Programa de Pós-Graduação em Letras - PPGL/ILC
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2310
O Programa de Pós-Graduação em Letras (PPGL) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA). Confere ao candidato habilitado o título de Mestre e/ou Doutor em Letras, nas Áreas de Concentração em Estudos Literários ou Estudos Linguísticos, tem como objetivos gerais e fundamentais: preparar pesquisadores capazes de desenvolver trabalhos científicos no campo dos Estudos da Linguagem; desenvolver a competência profissional e científica do graduado para que ele atue com criticidade na sua área de conhecimento; e produzir conhecimento científico relevante para o país, com ênfase, quando oportuno, para as especificidades linguísticas e literárias presentes na Região Amazônica.
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Item 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/6129530461830312Language 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.Item 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/3307472469778577The 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).Item 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/0057919162522146Item Acesso aberto (Open Access) Aprendizagem autônoma de línguas adicionais e formação docente em um centro de autoacesso no ensino superior(Universidade Federal do Pará, 2021-03-19) RABELO, Jhonatan Allan de Andrade; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312Self-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.Item Acesso aberto (Open Access) Aprendizagem de Língua Inglesa mediada por sítios: uma atividade promovida em um centro de autoacesso(Universidade Federal do Pará, 2019-01-30) BORGES, Kleiton de Sousa; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312The Applied Linguistics (AL) studies in the area of teaching and learning languages have been conducted in an interdisciplinary way. One of the themes of these studies is the research on autonomy in language learning in order to understand how this process is instigated in learners from diverse learning situations. New technologies, as Computer Assisted Language Learning (CALL) and Information and Communication Technologies (ICT) are tools that can stimulate the development of this autonomy. These tools are present in educational institutions and in the daily life of teachers and students, enabling learning of a foreign language (FL) in an effective way (LEFFA, 2006; OLIVEIRA, 2012; ANDRADE, 2014; ARAÚJO, 2017). ICT is also used in self-access centers (SAC) in order to foster the autonomous studies of language learners in these spaces (GARDNER; MILLER, 1999; BARRS, 2010; MAGNO E SILVA, 2014; MYNARD, 2016). This work aimed to understand in what ways the activities mediated by computers, through sites, could influence the English language learning of students who attend and participate in activities at Base de Apoio à Aprendizagem Autônoma (BA3), a self-access center located at the Faculdade de Letras Estrangeiras Modernas (FALEM) of the Federal University of Pará (UFPA). A case study was conducted employing a quanti-qualitative approach with observation and application of on-line questionnaires. The results showed that English language learning sites influenced positively the development of participants' autonomy, since they began to use these sites on their own to practice by listening, reading and speaking English. It was also found that the good layout and the types of activities of these sites were important items which led learners to use them.Item 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/1771292039081039In 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.Item Acesso aberto (Open Access) Aspectos morfossintáticos e semânticos da causativização em Parkatêjê(Universidade Federal do Pará, 2018-02-27) FERREIRA, Sindy Rayane de Souza; SHIBATANI, Masayoshi; FERREIRA, Marília de Nazaré de Oliveira; http://lattes.cnpq.br/4291543797221091Under the view of typological functionalism, the objective of this work is to describe and analyze morphosyntactic and semantic aspects related to the phenomenon of causativization in Parkatêjê (Indigenous language of the Jê family, Macro-Jê stock, and grouped in the Timbira dialect complex). From the morphosyntactic perspective, the causativization is a process related to the increase of verbal valence, that is, to the change of functions and grammatical relations of the arguments of a verb. From the semantic perspective, it consists of a phenomenon associated with the relation of cause and effect, in which a causative verb allows the subject of a sentence to act on another argument, causing it to perform some action or change its state. In the Parkatêjê language, causativization is manifested through the verb to, whose primary meaning is 'to do' and which affects active and stative intransitive verbs. Transitive verbs do not seem to be affected by causativization. The work is based on the theoretical postulates of Givón (1975), Shibatani (1976, 2002), Comrie (1989), Dixon (1994), among others. In addition to being a causative verb, the 'to' element performs other morphosyntactic functions in the language: basic lexical verb 'to do', auxiliary verb, part of verbs root and instrumental postposition. For this reason, this work also presents some aspects related to each of these functions. The methodology used in this work consisted of bibliographical research and field research with data collection performed in the community of the language being studied.Item Acesso aberto (Open Access) Aspectos morfossintáticos em mebengôkre: transitividade e marcação de argumentos(Universidade Federal do Pará, 2021-08-20) GOMES, Edson de Freitas; GALUCIO, Ana Vilacy Moreira; http://lattes.cnpq.br/3697197245602067; https://orcid.org/0000-0003-0168-1904The canonically marked subject in Mẽbêngôkre has already been described in the literature for years, however, the description of a non-canonically marked subject is a field that proves to be very productive itself and still need further exploration. The thematic of the subject which receives different canonical pattern mark is current and relevant as it brings new information to the morphosyntax language knowledge and contributes to the understanding of phenomena that still needs description. The non-canonical subject study intends to raise the discussion on the Mẽbêngôkre subject realization, although there is still a lot remaining to be done for this hypothesis to be definitively confirmed. In this scenario, the main objective of this thesis is to describe the ways in which the subject is marked in Mẽbêngôkre language, focusing on the main strategies used for canonical and non-canonical subjects marking, especially the dative subject, marked by mã postposition and the locative subject, marked by kãm, jã and bê postpositions. The non-canonical subject pattern in Mẽbêngôkre is treated based on tests regarding the coding and behavioral properties of the subject suggested by Keenan (1976); Sigurðsson (2004); Eythórsson; Barddal (2005); Barddal; Eythórsson (2006 and 2009), among other authors. The analysis shown is based on field research material data, acquired through interview recording with indigenous consultants from Mẽbêngôkre villages, placed in the Gorotire reserve, in São Félix do Xingu municipality, southern of Pará state. The methodology is based on test application about the coding properties such as nominal case marking, the argument indexing in the verb and the constituents order in the sentence, and on behavioral properties such as reflexive control, control and erasure in coordinated and subordinate clauses and reference changes. The data showed that, besides the canonically marked subject, there is another subject who is also formally marked by morphemes that are postposition and the morphosyntactic tests performed showed that those subjects are approved in most of the proposed tests, in the dative subject case and in the locative subject in some cases. An argument that supports the prefixes indexed analysis in postpositions as subject is the fact that these prefixes are doubled by the nominative pronoun, as it occurs with the canonically marked subject.Item 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/6129530461830312Studies 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.Item Acesso aberto (Open Access) Atitudes e estigma: investigações sobre o status do alteamento da vogal média posterior tônica na variedade marajoara(Universidade Federal do Pará, 2021-08-25) FRANCÊS JUNIOR, Celso; AGUILERA, Vanderci de Andrade; http://lattes.cnpq.br/8323910235303866; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577The present thesis, entitled: Attitude and Stigma: Investigations of the status of tonic posterior mean increase in the marajoara variety, aimed to: i) examine the role of social variables gender, education and age in the formation of linguistic attitudes towards a variety discredited and suffering prejudice; ii) investigate the cognitive and affective components, within each social variable, as elements that modify attitudes, variations and linguistic changes; and, iii) to study, in parallel, the recurrence of middle back vowels in stressed syllables in the variety of Portuguese spoken in the mesoregion of Marajó, as a variant evaluated below the speaker's level of consciousness. As a complement to the attitude survey, a posterior mid-vowel acoustic study in stressed syllable in the variety of Portuguese spoken in the mesoregion of Marajó was carried out, as a possible heightened variant and evaluation according to linguistic attitudes. For this purpose, the theoretical-ethodological assumptions of Variationist Sociolinguistics (CARDOSO, 2015; LABOV, 2008; AGUILERA, 2008; CALVET, 2002; MORENO FERNÁNDEZ, 1998; LÓPEZ MORALES, 1989) and Social Psychology (BEM, 1973; LAMBERT; LAMBERT, 1972; ROKEACH, 1968; LICKERT, 1932; THURSTONE, 1929). The universe of this research was the Marajó mesoregion, the largest archipelago of river islands in the world, with 16 municipalities legally, of which the cities of Breves, Curralinho and Portel were selected as target locations, as they comprise zones of interdialectal contact. The work methodology included procedures used for the collection, treatment and analysis of acoustic data and linguistic attitude, namely: i) instruments for collecting acoustic data on speech production, based on the interview protocol (Phonetic-Phonological Questionnaire); and, for data collection and linguistic attitude measurement (false pairs technique), from the attitude questionnaire; ii) profile of research participants, who add up to 72 characteristics socially stratified by sex, age group and education level; iii) variables controlled in the acoustic description (segmental, prosodic and social); and variables controlled in the analysis of linguistic attitude (gender, age and education); iv) data processing. In the analysis procedure, the following were performed: i) an acoustic characterization of the target vowel, based on the parameters of F1 and F2; and iii) an analysis of the linguistic evaluations of the eightening of the stressed back mid vowel in the marajoara variety. The acoustic data showed that the absence of heightening in the target variable was categorical, because in the constitution of an acoustic space that could show the effective behavior of what was thought to be a high posterior vowel, the occurrences of the segment [u] presented its distribution in the same region of the posterior mean [o], with mean value of F1 at 471 Hz and of F2, 956 Hz. This leads us to state that it is the same vocalic segment, based on the acoustic data. The result of the subjective evaluations revealed that native speakers of the marajoara municipalities, target of the research, manifested positive attitudes when they were placed in the position of judges to judge possible recurrent varieties in the marajoara region. This positive valuation reveals that, although the participants did not perform the heightening of the back vowel in the tonic, they rated it as a prestige variant. The acceptance and prestige given to the variant, a product of a positive attitude, are added to the feeling of solidarity, motivated by emotions, knowledge and positive reactions acquired in the use of its variety or in that of other subjects.Item Acesso aberto (Open Access) Atlas geossociolinguístico quilombola do Nordeste do Pará (AGQUINPA)(Universidade Federal do Pará, 2017-03-07) DIAS, Marcelo Pires; OLIVEIRA, Marilucia Barros de; http://lattes.cnpq.br/9728768970430501Item 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/2845269847553868This 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.Item 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/0057919162522146Ce 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.Item Acesso aberto (Open Access) Avaliação formativa como estratégia de desenvolvimento profissional de professores de português língua estrangeira(Universidade Federal do Pará, 2022-01-01) SILVA, Fernanda Sousa e; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146; https://orcid.org/0000-0002-9635-5054Item 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/0057919162522146Item Acesso aberto (Open Access) Caracterização acústica das vogais médias pretônicas /e/ e /o/ do português falado na Cidade de Cametá/PA(Universidade Federal do Pará, 2021-02-19) SOUSA, Josivane do Carmo Campos; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577The present Doctoral Thesis in Linguistics aims to provide an acoustic description of the middle pretonic vowels / e / and / o / in Portuguese spoken in the urban area of the City of Cametá/PA. As specific objectives, we sought to: a) verify the possible influences of social factors such as gender, age group and education on the variation of the pretonic mean vowels; b) to verify if the phenomenon of vowel harmony favors the process of variation of the target vowels in the variety of Cametá/PA; c) provide the acoustic space of the target vowels under analysis, according to the parameters of F1 (tongue height), F2 (anteriority/posteriority); d) to investigate the role of F0 (fundamental frequency), F3 (roundness of the lips) and Duration in the acoustic characterization of the pretonic middle vowels in the studied variety. For that, the methodological procedures adopted were those established by Cruz (2011) in the acoustic characterization of the pretonic vowel system of Portuguese spoken in the Paraense Amazon: a) standardized corpus - with 45 words selected based on the context of high variability in previous sociolinguistic studies; b) sample stratified socially in sex, age group and education; c) data collection using the text reading protocol aloud (Y); d) segmentation of data in Praat; e) application of the Praat Analyzer Tier script to obtain the acoustic measurements taken from the central part of the target vowels; f) organization of the values of the physical parameters in Excel; g) statistical treatment by means of the R program. The results presented are the treatment of the 789 data from the data collection protocol through the reading of text (Y), contemplating the 18 (eighteen) sound signals referring to the sample. The sociolinguistic analysis showed the predominance of the medium variants, both of the anterior (75%) and the posterior (60%). Then, the low variants: 15% for the former, and 27% for the latter; and finally, the high variants: 10% of the former, and 13% of the latter. As for the social factors analyzed, schooling proved to be the most interfering factor in the variation of the vowels under study, as it was found that the higher the level of education, the greater the likelihood of performing the medium variants, and the lower the probability of high variants, confirming, therefore, that the schooling process in the municipality of Cametá tends to erase dialect marks. The acoustic analysis, in turn, from the joint analysis of F1 and F2, confirms that it is the most compact pretense vocalic system in Cametá and with a greater tendency towards centralization, as attested by Lages (2017) and Verçosa (2018). Vowel harmony was confirmed by tests of significance as a phonological process favoring vowel variation. With regard to F0 and F3, these are confirmed as parameters of identity between the variants, precisely because they present very close frequencies, thus allowing the realization of the same phoneme at the underlying level to be considered. The duration, in turn, was considered more than a distinctive parameter of vowels, since it can also be taken as an identity parameter between the variants of the vowels in a pretonic context.Item 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/6129530461830312Self-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.Item Acesso aberto (Open Access) A compreensão e a produção oral nas aulas de FLE: os jogos teatrais como meio de comunicação(Universidade Federal do Pará, 2005-12-05) FERREIRA, Josiane da Silva; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050Item 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/7725724776869425This 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.Item Acesso aberto (Open Access) A contribuição dos estudos discursivos para a gramaática da língua Apurinã (Aruak)(Universidade Federal do Pará, 2016-03-14) BARROS, Laise Maciel; FACUNDES, Sidney da Silva; ttp://lattes.cnpq.br/9502308340482231; https://orcid.org/0000-0002-7460-8620This study aims to present a research on the Apurinã grammar, examining its interaction with semantics and discourse-pragmatics in order to investigate how certain uses of grammar cover the interaction between semantic, pragmatic and morphosyntactic properties. The grammatical elements involved in this research includ personal pronouns, discourse particles and the morphological form =nhi. In order to describe the relevant facts concerning these elements, I propose a descriptive analysis that tries to account for how the morphosyntax and the areas of semantics and pragmatics interact, since uses of the forms surveyed are directly associated with empathy or the speaker's intention, information flow and reference and sequence of events in discourse. This study adopts the principles of the typological-functional linguistics as they cover morphosyntactic, semantic and discourse-pragmatic properties.