Navegando por Assunto "Portuguese language"

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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)
Currículo prescrito para o componente língua portuguesa: uma análise das três versões da base nacional comum curricular
(Universidade Federal do Pará, 2020-10-28) MOTA, Ildenê Freitas da Silva; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666; https://orcid.org/0000-0002-6264-5387
This work moves in the field of curriculum studies, considering here the prescribed curriculum, having as an object of investigation the curricular prescriptions for the Portuguese Language in the final years of Elementary Education contained in the three versions of the National Common Curricular Base - NCCB, (BRASIL, 2015a, 2016a, 2017a). Thus, through the Documentary Research and Content Analysis adopted following the assumptions of qualitative research, we comparatively examine the curricular component under study in order to identify advances, setbacks and permanencies that occurred during the knowledge selection process. In view of this, we specifically aim to unveil what knowledge has been selected for the Portuguese Language component, according to the defined outline; evidence which dimension of this component has gained greater prominence in this selection process, and; specify which dimension has lost importance in the three versions of the NCCB for the final years of elementary school. The analysis is guided by critical curriculum theories and by the interactionist perspective of language, thus problematizing the knowledge considered valid that will guide teaching for the Portuguese language component in the classroom. In this aspect, we discuss the categories Knowledge of Language Study and Theoretical Dimensions of Language defined from the systematization proposed by Bardin (2016) and Franco (2018). Data were analyzed in dialogue with the theoretical frame adopted based on Bakhtin (2006 [1929]), Geraldi (2004 [1984]) and Apple (2001, 2003, 2006, 2011). Results show that the knowledge selected for the Portuguese language is intrinsically related to enunciative linguistic theories (Dialogical Discourse Analysis, Textual Linguistics, Sociolinguistics) linked to the interactionist conception of language. In line with the adopted language perspective, the dimension of the privileged language was discursive / dialogical to the detriment of grammar.
Acesso aberto (Open Access)
O desafio da tradução entre língua portuguesa e libras diante do fenômeno da sinonímia
(Universidade Federal do Pará, 2017-08) CARVALHO, Márcia Monteiro; ARAUJO, Marília Socorro Oliveira
The research is focused on the synonymy phenomenon in translation between the Portuguese language and Brazilian sign language - LI-BRAS, focused on the work of Libras professional interpreter. The objective is to analyze the synonymy in the Portuguese language and LIBRAS as well as verify the semantic value of the sentences translated by LIBRAS interpreters. The theoretical basis is formed by Lyons (1981); Fernandes & Correia (2011); Chomsky (2006) and Saussure (2006), and studies of the Quadros (2004) and Rosa (2008). We use quantitative and qualitative approach. We obtain the translation for analyzes from sentences written in Portuguese and submitted to translations by LIBRAS interpreters of the Abaetetuba city. Concluded that the synonymy, as a constitutive process of translation, is essential to ensure the meaning in the target language. So any semantic loss as verified in the analyzes in translation with the literal meaning and information increase the interpreter translating for LIBRAS synonymic caused damage to the process. Consequently, the LIBRAS interpreter’s work is very important for the deaf and the translation must be carried out with ethics and responsibility. To be a resource to help the understanding of the deaf in a language that he does not hear.
Acesso aberto (Open Access)
Multiletramentos e tecnologias: formação continuada de professores de Língua Portuguesa na Educação Profissional e Tecnológica
(Universidade Federal do Pará, 2023-07-10) SANTOS, Isabelly Raiane Silva dos; OLIVEIRA, Célia Zeri de; http://lattes.cnpq.br/7392823829322057; https://orcid.org/0000-0001-9477-7336
This research consists of a theoretical-practical study on the perception that Portuguese language teachers working in Professional and Technological Education (PTE) have when analyzing their own continuing education and its influence on the adequate approach to multiliteracies in the classroom. Thus, based on the support provided by the conceptual bases of PTE, that is, work as an educational principle and integral human training, with regard to the development of practices aimed at continuing teacher training, the multiliteracies emerge as an opportunity to embrace different types of language, so that the individual interprets linguistic situations which deviate from the traditional ones, addressed in the school sphere. In this context, the objective of this research was to understand how the teaching training of Portuguese language teachers working at the Federal Institute of Education, Science and Technology of Pará (IFPA) - Abaetetuba campus is articulated in the context of multiliteracies. Based on Freire (1980, 1985, 1996), Soares (1981, 1999, 2004), Street (1984), Kleiman (1995, 2001, 2007), Gatti (1997), Rojo (2012, 2013), Moura (2014) and Ramos (2014), in this study, an exploratory and qualitative investigation was developed through field research based on the ethnographic approach. The investigation was developed at IFPA - Abaetetuba campus. It was restricted to the context of Integrated High School (IHS). Participants were two Portuguese language teachers working at IHS. Through field visits to generate data, research techniques and instruments were used. Among them, it is possible to mention: direct observation in classes, field diary writing, open questions questionnaire application, descriptive academic memorial writing by the participants and semi-structured interview. In the end, it was highlighted the relevance of continuing training to implement multiliteracies obtained by the Portuguese language teacher working in PTE by understanding, to what extent, technologies contribute to the approach of multiliteracies which prioritize student learning with a focus on the integration between world of work and education.
Acesso aberto (Open Access)
Um software de reconhecimento de voz para português brasileiro
(Universidade Federal do Pará, 2010-06-17) SILVA, Carlos Patrick Alves da; KLAUTAU JÚNIOR, Aldebaro Barreto da Rocha; http://lattes.cnpq.br/1596629769697284
This work describes a speech recognition software for Brazilian Portuguese. The main objective is to build a system for large vocabulary continuous speech recognition, able to be used in real-time applications. The concepts, characteristics and all steps needed for the construction of such systems are presented. Several resources were produced and made available: acoustic and language models, new voice and text corpora. The text corpus has been built through the extraction and automatic formatting of text from newspapers on the Internet. In addition, two voice corpora were produced, one based on audiobooks and another specifically developed to simulate real-time tests. This work also proposes the use of speaker adaptation techniques for solving the acoustic mismatch problem between speech corpora. Finally, an application programming interface is presented in order to facilitate using the open-source Julius speech decoder. Performance tests are also presented, comparing the developed system with a commercial software.
Acesso aberto (Open Access)
Toponímia de origem Tupinambá do município de Bragança/Pa: alguns resultados
(Universidade Federal do Pará, 2019-04-03) ARAÚJO, Marcos Jaime; FACUNDES, Sidney da Silva; http://lattes.cnpq.br/9502308340482231; https://orcid.org/0000-0002-7460-8620
O principal objetivo desta pesquisa foi produzir conhecimento sobre a toponímia de origem Tupinambá em Bragança/PA, localizada na Microrregião Bragantina e pertencente à Mesorregião do Nordeste Paraense, com base em 146 topônimos coletados nos seis distritos do município, Bragança (sede), Caratateua, Tijoca, Nova Mocajuba, Almoço e Vila do Treme. Isso se justifica não apenas pela falta de pesquisas sobre os topônimos de origem Tupinambá no estado do Pará, especificamente no município de Bragança, mas também como uma importante contribuição para a memória bragantina, além de conhecimentos relevantes para auxiliar o linguista na compreensão da constituição do espaço e da cultura local, e como uma maneira de destacar o papel da fauna e flora locais em nomear os acidentes geográficos na região. Os dados foram coletados (i) no Mapa Político do município, proveniente do Programa de Integração Mineral em Municípios da Amazônia (Primaz), do Ministério de Minas e Energia, (ii) em 120 croquis, cedidos pela Fundação Nacional de Saúde (Funasa) do município, e, posteriormente, (iii) validados por 12 informantes, sendo dois de cada distrito. A fundamentação teórica baseia-se na Lexicologia, com Vilela (1994), Turazza (2005) e Abbade (2011); na Morfologia, com Silva e Koch (2001), Kehdi (2006) e Câmara Jr (1977); na Semântica Lexical, com Ullmann (1961) e Marques (2001); na Toponímia, com Dick (1992), Almeida (2011) e Isquerdo (2008). A análise, descrição e classificação dos dados coletados estão alicerçadas nos dicionários e vocabulários da LGA e da LGP, com Stradelli (2014), Cunha (1978), Sampaio (1987), Seixas (1853), Vocabulário na Língua Brasílica (1938), Dicionário Anônimo da Língua Geral do Brasil (1896) e Dick (1992). O resultado obtido no estudo foi a constatação de que: (1) A Língua Portuguesa (LP) foi usada como instrumento de nomeação da toponímia bragantina de origem Tupinambá, com evidentes empréstimos junto à Língua Geral Amazônica (LGA); (2) Houve uma considerável preferência à nomeação por acidentes geográficos de natureza antropo-culural (humana), evidenciando 73 (50%) e 5 (3,42%) designativos para o acidente Comunidade e Vila (espaço físico habitado), respectivamente, seguidos pelos de natureza física, como Rio e Igarapé, com 30 (20,54%) e 13 (8,90%) ocorrências, respectivamente; (3) A taxeonomia da toponímia Bragantina de origem Tupinambá evidenciou elevada classificação para designativos relacionados à flora, com 56 ocorrência relacionadas à taxe dos fitotopônimos (38,33%), seguida pelos designativos ligados à fauna, com 32 ocorrências relacionadas à classe dos zootopônimos (22,58%); (4) Todos os topônimos apresentam-se, hoje, opacos, sendo referenciados apenas por seu significado atual, o que os tornam fossilizados; (5) As mudanças fonéticas da toponímia indígena bragantina de origem Tupinambá evidenciaram os fenômenos da anteriorização (y>i) em relação à posteriorização (y>u), além da consonantização (i>j e u>b), que auxiliaram na identificação da LP como língua de nomeação; (6) A composição morfológica mais evidente foi a do formante simples em LGA, seguida pela composição composta em LGA/LGA e simples com sufixação de tyba.