Programa de Pós-Graduação em Linguística Aplicada - PPGLA/UNICAMP

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/9720

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Agora exibindo 1 - 6 de 6

Acesso aberto (Open Access)
A fonologia segmental e aspectos morfossintáticos da língua Makurap (Tupi)
(Universidade Estadual de Campinas, 1992-01-27) BRAGA, Alzerinda de Oliveira; ABAURRE, Maria Bernadete Marques; http://lattes.cnpq.br/4074898371818323
Acesso aberto (Open Access)
O gesto de recontar histórias: gêneros discursivos e produção escolar escrita
(Universidade Estadual de Campinas, 1999-12-20) SANTOS, Sandoval Nonato Gomes; FIAD, Raquel Salek; http://lattes.cnpq.br/0128308087978829
This thesis describes how students learning to write establish dialogical relations with language when retteling written stories in a classroom event. Taking into account that discourse gemes are produced in different social activities, this study explains how students move through discourse genres that emerge in this particular event. This study has three parts. First, the concept o f discourse genre is discussed on the basis of Bakhtin's concept of discourse genres as relatively stable forms of utterance. Secondly, the elements that constitute the event "Retelling stories" are characterized considering two aspects: the role attributed to the teacher as he tells the story, suggesting - through a particular genre called "instructions to writing" - how the students can retell the story; the activity o f retelling as realized by the students, a result of the moving through the "instructions" and other genres that have been presented, such as "fairy tales" and "legends". Finally an analysis of 30 written texts is presented. These texts were written by second grade elementary school students at the Núcleo Pedagógico Integrado (NPI) - Escola de Aplicação ofthe Universidade Federal do Pará (UFPA) in 1995 and 1996. The methodological procedures were based on what has been denominated as indiciary paradigm, which permits both the apprehension of linguistic traces manifested in the texts, as well as an understanding o f how the subject/writer who retells stories is constituted. The analysis o f the data allows us to conclude that there are no sufficient arguments to delimit rigidly discourse genres. The heterogeneity that is constitutive of children's written texts may hold consequences for the theory of discourse genres, the teaching of written language, and the theory of language acquisition. Both the act of retelling and the theory that explains it can be understood as interpretative procedures.
Acesso aberto (Open Access)
A arte de narrar: da constituição das estórias e dos saberes dos narradores da Amazônia paraense
(Universidade Estadual de Campinas, 2000-12-13) BENTES, Anna Christina; ALKMIM, Tânia Maria; http://lattes.cnpq.br/8437404856512094; KOCH, Ingedore Grunfeld Villaça; http://lattes.cnpq.br/9851642920435372
Taking into account that the act of narrating presents a necessary meta-discoursive reflexion about what is being narrated and that narrative presents a patteming or a "schematism" responsible for maintaining the narrative paradigm order, this study describes how narrators from Brazilian Amazon region configurate narrative tradition in two different ways. The first way called "folk-tale" is characterized considering the fact that narrators, when telling their stories, choose (i) to present frxed plots, which are commonshared, (ii) to construct a high degree of distance from what is being narrated, (iii) to necessarily present narrative structured in tenns of "conflict/resolutionn and {iv) to inscribe narrative sequences in a wondering discoursive domain. Narrators choose to configurate oral tradition in a way called "oral story" when they (i) do not present a frxed plot, reconstructing oral traditional narrativas in a personal way (ii) express their evaluations about what is been narrated, (iii) structure narrativa not necessarily in tenns of "conflict/resolution", but in a way that "resolution" category is not obrigatory, (iv) present the characters through a subjective perspectiva, showing their internai processes (feelings, thoughts etc.) and (v) inscribe the narrative sequences in other fictional domains. The narrativas analysed in this thesis were collected by a group of researchers from Universidade Federal do Pará and were published in three volumes. The analysis of thirty narrativas allows us to conclude that narrators can linguistically configurate narrative tradition in two ways: the first one, characterized by the fact that narrators privilege when telling their stories the dimensions of repetition and stability; the second one, characterized by the fact that narrators privilege when telling their stories the dimensions of difference and instability.
Acesso aberto (Open Access)
A paráfrase: uma atividade argumentativa
(Universidade Estadual de Campinas, 2001-12-05) RIBEIRO, Nilsa Brito; KOCH, Ingedore Grunfeld Villaça; http://lattes.cnpq.br/9851642920435372
Acesso aberto (Open Access)
Práticas de letramento no meio rural brasileiro: a influência do movimento sem terra em escola pública de assentamento de reforma agrária
(Universidade Estadual de Campinas, 2003-10-10) CAMPOS, Samuel Pereira; KLEIMAN, Angela Del Carmen Bustos Romero de; http://lattes.cnpq.br/4416353554838830
In this thesis we discuss the influence of Movimento Sem Terra (MST), understood as a discoursive communnity that acts institutional and intentionally at the brazilian rural workers formation, taking as reference its organization, social practices and ways of acting toward the social world. We focus our discussion at the literacy practices engendered in a public school, that reveals the influence of the Sem Terra literacy project in conflict with the school official project, broght into the researched school after its official establishment. As our research subjets were living diferent kinds of envolvement with the Sem Terra community, we assumed that researched school and the subjects involved in our field work, would present literacy practices related to the two projects in dispute in the school, characterized as emancipatory literacy project and schoolar literacy project, from the point of view of the new literacy studies. From this place, we analyse the educational project designed by MST, seen as an ideological, situated and emancipatoy literacy project (Street, 1984, 1995; Barton, 1998; Freire, 1978, 1987, 1995), and its influences over the literacy practices at the researched environment, focusing the two projects in conflict in the classroom of two Portuguese Language teachers, whose practices are representative of the two project in dispute at school.
Acesso aberto (Open Access)
Entrecruzamento de gêneros discursivos na universidade: esferas do político, do científico e do ensino
(Universidade Estadual de Campinas, 2005) RIBEIRO, Nilsa Brito; GERALDI, João Wanderley; http://lattes.cnpq.br/0942600232344834

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