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

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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)
A contribuição da anáfora encapsuladora para a organização da informação em dissertações produzidas por alunos do 3º ano do ensino médio de Santarém
(Universidade Federal do Pará, 2006-11-29) CORDEIRO, Maria Audirene de Souza; TOSCANO, Maria Eulália Sobral; http://lattes.cnpq.br/7725724776869425
This work shows presents the result of an investigation about the encapsulating anaphora contribution for the organization of information in dissertations. For this research, it was used 60 (sixty) texts produced by students from 3rd (third) grade of High School from Dom Amando School. The theoretical basis founds on Koch’s (1997, 2001, 2004, 2005), Val’s (1999, 2003), Marcuschi’s (2001, 2002), Ilari’s (1992, 2001, 2005) Cavalcante’s (2001, 2003), Sousa’s(2003), Mondada’s ( 2003), Apothéloz’s (2003), Apothéloz and Chanet’s (2003), Conte’s (2003) and Francis (2003). The analysis of the texts points out that, in spite of encapsulating anaphora being an important referenciation strategy to guarantee the remission and summarization of preceding textual portions, it was used in 15 (fifteen) of the 60 (sixty) dissertations that composes the corpus. In these texts I recognize the formal contexts where encapsulating anaphora were used, I analyse how they contribute for the organization of argumentative sequences that compose the dissertation and how the inadequate use of this strategy can damage the rgumentative process. The results point out that the encapsulating anaphora is really a fundamental strategy for the organization of argumentative sequences, because summarizing preceding textual portions, this particular kind of anaphora allows the text producer to: a) work with different arguments and relat them to each other with no repeating sequences that were mentioned; b) conduct the argumentative line in order that the reader is convinced of the points of view effectiveness defended in text and c) show changes in argumentative sequence, indicating that the author’s text is getting through from an argumentative point to another one. Besides that, depending on the chosen noun to compose the encapsulating anaphora, we can realize how the producer evaluates and wants the reader interpret preceding sequences encapsulating anaphora. In Portuguese Language classes and/or production of text classes, attention should be given to the fuction of encapsulating anaphora because this strategy allows the construction of argumentative logical sequences and makes possible the text producer to organize his/her texts in a much more productive way the argumentative process in dissertations.
Acesso aberto (Open Access)
O ensino da gramática por entrada de sentido: caracterização de seres/eventos em português
(Universidade Federal do Pará, 2020-12-11) CAVALCANTE, Márcia do Socorro Botelho; ABDON, Iaci de Nazaré Silva; lattes.cnpq.br/2212976917586395
This work is part of the Languages and Literacy area of the Professional Master of Arts (PROLETRAS) at the Federal University of Pará, and has as its theme a theoretical-practical study on the characterization of beings and events in Portuguese through the entry of meaning. It is problematized that the majority of students in the school research context shows insecurity in how to identify characteristics of beings and events expressed in a text, considering that, in addition to adjectives, other linguistic forms are related to the category of meaning in question. In this job. Based on the phenomenon raised, in the light of the theoretical-analytical assumptions of Semiolinguistics, based on studies by Travaglia (2011) and Charaudeau (2015), in addition to contributions by scholars such as Bakhtin (1992 [1929], Geraldi (2003 [1997] , 2012 [1984]), Zanini (1999), Neves (2018), North & Santaella (2017), has as its general objective to develop a Educational Product on the teaching of grammar by input of meaning, from the methodological focus of Lopes-Rossi (2002; 2008), and contributions by Menegassi (2010; 2018) and Ohuschi (2018; 2019) and Ritter (2010), to be developed in classes of the 9th grade of elementary school. ) to investigate the prior knowledge of the research subject students regarding the characterization process; (ii) to examine the contribution of grammars about the characterization study (adjective), which may serve as a parameter for the present work; (iii) relate the theoretical conception constructed by the Grammar of Senses with school practice in the teaching of grammar in Portuguese. As a methodological option, a participatory research was carried out, of a predominantly descriptive-qualitative nature in the treatment of the data collected, by which it was sought to have evidence of the knowledge of the research subjects regarding the characterization process and the forms available in the Portuguese language. The instruments used for diagnostic research consisted of observation techniques and records for the constitution of a corpus from which it was confirmed that, although the students demonstrate competence to characterize, they do not have sufficient mastery that there is a diversity of ways of language to express categories of meaning, which justifies investing in the teaching of grammar with input by the senses. With the results in hand, the Educational Product Text, Grammar and Sense Production was formulated, whose proposed activities are distributed by didactic modules - reading, linguistic analysis, textual production and public disclosure - and whose final product is , the written production of a collection of personal reports, preferably, to be done by students of the 9th grade.
Acesso aberto (Open Access)
Entrecruzamento de gêneros discursivos na universidade: esferas do político, do científico e do ensino
(Universidade Estadual de Campinas, 2005) RIBEIRO, Nilsa Brito; GERALDI, João Wanderley; http://lattes.cnpq.br/0942600232344834
Acesso aberto (Open Access)
Estudo do léxico da língua Apurinã uma proposta de macro e microestrura para o dicionário Apurinã
(Universidade Federal do Pará, 2020-02-28) PADOVANI, Bruna Fernanda Soares de Lima; FACUNDES, Sidney da Silva; http://lattes.cnpq.br/9502308340482231; https://orcid.org/0000-0002-7460-8620
This thesis aims to describe and analyze the lexicon of the Apurinã language (Aruák) with the purpose of elaborating a bilingual bi-directional general Apurinã-Portuguese/Portuguese- Apurinã dictionary. Apurinã is an indigenous ethnicity and a minority language spoken mainly in communities scattered along the banks of several tributaries of the Purus River in the south part of the state of Amazonas. This work sought to articulate academic and social objectives in which, on one hand, we have the description and analysis of the lexical system of the Apurinã language and, on the other, a comprehensive documentation of this language in order to ensure written registration of it, helping the Apurinã people in their native language teaching-learning and literacy initiatives. It is noteworthy that, in the case of Apurinã and other Brazilian indigenous languages, the importance of the latter aspect is increasing, since indigenous languages are in danger of extinction. To this end, this thesis was organized in two volumes. The first volume consists in four parts, which in turn consist of seven chapters. The second volume presents the Apurinã dictionary, product of this thesis. In the first part of the first volume entitled, Initial Considerations, we have in the first chapter an introduction to some general characteristics of the language, culture, and territory of the Apurinã people, as well as the context of the research; in the second chapter we present the theoretical contributions necessary for its construction; in the third chapter we discuss about the construction and organization of the corpus used in this research. In the second part, Apurinã Lexicon Structure, we present in the fourth chapter an overview of the phonetic-phonological aspects of Apurinã, where we show the inventory of vowels and consonants, pointing out the variations that occur involving some segments, and the different language spelling proposals; in the fifth chapter we focus on the open lexical categories of the language, beginning with the description of nouns, their subcategories, discuss the processes of lexical innovation, linguistic variation and the phenomenon of double vocabulary, then deal with verbs and their subcategories. In the sixth chapter, we deal with the closed lexical categories (pronouns, demonstratives, interrogative words, floating particles and morphemes), pointing out their main characteristics and functions. In the third part, Apurinã Dictionary, which is made up of the seventh chapter, we discuss how the dictionary was organized and the decisions made regarding the proposed macro and microstructure. The fourth part of this thesis, Final Considerations, is composed by the conclusions, where we make an overview of the work and the possible developments that can be explored from the dictionary, for example, an electronic version of the dictionary, pedagogical dictionaries, glossaries of specific fields of the Apurinã culture and thematic booklets; the appendixes are formed by small texts collected exclusively for this research; and by the questionnaires. Finally, the seconde volume is presented, which consists the proposal of the dictionary for the Apurinã language.
Acesso aberto (Open Access)
Estudo geossociolinguístico do léxico do Portuguê falado em áreas indígenas de língua Tupi-guarani nos estados do Pará e do Maranhão Tomo I
(Universidade Federal do Pará, 2018-08-27) COSTA, Eliane Oliveira da; MEJRI, Salah; RAZKY, Abdelhak; http://lattes.cnpq.br/8153913927369006
For a long time, Dialectology was characterized by exclusively sustaining concern with the diatopic perspective of linguistic variation. However, the current configuration of modern societies has led the area to accept the importance of sociolinguistic factors and linguistic contacts in understanding linguistic phenomena, and, from that moment on, to consider other dimensions in which a natural language can vary. The current thesis was carried out within the geosociolinguistic and/or multi-dimensional perspective. It sought to investigate the lexical variation of Portuguese spoken in Tupí-Guaraní indigenous areas in the states of Pará and Maranhão in the light of the Pluridimensional and Relational Dialectology proposed by Radtke and Thun (1999), Thun (1998, 2000, 2010, 2017), which combines the horizontal (diatopic) dimension with the vertical (diastratic) dimension and the studies by Cardoso (2010), Cardoso and Mota (2016) Razky (1998, 2010), Elizaincín (2010), Calvet (2002), Romaine (1996), Chambers and Trudgill (1998), Trudgill (1999) and Berruto (2010). Four indigenous lands were studied: Trocará (Asuriní do Tocantins/PA), Nova Jacundá (Guaraní Mbyá/PA), Sororó (Suruí Aikewára/PA) and Cana Brava (Guajajára/MA), which are the diatopic dimension of this study. In each community, we sought to interview ten participants. The dimensions considered were the diagenerational (5 to 10 years – Age group C, 18 to 37 years – Age group A, 47 to 75 years – Age group B); the diageneric (male and female), and the diastratic (not educated or educated until the 8th grade (9th grade) and educated from the 1st grade of high school). In addition to the previously mentioned dimensions, the dialingual one (referring to the contact between two or more languages in a language community) was also considered in the research. The dialingual dimension was broadly contemplated by the following linguistic contact relationships: Portuguese/Asuriní from Tocantins; Portuguese/Guaraní Mbyá, Portuguese/Suruí Aikewára and Portuguese/Guajajára. Data collection was carried out on-site and employed the Semantic-Lexical Questionnaire (QSL) of the Brazilian Linguistic Atlas (ALiB) Project. In addition, the situation of bilingualism in the studied communities was observed through the Sociolinguistic Questionnaire (QS). In general, the results show that the lexicon of Portuguese spoken in the studied indigenous lands reflect a continuum, both in the indigenous area considered in data collection and in non-indigenous areas where the ethnic communities are located. Concerning bilingualism, the diagenerational dimension (age group B) is decisive for the maintenance of indigenous languages in the language communities herein studied.
Acesso aberto (Open Access)
A fonologia segmental e aspectos morfossintáticos da língua Makurap (Tupi)
(Universidade Estadual de Campinas, 1992-01-27) BRAGA, Alzerinda de Oliveira; ABAURRE, Maria Bernadete Marques; http://lattes.cnpq.br/4074898371818323
Acesso aberto (Open Access)
Gamificação e escrita: experiência de aprendizagem gamificada para produção textual
(Universidade Federal do Pará, 2021-04-15) BARBOSA, Rita de Cassia Damasceno; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The presented work is purposed to realize, under the Applied Linguistic, a theoretical-propositive study about the active responsive manifestation in the textual production of 9th grade elementary school students, from the work with opinion article and commentary genders discourse in the argumentative interface, through activities which use gamification as a pedagogical proposal, because of this resource is part of the life in society and is the way that the students are inserted as subjects in the diverse social practices that they do participate, being these in scholar environment, familiar or in the digital environment. To effectuate, it was started by the following problematic: How can the activities elaborated with game mechanics base, gamification, contribute to the active responsive manifestation of the learners in the genders discourse production? To answer this question, it was elaborated a set of activities to the argumentative genders textual production, adapted from the genders discourse reading and writing project of Lopes-Rossi (2008), compound by organized activities with game mechanics – gamification, which search to confirm/to deny two hypothesis: a) gamificated activities, because of having the engagement and the motivation to solve problems as objective, do collaborate to the active responsive manifestation of 9th grade students in textual production of the opinion article and commentary genders; b) the students manifest active responsive during the activities that involve the texts rewriting. It was defined as the main goal to verify the active responsive manifestation in the textual production of the opinion article and comments genders discourse, from a game mechanics elaborated activity proposal, the gamification and, as specific objectives: a) to ascertain if the gamificated activities, which require the teachers responsibility in the knowledge construction, does collaborate for a active responsive action of the students in the textual production; b) to verify the active responsive manifestation in the early production of the opinion article and commentary genders discourse in the diagnostic activities. To the theoretical reasoning, it was based in Bakhtin’s Circle thoughts principles about the dialogical nature of the language and the responsiveness, as well as in theorists and researchers who develop works related to the textual production in the classroom in this perspective, as Geraldi (1996), Sercundes (2004), Fiad and Mayrink-Sabinson (2019) and Menegassi (2016); the studies about multiliteracy of Street (2013, 2014), Kleiman (1995), Soares (2006), Rojo e Moura (2012) e Rojo e Barbosa (2015), Alves (2015) and Paula (2016) about gamification as pedagogical practice. The investigation is characterized as a qualitative research, based in the interpretativism, with propositive disposition and applied nature, which the initial results obtained from the diagnostic analysis show that the learners do manifest active responsive position in relation to the production proposal understanding, to the gender purpose attendance and to the thematic content in the textual production of the discursive genders opinion article and reader commentary. These results were used as a base to the elaboration of a educational product activity in order to contribute to the active responsive manifestation of the learners in the textual production, shaped as a pedagogical activity book, directed to Portuguese Language teachers.
Acesso aberto (Open Access)
O gesto de recontar histórias: gêneros discursivos e produção escolar escrita
(Universidade Estadual de Campinas, 1999-12-20) SANTOS, Sandoval Nonato Gomes; FIAD, Raquel Salek; http://lattes.cnpq.br/0128308087978829
This thesis describes how students learning to write establish dialogical relations with language when retteling written stories in a classroom event. Taking into account that discourse gemes are produced in different social activities, this study explains how students move through discourse genres that emerge in this particular event. This study has three parts. First, the concept o f discourse genre is discussed on the basis of Bakhtin's concept of discourse genres as relatively stable forms of utterance. Secondly, the elements that constitute the event "Retelling stories" are characterized considering two aspects: the role attributed to the teacher as he tells the story, suggesting - through a particular genre called "instructions to writing" - how the students can retell the story; the activity o f retelling as realized by the students, a result of the moving through the "instructions" and other genres that have been presented, such as "fairy tales" and "legends". Finally an analysis of 30 written texts is presented. These texts were written by second grade elementary school students at the Núcleo Pedagógico Integrado (NPI) - Escola de Aplicação ofthe Universidade Federal do Pará (UFPA) in 1995 and 1996. The methodological procedures were based on what has been denominated as indiciary paradigm, which permits both the apprehension of linguistic traces manifested in the texts, as well as an understanding o f how the subject/writer who retells stories is constituted. The analysis o f the data allows us to conclude that there are no sufficient arguments to delimit rigidly discourse genres. The heterogeneity that is constitutive of children's written texts may hold consequences for the theory of discourse genres, the teaching of written language, and the theory of language acquisition. Both the act of retelling and the theory that explains it can be understood as interpretative procedures.
Acesso aberto (Open Access)
O governo da língua na cabanagem: (des)encontros coloniais na Amazônia
(Universidade Federal do Pará, 2021-05-12) LAVAREDA, Welton Diego Carmim; NEVES, Ivânia dos Santos; http://lattes.cnpq.br/2648132192179863
The research that resulted in the current doctoral thesis analyzes in general, how the different governmentality strategies defined by the colonial device, during the period of Cabanagem, favored the establishment of a European linguistic heritage in the Amazon, inserted in a series of conflicts, predominantly, linguistic. Taking as a starting point the archivist series cataloged in the Public Archives of Pará, in the Public Archives of the Municipalities of Cametá-PA and Vigia de Nazaré-PA, in the Foreing Office (London) and in the publication “Political Riots or history of the main events politicians in the Province of Pará from 1821 to 1835 ”(1970), this research proposes, in a specific way, to map the historical movements and the linguistic practices experienced at the time of the colonization (which served as base for the analyzes). Also in a specific way, we seek to identify which discursive tensions were legitimized, by the colonial device, for the maintenance of a government of the language that favored the European linguistic management in the Cabana Province (1835-1840). The theoretical and methodological framework were built under the basis of interdisciplinary dialogues that could refer to historical experience, adopting as main analytical basis the archeogenealogical perspective of Michel Foucault's discursive studies (1964; 2009; 2008, 2010a; 2010b; 2010c; 2011; 2016a; 2016b ). In order to understand the process of lusitanization and the historical emergencies of linguistic policies related to the Colonial Period, we turn to Rosa Virgínia Mattos e Silva (2004), Cristine Severo (2013; 2014; 2016) & Sinfree Makoni (2015) and Bessa Freire (2011). When we mobilizing the dimension of linguistic necropolitics and the concept of language in recent modernity, we follow the studies and conceptual operationalization that has been developed by GEDAI-CNPq (LAVAREDA & NEVES, 2018; 2019; 2020; OLIVEIRA, 2018; NEVES- CORRÊA, 2018; LISBÔA, 2019). By using as a reference the definition of coloniality of power guided by decolonial studies, driven by Aníbal Quijano (1999; 2005), and adopting the constitution of the language through the bias of modernity and coloniality as mutually constitutive projects (MIGNOLO, 2020; MARTÍN-BARBERO, 2009 ; 2014; WALSH, 2019), we moved the discussions about the colonial device proposed by Ivânia Neves (2009; 2015; 2020), in order to think about the technologies of power that are still active in the production processes of the subjectivities of Amazonian societies and of the discourses that circulate over them. The research on the cabano movement observed by Magda Ricci (2001; 2016), the studies on Afro-Brazilian populations in the social struggles and ethnic composition of Pará and on the Cabanagem, carried out by Vicente Salles (1992; 2005; 2015), also compose the global theoretical architecture of the proposed debates. Finally, it is ratified that the “invention” of a Portuguese-speaking government in the Cabano scenario intensified the transposition of varied discursive genres to the conditions of emergence of colonized peoples in the Brazilian Amazon and, in the same direction, potentiated the emergence of metacategories that were taken as discourses of truth until the history of the present.
Acesso aberto (Open Access)
A heterogeneidade linguístico-cultural em turmas de português língua estrangeira: o impacto na produção escrita
(Universidade Federal do Pará, 2019-08-28) SALES, Hellen Margareth Pompeu de; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
In this study, we discussed and analyzed written texts of students from different countries, participants of ―Programa de Estudante Convênio Graduação‖ (PEC G), of the Portuguese for Foreigners course, at Federal University of Pará (UFPA), who submitted to ―Certificado de Proficiência em Língua Portuguesa para Estrangeiros‖ (Celpe Bras), in the years of 2015, 2016, 2017 and 2018. The objective is to investigate the impact of the linguistic cultural heterogeneity of the student and the class in the teaching learning of the Written Production (PE) in Foreign Language Portuguese (PLE). It is, especially, an research action supported by the language biography procedure. Our theoretical base is based on studies on Plurilingualism, Pluriculturalism and Interculturalism (ABDALLAH PRETCEILLE, 2003/2010; BLANCHET, 1998/2014; CONSELHO DA EUROPA, 2001/2010; COSTE, 2001; 2010...), Competences (CONSELHO DA EUROPA, 2001/2010; HYMES, 1984...), and others, associated with the Interactionism Sociodiscursive ISD (BRONCKART, 2003/2017; DOLZ, 2004/ 2016; SCHNEUWLY, 2004/2014; BULEA, 2010/2012...). In order to constitute our data we developed Written Production workshops (directed to the target public) that gave us several texts written by the learners. They are texts that we call "real" (account of experience / linguistic biography, sketches / drafts) or of "simulated" (tasks of written production of diverse textual genres). All this material allowed us not only to identify the influence of languages cultures in the texts written in Portuguese by the learners, but also to verify attitudes, behaviors ... that sometimes helped, or sometimes they made it difficult to the process of Production written in Portuguese. The analysis of our data: 1) indicates that several texts written by the learner present "deviations" that studies, only, on textuality, do not explain satisfactorily, since they are related to the history of learning, with the attitude that the student assumed to learn portuguese etc. These are phenomenas that are often not perceived by the teacher (nor by the student) in the classroom, but which impact the teaching learning process; 2) confirms the need to deepen the study of the impact of the linguistic / cultural heterogeneity of the students, and of the group coming from their educational cultures, their learning paths of language cultures ... to understand better their written production difficulties in PLE and, thus, be able to optimize the teaching learning process.
Acesso aberto (Open Access)
Idas e vindas da escrita: construção coletiva de procedimentos de avaliação da produção textual para os anos finais do Ensino Fundamental
(Universidade Federal do Pará, 2020-06-18) CARDOSO, Natália Moraes; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this paper, we discuss an experience of teaching writing based on the collective organization of work by teachers in the Portuguese Language area at the Municipal School of Elementary Education Raimunda da Silva Barros, located on the outskirts of the city of Cametá, northeast of Pará. The research began with the evaluation and re (construction) of a writing project previously existing in the school, thought from the analysis of the results of the project and the texts produced by the students. We proposed, in the 2019 academic year, some changes and / or modifications to the project based on our general objective, which consisted of developing a proposal for teaching writing for the final years of elementary school that would allow the Portuguese language faculty of the institution to produce its own assessment of student performance, with a view to developing a training project for student readers and writers. To achieve this, we proposed the following specific objectives: a) to create spaces for collective work at school, involving the Portuguese language teaching staff of the final years of elementary school, by proposing a working group on writing; b) collectively evaluate the results of the project “The essay in exam” for the year 2018; c) make the Portuguese language school and classroom a space for daily exercise of writing by proposing and implementing a writing project collectively built by Portuguese language teachers; d) create forms of evaluation and monitoring of students' writing development that can be shared by the school, in order to favor the continuity of the work. The theoretical approach that helped us to think about these actions was based on two “fronts”. In the first, generally related to the area of education, we use the studies of Michael Apple (1989; 1995); Jorge Larrosa (2002) and Maurice Tardif and Claude Lessard, (2005), who discuss the relationship between teaching practices and the knowledge that sustain teaching work. In the second, in terms of language, we have the contributions of Mikhail Bakhtin and Valentín Volochinov (1997), Eglê Franchi (1986), Lucy Mccormick Calkins (1989), Magda Soares (1992), Cláudia Riolfi et al. (2008), Sírio Possenti (2009), and, especially, with the works of João Wanderley Geraldi (1984; 1997; 2015), which offered us the opportunity to think about teaching and learning Portuguese in an interactionist perspective, considering school practices themselves as a social space for exchanges, resistances and transformations. The methodology of our work consisted of a critical action research, in the terms of Ghedin and Franco (2008), whose nature is composed of a descriptive-qualitative research of diagnostic character, through which we carry out a work of observation, investigation and reflection of the product of our own teaching practice. In the classroom, we carry out various activities based on the three pillars of mother tongue teaching which, according to Geraldi (1984), are: reading, textual production and linguistic analysis. In general, these activities aimed to lead students to produce narrative-descriptive and expository-argumentative texts. The results point in two directions: the first refers to the possibility of implementing spaces for discussion in the school in which the collectivization of work points out ways to solve problems faced in the classroom. With regard to students, we have shown with our experience on the classroom floor that it is possible in mother tongue classes to provide the construction of writing processes that allow students to establish themselves as authors.
Acesso aberto (Open Access)
Investigando desvozeamento vocálico no português brasileiro (PB) : análise acústica e perceptual das vogais altas pretônicas
(Universidade Federal do Pará, 2019-06-26) FAGUNDES, Giselda da Rocha; MEIRELES, Alexsandro Rodrigues; http://lattes.cnpq.br/9913871449747690; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
According to Gordon (1998), devoicing occurs in practically all the languages of the world he studied, including Brazilian Portuguese, being the high vowels more susceptible to the occurrence of the phenomenon that Gordon also associates with the deaf surrounding environment and atonicity. According to Meneses (2012, 2016), devoicing is related to the reduction in the magnitude of the vowel gesture, caused by the short articulation time, allowing the consonant gestures to overlap with the vowel gestures. Therefore, this PhD thesis investigates the phenomenon of the devoicing of the pretonic high vowels in Brazilian Portuguese (BP), both acoustically and perceptually, through the application of Gestural Phonology theory, taking into account the phonetic contexts that most favor this phenomenon. For acoustic analysis a total of 1,440 vehicle phrases were collected. For perception, 8,208 data were collected regarding identification and gradation, which, among other conclusions, converge with the results of Meneses (2012, 2016) and Hasegawa (1999), that is, that the devoiced vowels occur without prejudice to the perception of these vowels, which, like the devoicing, varies from individual to individual; and Gordon (1998), because the articulatory and aerodynamic factors that induce devoicing conflict with the perceptive factors, which advocate against devoicing, since, perceptually, there is no clear distinction between voiced and voiceless vowel, but a gradient between the extremes.
Acesso aberto (Open Access)
A paráfrase: uma atividade argumentativa
(Universidade Estadual de Campinas, 2001-12-05) RIBEIRO, Nilsa Brito; KOCH, Ingedore Grunfeld Villaça; http://lattes.cnpq.br/9851642920435372
Acesso aberto (Open Access)
A prática da intertextualidade na formação de leitores e produtores de texto proficientes
(Universidade Federal do Pará, 2020-07-28) LIMA, Josué Pereira de; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
This thesis has as its theme intertextuality in the formation of proficient readers and writers, and focuses on this phenomenon as a relevant factor for the processing of text in reading and writing. Although there are studies, experiences, and research that show new methodologies to develop a work with reading and writing, which values the student as the main agent of the communicative process and makes him competent on his social practices, there is still a majority of students who sees the act of reading and writing as something empty. One of the resources that could favor a change in this situation would be the practice of intertextuality in the classroom, as it is crucial to make students realize that the texts they read did not appear in isolation, but that they maintain a relationship with existing ones. Moreover, it is in this path that this research is presented, whose general objective is to develop the knowledge of 8th/9th-year students about the intertextuality factor, in the processing of the text both in reading and in writing. For this study, a literature review was initially carried out to identify the theories that address intertextuality, discussing its nature, its typification, its importance and relevance, as well as focusing on intertextuality as an object of activities in Portuguese language classes to clarify what is the role that it can fulfill in the practice of reading and text production. Therefore, studies by several authors were considered, such as Abaurre and Pontara (1999), Val (2000), Bakthin (2003), Soares (2004), Fiorin (2006), Koch & Elias (2006), Bazerman (2007), Marcuschi (2009), Koch, Bentes & Cavalcante (2012), Antunes (2017). In methodological terms, this work was developed through action research, for a recurring problem in two classes of the eighth year that was found in Municipal School of Basic Education (EMEB) Piauí, which became the target research/observation, it was immediately thought about the interventional actions that could confront the problem found in those classes, but, for that, it relied on the joint action of the participants involved for a possible transformation of that reality in which they found themselves. The approach of the data in this research is of a qualiquantitative nature, since an objectively quantified data survey and an attempt to interpret them were made; at the same time, proposals for intervention activities were made that favored the subjects involved a reflection in the act of reading and writing inside and outside the classroom. The results obtained by the application of the intervention proposal, in which the resource of intertextuality was considered as an object of activities in the practices of reading and textual production, were satisfactory and encouraging, since some students who had immense difficulty in the practices of reading and writing started to have less difficulty in relating, understanding, interpreting and producing texts. This work provided an enriching experience and showed that, with the conscious use of intertextuality in the classroom, it is possible to contribute to the formation of good readers and good writers.
Acesso aberto (Open Access)
Práticas discursivas sobre a violência contra os corpos em 13 reasons why: o livro e a série
(Universidade Federal do Pará, 2019-12-04) CALLISAYA, Patricia Beba Bautista; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140
Acesso aberto (Open Access)
Propagandas de violência simbólico-regional contra a mulher: discurso e identidade na escola
(Universidade Federal do Pará, 2019-04) NERY, Tatiara Ferranti; CUNHA, Marcos André Dantas da; http://lattes.cnpq.br/0195316299643772
The present study discusses the speeches produced by students of the Elementary School of Tia Erica Strasser, in Moju - PA, from the writing and reading activities of official publicity campaigns on physical to symbolic-regional violence against women, the example of scalping, common in the Amazon Pará. Therefore, in establishing the relationship between propaganda, violence, identity, gender, discourse and teaching, the main objective of the research is to broaden the student's critical view of the subject and to encourage student protagonism with regard to changes in social relations of a kind. violent and discriminatory. Based on the assumptions of the French Discourse Analysis, more specifically on the conceptions of Foucault (2008) and Pêcheux (2002), and on the theoretical precepts about identity, disseminated by Hall (2002) and Bauman (2005), we intend, more specifically: 1) to reflect on how the student subject is positioned before the feminine theme and the symbolic-regional and gender violence; 2) analyze how students construct meanings and inscribe their social and cultural identities about gender issues from the readings of official advertising campaigns on combating violence against women; and 3) understand the readings of students about the discourse of commercials, to reflect if there is identification, acceptance, reaffirmation, deconstruction or even inscription of their identities in these discourses. According to Foucault (1969), discourse is a set of utterances that belong to the same discursive formation. Thus, analyzing discursive formation consists in verifying the meaning relations of what is said with other words, as well as the discursive delimitations that circumscribe them. In this sense, this research is important to more effectively subsidize students in the process of understanding and producing advertising campaigns, building critical view in students about reality and to fight against violence towards women. Lastly, from the ongoing analysis of the intervention proposal developed at basic education, it was found that many speeches that emphasized women as inferior subjects to men and as violated female characters, made to serve the other and without freedom to take decisions can be deconstructed. Thus, it was also noted that the activities with advertisements aroused in students a more critical and reflective look in relation to their actions and those of others, becoming mainly active agents in the deconstruction of inequalities and discrimination that marginalize and oppress the female gender. and which are historically reproduced against women.
Acesso aberto (Open Access)
Zeus ou a menina e os óculos, de Maria Lúcia Medeiros: contribuições para o letramento literário no Ensino Fundamental
(Universidade Federal do Pará, 2020-04-29) SILVA, Adenilza Nunes Soares da; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
This work has as theme: “Zeus ou a menina e os óculos, of Maria Lúcia Medeiros: contributions to Literary Literacy in junior high school”. The work´s aim is to develop literatures Reading in the school environment. There are results of analysis with reflections about literary reading teaching. These analysis was proposal through classroom activities to students in the 7st grade of junior high school of Externato Santo Antônio Maria Zaccaria School in the São Miguel do Guamá city, state of Pará. For this purpose, the short stories book “Zeus ou a menina e os óculos” was chosen by means of methodology elaborated four modules (motivation, introduction, reading and interpretation). This methodology be based on the work of Cosson (2009), it was possible ensured the active participation of students in discussions related readings of four short stories of the chosen work. During the mediation process in classroom, we obtained as results: oral comments and written productions made by the students who identified themselves with narrated content therefore they reach interpretation. The theoretical discourses linked this proposal PROFLETRAS involve the formation Literary Literacy and literary reading of teacher and student. This formation will serve as reflections about teaching practice. Therefore, the argument presents AZEVEDO (1986), ZILBERMAN (1991), LAJOLO (1996), CANDIDO (2011) and COSSON (2014) studies, among other. This studies contribute to activities with literary texts reading that assist the teacher in training of readers.