Navegando por Assunto "Língua portuguesa"

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O abaixamento das médias pretônicas no português falado em Aurora do Pará – PA: uma análise variacionista
(Universidade Federal do Pará, 2013-08-19) FERREIRA, Jany Éric Queirós; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
This research has as an object of study investigating the lowering of the average unstressed variety of Portuguese spoken in Aurora do Pará (PA). It was based on the assumptions of quantitative sociolinguistics Labov (1972), and support needed to investigate systematic variation of a language community. In addition, some methodological procedures adopted by Bortoni - Ricardo (1985) for analysis, important for the study of dialects in communities of migration, social networks were used as in the case of Aurora do Pará, located in the Northeast of Pará and Mesoregion its particularity that the fact of having received significant emigration in the decades of 60,70 and 80 of the last century. The corpus was formed from recordings of interviews of 28 informants were divided into two groups: a) a tether, with 19 migrant informants of Ceará ( nine (9) male and 10 (ten) female), distributed in the age groups 30-46 years and above 50 years; b) a control group, with nine (9) informants (three (3) males and six (6) female), group descended paraenses anchorage. The corpus data submitted to analysis totaled 4,033 occurrences of vowels object, previous (2394) and later (1639). Were established as extralinguistic variables: sex, sample group, residence time, and location. For linguistic variables were considered: the nature of the stressed vowel, pre- pretonica vowel when oral, pre-pretonica when nasal vowel, vowel contiguous distance on the stressed syllable, atonicidade, nature of the suffix, depending on the onset of the syllable vowel target, depending on the onset of the following vowel syllable and syllable weight. After statistical analyzes computed by Goldvarb software, the results showed that in the dialect of Aurora do Pará/PA predominant variants not lowering – [i,e].71 and [u,o] .74 at the expense of lowering - [ E] .28 and [O] .26 . For lowering favoring the variables were: ( i) the nature of the stressed vowel, (ii) pre- pretônica vowel, where oral, (iii ) vowel contiguous, (iv) distance from the syllable tonic, (v) atonicidade (vi) Nature of the suffix , (vii) depending on the onset of the syllable of the target vowel, (viii) depending on the onset of the following syllable, (ix) syllabic weight in relation to syllable vowel target, (x) sex, (xi) range age, (xii) residence time. The results revealed loss of dialectal brand of Ceará migrants because of the dialect contact with other dialects and showed that vowel lowering in the dialect in question is caused mainly by the vowel harmony process. These results are a reflection of the social network of informants which has low density and is uniplex, characterizing them as more likely to cultural changes and linguistic innovations.
Acesso aberto (Open Access)
O abaixamento das vogais médias pretônicas em Belém/PA: um estudo variacionista sobre o dialeto do migrante maranhense frente ao dialeto falado em Belém/PA
(Universidade Federal do Pará, 2015-02-23) FAGUNDES, Giselda da Rocha; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
This study aimed to investigate the lowering of the middle unstressed vowels in the variety of Portuguese spoken in Belém (PA). We base ourselves on the assumptions of quantitative sociolinguistics of Labov (1972), and used some methodological procedures adopted by Bortoni-Ricardo (1985) for the analysis of social networks, which are important for the study of dialects in migration communities, as is the case of Bethlehem, which received intense migration in the 50 to 80 of the last century. Also used for comparison, results Castro (2008), Jones (2010), and Ferreira (2013). The corpus was formed from recordings of 18 informants interviews, divided into two groups: a) a tether, with twelve (12) migrant informants state of Maranhão (six (06) male and six (06) female), aged 50 or more, and who reside in Bethlehem more than twenty-five years; b) a control group, with 06 (six) informants (three (03) male and three (03) were female), Pará descendants of the anchor group, aged between 20 and 30 years, or who migrated to Bethlehem very new, with up to three years. The corpus of data submitted to analysis totaled 3.099 occurrences of vowels object, before (1.948) and later (1.151). Were established as extralinguistic variables: sex, sample group and educational level. For linguistic variables were considered: height stressed vowel, the tonic decrease of degree, degree of nasality of tonic, pretônica position in the word, adjacent vowel, distance on the stressed syllable, previous segment, next segment and type of rhyme. After statistical analysis computed by Goldvarb X software, the results showed that in the dialect of Belém / PA there is a predominance of maintenance variants - [e] and 40.7% [the] 43.5% at the expense of the increasing height - [ i] and 23.9% [u] 16.1%, and lowering - [E] 35.5% and [O] 40.4%, however, to be lowering the most productive variant in Maranhão, this was the phenomenon analyzed. The linguistic variables that favored the lowering of the studied variants were: (i) time of stressed vowel, (ii) the degree of decline of tonic, (iii) degree of nasality of tonic, (iv) contiguous vowel, (v) distance on the stressed syllable, (vi) the previous segment, (vii) next segment and (viii) type of rhyme. With regard to extra-linguistic variables (ix) the sample group favored lowering both much and variable (x) sex only favored the lowering . The results revealed maintenance of dialectal brand of Maranhão migrants even under interdialetal contact with another dialect and showed that vowel lowering dialect in question is motivated mainly by vowel harmony process. These results reflect the social network of informants, which has high density and whose vernacular is a symbol of identity.
Acesso aberto (Open Access)
Análise acústica da relação acento versus entoação no português falado em Mocajuba: contribuições para o Projeto Amper-Norte
(Universidade Federal do Pará, 2015-02-27) COSTA, Maria Sebastiana da Silva; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
The present dissertation is part of AMPER-NORTE project (Atlas Prosódico Multimédia da Região do Norte do Brasil) and is linked to AMPER-POR project (Atlas Prosódico Multimedia do Português). Its main objective is to contribute to AMPER-NORTE project, featuring the dialectal prosodic variation of the Portuguese spoken in the urban area of Mocajuba (PA). The methodological procedures have been previously established by AMPER project.The corpus has been built with a speech sample of six informants, three males and three females: a woman (BF51) and a man (BF52) of elementary education, a woman (BF53) and a man (BF54) of middle education, a woman (BF55) and a man (BF56) of higher education, variety of Portuguese spoken in Mocajuba.Therefore, the corpus of the city of Mocajuba consists of 102 sentences of the type SVC (subject + verb + complement) with adjectival complement and indicators of place. Each sentence was repeated six times, totaling 612 sentences per informant. The analysis was made from data relative to the six informants. Therefore, 42 sentences were selected, 21 affirmative and 21 total interrogative with noun phrases simple or compound, they were selected to take account of the three accentual guidelines of Portuguese presenting a total of 14 oxytones, 14 paroxytones and 14 proparoxytone. The acoustic analysis of vowels was made in six stages and the results show that acoustic physical parameters of fundamental frequency (F0) and duration (ms) showed significant results for this analysis, confirming such parameters as complementary in the distinction of phrasal modalities in this range under study. The F0 becomes relevant, by moving on clamp format, which preferably occurs in the stressed syllable of the target word, nominal, in the three accentual guidelines and the duration shows that the accentual guidelines (oxytone, paroxytone and proparoxytone) recorded inversely proportional values and it is confirmed as a distinctive parameter. In the intensity, there was not enough satisfactory distinction to confirm it as complementary to F0 and ms in the variety of Portuguese spoken in Mocajuba.
Acesso aberto (Open Access)
Análise das atividades propostas em livros de língua portuguesa do 9° ano do ensino fundamental: estudo com base na linguística aplicada
(Universidade Federal do Pará, 2019-12) MORAES, Benedito Júlio; COSTA, Naír Miranda da; SÁ, Talita Rodrigues de
This research aims to analyze activities that make up the portuguese language textbook, intending to verify if their elaboration is based on the concepts of Applied Linguistics. The methodology is based on the bibliographic review on the topic, since it allows the observation of conceptual aspects, content and relevance of production, as well as of the patterns of scientific construction and of the considerations relevant to documentary research and research in Portuguese Language textbooks 9th grade of elementary school. The selection of textbooks was made based on the following criteria: structure, theoretical bases, content relevance. The analysis of the works allows us to conclude that the opportunity to know and compare the structure that makes up the textbooks, supported by Applied Linguistics, allows us to weave reflections on the linguistic conceptions that are important to the construction and organization process of the textbook.
Acesso aberto (Open Access)
Atividades de compreensão oral como insumo para a produção oral/escrita em Português língua estrangeira: preparação para o exame CELPE-BRAS
(Universidade Federal do Pará, 2010-12-06) GAYA, Karina Figueiredo; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
The Portuguese as a Foreign Language (PFL) teaching has presented a significant growth in Brazil and worldwide. International agreements, both academically and commercially, have brought the Portuguese language into the spotlight. Motivated by this new scenario, many foreign professionals and students have looked for PFL courses. Some of these learners will be submitted to the CELPE-Bras exam - initiative of the Brazilian Ministry of Education to consolidate the education of PFL in the world. The educators who prepare foreign candidates to this exam have faced difficulties to find materials that make their pupils’ development of listening skills possible. In this work, we aim at showing a way to the teaching-learning of the listening in PFL, utilizing text genres as input. Towards this end, we searched theoretical support based on the Socio-Discursive Interactionism (Genre Theory and model of Didactic Sequence) and tried to get the Communicative Approach closer to the Genre Approach in the Foreign Language teaching. Using these theoretical assumptions, we proposed various Didactic Sequences for the teachinglearning of listening in PFL, elaborated and applied listening tasks. We described and analyzed these tasks and tried to show to what extent the PFL teaching-learning, using text genres as input and applied to the Communicative Approach, can facilitate the development of the listening skills of foreign pupils and candidates to the CELPE-Bras exam.
Acesso aberto (Open Access)
Autonomia na aula de português da 3ª etapa da educação de jovens e adultos
(Universidade Federal do Pará, 2010-10-13) GUEDES, Mariza Andrade; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
This research investigated the attitudes of a Portuguese as a native language public school teacher and of her students in a 3rd level EJA class. I searched indications of autonomous behaviors on the part of the teacher and on the part of the pupils as well. I wanted to verify in what measure the teacher transferred responsibility to the learners and how this process occurred. Theor etical basis for this study are found in the work on autonomy of Benson (2001), Dam (2003), Dickinson (1994), Melo (2007), Magno e Silva (2008), and the official documents as the Parâmetros Curriculares Nacionais (1998). Results show a meager worry on the part of the teacher in transferring responsibilities which could eventually lead students to an autonomization process. This study opens the possibility of rethinking classroom practices as a way in which the exercise of autonomy could be possible.
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)
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)
A avaliação somativa nas sequências didáticas para o oral e a escrita em português
(Universidade Federal do Pará, 2011-09-23) SILVA, Denise Prado da; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Since 80’s, the somative evaluation has been denounced as one of the main classification, selection and social exclusion mechanisms. The criticism has provoked some proposals of transformation and reformation of the practices of evaluation that have been leading to a theoretical predominance of assessment and to the abandonment of the researches about somative evaluation. But this type of evaluation is more used for the teachers of all school levels. The application of somative evaluation is necessary to the educational institution legitimate and certificate the obtained result on the end of a period. Recently, it was released the proposals of Schneuwly and Dolz (2004) of a work in classroom with the mother language through the Didactic Sequence for the teaching of several genres. Although the somative evaluation has been included as one of components of Didactic Sequence (the final production), it seems that it is not mentioned much about the practices that type of evaluation presupposes and about its inclusion in a formative procedure. This research has as aim, therefore, to identify difficulties and possible solutions about the somative evaluation in Didactic Sequences to oral and writing in the teaching/learning Portuguese Language. After characterize the somative evaluation and the instruments that this evaluation mobilizes in the teaching/learning of Portuguese language, we propose the analysis of a corpus of the seventeen academical documents with the purpose of verify as the somative evaluation was realized in different Didactic Sequence related in these documents. It was analyzed the occurrence or not of the somative evaluation in the final product, the objects of the learning considered in this type of evaluation. After this, we show the importance of the articulation between somative evaluation and formative assessment presupposed in Didactic Sequence.
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)
Compreensão escrita em manuais didáticos de PLE
(Universidade Federal do Pará, 2011-12-07) SILVA, Luciana Kinoshita da; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
This research studies the reading comprehension in textbooks used in Portuguese as a Foreign Language (PFL) basic level courses in Belém-Pa. It also investigates how the reading comprehension is carried out by the teacher in the classroom. The study objects were instructional materials of Universidade Federal do Pará (UFPA) and School for International Training (SIT). For students of both institutions the ability to understand written texts in the Foreign Language (FL) is essential. They all need to read in Portuguese to actively participate in the society in which they are living now. But each audience also uses reading for specific activities. Thus, these students need to read different texts in the FL for various reasons and in various situations. Hence the importance of using in class textbooks that support the development of students’ reading comprehension bringing texts, activities and strategies that meet the audience’ needs. This research was developed with the objective of describe the reading comprehension activities proposed in PFL textbooks and how teachers work with them in the courses of the institutions in question, as well as to contribute with the improvement of the classroom work, also taking into consideration opinions of teachers and students about the work with this ability in class. This study was based on literature and field research. The literature was based on authors such as Alliende and Condemarín (2005), Koch and Elias (2007), Farrell (2003), Henk et al (2000), Marcuschi (2008), and Nuttall (2005), among others. The field research was developed in the PFL course of the mentioned institutions e and the sample population were students and teachers who gave lessons to the basic level of each of the institutions in the first semester of 2011. Data from three sources were used: analysis of the textbooks and the questionnaire given to students and teachers, as well as classroom observation using the material. In the end of the study, it was discovered that the activities of both textbooks are still far away from providing proper opportunities for the development of the reading ability in a FL and also that working with a material produced by a teacher for her own use with students might not be the best option, however the idea that no textbook can cover all the necessities of a specific group of students is still strong.
Acesso aberto (Open Access)
Conhecimento técnico e atitude no ensino de língua portuguesa
(2009-12) FAIRCHILD, Thomas Massao
Contrary to the idea that the technical knowledge of the teacher of a native tongue serves primordially to the content of its teaching or to the planning of classes, this article discusses the precept that such knowledge should be seen as the basis for the creation of an attitude to be maintained in face-to-face interactions in the classroom. This attitude relates to the constant need to make decisions before the unexpected, and points to the construction of a specific discursive place for the language teacher - that of someone who listens to the student's words and enlaces them to his or her own words, so as to make sure that the assumption of the position of subject follows a reflection about the linguistic means available to such end. As an example to fuel this debate, the text describes the case of the unusual interpretation made by some students of the word "rataria" present in one of Monteiro Lobato's works. Some of the possible attitudes before this reading mistake are discussed, as well as their implications: to request a change in the answer, to modify the didactic material, to make explicit the linguistic work underlying the mistake, or to use the mistake as a pretext to other activities. The procedures discussed are based on the premise that mistakes and other unforeseen manifestations not only reveal procedures of construction of knowledge, but also offer important opportunities for the teacher to include him/herself into the student's word, being, therefore, a fundamental aspect in the construction of a relationship in which teaching becomes possible.
Acesso aberto (Open Access)
A constituição das disciplinas de metodologia do ensino de língua portuguesa (MELP) em dois cursos de licenciatura em Letras da região metropolitana de Belém
(Universidade Federal do Pará, 2014-06-10) BORMANN, Laura Viviani dos Santos; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This research intends developing a discussion concerning the initial formation of teachers in undergraduate courses of Portuguese Language Teaching. The crisis Brazilian education is suffering nowadays affects Brazilian universities and reflects directly on the quality of basic education. Those universities must constitute centers of formation, reflection, and production of knowledge for the school. The problem universities face up, specially concerning teachers‘ initial formation, has roots more complex than the formulation of quantitative goals for the initial formation of teachers or than the allocation of financial resources. It is important – and necessary – that one knowns the constitution of the undergraduate courses that form the teachers nowadays. Therefore the proposed research aims at investigating in two Higher Education Institutions from Belém-PA (one public and one private) the constitution of the “disciplines” of Portuguese Language Teaching Methodology. The theoretical framework that guides this research is the French Discourse Analysis, particularly the concepts of Enunciative Function, Discursive Formation and Discipline, presented by Michel Foucault in his works The Archaeology of Knowledge (1987) and The Discourse on Language (1996). We analyzed data collected in documental research (Pedagogical Project of the Course, syllabuses, Teaching Plans, and Didactical Materials) and field research (classroom observation, students‘ notes, and field diary) with the intention of verifying what elements of disciplines, in the foucauldian sense (FOUCAULT, 1996), are presented in the constitution of the curricular activity of Portuguese Language Teaching Methodology in the undergraduate course of Portuguese Language Teaching. Data from both disciplines were analyzed in order to identify what objects, methods, propositions, definitions/concepts are recognized and in what manner they interrelate. Results show a very diverse setting as for the organization of activities of teaching practice and supervised training in both courses in what concerns a) the distribution of credit hours in the curriculum; b) the articulation of objects, methods, concepts, and propositions of various disciplines; and c) the proper role of the Portuguese Language Teaching undergraduate student. The challenge presented is the constitution of the activity Portuguese Language Teaching Methodology from a disciplinary process of knowledge production.
Acesso aberto (Open Access)
A construção da identidade do professor de língua portuguesa na imprensa: uma abordagem discursiva
(Universidade Federal do Pará, 2012-09-25) LOPES, Maria do Socorro Morato; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This research aims at describing and analysing processes by which the indentity of portuguese teachers is constructed in the press, how such identity is legitimized by their (teachers’) discourses and how it achieves social recognition, finding in the press and other similar media oportunity do emerge. The research corpus comprises several texts collected from magazines, newspapers, blogs and websites, all of them related to the teaching of portuguese and having teachers or other professionals as authors. This work is based on theoretical postulates from Discourse Analysis and Social Sciences, amongst which the concepts of Discourse, Hegemony and Discourse Memory, explained in the first chapter. We discuss how said concepts help explaining the reproduction of discourses (in the press) and the construction of the identity of portuguese teachers. The concept of Discourse Formations is explained in the second chapter, based on the works of Foucault (2004) and Pêcheux (2009), as well as the circular motion between positions of Identification and Couter-Identification. The third chapter relies on the concept of Imaginary Formations (PÊCHEUX, 1997). We therein analyse how the teacher may occupy the positions of A, B or R in discourses from the press, and how the images corresponding to each position are validated by the teachers’ own discourses or by whoever takes up the pen to write publicly about the teaching of portuguese. In the fourth chapter we discuss the polemic relation between two Discourse Formations under the the concept of Simulacrum (MAINGUENEAU, 2005), describing how distorted images of the other are projected in each discourse. In a wider scale, we intend to show the importance of discourse studies to the field of education, assuming that teachers’ education concerns not only in-class practices but also social discoursive practices. In our data analyses, we search for the positions teachers take in discourses and how teachers forge an identity upon writing publicly about their profession. Thus, we expect to clarify how portuguese teachers legitimize their identities in the media, which works as a place where discourses about first language teaching take form and are widely reproduced.
Acesso aberto (Open Access)
Dissertação de vestibular: um enfoque funcional sobre a organização do gênero
(Universidade Federal do Pará, 2007-08-31) SOUSA, Rosângela do Socorro Nogueira de; MACÊDO, Célia Maria Macêdo de; http://lattes.cnpq.br/6785761329285276
It presents the result of a study about the contribution of the structures of Theme for the organization of the information in dissertations. For that research, 44 texts produced by students of the Special Course (CE) of the extinct Sistema de Ensino Elite were used. The texts were divided into two groups: texts 01 – 22 which got grades above 6,0; and texts 23 – 44 which got grade 6,0 or less. The theoretical basis are the studies of Halliday (1994), Thompson (1996), Eggins (1994), Neves (1997, 2002), Bakhtin (1992), Marcuschi (1999, 2002), Travaglia (2002), Rojo (2005), Koch (2002, 2006), Souza (2003), Bronckart (2003), Pillar (2002) and Fries (1994). In the analyzed texts, the structures of Theme presented in each part of the text (introduction, development and conclusion) were identified and the elements that form those structures were pointed out. The results indicate that there is no difference between the types of chosen Themes in the two groups, but that the thematic elements and the method of development. Concerning the patterns of development, in the texts of the first group, the largest incidence was of the pattern zig-zag and, in the second group, of the reiterated theme. The analysis of the texts shows that it is not the choice of a certain structure of Theme that guarantees a good organization of the text, but the choice of which element to be placed in thematic position.
Acesso aberto (Open Access)
Distribuição geo-sociolinguística do ditongo 'ej' no português falado no estado do Pará
(Universidade Federal do Pará, 2008-12-11) FARIAS, Maria Adelina Rodrigues de; RAZKY, Abdelhak; http://lattes.cnpq.br/8153913927369006
Acesso aberto (Open Access)
O ensino/aprendizagem do português e a avaliação emancipatória: repensando a experiência da Escola Cabana
(Universidade Federal do Pará, 2005) SOUZA, Cláudia Nazaré Gonçalves de; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Acesso aberto (Open Access)
Formação de professores no contexto da (re)introdução da Língua portuguesa em Timor-Leste: da polêmica às ações táticas
(Universidade Federal do Pará, 2014-06-10) SANTOS, Fabiana Almeida dos; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This research investigates how students translate and interpret the discourse of the reintroduction of the Portuguese Language in East Timor. The students are learning this language as part as the training course named Bachelor of Natural Sciences degree, that was offered by a Brazilian cooperation from October 2009 to December 2010. The research is based on data produced or reconstituted from my experience as a teacher in this course that was promoted by the "Program for Teacher Qualification and Portuguese Language Teaching (PQLP) coordinated by CAPES Foundation. For data discussion, I use as theoretical and methodological tools: Maingueneau concepts (2008), especially "interincomprehension" and "simulacrum"; and the concepts of “strategy” and “tactics” by Michel de Certeau (2012), which compose his polemologico model of cultural appropriation. The analysis suggests that the way course participants and trainers appropriate themselves in the reintroduction policy of discourse of the Portuguese Language in East Timor is determined by different discursive formations and that the interdiscursive relationship established between them cause the phenomenon of "interincomprehension". Understanding how these discursive formations translate themselves into the classroom, in teaching and learning the Portuguese Language activities, can contribute to (re)define the educational interventions in the Portuguese classes in the teacher training course and the policy of reintroduction of the Portuguese Language in East Timor. We argue that the teaching and learning of the Portuguese Language in East Timor need to be understood not only from the didactic point of view, with regard to the construction and mediation of knowledge between students and teachers, but also from the ideological point of view, since the current teachers training programs in this country, represent a project that may conflict with the society’s values and beliefs about the Portuguese Language and the relationship between the school and other institutions.
Acesso aberto (Open Access)
A formação do leitor literário através do livro “Pequenas Descobertas do Mundo” de Clarice Lispector
(Universidade Federal do Pará, 2015-08-19) MONTEIRO, Samara de Oliveira; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
This work emerged from the decision to work with literary literacy within a class of 25 students in the 9th grade of primary education in a state school of primary and secondary education in Castanhal, a city located approximately 73 km from Belém. The work has developed for over a month (seven classes of two hours each), and has sought to reveal the initial contact with the literary text, by reading four texts from the book Pequenas descobertas do mundo, from the writer Clarice Lispector: Tortura e glória, Restos do carnaval, O primeiro beijo e Banhos de mar. The activities were grounded in accordance with the basic didactic sequence proposed by COSSON (2006) and the reading strategies proposed by GIROTTO & SOUZA (2011), that emphasize the communicative characteristics of the literary text and the explanation of the skills used by teachers, more experienced readers, to their students, thus enabling the understanding of the mechanisms that are put into action, at the time of reading a literary text. The reading of the full texts in the classroom, with pauses for clarification of used reading strategies, along with comments on each text, was accompanied by the reading of other texts from other authors, as well as listening to music, and presenting of videos and images. We believe that this work happened in a positive and satisfactory way, because provided the contact between students with one of the most important Brazilian writers, promoted useful moments of dialogue between the class and the teacher about the texts, paving the way for students to continue on the search for moments where literary texts provide enjoyment and learning.
Acesso aberto (Open Access)
A heterogeneidade linguístico-cultural em foco no ensino-aprendizagem da produção oral em português língua estrangeira
(Universidade Federal do Pará, 2012-05-25) SANTOS, Edirnelis Moraes dos; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050