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

Agora exibindo 1 - 20 de 97

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Ações mediadoras de alunos no fórum de um curso semipresencial de especialização
(Pontifícia Universidade Católica de São Paulo, 2012-08-06) CUNHA, Ana Lygia Almeida; FREIRE, Maximina Maria; http://lattes.cnpq.br/3673007161789295
This research is inserted in the realm of Applied Linguistics studies and aims to identify mediating actions performed by students in the 2007 class of the Specialization Course Teaching and Learning of the Portuguese Language for through the interpretation of messages posted in the discussion forum. During the activities developed in the course of Linguistic Pragmatics discipline, the finding that some students when interacting with their classmates acted as mediators led to the conception of this research whitch investigated the conditions that can make the student a mediator, thus contributing to the study of semiotic-pedagogic mediation that takes place in the online context. By starting from the Vygotsky’s notion of mediation (1967/2008), the theoretical foundation of this study was grounded in authors interested in researching on the conditions under which interaction through forums are carried out in the online courses – such as Gunawardena (1999), Garrison e Anderson (2003), Pallof e Pratt (2004), Coffin et al. (2005, 2006), Celani e Collins (2006), Collins (2008), Coll e Monereo (2010), Monereo e Pozo (2010), among others. The interpretation of messages posted by student mediators was based on the hermeneutic orientation supported by Ricoeur (2002, 2006, 2009), for whom the actions expressed in written texts can become an object of science. The research interpretation indicates the importance of the discussion forum as a privileged space for mediations made by students toward their peers.
Acesso aberto (Open Access)
O aconselhamento linguageiro na autonomização de aprendentes surdos no processo apropriação da Língua Portuguesa sob a ótica da complexidade
(Universidade Federal do Pará, 2017-08-15) CRUZ, Eder Barbosa; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Language advising (LA) is a modality of accompanying language learners, which aims at leading them to a reflection on their own learning in order to make them more autonomous. Mynard (2012) presents a model for LA based on three interconnected axes: dialogue, tools and context. Magno e Silva, Sá e Matos and Rabelo (2015) sought in the theoretical contribution of the Complexity Paradigm the subsidies to show that LA in the model of Mynard (2012) benefits from an approach with the Complex Adaptive Systems Theory (MORIN, 2010, LARSEN-FREEMAN and CAMERON 2008). This dissertation follows the framework of the expansion of this model of LA to meet deaf learners of Portuguese language and who communicate through a language modulated in the visual-spatial context. Thus, our purpose is to investigate LA as an autonomy nurturing of deaf students in the Portuguese acquisition process. To this end, we carried out this case study with seventh year deaf learners of a public school in Belém, Pará. For the data collection, advising sessions with deaf Portuguese learners were filmed. The results showed that the Dialogue, Tools and Context Model for LA (MYNARD, 2012), in its understanding as a complex adaptive system (MAGNO E SILVA; SÁ AND MATOS; RABELO, 2015), if rethought, considering the specificities of Deaf learners and their sign language, can favor the practice of advising with these learners, foster their autonomy and improve their learning of Portuguese.
Acesso aberto (Open Access)
Análise perceptual da harmonia vocálica na fala Belenense
(Universidade Federal do Pará, 2024-08-29) XAVIER, Francisco Cavalcante; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
The present work aims to investigate, perceptually, the productivity of vowel harmony (VH) triggered by low vowels in the variety of Portuguese spoken in Belém, PA (Brazil). To this goal, a corpus was formed with 42 paroxytone words, mostly in the CV'CV.CV syllabic mold, in which /e/ and /o/ alternate in the pretonic syllable and /i, e, ɛ, a, ᴐ, o, u/, in the tonic syllable. Using the Wideo Text-to-Speech Software converter, three variants were generated as sound stimuli for each item in the corpus, according to the height of the pretonic vowel: for , [i], [e ], [E]; for , [u], [o], [O]. A sample of 60 Belenenses (people from Belém), stratified by gender, age group and education, responded to a questionnaire implemented on the Gorilla Experiment BuilderTM platform, version 4, with two data collection protocols: I - Frequency Assessment (FA); II - Identification Assessment (IA). For the FA, the main protocol, participants attributed to the variants of , an approximate frequency of occurrence/use in Belenense speech, based on the following scalar indexes: Never, Rarely, Sometimes, Almost always. In the IA, the participants’ assessment was taken to identify the three variants as, in fact, different. For the statistical treatment of the 10,080 data collected, Simple Correlation and Binary Logistic Regression analyzes were applied, using the R Program, version 2024.04.1. Taking , as dependent variables and the seven stressed vowels as independent ones, the results revealed that, in Belém's speech, in general, based on the choice of the full occurrence index, Almost always: (a) the high variants are the least frequent – [i], with a relative frequency of .13 and [u], with .20; (b) the medium variants are largely predominant, adjusting relatively well to all stressed vowels – [e], .77 and [o], .75; (c) the low variants are in second place as most frequent – [E], .43 and [O], .41 –, but, strongly attracted by low stressed vowels, they take the hegemony of the mids in this structural context – [E] , .82; [O], .78. Finally, for the external factors: (a) older speakers highlighted the hegemony of VH – [E], .83; [O], .83; (b) younger speakers attenuated it – [E], .72; [O], .65; c) individuals trained in the research area had higher discrimination rates between the three variants in IA – , .89; , .87. In this view, in the perceptual field, a phonological rule of HV triggered by low vowels was attested in full operation in Belém speech, as acoustic studies had already pointed out (Sousa, 2010; Fagundes, 2015; Souza, 2020). The phenomenon proved to be productive with all low vowels in stressed syllables, both on and , contradicting, at this specific point, the acoustic signal (Souza, 2020).
Acesso aberto (Open Access)
O apagamento do rótico em posição de coda silábica na escrita escolar
(Universidade Federal do Pará, 2021-12-16) NATIVIDADE, Demiany Cristina Cursino; OLIVEIRA, Demerval da Hora; http://lattes.cnpq.br/9406653724224547
This work investigates the deletion of the R in coda position at the end of words in texts from 6th grade students of a public school in the municipality of Ananindeua. In the light of Variationist Sociolinguistics, an analysis of a variationist nature was carried out in texts of the short story genre, produced in the context of the classroom, in order to observe the use (or not), by students, of the R in the end. of words and the interference of speech in the occurrence of this phenomenon. The analysis of linguistic and extralinguistic groups aims to identify the factors that effectively favor the occurrence of the phenomenon under study, in order to serve as information for the development of a didactic-pedagogical intervention proposal with the purpose of helping the teacher and enabling the student to expansion of their communicative competence and linguistic repertoire on the topic in question. The texts were collected in the classroom after reading and discussing a short story that served as the basis for the students' production. A quantitative analysis of data from students' texts was carried out using the variable rule program GoldVarb X, which showed a significant influence of factors such as gender, word length and the type of vowel that precedes the rhotic for the occurrence of the phenomenon. Based on the results obtained and on the reflections on Portuguese Language teaching, an intervention proposal was elaborated with the aim of offering teachers and students an alternative to study the object under analysis that would make the student reflect and operate on language, making more conscious use of the rules for the use of R at the end of words in situations of greater or lesser monitoring, according to communicative intentions and purposes.
Acesso aberto (Open Access)
Aprendentes idosas e produção textual escrita: uma sequência didática em contexto de educação emancipatória
(Universidade Federal do Pará, 2012-06-20) SOUSA, Betânia Rocha de; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
Argumentação e formação do senso crítico: proposta de trabalho com o gênero anúncio
(Universidade Federal do Pará, 2018-07-09) PASSINHO, Joelton da Silva; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
In this study, the difficulties of argumentation presented by students of the 9th grade of Elementary School of a public school in the municipality of Curuçá-PA were investigated (through reading, oral and written activities), with the objective of elaborating a proposal of intervention that contributes to the accomplishment of more proficient readings and favors the development of the critical and reflexive sense of the students. The research, based on quantitative-qualitative sociolinguistics, involved the realization of several stages: (i) data collection from diagnostic activities; (ii) selection of the texts for the initial diagnosis; (iii) analysis of data and considerations about the most relevant items; (iv) preparation of the intervention activities (v) application of the proposed exercises and reflection on the results achieved; (vi) dissemination of students' final productions. The corpus consisted of data collected from the productions of 20 students (from the urban area and rural area, being 05 boys and 05 girls from each area), and the research was submitted to a methodology based on textual linguistics and with influence of the analysis based on authors such as Adam (2008), Abrel (2009), Bagno (2009), Ducrot (1987), Fiorin (2016) and Marcuschi (2008). The verification of the results made it possible to verify that students complete elementary school with low argumentative competence, since they demonstrate great difficulties to understand information that is not on the textual surface and, in most situations, do not question the ideas presented in the texts. Based on these findings, a didactic-methodological proposal was formulated with the purpose of intervening in the evidenced deficiencies, so that the student reaches greater argumentative competence in the later grades.
Acesso aberto (Open Access)
A argumentação no discurso de sujeitos alunos do Ensino Fundamental: a construção da identidade regional mediada pelo gênero canção nos estilos Música Popular Paraense e Tecnobrega
(Universidade Federal do Pará, 2019-09-09) ARAÚJO, Antônio Aprígio Fernandes de; CUNHA, Marcos André Dantas da
The research is a Master’s Thesis project of the Professional Master's Program in Letters - PROFLETRAS and turns into an action research. The main goal is to motivate the development of written argument around the reflection of the student from elementary school about his / her cultural identity (regional / paraense). Thus, working with the argument could indicate pedagogical alternatives committed to a critical person that discuss relations of power involved in the debate about regional singularities / differences and being more specifically it shows how music can help students to get ready socially and critically by understanding and realizing themselves in face of the relations of power already existed. This research has based in the theoretical and methodological conceptions of French Discourse Analysis (AD), more specifically in the conceptions of Foucault (2008). In addition, by working in partner to development of identity of the Paraense subject student, mediated in Paraense Popular Music (MPP), this study gets its focus into the cultural and identity studies disseminated by Certeau (1994), Bauman (1999) Canclini (1991). Furthermore, it has gotten theoretical contributions from textual linguistic scholars, more specifically concepts referring to the theory of argument from Koch (2004) and Fiorin (2015) that considers the argument as a tool, textually possible to be starting by the students. The research goes for drawing actions methodological that provide an availabe listening and analysis-reflection about the musical production, whereas the concept of reception / performance of Tecnobrega and MPP by the subjects students, as such as productions themed a Paraense regional identity. Therefore, we go for propose / mediate the development of get into an argument in texts written by the subject students getting as theme the cultural identity, from the texts focused in two musical genres identified as paraense genres.
Acesso aberto (Open Access)
A arte de narrar: da constituição das estórias e dos saberes dos narradores da Amazônia paraense
(Universidade Estadual de Campinas, 2000-12-13) BENTES, Anna Christina; ALKMIM, Tânia Maria; http://lattes.cnpq.br/8437404856512094; KOCH, Ingedore Grunfeld Villaça; http://lattes.cnpq.br/9851642920435372
Taking into account that the act of narrating presents a necessary meta-discoursive reflexion about what is being narrated and that narrative presents a patteming or a "schematism" responsible for maintaining the narrative paradigm order, this study describes how narrators from Brazilian Amazon region configurate narrative tradition in two different ways. The first way called "folk-tale" is characterized considering the fact that narrators, when telling their stories, choose (i) to present frxed plots, which are commonshared, (ii) to construct a high degree of distance from what is being narrated, (iii) to necessarily present narrative structured in tenns of "conflict/resolutionn and {iv) to inscribe narrative sequences in a wondering discoursive domain. Narrators choose to configurate oral tradition in a way called "oral story" when they (i) do not present a frxed plot, reconstructing oral traditional narrativas in a personal way (ii) express their evaluations about what is been narrated, (iii) structure narrativa not necessarily in tenns of "conflict/resolution", but in a way that "resolution" category is not obrigatory, (iv) present the characters through a subjective perspectiva, showing their internai processes (feelings, thoughts etc.) and (v) inscribe the narrative sequences in other fictional domains. The narrativas analysed in this thesis were collected by a group of researchers from Universidade Federal do Pará and were published in three volumes. The analysis of thirty narrativas allows us to conclude that narrators can linguistically configurate narrative tradition in two ways: the first one, characterized by the fact that narrators privilege when telling their stories the dimensions of repetition and stability; the second one, characterized by the fact that narrators privilege when telling their stories the dimensions of difference and instability.
Acesso aberto (Open Access)
Autorreflexão para uma consciência do clima relacional em sala de aula: estudo de caso com professores de Língua estrangeira
(Universidade Federal do Pará, 2019-02-18) LÓPEZ, Catalina Henao; CARRERA, Carlos Cernanda; http://lattes.cnpq.br/2845269847553868; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312; http://lattes.cnpq.br/2845269847553868
This work aims to investigate teacher self-reflection as a way to raise awareness among foreign language teachers about the influence of social-emotional climate on learning. To this end, an instrument called the Self-Reflection Guide for Foreign Language Teachers was elaborated and given to participating teachers. Reading the guide led them to reflect on their own practice. The theoretical foundations of the research are based on studies of self-reflection in teaching, such as those conducted by Dewey (1933), Carr and Kemmis (1986), Zwozdiak-Myers (2011, 2018), among others, as well as in studies on relationship climate as a facilitator of learning (ABREU; MASETTO, 1985; ROGERS, 1996; ARNOLD, 2005). The objective of the research was to understand the influence of self-reflection on the teacher's consciousness about relationship climate, raised by the guide. The research method used was the case study, used to analyze and interpret the phenomenon studied within its real context. The data collection instrument was a questionnaire with the answers of which it was possible to understand the reflective behavior of the participating teachers and to identify the effect of the guide on their perceptions and practices. Finally, it was observed that the use of the guide led teachers to rethink their behavior and actions in the classroom in order to potentialize the abilities of their students. In the end, it is pointed out the importance of continuing to provide reflective practices to foreign language teachers as a strategy to foster continued education and improve teacher quality.
Acesso aberto (Open Access)
Avaliação formativa e ensino-aprendizagem de Língua Francesa na Educação Básica
(Universidade Federal do Pará, 2017-05-05) ALVES, Luciana de Oliveira; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Acesso aberto (Open Access)
Avaliação formativa em educação online
(Universidade Federal do Pará, 2017-05-05) SANTOS, Tiago Sousa; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
The large demand for online education raises the need to search how evaluation practicesregulating occur in this environment. This dissertation investigates if the formative assessment alternative can, in the framework of online education, help to develop academic skills. To this end, we conducted, according to the procedures, action research and as for analysis technique, a qualitative research in education online, where we implemented, together with University students of an online shop, a Didactic Sequence with the academic poster. Data constructed from the various regulatory processes (shared regulation, coregulation and self-regulation) provided by Moodle tools 2.9 (Forums, Wikis, Tasks, Assessment Labs, Research, Lesson, Checklist) made it possible to analyze the route of one of the learners. From the theoretical point of view, the work is based on three pillars: i) the concept of formative assessment, focusing on alternative regulatory processes of teaching/learning, ii) online education and Web 2.0 features, such as collaboration and interaction, iii) the academic poster, with a focus on academic literacy and with an emphasis on its multisemiotic features (verbal and visual dimensions of teaching object). The results indicate that the formative evaluation is possible in online education and can help to develop academic skills. It was also found that formative assessment is not only built by the metacognitive and self-regulatory processes of the individual learner, but also through various interactions and collaborations, that occurred with the dimensions taught and that might be better visualized in the virtual environment, because the writing allows the registry of each interaction.
Acesso aberto (Open Access)
Biblioteca itinerante na escola: uma proposta para a formação de leitores
(Universidade Federal do Pará, 2020-06-25) ARAÚJO, Lena Cilene Hashiguti de; SALES, Germana Maria Araújo; http://lattes.cnpq.br/8723885160615840
Training readers in a country where there are difficulties in accessing books by most of the population, due to unequal social conditions, is a challenge, but also a commitment that must be assumed by the bodies responsible for education at all levels, and, specially, by the public school. For it has tools capable of acting to promote the democratization of reading. The main tool is the school library, which consists not only of a physical space within the school, but also of a movement in favor of the dissemination of reading in the school space, so that the student is given the opportunity to insert in his daily life one more element, the book. Thus, this study listed as a central objective, the promotion of access to books to students from a public school that is part of the Pará state network in the district of Icoaraci, in the city of Belém do Pará, through the creation of an itinerant library. The library was organized with collections from the National Program Library at School – PNBE (Programa Nacional Biblioteca na Escola). In order for the collections to be available to all students at the institution, a reading project was carried out, with the participation of the school's teaching and technical staff, with the main activity being the Itinerant Library at School Day. However, only five classes of Elementary School II (Ensino Fundamental II) were accompanied by the teacher-researcher. These classes received incentives to borrow books during classes that are specific for reading, in which the teachers sought reading strategies that took into account the particularities of each student when coming into contact with polysemic texts. Action research was chosen as the methodology for collecting and discussing data. The theoretical discussion is based on Zilberman (1991), Lajolo (2006), Lajolo, Zilberman (1996), Gebara (2002), Abreu (2006), Ferrera (2009), Sales (2014), De Maria (2016) and others. As a main result of the analysis of the methodological instruments, there is an increase in the students' position for literary reading due to the access to books and the use by the mediator of reading practices that considered, mainly, the comprehension capacity that the beginning reader presents when coming into contact with a literary text.
Acesso aberto (Open Access)
Círculo de leitura : uma proposta para a leitura de o Fantasma de Canterville de Oscar Wilde no Ensino Fundamental
(Universidade Federal do Pará, 2021-08-30) ROCHA, Nívea Lais Marques da Costa,; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
This paper seeks to discuss the formation of literature readers, especially fictional narratives, from the experience of a reading circle in a 9th grade elementary school class in a state public school in the district of Icoaraci, located in Belém , PA. The path included, at first, reading and reflecting on the role of literature in human and school education; the presence of the literary text in official documents, notably in the Common National Curriculum Base (BNCC), approved in 2018; the characterization and modalities of reading circles. For this, Daniels (2002), Cosson (2017, 2018), Candido (2004), Todorov (2009), De Maria (2016), Colomer (2007), Rezende (2013), Dalvi (2013) were adopted as theoretical repertoires.), Aguiar (2013), Yunes, (1999, 2009), Bajour (2012) and Souza and Girotto (2011). Secondly, from Thiollent (2011), the dissertation brings the context of the research and its subjects to then deal with the diagnostic procedures and describe the proposed activity, reproduced in an attached pedagogical product, focused on the collective reading of the work The Ghost of Canterville, by Oscar Wilde. We hope that this proposal will help Portuguese Language teachers who work in elementary school and who wish to start or continue a work with the literary text in their classes, in addition to qualifying and encouraging literary reading among students.
Acesso aberto (Open Access)
A Compreensão leitora de alunos do 8º ano a partir de um projeto de leitura com o gênero discursivo notícia
(Universidade Federal do Pará, 2018-03-29) SILVA, Angélita dos Santos Conceição; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174
The present study consists of a theoretical and practical investigation on the reading proficiency of 8th grade students at elementary school, starting from a work that deals with the news discursive genre. The research hypothesis is that, if students take part in a pedagogical reading project, based on the methodological guidelines by Lopes-Rossi (2008), which provides them the reading of concrete statements as regards the news genre, they are able to develop some skills, increasing their level of reading proficiency. In these terms, the general objective of this investigation is to reflect on the reading comprehension levels of 8th grade students throughout the reading project aforementioned, which focuses on the news discursive genre. Thus, the specific objectives are: a) to observe which text processing strategies these 8th grade students can comprehend while reading news genre texts; b) to verify if students understand the implicit knowledge in the text; c) to observe if, starting from linguistic-enunciative marks, students can construct meanings as regards the text. In the light of Applied Linguistics, this research, associated to the Project of Research Practices of Language and Teacher Training, at the Federal University of Pará (UFPA), Campus of Castanhal, is correlated to the dialogical conception of language, relying on Bakhtin Circle theorists and researchers who follow such field of study. It is characterized as an action-research, qualitative-interpretative, of ethnographic and applied nature, carried out at a public state school, in Belém, Pará, Brazil. As a means of answering the question of how the work with the news genre, developed within a pedagogical intervention based on the methodology of projects proposed by Lopes-Rossi (2008), can contribute to the development of the reading competence of these 8th grade elementary students, we first performed a class’ diagnosis, implementing a reading activity with concrete statements of the news discursive genre, so as to verify the students’ reading comprehension level. Then, based on the diagnosis made, we elaborated a proposal of pedagogical intervention with the aforementioned gender and implemented it in a group of 8th grade elementary students. Thereafter, we selected the written responses of ten participants, as a representative sample of the answers given to ten questions – in order to qualitatively analyze their reading comprehension level. The results showed that, after the intervention, the students were able to understand essential text processing strategies for comprehending the statements. Therefore, they reflected on the textual component, identified the explicit information, inferred the implicit ones, rebuilt their processes and produced meanings to the utterance, presenting abilities that are characteristic of the levels of literal and inferential comprehension. Besides that, they noticed the meaning effect produced by choosing and using of a particular linguistic-enunciative mark, inferring the discursive intentionality of the enunciator. Overall, most students expanded their reading, in order to reach the meaning of the text, producing personal answers, denoting interpretative comprehension skills. We conclude that the implementation of the Reading Pedagogical Project with the News Discursive Genre contributed to the development of the reading competence of 8th grade students, increasing their level of reading proficiency.
Acesso aberto (Open Access)
A consciência socioideológica e a produção valorada do discurso : uma proposta pedagógica para o 9º ano com o gênero discursivo carta aberta
(Universidade Federal do Pará, 2021-06-28) SANTOS, Iris Letiere da Silva; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174
The research consists in the elaboration of a Pedagogical Project of Reading and Writing with the open letter discursive genre, aimed at 9th grade students, for the development of socio-ideological awareness and the valuational production of the discourse. In the light of Applied Linguistics and linked to the Research Project The teaching of the Portuguese Language through the sociological and evaluative concept of the language, from Federal University of Pará (UFPA), campus of Castanhal, the investigation is based on the dialogical conception of tongue and language, using its sociological and evaluative approach, and in Interactionism, theoretical bases sustained in the studies of the Bakhtin Circle (VOLÓCHINOV, 2017 [1929]; BAKHTIN, 2011 [1979], among others. In seeking to answer how it is possible to systematize activities that contribute to the student's evidence of socio-ideological awareness and valued valuational discourse production in his textual productions of the open letter discursive genre, the investigation raises the hypothesis that the Reading and Writing Project, elaborated from the sociological and evaluative approach of language, helps 9th grade students to show, in the textual production of the open letter discourse genre, social and ideological aspects, and to present marks of evaluative speech. The research is characterized as qualitative-interpretative, of a propositional character and applied nature, and its general objective is to propose a Pedagogical Project for Reading and Writing for the 9th grade, with the discourse genre open letter, in order to contribute to the constitution socio-ideological awareness and the valuational production of students' discourse. As specific objectives, it is proposed: a) to understand how the social and ideological aspects can be contemplated within the Reading and Writing Project; b) verify how the valuation issue needs to be addressed in the Reading and Writing Project, in order to contribute to the textual production of the open letter, with the goal of persuading the interlocutor and achieving the discursive purpose of the open letter. In order to seek to answer the question of this research, a diagnostic activity was carried out with the discursive genre open letter to verify the students' knowledge about the genre, and, mainly, if there were signs of socio-ideological awareness and valuational discourse production in their productions. The diagnostic analysis showed some signs of axiological positioning in writing, little knowledge of students about the genre and problems related to the articulation of the text and the formal language in its written modality. In view of these results, using the methodology of Lopes-Rossi (2008) as a reference, a Reading and Writing Project was proposed with the open letter discursive genre, aimed at the 9th grade, with the objective of contributing to the constitution of socio-ideological awareness and valuational production of students' discourse. Therefore, reading activities were developed aimed at reflecting on the social, historical and ideological relations of the text production context explored in the project, as well as questions about thematic content, understanding and interpretation, style and compositional construction. The projetct generated an educational product, in e-book format, to be made available on the educapes.capes.gov.br platform, as support material for Portuguese Language teachers.
Acesso aberto (Open Access)
A constituição dos sentidos a partir do gênero multimodal tira
(Universidade Federal do Pará, 2019-06-25) RODRIGUES, Marta Goreti do Nascimento; RODRIGUES, Isabel Cristina França dos Santos; ttp://lattes.cnpq.br/0226549641470972
Acesso aberto (Open Access)
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)
A criatividade na leitura e produção de textos literários na escola de Ensino Fundamental
(Universidade Federal do Pará, 2020-08-31) PAES, Claudemir Almeida da; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
It was investigated, in this study, the place of creativity in formal education, in particular in Portuguese language classes at the elementary school, in order to build proposals for approaches and activities that promote creativity in reading and in the production of short narrative texts by 31 6th year students from a municipal school in Breves (PA), located on the island of Marajo. For this study, it was adopted the action research as a methodological position (THIOLLET, 2001) and involved, in addition to the survey and reading of the relevant bibliography to the theme, the use of preliminary exploratory instruments – a questionnaire and a sequence of textbook activities - to evaluate the reading and creative production of narrative texts by students and the consequent elaboration of a proposal for activities. This dissertation starts from the discussion of the complex concept of creativity, its evolution in Western thought and its relationship with formal education since, mainly, the studies of Alencar (2003, 2018, 2019), Lubart (2007) and Vigotski (1998); it continues with questions related to the teaching of reading and writing, adopts Geraldi (2010), Kleiman (2000), Maria (2016) and Colomer (2007), in addition to Rodari (1982) for the aspects of creative writing; it also describes the context and presents the results of the exploratory research; until concluding with the proposal of activities for the promotion of creativity in (and through) reading and writing narrative texts. The proposal was structured in 14 weekly meetings of 1h30 of duration, with reading texts of the oral culture of the municipality (“Mário Curica lost an eye.”), a narrative by Drummond (“The incapacity to be true”), and the two narratives initials of the book The Adventures of Little nose by Monteiro Lobato (“Little nose” and “Once”) and production and socialization of students' texts on literary clotheslines and virtual platforms.
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