible selves within their L2 motivational self system. In order to do so, this work was based on the theoretical framework of the socio-dynamic phase of motivational studies, such as the relational view of motivation, self and context (USHIODA, 2009), the L2 Motivational Self System (DÖRNYEI, 2009) and the view of motivation as a complex dynamic system (HENRY, 2015). The theories of the socio-dynamic phase offer a new perspective of investigation and analysis of the motivation in a systemic view, which emphasizes the multifaceted character of this construct. A qualitative interpretative longitudinal research was conducted in the form of a case study carried out over eight months. Ten undergraduate students pursuing a Bachelor’s Degree in Tourism of the Universidade Federal do Pará (UFPA), in Belém, were investigated. Data were generated through learning narratives, open and closed questionnaires, and interviews. Each instrument used consisted in one of the phases of this study. Results present evidence of the influence of four groups of motivational agents, namely teachers, family, friends and classmates, on the dynamics of learners’ possible selves. Among the dynamic processes observed, there were changes in elaboration and vividness of image of the ideal self, as well as in its availability and accessibility; and changes triggered by the interaction with other self-concepts. The main sub-processes observed were social comparison (characteristics of motivational agents the learner would like to have), changes in learners’ selfperception, self-assessment and reinterpretation/re-signification of past and ongoing learning experiences. The agents influenced learners’ L2 motivational self system either by triggering changes in the image of the ideal self or by activating it, as well as by bringing up the responsibilities and commitments held by the ought-to self image.
Acesso aberto (Open Access)
Atlas prosódico multimédia do município de Cametá (PA)
(Universidade Federal do Pará, 2011-12-20) ESPÍRITO SANTO, Ilma Pinto do; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
The present study refers to the results obtained with the conduction of the AMPER-POR Project in the North of Brazil, with the results obtained to the Portuguese language spoken in Cametá city. The AMPER project has as its main goal to give the acoustic and prosodic characterization of Romanic languages, as well as an online multimedia Atlas (CONTINI et al, 2002; MOUTINHO et al, 2001). We adopted all the methodological procedures determined by the geral coordination of AMPER project. We obtained 6 sonorous signs of 3 hours and 04 minutes of recording. The recorded material took 5 steps of treatment: A) codification of repetitions b) vocalic segmentation of the selected signs in the PRAAT program, c) PRAAT Scrip application d) selection of the three best repetitions e) application of the Matlab interface to obtain the averages of the patterns from the three best repetitions. Therefore, the final corpus of this study is composed by the 198 sentences of each informer (3 men and 3 women) that went through acoustic analysis, in a total of 1.188 sentences. The analysis indicates that, in a general way, the averages of F0, of duration and intensity, complemented themselves to establish the distinction of the affirmative and interrogative enunciations in the variety of the spoken Portuguese in Cametá (PA). It is possible, equally, to affirm that the important variations of the 3 controlled acoustic patterns occur preferably in the tonic syllable of the nuclear element of the phrase and/or in the last tonic syllable of the enunciation.
Acesso aberto (Open Access)
Autoria da aula de língua portuguesa: o papel do professor como voz didática, locutor e instância de escuta do aluno
(Universidade Federal do Pará, 2014-08-12) MORAES, Francineide Paiva; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
The present dissertation aims to investigate how the authorship-function assumed by Portuguese Language (PL) teachers as they produce their classes is constituted. To that end, this documental and ethnographic research was developedduring a bimester‟s time in a public school located in the city of Belém, Brazil, where we observed Portuguese classes taught to the sixth year of „Ensino Fundamental‟. Our corpus was assembled from teaching materials utilized by the teacher that collaborated to the research, activities solved by students and field log notes. Among those, we selected 33 discursive segments that were analyzed under the light of french Discourse Analysis. The discussion is based on Foucault (2001/1969), to whom the author-function may lead to the emergence of various subject-positions; on Orlandi (2007), to whom authorship implies a gesture by which an interpretable discourse is produced; and on Maingueneau (2008), who postulates the concepts of “discursive competence” and of “status of the enunciator and of the addressee” and “vocabulary” as discursive plans. These concepts, among some others, have contributed to interpret the discourses imprinted in the positions assumed by the collaborating teacher during her classes. Based on them, we analyze how the teacher plays the roles of didactic voice, acting as a mediator between students and knowledge; of speaker, in the interactions with the students, creating the necessary conditions for knowledge to be developed in class; and of a listening stance, trying to probe their difficulties and act upon them. The results indicate that the teacher, although listening to students in such a way that sometimes, is not realized completely, assumes the authorship-function by filtering or selecting what may or may not become part of her classes and by translating the enunciate of the other into her discourse, thus producing classes that have their own logic, in order to promote the teaching-learning process of the students.
Acesso aberto (Open Access)
Avaliação em obras didáticas de língua portuguesa : regulação no ensino e na aprendizagem da escrita?
(Universidade Federal do Pará, 2019-08-22) BAHIA, Emídio Júnior Santos; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Ce mémoire analyse la function de l’évaluation dans les activités relatives à l’enseignement et à l’apprentissage de l’écriture dans les manuels scolaires de Portugais – Langue Maternalle, car les documents de référence pour l’enseignement des langues au Brésil indiquent que les ressources d’évaluation dans les manuels doivent être alignées sur les objectifs suivants : perspective de l'évaluation formative cognitive, dont la fonction est la régulation de l'apprentissage. Pour ce faire, nous discutons des conceptions liées aux axes de ce travail : évaluation, écriture et manuel scolaire. Dans l’axe «évaluation», nous abordons les concepts de régulation de l’apprentissage (ALLAL, 1984/1988, HADJI, 2011, PERRENOUD, 1999) et de l’autorégulation de l’apprentissage (HADJI, 2011, PANADERO; ALONSO-TAPIA, 2014a, ZIMMERMAN; MOYLAN, 2009), concepts de base de l'évaluation formative cognitive. Dans l'axe «écriture», nous abordons les modèles théoriques de cette activité dans le contexte scolaire (CHABANNE; BUCHETON, 2002), les concepts d'évaluation de l'écriture dans les documents de référence (BRASIL, 1998a, 2013, 2016), ainsi que le modèle d'écriture suggéré par les paramètres nationaux du curriculum (BRASIL, 1998a), qui présente des similitudes avec le modèle de Hayes et Flower (1980). Dans l'axe «manuel scolaire», nous traitons des concepts d’ «oeuvre didactique» (BRASIL, 2015, 2015a), de «manuel didactique» (BATISTA, 2003), et nous situons le dispositif didactique comme un instrument didactique de régulation de l'écriture (WEISSER, 2010). Nous discutons en outre de ses fonctions essentielles (CHOPPIN, 2004), en accordant une attention particulière aux fonctions référentielle et instrumentale, qui s’alignent respectivement dans la perspective de la transposition didactique du contenu (CHEVALLARD, 1991) et dans la perspective de la médiation et de l’aide à l’intervention (HALTÉ, 1992 ; CUNHA; CUNHA, 2011). Sur la base de cette réflexion, nous avons examiné trois manuels scolaires: «Português - linguagens», «Projeto Teláres - português» et «Para viver juntos - português»; à travers une analyse avec des catégories de contenu, basée sur les variables d’évaluation (HADJI, 1994), en se concentrant sur les propositions d’évaluation des manuels de l’enseignant et sur les projets didactiques-évaluatifs des manuels de l’élève qui constituent le corpus. Et pour cela, nous utilisons la méthode d'interprétation des données, conformément aux directives de Moita Lopes (1994). Les résultats ont montré que deux des manuels scolaires les plus acquis du PNLD présentent une proposition d'évaluation de l'apprentissage alignée sur la perspective de l'évaluation formative néo-behavioriste (BLOOM et al., [1971] 1983), dont la fonction est la correction de l'enseignement et non de régulation de l'apprentissage. l’apprentissage continu, et l’un des travaux n’a même pas soumis de proposition d’évaluation. De plus, ils ont montré que les projets didactiques-évaluatifs des livres de l'élève suivent la même perspective, à l'exception d'un travail qui présentait un projet didactique-évaluatif dans le prisme de la régulation de l'apprentissage en cours. Cependant, ce travail était le troisième plus acquis, ce qui montre également que la plupart des travaux didactiques en langue portugaise acquis en PNLD ne disposent pas d'une fonction d'évaluation du point de vue de la réglementation. Ces données nous montrent que, bien que plus de vingt ans se soient écoulés depuis la publication du premier volume de PCN, les manuels scolaires en langue portugaise les plus largement diffusés présentent toujours des conceptions de l’évaluation de l’apprentissage et de l’écriture tirées de l’apprentissage dans une perspective incompatible avec la recherche la plus récente en évaluation.
Acesso aberto (Open Access)
Cenas de enunciação da propaganda de governo do estado do Pará: a constituição do mundo ético do sujeito político
(Universidade Federal do Pará, 2016-04-11) BEZERRA, Diego Michel Nascimento; NEVES, Ivânia dos Santos; http://lattes.cnpq.br/2648132192179863; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140
Governmental propaganda texts are daily dispersed in the society through different media supports. This communicative activity projects an enunciative instance conditioned by senses from political and mediatic order. It is a discursive practice that aims to deliberately incorporate a public to a specific vision of the State, introducing an ethical world historically defined to legitimate the governmental image inserted in a democratic order. In this context, this research aims to understand what senses are implied in the enunciation of the propaganda of the government of Pará State, according to the semantics constrains imposed by the alignment between a political enunciative scene and an enunciative scene of propaganda. In order to demonstrate the way how the senses are processed in this discursive surface, it constituted a topic discursive unit of analysis with 52 pieces of propaganda in digital movie format that circulated for four years during the administration of a center-left party of the government of Pará State. Data was analyzed following the theoretical notions of global semantics (MAINGUENEAU, 2008a) that regulates the operation of discourse. It consolidated with the analysis of the results the following insights: (i) it established a global scene (MAINGUENEAU, 2008b, 2013, 2015) that projects the actional contexts between subjects from interdiscursive competencies implied in the production of symbolic materiality in matter, constituting a practice of hybrid communication that questions the coenunciator as citizen-spectator; (ii) it mobilized scenographies (MAINGUENEAU, 1997, 2008b, 2013, 2015) that impose effects of senses, which articulate to a deixis of a state prosperity to guarantee the enunciative authority of points of view held by social democracy supporters; (iii) it observed people who support a discursive ethos characterized by textual evidence that oscillate between a serious tone of impartiality and an emotional character of citizen gratitude, establishing order of the ideal of sociability among government and governed aiming the incorporation of the latter into the world of the senses of the government of Pará State.
Acesso aberto (Open Access)
Centros de autoacesso, identidade docente e profissionalidade
(Universidade Federal do Pará, 2021-05-31) BARRETO, Mariana Maués; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Self-Access Centers (SACs) are places designed to foster autonomy in the course of learning an additional language. There is a SAC at the Federal University of Pará (UFPA). It is called Autonomous Learning Support Base (ALSB), and it is open to the general public. Visitors are aided by undergraduate students who work voluntarily. Currently, ALSB is institutionally understood as a room where visitors find support for autonomous language learning. SACs are research fields, as demonstrated in studies developed in them. However, there is still room for enriching the experience of attending a SAC while obtaining a teaching degree in an additional language. Therefore, the main purpose of this study was to investigate how a space dedicated to autonomous language learning itself can dynamically affect present and former volunteers in their development towards professional teaching and their constant building of a teaching identity. According to Murray (2018), the main features of SACs are the constant process of transformation and the dynamic relationship between socially constructed beings and this particular context. The path one takes in life is inherent to their formation; thus, the individuals who experience SACs bear a chance to establish and modify their distinctive teaching identities. The concept of Professional Teaching emerges amid enquiries concerning the construction of identities and what being a teacher embodies. It expresses “the qualities of teachers' professional practice in agreement with the demands of the educational work” (CONTRERAS, 2002, p. 74). Such qualities of professional teaching are related to the values teachers want to develop and the purposes they want to achieve. Therefore, the substance of these qualities is not fixed. Contrariwise, it is adaptable to the context and the specific situations in the reality of each teacher. The present research presents a narrative approach to qualitative enquiry with holistic analytical movements, and it comprises two methodological steps. During four months, we collected narratives from three teachers in training and four graduated teachers to analyze how they make sense of their teaching identity. Afterwards, we conducted a roundtable discussion with teachers who are currently active to elucidate doubts and introduce the complementary queries. Since the identities are constantly constructed, reformulated and influenced directly or indirectly by the spaces in which the teachers are part of, the results obtained through the mentioned instruments showed the multidimensional character of the teaching identity construction. We also identified the training potential of SACs and the different impacts caused by the center on the participants’ professional teaching and identity. They were influenced in terms of experience with space management, activity planning, daily contact with the center itself, and with other language learners.
Acesso aberto (Open Access)
Cinzas do norte e órfãos do Eldorado, de Milton Hatoum: vozes narrativas e alteridade na construção das personagens femininas
(Universidade Federal do Pará, 2017-06) SILVA, Francisca Andréa Ribeiro da; TRUSEN, Sylvia Maria; http://lattes.cnpq.br/1704721088122823
The undertaken analysis is centered on the study of female characters at works Cinzas do Norte and Órfãos do Eldorado, by the Amazonian writer Milton Hatoum, noting how the construction of the female characters takes place, from the perspectives of the narrators and for that, with discussions on voices as well as narrative modalizations, mainly drawing on Genette's studies. Thus, we seek to understand the peculiarities of the characters Naiá, Algisa, Alícia, Ozélia, Ramira, Florita and Dinaura, observing, their voices and their relations with the alterities, having the theoretical support ceded from Beauvoir's thought and the postcolonial studies, with Fanon. It is also emphasized, as the analysis requires, thematic, such as: cultural translation, hybridism, gender categories, memory and identity. In these fictitious women, it is observed the marginal and subordinate character of some of them, the autonomy and independence of others, and the enigmatic particularity of Dinaura, thus constituted by the language used by the narrators. In this way, the literary analysis made it possible to think of the constitution of being as a result of the relations of otherness, due to different perspectives.
Acesso aberto (Open Access)
Conotação e metáfora no ensino da escrita para alunos da Educação de Jovens e Adultos
(Universidade Federal do Pará, 2015-07-13) RIBEIRO, Jandiassy Nazaré Braz da Silva; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
Acesso aberto (Open Access)
A contribuição da linguística textual e da teoria da relevância para o processo de inferenciação em textos publicitários
(Universidade Federal do Pará, 2005-06-04) NASCIMENTO, Rosana Carmen Pinto do; FERREIRA, Marília de Nazaré de Oliveira; http://lattes.cnpq.br/4291543797221091
This work presents a descriptive analysis based in a corpus constituted by 50 publicity texts, which main objective is to verify how cognitives strategies are processed, since they are crucial to the textual understanding and also to the meaning elaboration, here in narrow sense named inference. As communicative human activities come from ways which are intregatives and unseparated: the emissor, the text and receptor, this work tries to establish the role of each one of those elements plays to inference, based in the theoretical frames of two Linguistics branches: 1) Textual Linguistics which takes the text in detail to enfatize what cognitive activities are used, as inference; 2)Pragmatics, which comes along to Textual Linguistics, with special attention to the Relevance: Communication and cognition of Sperber and Wilson (1986), searching for relevant considerations about the way the information is represented in the mind as well how it is inferencially processed.
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)
Descrição e análise de propriedades semânticas e morfossintáticas de nomes contáveis nomes massivos em Parkatêjê
(Universidade Federal do Pará, 2020-02-28) LIRA, Ingryd Moraes de Moraes; FERREIRA, Marília de Nazaré de Oliveira; http://lattes.cnpq.br/4291543797221091; https://orcid.org/0000-0001-9995-1938
This work aims to describe the behavior of countable and mass nouns in Parkatêjê, language spoken by the Parkatêjê indigenous people who live in communities situated along the BR-222, in Bom Jesus do Tocantins County, in Pará state. In agreement with Rodrigues (1986), this language belongs to Timbira Dialetal Complex, Jê family, macro linguistic Jê stock. Many studies have shown that the majority of languages have two distinct groups of nouns: countable and mass. According to Paraguassu-Martins and Muller (2007), Jespersen (1924) paper was the first work in linguistics about this topic. To this author, countable names are the ones which convey an idea of something defined, with a clearly defined shape and precise limits, while mass nouns do not present these characteristics, regardless of being concrete or abstract. However, to establishing some concepts and criteria for the count/mass distinction is still being a major challenge for those who work with analysis and description of natural languages considering the significant variation between them, even those which are relatively similar. To bring out this study in Parkatêjê language, the author has done data collection with native speakers of this indigenous community. The methodology was based on Lima (2014), on her work about counting and individuation in Yudja and also on the questionnaire elaborated by Lima and Rothstein. The results obtained show which countable and massive nouns present distinguished morphosyntax aspects. It was verified which quantity expressions, in the majority, works as distinct proprieties in this nominal class. Countable nouns are combined directly with numerals without the necessity of a measure phrase. Mass nouns are combined with numerals in those circumstances: 1) when there is some insertion of a measure phrase between the name and the numeral; and 2) when there is no insertion of a measure phrase, although this one will be implied in the context. There are quantifiers used with all the nouns, but there are some others that occur specifically with countable nouns and others only with massive nouns. The behavior of these nouns in Parkatêjê which were observed is similar to the behavior of the languages which have number marking, which converges in part with what was proposed by Chierchia (1998a, 1998b, 2010 apud LIMA, 2014) about language types, given that it has both features from number-marking languages and features from languages that are numerically neutral.
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As descrições nominais anafóricas em narrativas orais
(Universidade Federal do Pará, 2010-08-24) SANTOS, Janderson Martins dos; TOSCANO, Maria Eulália Sobral; http://lattes.cnpq.br/7725724776869425
It investigates the use of nominal anaphoric descriptions in oral narratives, more specifically, the relationship between the use of these strategies and the constituents that form the structure of the narrative. We observe the functions nominal anaphoric descriptions exercise according to that relationship as well as the argumentative orientation that such expressions print on the speech of the narrator. To do so, we follow a theoretical path in which we discussed the concepts of oral narrative, we define the narrative structure and problematize the notions of referenciation, anaphora and referenciation strategies with nominal cores, among which we highlight the nominal descriptions. For studies of oral narrative and its structure, we used, in particular, the studies of Labov (1972). As for referenciation, anaphora and referenciation strategies, we follow the postulates of Marcuschi (2005, 2007), Koch (1996, 2001, 2004, 2005, 2006, 2008), Dubois and Mondada (2003) and Lima (2004). The corpus of this study is composed of ten oral narratives videotaped and later transcribed. Informants are night watchmen who work in the center of Castanhal (PA). Accordind to our analysis, we do a classification of the functions that the nominal anaphoric descriptions exercise in different parts of the narrative. We propose, instead, a classification of these forms, considering their different degrees of argumentativity.
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A devolução da palavra ao aluno por meio de narrativas literárias
(Universidade Federal do Pará, 2016-01-16) GOMES, Patrícia Albuquerque de Campos; FAIRCHILD, Thomas Massao
This work it's a research made with students from the 6th grade in the primary school of a municipal school about the _devolution of the word_ to the students in the classroom. The research it's made from two steps: The first step was to diagnose the students performance in their reading and writing skills, and also to elaborate one intervention proposition. The second step goal it's to apply activities that could stimulate the production of literary narratives starting from the personal experience and/or familiar of the students. The diagnosis made in the first step showed that part of the students of the 6th grade from the primary school were not embedded in a certain kind of oral culture when they were little (such as telling stories); and consequently, the results showed that it manifests in the poor performance of the students with their writing and reading skills. The main goal of the research it's to give it back the words to the students through activities that will stimulate the experience and the contact with the literary text. Therefore, we shall discuss in this research, the value of the literary text in the classroom and, in theory, we will show some ideas from some authors that defends the presence of these texts in the school: ZILBERMAN (1988), LAJOLO (1988), BELINTANE (2013), among others, which will sustain that the presence of the literary text in the school it's crucial to the student formation and development of the writer/reader, besides preparing the student to read all types of social speeches. In this research, its approach, also, the interaction conception of the informed language in BAKHTIN/VOLOCHINOV (2014). Such as the methodology for the dada collection, we will apply four diagnostics activities. Thereafter, the analysis were made and we reach the conclusion that, to get in the students reality, it will be essencial that each student should bring a package of activities that could provide the opportunity of having a version of the devolution of the word written in Geraldi (2003), to work among the others literary texts.
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Didatização de gêneros textuais e avaliação formativa: uma análise da apropriação do procedimento “sequência didática” por professores de português em formação inicial
(Universidade Federal do Pará, 2018-07-16) BARBOSA, Marcos Ferreira; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146; https://orcid.org/0000-0002-9635-5054
In the present research, we undertake a discussion about the teaching-learning of textual production based on textual genres. Our focus is the acquisition of procedures for the didactization of genders in the initial formation of Portuguese teachers. In this occasion, we propose the analysis of the appropriation of the didactic-methodological device Didactic Sequence by students of the licentiate course in Portuguese Letters of the Federal University of Pará, Campus Abaetetuba and Belém, establishing the following objectives: describe intervention proposals pedagogical approach involving the didactic-methodological procedure called "Didactic Sequence", elaborated by university students; analyze the characteristics of the proposals for intervention in the light of the theoretical assumptions on which they are based; to analyze the possible evidences of formative assessment processes – such as regulation, self-regulation, co-evaluation and self-evaluation – in the proposals studied; guidelines for favoring procedures of "gender didactization" by teachers in initial training. Our theoretical foundation is based mainly on the thinking about the discursive genres in Bakhtin, from the perspective of Sociodiscursive Interactionism and Language Didactics (BRONCKART, DOLZ, SCHNEUWLY et al.) and the Francophone formative (ALLAL, FERNANDES, FRISON et al.). As for the methodological procedures, we conducted documentary research, with a qualitative approach and with an exploratory objective; having as corpus of analysis proposals of Didactic Sequence elaborated by undergraduate students. Our analyzes lead us to perceive significant difficulties in the appropriation of new theoretical perspectives and of didactic-methodological proposals aimed at teaching-learning of the mother tongue, especially as regards the integration of formative evaluation to activities of textual production; we relate these difficulties to the previous school education of the university students, very marked – in the Brazilian context – by the textual production dissociated from a definite sociocommunicative context, by the use of the text as a support for the study of grammatical description and by the exclusive use of the summative evaluation in detriment of the formative evaluation.
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Discurso do desenvolvimento sustentável: a polêmica relação entre preservação ambiental e desenvolvimento econômico
(Universidade Federal do Pará, 2012-11-05) SERRÃO, Glaciane Felipe; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140
This research has the objective to investigate the polemics founder of the discourse of sustainable development. It is to note how the positioning of sustainable development constituted his identity from the relationships they have with their interdiscursive Other discursive space, namely the placement and positioning developmental environmentalist. We seek to examine the simulacra that the positioning of sustainable development, in the position of speech-agent builds its more discursive, in the position of speech patient from interincomprehension orderly process and, concomitantly, the image he seeks to establish Even you. The corpus of this research consists of texts that circulate in two media outlets specializing in environmental issues: the Institute website Akatu and Portal Environment. The approach to this corpus will be based on theoretical and methodological perspective of French Discourse Analysis, mainly the concepts of polemics as interincomprehension and interdiscourse proposed by Maingueneau (2005).