Teses em Letras (Doutorado) - PPGL/ILC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/6713

O Doutorado Acadêmico iniciou-se em 2012 e pertence ao Programa de Pós-Graduação em Letras (PPGL) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA).

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Aprendizagem autônoma de línguas adicionais e formação docente em um centro de autoacesso no ensino superior
(Universidade Federal do Pará, 2021-03-19) RABELO, Jhonatan Allan de Andrade; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312
Self-access centers are spaces dedicated to the fostering of autonomy in language learning. They hold a variety of materials for self-directed learning (GARDNER; MILLER, 1999; COTTERAL; REINDERS, 2000; DOFS; HOBBS, 2011). At the Federal University of Pará, this space is the Base de Apoio à Aprendizagem Autônoma (BA³), which offers different forms of support to the undergratuation students of the School of Modern Foreign Languages since 2004. The positive effects that BA³ has had on students’ language learning can be found in publications of the field (MAGNO E SILVA. 2017; RABELO, MORHY, 2019). However, there is a noticeable gap which is the potential self-access centers can have on teacher education. The Applied Linguistics literature shows that Brazilian universities give little attention to the matter of autonomy in Teacher Education syllabi, even though it has been studied for over five decades. Educating teachers so they are able to foster autonomy demands practical experiences founded on a solid theoretical basis, especially when one considers the complex dynamic character of the autonomization process (PAIVA, 2006; LARSEN-FREEMAN; CAMERON; 2008). This reason justifies further debates on Teacher Education with a focus on learner autonomy and, consequently, the contributions that can emerge from the establishment of self-access centers in universities. Thus, this doctoral dissertation aims at comprehending the role of self-access centers on Teacher Education. The objectives include identifying how the work at BA³ may have benefited ten undergraduation students who worked there as teaching assistants or volunteers. Furthermore, it was attempted to verify how their perception on language teaching and learning was reframed based on the experiences they had while working there. Finally, participants’ competence on developing autonomous language learning activities was assessed, as well as the possible roles the researcher may have had while mediating this process. The theoretical references of this dissertation covered different themes, which constitute the mainframe of a theory on Teacher Education with focus on Learner Autonomy: motivation (USHIODA, 2008. DÖRNYEI, USHIODA, 2011), beliefs (BARCELOS, 2006), language learning strategies (OXFORD, 1990, SANTOS, 2011), and language assessment (ALVES, 2005; CUNHA, 2006). Concerning the methodological procedures, an ethnographic research was conducted at the autonomy and self-access study group, formed by the researcher and the participants. Research instruments included observations diaries, meetings recordings, and interviews. Results showed that self-access centers are spaces with great potential to Teacher Education, as they do not impose restrictions and give opportunities for pre-service teachers to experience autonomous environments, both as learners and teachers. In this process, the self-access center coordinator may act as an advisor for language teaching, bridging the gap between theory and practice and encouraging this practice by creating an atmosphere of experimentation and collaboration.
Acesso aberto (Open Access)
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)
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/0000-0003-0168-1904
The 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.
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/3307472469778577
The 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.
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/9728768970430501
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/0000-0002-9635-5054
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/3307472469778577
The 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.
Acesso aberto (Open Access)
Contribuições do paradigma da complexidade no desenvolvimento de estratégias motivacionais empregadas no aconselhamento linguageiro
(Universidade Federal do Pará, 2019-02-27) MATOS, Maria Clara Vianna Sá e; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Recent studies see motivation for learning an additional language as a complex system. This way, nothing is examined in isolation; connections among system components are valued as they become conglomerates of factors that mutually influence each other; and, motivation is investigated through interwoven relations among agents, elements and phenomena, as well as patterns of behavior and transformations. The overall goal of this study is to offer insights to become better equipped to deal with motivation under such perspective in language learning advising circunstances. Our specific objectives involve mapping motivation in action during a language advising trajectory in order to observe the influence of contextual factors on the osci-lation of the motivational process; verifying the implementation motivational strategies that follow these perceptions; as well as identifying patterns of behavior and transformations that are linked to their practice. Our theoretical framework is based on Borgatti (2008), Mariotti (2010), Osorio (2013), Capra and Luisi (2015) who clarify complex system principles; Larsen-Freeman and Cameron (2008) who foster the understanding of complex systems for applied linguists; Dörnyei and Ushioda (2011) who approach motivation as a dynamic and complex phenomenon; Mozzon-Mcpherson (2001), Carson and Mynard (2012), and Kato and Mynard (2012) who present language learning advising as support for students to learn a new language through dialogue, reflection and action in more effective and autonomous manners. We carried out a longitudinal qualitative research, employing empirical, descriptive and interpretative mo-ves. As for a qualitative research method, we chose a mixed approach of action research (THI-OLLENT, 2011) and case study (YIN, 2016). In this setting, results indicate that dealing with motivation involves exploring interpersonal relationships and experiences that favour language learning and their dynamic, patterned and connected aspects. Besides this, in our study moti-vational strategies were coconstructed and fostered collaborative network to protect motivation. The observed transformations embraced language learning advising encounters and other acti-vities experimented by the language advisor and the advisee.
Acesso aberto (Open Access)
Correndo terra... Furando mundos... : as culturas na escrita de graduandos do PARFOR-Letras no Marajó
(Universidade Federal do Pará, 2019-08-30) SILVA, Herodoto Ezequiel Fonseca da; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This thesis aims to investigate how the academic, school and local cultures materialize in discourse in writings about the Portuguese Language teaching practices of PARFOR Portuguese students, in Marajó. The data analyzed are selected statements from experience diaries, teaching activities and internship reports. In this sense, we sought to discuss how the writing indicates the discursive movements through which one perceives the process of formation of the Portuguese Language teacher. In the first part of the thesis, besides the introductory chapter, researches already developed about the formation of the Portuguese Language teacher in the context of PARFOR are discussed. In the second part of the thesis, the theoretical and methodological framework of the research was developed. In this part, the nature of the research, the presentation of the place and the research subjects, the process of material collection, the constitution of the corpus and the data analysis protocol are presented. Some concepts of “culture” and the notion of “cultural hybridization” are discussed. As theoretical basis, the notions of "statement" and "dialogic relations" are approached from the studies of Foucault (2016), Bakhtin / Volochínov (2009) and Bakhtin (2011; 2013). Then we discuss the concept of “interdiscourse”, through the theoretical proposals of Pêcheux (1995), Courtine (1981) and Maingueneau (1997; 2005). Likewise, some mechanisms that function as “apparent forms of constitutive heterogeneity” are presented, which help to account for the linguistic materiality of the data, through the studies of Ducrot (1987) and Authier-Revuz (1990; 2004). The third part of the thesis is dedicated to the presentation of the analyzes and its results. The analyzes sought, firstly, to characterize the elements that inscribe the referred cultures in discourse and, later, to analyze the statement movements through which these cultures are articulated in the writings of the undergraduates. It was observed that there was a predominance of three types of dialogical relations among academic, school and local cultures: juxtaposition relations of cultural elements, relations based on the construction of culture simulacrum, and controversial relations between cultures. The academic and school cultures are in constant conflict of forces, yielding to controversial relations between them. The elements of local culture are, in most cases, managed by the individuals as objects of the processes of translation, silencing, and interdiction.
Acesso aberto (Open Access)
Crenças e atitudes linguísticas de paraenses e cearenses na Região Nordeste do Pará: um estudo sobre o abaixamento das vogais médias pretônicas
(Universidade Federal do Pará, 2020-02-21) FERREIRA, Jany Éric Queirós; FERREIRA, Jany Éric Queirós; http://lattes.cnpq.br/3307472469778577; AGUILERA, Vanderci; http://lattes.cnpq.br/8323910235303866
The present Thesis aimed to investigate the linguistic beliefs and attitudes of speakers living in the Northeast of Pará State (Santa Maria do Pará, São Miguel do Guamá, Aurora do Pará, Mãe do Rio, Ipixuna do Pará localities) towards the variation of pretonic, in the light of the theoretical-methodological principles of Multidimensional Dialectology, Sociolinguistics and the Study of Linguistic Beliefs (LAMBERT and LAMBERT, 1972; RADTKE and THUN, 1996; LABOV, 2008; BOTASSINI, 2013; FREITAG and SANTOS, 2016 ). This research is justified by the contribution it will bring to linguistic studies in the Northern Region, where there is a shortage of research of this nature. It is expected to contribute to the understanding of linguistic variation and change and, consequently, help in the fight against linguistic prejudice (SILVA and AGUILERA, 2014). For its execution, the pretonic average vowels were analyzed from the speech of Ceará migrants and Pará natives in five survey points, based on the sample the diatopic dimension (eight informants from each locality), subdivided into topostatic (six natives from each locality) and topodynamics (two Ceará migrants in each locality). The sample was stratified according to the diasexual (4 female and 4 male) and diagenerational (18 to 25 years and 50 to 65 years) dimensions. Data was collected by interviews: the occurrences of the object vowels were collected through reading, questionnaire response and narratives; Belief and attitude data were collected through the quantitative questionnaire, using the matched guise test technique, and a qualitative questionnaire, as well as the self-assessment test. All material collected was organized for transcription in Praat. Three corpora were constituted: one of mean occurrences, with control of lowering and not lowering; another one from the answers of the quantitative attitude questionnaire and another one for the qualitative analysis. The quantitative data corpus was coded in Excel for statistical treatment in Goldvarb X. The qualitative data corpus was categorized for further analysis. The results showed that the realization of [e] and [o] predominates in the speech of natives and migrants of the localities, following the tendency of other regions of Pará (RAZKY, LIMA and OLIVEIRA, 2012; CRUZ, 2012). For the lowering of / e / and / o /, the open vowels, in both tonic and contiguous position, and the degree of nasality of the vowel of the stressed syllable favored the phenomenon, evidencing the vowel harmony as a major driver of this phenomenon. The degree of formality was not significant to the application of lowering. Of the social factors, the origin of the informant, a single group considered significant, favored the phenomenon in the speech of migrants. Gender and age group were not probalistically significant, but in percentage terms, there was a higher occurrence of lower speech in women and young people. The subjective attitudes revealed that the people from Ceara,Belem and local dialects enjoy a certain prestige, because they were evaluated positively, with percentages above 70%. Diatopically, the results differ presenting positive evaluations sometimes to the local dialect, sometimes to Belém or to Ceará inhabitants. Migrants attributed more positive ratings to the dialects than the native ones. From the diassexual point of view, men preferred the local and Ceará dialects, and women, the local and Belem’s dialects. In relation to the diagenerational, young people preferred the Belem’s and local dialects, while adults preferred the local and Cearense dialects. Most informants did not notice the difference between open and closed vowels in two word sequences, however, preferred and claimed to speak the word sequences with closed vowels. The local and Belem inhabitants dialects have higher social status. The natives were more loyal to their dialect than the migrants.
Acesso aberto (Open Access)
Da promoção da cartografia das línguas indígenas na universidade á construção de diretrizes para uma política linguística institucional multilíngue
(Universidade Federal do Pará, 2025-02-22) LEITE, Marília Fernanda Pereira; CRAVO, Marilucia de Oliveira; http://lattes.cnpq.br/9728768970430501; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
Acesso aberto (Open Access)
A didática do plurilinguismo e o repertório linguístico discente no ensino-aprendizagem do Português língua estrangeira: um encontro entre proficiência e formação para diversidade
(Universidade Federal do Pará, 2018-10-30) CUNHA FILHO, Francisco Arimir Alves; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
The main objective of this work is to ascertain to what extent a plurilingual didactic favors the learning of Portuguese as a foreign language in linguistically and culturally heterogeneous classes. Our data was generated from the recording of several didactical situations and interviews with students who evaluated the practices at the beginning until the end of the course. We chose to follow the qualitative model for data generation, description and analysis (CROKER, 2009; OLIVEIRA, 2015; DÖRNYEI, 2007). In addition, we use the multi-method approach to establish a dialogue between teaching actions and students' considerations (CRESWELL; CLARK, 2011; OLIVEIRA, 2015; SPRATT; WALKER; ROBISON, 2004). Action research is associated with ethnographic research (THIOLLENT, 2000; MONTAGNEMACAIRE, 2007; DÖRNYEI, 2007; JOHNSON, 1995). In relation to theoretical references, we utilize the concept of pluricultural and plurilingual competence, with a focus on linguistic, psycholinguistic and sociolinguistic aspects of hers (PY, 1991; DABÈNE, 1994; DEPREZ, 1994; MOORE, 1995; CASTELLOTTI; MOORE, 1997; COSTE; MOORE; ZARATE, 1997, 2009; CONSELHO DA EUROPA, 2001). In this perspective, we highlight the notion of linguistic repertoire of the plurilingual individual. Also, we betake the didactic and methodological guidelines of the actional approach and plural practices - gathered in so-called didactics of plurilingualism - to guide activities with the students (PICCARDO, 2014; CONSELHO DA EUROPA, 2001; BOURGUIGNON, 2012; PUREN, 2002; BLANCHET, 2014; CASTELLOTTI, 2010; CANDELIER, 2008; MEISSNER, 2002b). These ones come from African and Caribbean countries. They are plurilingual, two or more languages speaker. We take in account these prior knowledges to favor and improve their learning. We put in place actions susceptible to create a propitious environment to plurilingual practices. Throughout the course, we verified group's the more open positioning with regard to the didactics of plurilingualism: the alternation of languages, previously reserved, gradually became shared with us; little by little, students also started to understand and appreciate all their languages, no more barriers to learning, but partners in this process. These and others results through this research-action led us to consider viable and important the insertion of students‘ prior linguistic capital during their learning of portuguese, either to learn more effectively or to help them to become persons who respect all languages and cultures.
Acesso aberto (Open Access)
Do sertão ao sertón: tradução emancipadora e análise de neologismos de grande Sertão Veredas nas traduções para o espanhol
(Universidade Federal do Pará, 2018-06-12) CARVALHO, Leomir Silva de; HOLANDA, Sílvio Augusto de Oliveira; http://lattes.cnpq.br/0928175455054278
Acesso aberto (Open Access)
Dos campos do Marajó aos campos do discurso: sentidos sobre o trabalho do vaqueiro na tradição e na contemporaneidade
(Universidade Federal do Pará, 2021-02-21) POMBO, Délcia Pereira; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140
This thesis triggers the reins of a study course designed to investigate the discourses about the work of the Marajoara cowherd in the tension between traditional and contemporary meanings about the profession. To apprehend the senses effects of the discursive experiences in the work context, there is the guiding question: How to understand the tension inherent to the discourses that imply the figure of the cowherd, still rooted to the traditions, and the contemporary, more distanced from them? For this purpose, the theoretical and analytical path is intertwined with the theoretical and methodological framework of Discourse Analysis (DA), based on the postulates of Dominique Maingueneau, focusing on the concepts of de deixis, discursive practice, enunciation scenes, simulacrum, and polemic, to think about productive activities in the labor universe, in a construction that is mediated discursively. Added to these contributions are the principles of Ergology, based on the postulates of Yves Schwartz, to think about the relationship between language and work, in the reference made to the prescriptions of work and the performance of the cowherd in the daily toil. The narratives of life, based on the postulates of Daniel Bertaux, are used to think about the access to the discourses about the work of the cowherd, in the telling of the experiences of the work in a space in which the enunciation acquires meaning. The investigation was carried out through narrative interviews, with subsequent transcription, which constituted a point of articulation between the phenomena of language and the work of the cowherd and how professional identity is constructed in a discursive practice. The choice of the theme is justified by the relevance of the studies on Marajoara cowherding, and to contribute to the discussion around a discursive subject thought from a place. In this direction, the locus of the investigation concentrates on ten farms located in the fields in Marajó, municipality of Soure. The focus is on the articulation of two analytical corpora: the life narratives of sixteen Marajoara cowherds, distributed in four categories of professionals, whether they are day laborers, effective, foremen, and retired; and Law 12870/2013, which regulates the profession of the cowherd. This deepens the recognition of an interdiscursive operation between the meanings produced in the legal field and the meanings produced in the labor field. In the foundations on which the analyses are built, the voices that narrate weave a network of discursive relations implied in the saying of oneself and of work with a register of significant marks in the production of meanings in the historically marked activity of cowherding in this region of the fields of Marajó.
Acesso aberto (Open Access)
Emergência da identidade profissional na formação inicial de professores de inglês: um estudo sob o viés da teoria da complexidade
(Universidade Federal do Pará, 2020-09-30) GAIGNOUX, Kelly Cristina Marques; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
The process of becoming a teacher of an additional language reveals different faces. In the contemporary world, it is a challenge to foster reflective and critical professionals who can question themselves as social and professional individuals, the ones that are always problematizing reality to take a stand politically, culturally, and economically in the contexts they work. Thus, this research proposes as a general objective to comprehend the development of the professional identity in English Language undergraduate students from the campus of the Federal University of Pará in Bragança (PA), during the last four academic semesters, from the perspective of Complexity Theory. To substantiate our discussion on the notions of subject and identity, we sought support in the studies of Bakhtin (2006 [1929]), Bauman (2005), Block (2007), Giddens (2002), Hall (2006), Moita Lopes (2002), and Resende (2009). In the field of professional identity, we concentrated on the writings of Tardif (2014 [2002]), Pimenta (2010), and Pimenta & Lima (2012). On the paradigms in teacher training and apprenticeship concepts, our discussion is underpinned by Ghedin (2006), Libâneo (2006), Pimenta (2006), and Pimenta & Lima (2006). In the scope of English teacher education, the researches of Burns (2017), Freeman (2002), Freeman, Orzulack & Morrissey (2009), Graves (2009), Gimenez & Furtoso (2008), Johnson (2009a; 2009b), Paiva (2003), Richards (2002), among others, led the discussion around teaching concepts, the knowledge base in second language teacher education, and the English Language program. The studies by Almeida Filho (2005 [1993]), Bandeira (2015), Basso (2001), Bricks (2019), Coelho (2019), Lima (2013), Sant'ana (2007; 2017), Santana (2005), Santana & Ortiz Alvarez (2015), and Souza & Souza (2013; 2015), regarding competencies, also underlay our reflections. As regards the beliefs, we are endorsed by Barcelos (2006a; 2007; 2011; 2015). Perceiving the initial teacher education as a complex adaptive system, we sustain our discussion in Bertalanffy's (2009 [1968]) General Systems Theory, in Larsen-Freeman and Cameron (2008) on Complex Adaptive Systems, and in Borges (2016), whose chaotic model of reflective development of the additional language teacher’s professionalism helped us understand the reorganization of the last two apprenticeship terms. We applied a qualitative approach from an ethnographic perspective, focusing on the participants' experiences. Case study and documentary research were our methodological procedures. The data were constituted from narratives, apprenticeship reports, lesson plans, and daily audio recorded by the nine participants of this research. The results showed that, in the learning-teaching system dynamics, beliefs emerge as their trajectory’s most influencing elements. In the interaction with other systems, such as apprenticeship, school, and teaching, these beliefs expand in the learning-teaching system. Different attractors are evident in the teaching system, especially in the construction of the methodology applied by the participants. Moreover, in the professional identity system, we notice attractors related to the construction of teachers’ knowledge and competences. The data also revealed that the traditional model of supervised apprenticeship, supported by the course pedagogical syllabus, is not ideal for the development of a professional identity that aims at the critical reflection. However, the interaction of the learning-teaching system with other systems favored the participants’ action and brought out possibilities of new paths and initial conditions.
Acesso aberto (Open Access)
Ensino e aprendizagem de línguas adicionais na complexidade: a emergência do método por projetos
(Universidade Federal do Pará, 2024-08-22) CARNEIRO, Tiago da Fonseca; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312; https://orcid.org/0000-0001-8572-147X
Project-Based Learning (PBL) has increasingly garnered attention in both international and national discussions as it aims to bring students closer to everyday issues of high relevance in their communities, as well as to 21st-century life skills and competencies. This approach allows the learning of school content to emerge from reflecting on these community problems and challenges (Bender, 2014). Thus, PBL meets the demands outlined in the Brazilian National Common Core Curriculum (BNCC) by making learning meaningful in its context and time. However, in the context of additional language teaching and learning (ALTL), the absence of a Project-Based Method (PBM) grounded in discussions specific to Applied Linguistics (AL) poses challenges for teachers in its implementation, particularly when considering the classroom as a complex adaptive system (CAS). In view of this, the general objective of this study is to propose the PBM in light of complexity theory. Specifically, the following objectives were met: 1) to situate the PBM within AL by referencing the approach from which it derives, namely the Multiple Intelligences Approach; 2) to describe how the design of the PBM functions as an initial condition for PBL; and 3) to indicate how viewing the classroom as a hologram can support teachers in using the PBM as a complex method. Regarding the methodology, we conducted action research with first-year high school students at a public school in Belém, employing the following research instruments: focus group, observation protocol, and evaluation protocol. The results indicate that the PBM proposal and the suggestion of underlying procedures mitigated the difficulty of incorporating elements of PBL into ALTL, particularly due to the emergence of the managerial axis. Furthermore, it was confirmed that the PBM should operate as an initial condition, with its design being open to contingencies, and that viewing the classroom as a hologram facilitates the retroactive adaptation of the method's design. Prospectively, we hope that the PBM can support the implementation of a bilingual curriculum at the aforementioned school, as it can be utilized as a method within another approach, namely Content and Language Integrated Learning (CLIL).
Acesso aberto (Open Access)
A Escrita do professor de inglês em formação: indícios de conhecimentos a respeito da aula e da escrita acadêmica
(Universidade Federal do Pará, 2020-02-11) MORHY, Sádie Saady; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
Understanding the teacher's relationship with the knowledge proper to teaching implies how it is constituted from language's “dialogism”, of what Foucault (1972) calls “file”, or “discursive heterogeneity” (shown and constitutive) according to Authier-Revuz (2004). Dialogic writing, manifested in internship reports, has a double movement, since it allows the trainee student to reflect and expose his knowledge about the profession. The academic character of this writing is a document that serves as the culmination of an entire study developed during the undergraduate course, which is responsible for building learning for a professional teaching practice of the student of English Letters, at the end of his university course. This document serves as an indicator that reflects your training as a teacher. In this thesis, we are interested in investigating the training of English teachers in two dimensions: that of didactic knowledge that underlies the teaching of the language and that of mastering the processes of producing academic text. Our general objective was to discuss how the relationship of the teacher in training with the knowledge that underlies his work materialized in his writing on teaching practices. More specifically, we seek to know how these trainees produce an academic text, observing their way of describing the observed classes, the way they reveal their didactic knowledge, the mechanisms they use for the construction and production of reports, as well as the way they produce their reflections. We adopted a discursive perspective, focused on the analysis of the French line discourse, based on Foucault (1972), mainly on issues involving the statement. For this, we analyzed excerpts from reports of Supervised Internship students of the English Language Course at the Faculty of Modern Foreign Languages at the Federal University of Para. The results show evidence that the students' writing reveals preconceived positions, marked by beliefs about the profession, indicating the difficulty of the interns in issues related to standard language, academic writing and acquired knowledge, which implies inability, as discourse subjects, in clearly positioning themselves in their area of formation through writing. We found evidence of a subject who occupies three positions in the discourse: a paradoxical one, due to the way he reports his teaching experiences, revealing an image incompatible with the most experienced institutional place of the language; one a-scientific, giving rise.
Acesso aberto (Open Access)
Estudo de fraseologia do futebol brasileiro das séries B, C e D em jornais digitais populares: construção de um dicionário eletrônico
(Universidade Federal do Pará, 2017-03-27) SALVADOR, Carlene Ferreira Nunes; RAZKY, Abdelhak; http://lattes.cnpq.br/8153913927369006
One of the knowing the social thought history through centuries is present in a vast number of expressions that can convey the way one or more generations live and can work as conduct instruments able to be aplied in daily life. The factors that allow its union under the hypernymy phraseology are essentially semantic, that is, its signification is established from a set of elements that constitute them and its high level of lexicalization. What characterizes the permanent expression is the conventionality of the group and its memorization as a cohesion block, its sequence is recovered from the memory as a whole and recognized as an informational unity. The studies of the phraseological units of the common language have long been carried out through the organization of repeated expressions, orally or in writing, in important works of literature from different eras. In turn, common language phraseology encompasses the study of quite different units: proverbs, dictations, idioms, phrases, and utterances. However, the study of these units in specialty languages has only recently begun to gain ground due to the advancement of the sciences and the need to understand the languages of the specific areas that are developed, in view of the new technologies and linguistic mobility to which the Man is exposed. In this sense, the present PhD work aims to identify, describe and analyze in written texts from the Sport Notebook section of five Brazilian capital newspapers: Amazônia Jornal / Belém, Daqui / Goiânia, Diário Gaúcho / Porto Alegre, Massa / Salvador e Meia Hora de Notícias / Rio de Janeiro the phraseology related to the universe of football series B, C and D of the Brazilian championship. The data were collected in the time-cut from 2008 to 2015, which includes a post and a FIFA World Cup pre-match, which leads us to believe that there is a natural propensity to produce these structures, as well as verify the degree of crystallization Of these phraseological units. Corpus linguistics is part of the methodological procedures and the empirical approach used to compile and extract data according to Berber Sardinha (2004) and Tagnin (2005). The theoretical basis adopted is limited to the taxonomy proposed by Gross (1982), Gross (1996) and Mejri (1997, 1998, 2002, 2012), Xatara (1994, 1998); Ortiz-Alvarez (2000 ; 2012) and Oto-Vale (2002) for the identification of the criteria and the analysis of the phraseological units. For a specific approach to phraseology, we rely on the precepts developed by Mejri (1997; 2012), in which the author explicitly states that underlying syntactic behaviors of fixed sequences are deep semantic mechanisms. Considered under this bias, the studies in the area of phraseology not only allow to reflect on questions in the field of language, but also contribute to understand a particular community by recording and analyzing the expressions that make up its linguistic heritage. 1318 phraseological units were found and the data obtained reveal a considerable presence of phraseologies in the texts investigated. Some very emblematic examples: pisar na bola, gol de bicicleta and lá onde a coruja dorme. The corpus evidences, therefore, uncontested marks of these phraseologies in the lexicon, reason for which it is necessary to investigate these marks.
Acesso aberto (Open Access)
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.