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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Acesso aberto (Open Access)
A consagração periódica de José Veríssimo (1877-1884)
(Universidade Federal do Pará, 2009-04-27) PAMPLONA, Alessandra Greyce Gaia; SALES, Germana Maria Araújo; http://lattes.cnpq.br/8723885160615840
It discusses the social, political and cultural life of the writer José Veríssimo through his production between the years 1877 to 1884, in Belém do Pará. To support this objective, four chapters are contributed which focus on in his texts published in magazines and newspapers that show the theoretical and thematic evolution of the writer in his treatment of national issues. The main purpose of this dissertation is to show the importance of the press in the middle of the nineteenth century for the changes in his representation of Brazilian culture at that time.
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Aconselhamento linguageiro, motivação e autonomia: um estudo de caso em escrita acadêmica em inglês
(Universidade Federal do Pará, 2015-09-04) MARTINS, Marja Ferreira; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
The difficulty reported by my classmates to write their final papers and the recent studies about language counseling started by me at the time prompted me to promote a research where I could verify the impact of counseling techniques in the students’ learning process of English as FL with difficulties in academic writing. Making connections with other areas such as autonomy and motivation, which had already been the focus of my attention. I decided to conduct a research aiming to verify how the language counseling can work as a scaffold to the autonomy of undergraduate students in English as a foreign language focusing on the academic writing skills improvement and, at the same time, to analyze the impact of this experience on their motivational process. For this, I search to verify, through a case study, how is the relationship between counselor and advised develops and describe, using multiple data collection resources (facebook chat, recording and transcription of chat sessions related to their writing problems and a final interview) to a better performance in academic writing. The results obtained through analysis of the collected material allowed me to observe that actually there is a considerable impact of language counseling techniques described by Kelly (1996), Stickler (2001) and Mynard (2012) both in autonomy and in student’s motivation process toward to the development their his writing skills for academic purposes.
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)
As formas nominais anafóricas no gênero fórum de discussão do orkut
(Universidade Federal do Pará, 2008-03-28) GALVÃO, Alessandro Nobre; TOSCANO, Maria Eulália Sobral; http://lattes.cnpq.br/7725724776869425
In this work, we propose an analysis of some types of referenciation strategies that contribute for the argumentative orientation in the genre forum of discussion at Orkut. In doing so, we trace a theoretical route in which we discuss concepts as virtual community, genre and referenciation phenomenon. Concerning the first category, we take into account the theoretical postulates of Sociology, Social Learning Theory, and Applied Linguistics in order to propose a concept of virtual community that fits the virtual associations verified in the Orkut website. Concerning the second category, we based our observations, in the genre focused, on the theoretical postulates of Bakhtin (1999; 2003), Rojo (2005), and Rodrigues (2005). These authors define genre under a social and historic perspective. Regarding the last category, we consider authors from Textual Linguistics that discuss the referenciation phenomenon and its theoretical implications. We adopted Kochs (2004; 2005; 2006) taxonomic and analytical propose of the anaphoric strategies with noun heads. These strategies are noun descriptions, anaphoric encapsulations and metadiscoursive labels. The analysis of such process in our corpus was based on both the postulates of referenciation, inscribed in the Textual Linguistics field, and on the considerations of the dialogic nature of genres, inscribed in the Linguistics of Enunciation field.
Acesso aberto (Open Access)
Aspectos semânticos, morfológicos e morfossintáticos das palavras descritivas Apurinã
(Universidade Federal do Pará, 2007-03-16) CHAGAS, Angela Fabíola Alves; FACUNDES, Sidney da Silva; http://lattes.cnpq.br/9502308340482231; FERREIRA, Marília de Nazaré de Oliveira; http://lattes.cnpq.br/4291543797221091
It presents semantic, morphossyntactic and morphological aspects of the descriptive words of the Apurinã language (Aruákan), that is, words that commonly are translated as adjectives in the European languages. Some of those words receive the mark of pronominal subject (e.g. u-natxitapeka 'she is hungry'); while others receive the objective mark (e.g. ere-ru 'she is beautiful'); and other ones can receive either subjective and objective markers (e.g. ny-pĩkareta eu estou com medo vs. papĩkare-nu eu sou medroso). The first think treated was about the place of the descriptive words in the Apurinã parts of the speech (are they names, are they verbs or do they form an independent class from these?). Using internal evidences of the language, initially we have established a grammatical classification for those words starting from their morphological properties in comparison with the names and verbs in the language, with the purpose of answer these questions. The second think is on the semantic correlates of the descriptive words. Considering the intern division of the Apurinã descriptive words (subjective vs. lenses), we presented the semantic properties associated to each group and, starting from that, we presented an attempt of motivating the sub grouping of descriptive concepts in the language with base in the aspectual notions of transitoriness and permanence. Finally, the described grammatical phenomenon is contextualized inside of the typology of systems of split intransitivity described for other languages (PAYNE: 1997), and the description of their semantic properties is located in relation to the typology of lexical aspects or aktionsarten (COMRIE: 1976, FRAWLEY: 1992).
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)
Atlas prosódico multimédia do município de Cametá (PA)
(Universidade Federal do Pará, 2011-12-20) ESPÍRITO SANTO, Ilma Pinto do; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
The present study refers to the results obtained with the conduction of the AMPER-POR Project in the North of Brazil, with the results obtained to the Portuguese language spoken in Cametá city. The AMPER project has as its main goal to give the acoustic and prosodic characterization of Romanic languages, as well as an online multimedia Atlas (CONTINI et al, 2002; MOUTINHO et al, 2001). We adopted all the methodological procedures determined by the geral coordination of AMPER project. We obtained 6 sonorous signs of 3 hours and 04 minutes of recording. The recorded material took 5 steps of treatment: A) codification of repetitions b) vocalic segmentation of the selected signs in the PRAAT program, c) PRAAT Scrip application d) selection of the three best repetitions e) application of the Matlab interface to obtain the averages of the patterns from the three best repetitions. Therefore, the final corpus of this study is composed by the 198 sentences of each informer (3 men and 3 women) that went through acoustic analysis, in a total of 1.188 sentences. The analysis indicates that, in a general way, the averages of F0, of duration and intensity, complemented themselves to establish the distinction of the affirmative and interrogative enunciations in the variety of the spoken Portuguese in Cametá (PA). It is possible, equally, to affirm that the important variations of the 3 controlled acoustic patterns occur preferably in the tonic syllable of the nuclear element of the phrase and/or in the last tonic syllable of the enunciation.
Acesso aberto (Open Access)
Autoria da aula de língua portuguesa: o papel do professor como voz didática, locutor e instância de escuta do aluno
(Universidade Federal do Pará, 2014-08-12) MORAES, Francineide Paiva; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
The present dissertation aims to investigate how the authorship-function assumed by Portuguese Language (PL) teachers as they produce their classes is constituted. To that end, this documental and ethnographic research was developedduring a bimester‟s time in a public school located in the city of Belém, Brazil, where we observed Portuguese classes taught to the sixth year of „Ensino Fundamental‟. Our corpus was assembled from teaching materials utilized by the teacher that collaborated to the research, activities solved by students and field log notes. Among those, we selected 33 discursive segments that were analyzed under the light of french Discourse Analysis. The discussion is based on Foucault (2001/1969), to whom the author-function may lead to the emergence of various subject-positions; on Orlandi (2007), to whom authorship implies a gesture by which an interpretable discourse is produced; and on Maingueneau (2008), who postulates the concepts of “discursive competence” and of “status of the enunciator and of the addressee” and “vocabulary” as discursive plans. These concepts, among some others, have contributed to interpret the discourses imprinted in the positions assumed by the collaborating teacher during her classes. Based on them, we analyze how the teacher plays the roles of didactic voice, acting as a mediator between students and knowledge; of speaker, in the interactions with the students, creating the necessary conditions for knowledge to be developed in class; and of a listening stance, trying to probe their difficulties and act upon them. The results indicate that the teacher, although listening to students in such a way that sometimes, is not realized completely, assumes the authorship-function by filtering or selecting what may or may not become part of her classes and by translating the enunciate of the other into her discourse, thus producing classes that have their own logic, in order to promote the teaching-learning process of the students.
Acesso aberto (Open Access)
Autoria em atividades de ensino de Língua Portuguesa produzidas por graduandos de Letras
(Universidade Federal do Pará, 2013-06-27) SILVA, Herodoto Ezequiel Fonseca da; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This work is insertedat the functionbetweenLinguisticsandLanguageTeaching-Learning and it intends to investigatehowto setupauthoringat teachingactivitiesof Portuguese Language made by Letters‟s undergraduate students (UFPA). First of all, it was needed understand thetheoretical discussionsabout Portuguese Language Teachers Education (CONTRERAS, 2002; PIMENTA, 2005; MAGALHÃES, 2004; HORIKAWA, 2004), the discourse(TÁPIAS-OLIVEIRA, 2005; EUFRÁSIO, 2007;FAIRCHILD, 2009; 2010 etc.), Language teachingmaterials (MARCUSCHI, 2002; SALZANO, 2004; LEFFA, 2003; CERQUEIRA, 2010),authorship – at field of discourse –(FOUCAULT, 2006a; 2006b; BARTHES, 1984; POSSENTI, 2002; etc.), subjectivity(PÊCHEUX, 2010; BAKHTIN, 1997; AUTHIER-REVUZ, 1990; 2004; and others), and the writing (NASIO, 1993; GERALDI, 1997;RIOLFI, 2003; 2008).This study is insertedat theResearch Project"The challenge of teachingreading and writingin the contextof basic educationof nine years andthe insertion of thelaptopin theBrazilian public school", which hasamong itsobjectivestoreflect onteacher education(Portuguese Language Studies and Education) and its relationshipwith theemerging demandsof everydayBrazilian school. Ithada qualitative approach, withthe collectionof thecorpusin two contexts: (i) the disciplineTechnological ResourcesinTeaching Portuguese(1st half of 2011), asteacher and(ii) the disciplineInternshipin Elementary Education(1st half of 2012), asobserverin classes taughtby other teacher. In those twomoments, there wereregistration anddocumentation ofteachingactivitiesof Portuguese Language made by undergraduate students. Theanalysis wasas follows: overall understandingof the corpusin order todescribe typologically the activities and map thediscursive voicesin them , thenwe stoppedin sevenactivitiesto analyzethe way theyhave managedthe voices, thesubjectivity constitution and finally theevidence of authorshipcontained intheexercises. The results showsome difficultyfor undergraduatestudents to managethevoices of(i) thetheoretical and methodological approachesin the field,(ii) thelinguistic material-discursive object of teachingand(iii) the supposedtargetstudentof the activityso that they originallycanbesoauthorsoftheir exercises, and notmere consumers oftheoriesand teaching materialsready to be appliedin the classroom.
Acesso aberto (Open Access)
Autorreflexão para uma consciência do clima relacional em sala de aula: estudo de caso com professores de Língua estrangeira
(Universidade Federal do Pará, 2019-02-18) LÓPEZ, Catalina Henao; CARRERA, Carlos Cernanda; http://lattes.cnpq.br/2845269847553868; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312; http://lattes.cnpq.br/2845269847553868
This work aims to investigate teacher self-reflection as a way to raise awareness among foreign language teachers about the influence of social-emotional climate on learning. To this end, an instrument called the Self-Reflection Guide for Foreign Language Teachers was elaborated and given to participating teachers. Reading the guide led them to reflect on their own practice. The theoretical foundations of the research are based on studies of self-reflection in teaching, such as those conducted by Dewey (1933), Carr and Kemmis (1986), Zwozdiak-Myers (2011, 2018), among others, as well as in studies on relationship climate as a facilitator of learning (ABREU; MASETTO, 1985; ROGERS, 1996; ARNOLD, 2005). The objective of the research was to understand the influence of self-reflection on the teacher's consciousness about relationship climate, raised by the guide. The research method used was the case study, used to analyze and interpret the phenomenon studied within its real context. The data collection instrument was a questionnaire with the answers of which it was possible to understand the reflective behavior of the participating teachers and to identify the effect of the guide on their perceptions and practices. Finally, it was observed that the use of the guide led teachers to rethink their behavior and actions in the classroom in order to potentialize the abilities of their students. In the end, it is pointed out the importance of continuing to provide reflective practices to foreign language teachers as a strategy to foster continued education and improve teacher quality.
Acesso aberto (Open Access)
Avaliação 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/0057919162522146
Ce 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.
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)
Avaliação formativa em educação online
(Universidade Federal do Pará, 2017-05-05) SANTOS, Tiago Sousa; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
The large demand for online education raises the need to search how evaluation practicesregulating occur in this environment. This dissertation investigates if the formative assessment alternative can, in the framework of online education, help to develop academic skills. To this end, we conducted, according to the procedures, action research and as for analysis technique, a qualitative research in education online, where we implemented, together with University students of an online shop, a Didactic Sequence with the academic poster. Data constructed from the various regulatory processes (shared regulation, coregulation and self-regulation) provided by Moodle tools 2.9 (Forums, Wikis, Tasks, Assessment Labs, Research, Lesson, Checklist) made it possible to analyze the route of one of the learners. From the theoretical point of view, the work is based on three pillars: i) the concept of formative assessment, focusing on alternative regulatory processes of teaching/learning, ii) online education and Web 2.0 features, such as collaboration and interaction, iii) the academic poster, with a focus on academic literacy and with an emphasis on its multisemiotic features (verbal and visual dimensions of teaching object). The results indicate that the formative evaluation is possible in online education and can help to develop academic skills. It was also found that formative assessment is not only built by the metacognitive and self-regulatory processes of the individual learner, but also through various interactions and collaborations, that occurred with the dimensions taught and that might be better visualized in the virtual environment, because the writing allows the registry of each interaction.
Acesso aberto (Open Access)
A aventura histórico-literária: uma leitura de “O Tetraneto Del-Rei” de Haroldo Maranhão
(Universidade Federal do Pará, 2011-08-05) MUNIZ, Aline de Souza; CASTILO, Luís Heleno Montoril del; http://lattes.cnpq.br/3519128535996125
O Tetraneto Del-Rei is masterpiece that blend languages, genders and discourses and weave, in this tangled thread, na original text, that recreate part of our colonial period destructively questioning the cristalized discourse bi the history and even by texts that compound our literary Canon. The texts used in the work of the paraense Haroldo Maranhão are reconstructed in a tone, especially ironic, revealing another viwe of the Colonization Process. With this, stating from literary production of countries with colonization similar to our, I begin the lecture considering some Works like Silviano Santiago, Antonio Candido and Roberto Schwarz. Besides that, we have to considerate historical and social aspects of the portuguese contract and of the speech constructed about the recent discovered lands and its inhabitants, speeches that will be reafirmed and reconstructed by the literary text. In this sense, there going to be utilized some XV sicle texts that will help to demonstrate the aspects of the colonial speech and sistematize them with base in Eni Orlandi, Homi Bhabha and Michel de Certau. Furthermore, there going to observed the texts strategies chosen by Haroldo Maranhão to recreate fictionally our colonization period.
Acesso aberto (Open Access)
Bruno de Menezes, Dalcídio Jurandir e De Campos Ribeiro e as territorializações afro-amazônicas urbanas (da belle époque à década de trinta)
(Universidade Federal do Pará, 2019-11-22) SANTOS, Josiclei de Souza; FURTADO, Marli Tereza; http://lattes.cnpq.br/2382303554607592
The present paper makes a reading of the profane and sacred Afro-Amazonian territorializations in the city of Belém from the nineteenth to the twentieth century, and in the first decades of it, from the works Gostosa Belém de Outrora (1965), by José de Campos Ribeiro, Belém do Grão Pará (1960), by Dalcídio Jurandir, and Batuque (1939), by Bruno de Menezes, observing how the mentioned authors, through their experiences and research, got to create works that reinserted Afro-American minority groups in the narrative of the city. Amazonian communities that had been concealed by the narrative of the majority groups of the Amazon belle époque period, which took place during the gomiferous economic cycle, and these communities were hidden from the conformation narrative of the city. In this cycle there was an enunciative agency of Euro-indigenous essentiality, fed through an artistic production committed to the State apparatus. It is interesting for this paper what the referred works have of Minor Literature, working with the signs of Afro-Amazonian territorializations in the city of Belém, erasing the origin genealogies that generate racisms and hierarchies, which diminished the African descent participation in the Amazonian history. As tools for reading the studied works will be used Comparative Studies, as well as Cultural Studies, in a transdisciplinary perspective.
Acesso aberto (Open Access)
Caracterização acústica das vogais médias pretônicas do porguês falado em Barcarena/PA
(Universidade Federal do Pará, 2015-02-27) SOUZA, Gisele Braga; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
This study aims to acoustically characterize the Portuguese spoken in the Amazon/Pará, focusing unstressed medium vowels of language variety spoken in Barcarena/PA. This research is linked to the Norte Vogais project, part of PROBRAVO, which has as one of its goals acoustically analyze the unstressed vowel system of Brazilian Portuguese (BP) spoken in the state of Pará. Total corpus is formed by 18 (eighteen) speech samples of native informants from Barcarena/PA, socially stratified for sex (male and female), age group (15-25 years, 26-45 years and above 45 years) and level of education (elementary, middle, and upper). In the whole, 818 occurrences were analyzed, being 411 front vowels and 407 back vowels. Data were obtained from the reading of a text about football, whereby the selected informants produced 53 words containing the vowels in pretonic position. In data processing, measures of F1 and F2 (Hz) of the target vowels were taken. Thus, we present preliminary aspects of the behavior of middle unstressed vowels in the language variety spoken in Barcarena/PA. It was found, from the analysis undertaken, that speakers of the studied range give preference to the maintenance of middle vowels, similar to that found in variationists researches made by the members of Norte Vogais project. In addition, it was found that, in case of front vowels, the high variant occupies almost the same acoustic space occupied by the medium closed and the two variant maintains a large distance from the medium open in the female speech. In the case of the back vowels, they occupy very different acoustic spaces in female speech. In contrast, in the male speech, the variants of front vowels occupy very different acoustic spaces and the high variant and the closed of front vowels are very similar and significantly distant from the medium open variant. A tendency to centralization of vowels was also observed.
Acesso aberto (Open Access)
A cidade personagem de Belém do Grão-Pará
(Universidade Federal do Pará, 2018-11-29) BRASIL, Clara Alice da Silva Guimarães; FURTADO, Marli Tereza; http://lattes.cnpq.br/2382303554607592
A city establishes important meanings for Literature. Thus, many studies show the relevance seeking to understand the relationship between Literature and literary work. In "Belém do Grão-Pará" (1960) by Dalcídio Jurandir, this is no different, since the city becomes a crucial figure for the novel's plot; because of that, many scholars such as, Nunes (2006), Linhares (1987), Furtado (2010), Ornela (2003), Castilo (2007), emphasized the role that the city means in the narrative, more specifically, showing the current personification in the romantic lines. Considering this perspective, the initiative of this study is based on the necessity to extend this indication. To that end, the aim is to interpret Belém city as a character in the work "Belém do Grão-Pará". However, to reach this purpose it intends to note the limits between character and space in the narrative; understanding how configuring the city can establish it as a character; and, at the same time, inspecting how the city dialogues with other characters. To that end, proceeds the bibliographic research on a range of definitions of space, characters and cities in literature. Texts by Osman Lins (1976), Candido (2011), Santos e Oliveira (2001), Dimas (1985), Dias (1986), Briesemeister (1998), Freitag (1998) Mesquita (1986), Borges Filho (2007; 2009), Barbieri (2009), among others, were essential for the reflection of this purpose. Therefore, it is observed that the bounds between space and character are subtle and, mainly, they contribute to build the profile of the city, in concluding that it is a character in "Belém do Grão-Pará".
Acesso aberto (Open Access)
Colagem, antropofagia e subversão em Galvez imperador do Acre, de Márcio Souza
(Universidade Federal do Pará, 2011-03-18) SANTOS, Francisco Ewerton Almeida dos; CASTILO, Luís Heleno Montoril del; http://lattes.cnpq.br/3519128535996125
This paper discusses the novel Galvez imperador do Acre, Amazon published in 1976 by the Amazonas’s writer Márcio Souza, establishing relationships between the literary and the aesthetic avant-garde modernist proposals, both in Europe and Brazil, offering thus the investigation of the relationship between modernism and Post-Modernism, and the relations between literature, society, history and culture. We will address issues such as the redefinition of literary texts or not in Galvez imperador do Acre through the process of collage and intertextuality, the relationship between the novel and the historical moment which incorporates, as well as one in which it was produced, the rescue of the past a critical and transformative approaches and possibilities of reading the literary text with a view to theories post-modernist and post-colonialists. We observe, therefore, how it reproduces the Belle Epoque and the extraction of latex in the Amazon and its aesthetic fragmentary, consisting of several citations of canonical authors, investigating the functioning of collage and cannibalism as the main tools of subversion to the complaint and cultural process Import of European values lived by Amazon capitals at the time represented by the novel and whose criticism can be extrapolated to the whole process of cultural formation in Brazil and the Amazon. For this, we will bring into question the theories of Jacques Derrida, Walter Benjamin, Claude Levi-Strauss, Fredric Jameson, Luiz Costa Lima, Antonio Candido, Aijaz Ahmad, Homi Bhabha, Stuart Hall, Canclini, Silviano Santiago, Angel Rama, Linda Hutcheon, Antoine Compagnon, among others, in order to, from the novel under review, deepen the theoretical discussion about the relationship between literary texts and comparative between Literary Studies and other fields of study.
Acesso aberto (Open Access)
Comunicação e relações de trabalho no contexto empresarial: a prática discursiva de um informativo organizacional
(Universidade Federal do Pará, 2011-04) JOUBERT, Patrícia de Castro; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140
This study belongs to the group of researches which focuses on the relation between language and work, mainly on the modern forms of comunication in organizational environments. From the presupposition that the language activities in that environment have a symbolic dimension, oriented to generate positive and strategic results, we elect to investigate in this study the discursive practice functioning materialized in the bulletin of news Bertillon and the symbolic implicatures of this practice to the work routine of the company.That informative, as well as the company, are part of the ideological context from the Total Quality Discourse, which institutes and justifies what we nowdays call as modern management. For the analysis of the bulletin discursive practice, we observe the production activities, difusion and consumption, trying to understand the discourses and the subjects representations involved in these activities. The investigation is part of the French Discourse Analysis filed and it is developed according to the theoretical notions of the Discursive Practice and the Scenography, proposed by Maingueneau (2008a).
Acesso aberto (Open Access)
A concretude do silêncio nas traduções de Augusto de Campos de poemas de Rilke
(Universidade Federal do Pará, 2021-05-28) TORRES, Ana Maria Ferreira; GUIMARÃES, Mayara Ribeiro; http://lattes.cnpq.br/6834076554286321

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