Dissertações em Letras (Mestrado) - PPGL/ILC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2311

O Mestrado Acadêmico iniciou-se em 1987 e pertence ao Programa de Pós-Graduação em Letras (PPGL) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA).

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A personagem Michele da série 3%: ambiguidades, patriacardo e branquitudes na construção do seu perfil
(Universidade Federal do Pará, 2024-05-29) SANTOS, Rayza Carolina Rosa dos; SARMENTO-PANTOJA, Carlos Augusto Nascimento; http://lattes.cnpq.br/3263239932031945; https://orcid.org/0000-0003-0552-4295
In 2008, the children's dystopia The Hunger Games by Suzanne Collins was released, a work that would influence a literary and audiovisual trend of dystopias produced for a mostly young audience, mostly starring women. And in cinema, more specifically, by white women. In this work, it is in this specific context that we analyze the protagonist Michele (Bianca Comparato), from the Brazilian series 3% (2016-2020). We analyzed the construction of its profile, highlighting the marks of patriarchal precepts and their relationships with the representation of resistance movements. The work was chosen because it was the first entirely Brazilian production by the streaming company Netflix and, consequently, because of its wide audience. The series is being studied from its production and launch context – with occasional comparisons with other dystopias and the female profiles of its protagonists – based on feminist gender theories, especially those of bell hooks (2019) and Audre Lorde (2019) and other contemporary authors. Finally, we analyze the work from the perspective of theoretical studies on whiteness and its mechanisms for maintaining power, by authors such as Linda Alcoff (2015), Cida Bento (2022), Lia Vainer (2012) and Françoise Vergès (2019) , because in this study it was possible to notice that audiovisual dystopias starring female and, mainly, white figures, have gained strength in recent years as a trend in productions made for large circulation and commercialization, being marked by representations of less radical resistance. Therefore, the work presented here will seek to highlight that despite the context of representation of resistance, the maintenance of certain aspects of the status quo is still noticeable in the narrative.
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Análise perceptual da harmonia vocálica na fala Belenense
(Universidade Federal do Pará, 2024-08-29) XAVIER, Francisco Cavalcante; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
The present work aims to investigate, perceptually, the productivity of vowel harmony (VH) triggered by low vowels in the variety of Portuguese spoken in Belém, PA (Brazil). To this goal, a corpus was formed with 42 paroxytone words, mostly in the CV'CV.CV syllabic mold, in which /e/ and /o/ alternate in the pretonic syllable and /i, e, ɛ, a, ᴐ, o, u/, in the tonic syllable. Using the Wideo Text-to-Speech Software converter, three variants were generated as sound stimuli for each item in the corpus, according to the height of the pretonic vowel: for , [i], [e ], [E]; for , [u], [o], [O]. A sample of 60 Belenenses (people from Belém), stratified by gender, age group and education, responded to a questionnaire implemented on the Gorilla Experiment BuilderTM platform, version 4, with two data collection protocols: I - Frequency Assessment (FA); II - Identification Assessment (IA). For the FA, the main protocol, participants attributed to the variants of , an approximate frequency of occurrence/use in Belenense speech, based on the following scalar indexes: Never, Rarely, Sometimes, Almost always. In the IA, the participants’ assessment was taken to identify the three variants as, in fact, different. For the statistical treatment of the 10,080 data collected, Simple Correlation and Binary Logistic Regression analyzes were applied, using the R Program, version 2024.04.1. Taking , as dependent variables and the seven stressed vowels as independent ones, the results revealed that, in Belém's speech, in general, based on the choice of the full occurrence index, Almost always: (a) the high variants are the least frequent – [i], with a relative frequency of .13 and [u], with .20; (b) the medium variants are largely predominant, adjusting relatively well to all stressed vowels – [e], .77 and [o], .75; (c) the low variants are in second place as most frequent – [E], .43 and [O], .41 –, but, strongly attracted by low stressed vowels, they take the hegemony of the mids in this structural context – [E] , .82; [O], .78. Finally, for the external factors: (a) older speakers highlighted the hegemony of VH – [E], .83; [O], .83; (b) younger speakers attenuated it – [E], .72; [O], .65; c) individuals trained in the research area had higher discrimination rates between the three variants in IA – , .89; , .87. In this view, in the perceptual field, a phonological rule of HV triggered by low vowels was attested in full operation in Belém speech, as acoustic studies had already pointed out (Sousa, 2010; Fagundes, 2015; Souza, 2020). The phenomenon proved to be productive with all low vowels in stressed syllables, both on and , contradicting, at this specific point, the acoustic signal (Souza, 2020).
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Glossário da área pedagógica para LSB: um estudo socioterminológico
(Universidade Federal do Pará, 2025-02-26) MOTA, Carina da Silva; RAZKY, Abdelhak; http://lattes.cnpq.br/8153913927369006; https://orcid.org/0000-0001-9250-8917
This doctoral thesis is part of the research line in linguistic studies and is developed within the research group GeoLinTerm – Geosociolinguistics and Socioterminology Project. A glossary in Brazilian Sign Language (LSB) was developed in the field of Pedagogy. Although numerous Deaf individuals choose to pursue this degree, there is currently no dictionary, glossary, or terminology guide available for the Deaf community in Pedagogy. The objective is to identify which terminologies have been conventionally established in Brazilian Sign Language for concepts within the Pedagogy program and to record them in a dictionary for consultation and comprehension by Deaf students, Brazilian Sign Language interpreters, and both hearing and Deaf teachers. A bibliographic study was conducted based on Faulstich (2003), Quadros (2004), Faria-Nascimento (2009), Castro Júnior (2014), Costa (2012), and Oliveira (2015) to support the study in the linguistic domain, particularly in the conventionalization of morpheme constructions that adequately express the specialized terminology within the undergraduate Pedagogy program. The collected data are guided by the methodology of Socioterminology, a branch of terminological science whose core objective is to reorganize a typology for the classification of variants in technical and scientific categories, distinguishing between two concurrent types: the formal terminological variant and the formal registry variant, as proposed by Faulstich (1995). A nationwide mapping of Brazil’s five regions was carried out to catalogue and document the sign terms conventionally used by peda ogues, Deaf students enrolled in the program, and Brazilian Sign Language interpreters. Based on this cataloguing process, a Socioterminological glossary was constructed, featuring 114 Pedagogy terms in Brazilian Sign Language, which was then made available as an Android mobile application for the Deaf Community.
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I am the arrow: a construção do Eu poético de Sylvia Plath
(Universidade Federal do Pará, 2025-02-06) SERGIO, Flora Soutello Mendes; TAVARES, Otávio Guimarães; http://lattes.cnpq.br/9975804381328924; https://orcid.org/0000-0002-1083-6448
Sylvia Plath was a 20th-century American writer associated with what came to be called confessional poetry, alongside great names such as Anne Sexton, Robert Lowell, and John Berryman. Such poetry is characterized by being personal and autobiographical, often moving between the real and the fantastical, in a kind of “outpouring of self”. The objective of this work is to investigate how this relationship between the poet and lyrical poetry is established, based on the exploration of the figure of the “I” and its various possibilities presented in her poems. To deal with this problem, we mainly use the contributions of Jackson and Prins (2014); Culler (1999; 2015); West (1993); Brunhara (2017); Ragusa (2021; 2011; 2005); and Genette (1987). The theoretical framework was chosen in order to analyze the values and relevance of Sylvia Plath's poetic choices through the construction of a panorama of what one may term as lyrical and its known origins.
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A influência do aconselhamento em aprendizagem de línguas na prática de professores de inglês da educação básica
(Universidade Federal do Pará, 2024-11-04) GANTUSS, Sarah Costa; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312; https://orcid.org/0000-0001-8572-147X
This thesis analyzes the influence of advising in language learning (ALL) on the practice of English teachers who work in elementary education, specifically in public schools. The study is characterized as a case study with four English language teachers as participants who, at some point in their training, have already worked as language learning advisors. Data were collected through a questionnaire, classroom observation, a semi-structured interview, and a focus group session. The discussion was developed based on the works of Carson and Mynard (2012), Kato and Mynard (2016), Magno and Silva (2016), Mozzon-Mcpherson and Tassinari (2020), among others. The results showed that, despite difficulties such as the large number of students and the lack of adequate resources, advising in language learning influenced the teacher's classroom practices, including negotiation, fostering autonomy, and attention to affective factors. These findings highlight that, despite the challenges, advising in language learning practices can provide valuable support to enhance the learning experience in public schools.
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Narrares ancestrais e testemunhais na escrita desaldeada de Eliane Potiguara e Daniel Munduruku
(Universidade Federal do Pará, 2024-02-29) ALBUQUERQUE, Rosalia dos Santos; SARMENTO-PANTOJA, Tânia Maria Pereira; http://lattes.cnpq.br/3707451019100958; https://orcid.org/0000-0003-1575-5679
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Ele não compreende nossos costumes: literatura, colonização e memória na Trilogia africana, de Chinua Achebe
(Universidade Federal do Pará, 2023-12-21) CHAGAS, Alessandra Santos; GUIMARÃES, Mayara Ribeiro; http://lattes.cnpq.br/6834076554286321
Being considered one of the greatest writers within the modern African literary field, Chinua Achebe is one of great relevance nowadays because of his literary political project that joins history and literature in order to create a fiction writing made from African perspectives and experiences as a counterpoint against colonial speeches, literature and representations. Thus, this work aims to investigate how the African Trilogy, written by Achebe between 1958 and 1964, contributed to set a new way of representing traditional experiences from the perspective of those who were put aside of history and colonial speeches. Moreover, we will analyze how colonization caused social, cultural, religious and identity transformations to Igbo people. As theoretical background to this work, it was used the works of Pollack (1989; 1992), Quayson (2000), Benjamin (1987), Said (2011), Bhabha (2011), Noa (2015) as they encompass postcolonial theory and memory studies. This research also made use of some critical works of Achebe (1988, 2000, 2012a, 2012b) himself. Hence, it was observed that Achebe’s literature by being aligned to Nigerian social-politics requests tried to represent not only Igbo people experiences before colonization as a way of rescue and celebrate traditional memories, but also cultural, religious, identity and linguistic transformations that was brought by colonization.
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Melancolia em Repertório Selvagem, de Olga Savary, e Metade cara, metade máscara, de Eliane Potiguara
(Universidade Federal do Pará, 2023-12-22) SENA, Mayara Haydée Lima; GUIMARÃES, Mayara Ribeiro; http://lattes.cnpq.br/6834076554286321
This study focuses on the images of melancholy that emerge in the context of coloniality in two of its Brazilian expressions: indigenous and Amazonian sadness. The so-called peripheral sadnesses are represented by the books Metade cara, metade máscara (2004), by Eliane Potiguara, and Repertório Selvagem (1998), by Olga Savary, which make up the corpus of this research. The aim is to identify allegorized melancholy as a fundamental theme in the poetics of Eliane Potiguara's Metade cara, metade máscara and Olga Savary's Repertório selvagem. Furthermore, the specific objectives are to discuss some relationships between the coloniality of knowledge and the silencing of peripheral, non-canonical, Brazilian and Amazonian sadness; to identify indigenous melancholy, metonymized in Eliane Potiguara's work; and to investigate images of melancholy in the shadow of the Amazonian forest in Olga Savary's book. The work recalls canonical authors of studies on melancholy, such as Sigmund Freud (2013), Julia Kristeva (1989), Giorgio Agamben (2007), Susan Sontag (2022), Jean Starobinski (2016), Susana Kampff Lages (2007), Luiz Costa Lima (2017), Maria Rita Kehl (2015), among others; dialogues with the decolonial perspective of thinkers such as Aníbal Quijano (2005), Enrique Dussel (2005), Walter Mignolo (2017), María Lugones (2014); with scholars of Amazonian issues, such as Neide Gondim (1994), Ana Pizarro (2012),Carlos Walter Porto Gonçalves (2023), Eidorfe Moreira (1958) and João de Jesus Paes Loureiro (2001); and with indigenous thinkers such as Graça Graúna (2013), Trudruá Dorrico (2017), Davi Kopenawa (2015), Jaider Esbell (2020), Ely Makuxi (2018), Ailton Krenak (2022), Olívio Jekupé (2019), Daniel Munduruku (2012), among others. Thus, there is a need for a more specific debate on the Brazilian experience of malaise, which is crossed by coloniality and therefore differs from Eurocentric understandings of sadness and its literary representations. In this sense, based on the interpretative path of the poems, it is recognized that the indigenous literature of Eliane Potiguara and the omnipresence of the Amazon rainforest in the work of Olga Savary, place other characters and territories in the repertoire of melancholy studies in contemporary times, outside the hegemonic melancholy of large European cities. The authors' poetic contributions are fundamental to making peripheral sadness visible, creating a counter-narrative that challenges the coloniality of knowledge about melancholy. In Savary's poetics, the Amazons, in terms of their phytogeographic concept (MOREIRA, 1958), are inscribed under the sign of loss; as well as in Eliane Potiguara's poetic testimony, it is revealed that coloniality cannot be thought of without the reign of sadness.
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Literatura e educação profissionalizante: a resistente relação entre o trabalho e a subjetividade humana
(Universidade Federal do Pará, 2023-07-07) OLIVEIRA, Gabhriele Rodrigues; OLIVEIRA, Célia Zeri de; http://lattes.cnpq.br/7392823829322057; https://orcid.org/0000-0001-9477-7336
The present work discusses the teaching of literature, in the context of career and technical education - CTE. We understand that this teaching modality has its genesis in the ideal of knowhow, without the need to reflect on the social implications or on the process as a whole. In order to raise or improve students' criticality in relation to access to literature, we analyzed the students' reception to a multidisciplinary project between the areas of languages and human sciences. In this research, studies were carried out on the importance of literature in school (BERNARDES, 2021); teaching literature (FRANCHETTI, 2021; WALTER, 2014); subjective reading (HOOKS, 2013; BAJOUR, 2012) and professional education and work (MANACORDA, 2007). The research is of a qualitative nature, organized as action research in which the methodology consists of five steps. In the initial stage, students answer a form about their experience and interest in literature. Then, in the second stage, classes are carried out on the historical and political context of the Pre-modernism period and the thoughts that culminated in Brazilian Modernism (1922-1960). The three generations are discussed with a focus on the study of the Generation of 45, with the purpose of establishing relationships between the last generation and contemporary Brazilian works. The third stage, reading, is intended for direct contact with the work, in which students can read armed with information. In the fourth stage, students have the opportunity to produce artistic expressions in a project called “Contemporary Dialogues”, organized between the disciplines of literature, history, geography, philosophy and sociology in a technical school in Belém-PA. In the last stage, there is a final meeting with the students in the class to obtain information about the new experiences and the relationship they have with literary reading. The research analysis is comparativeinterpretative from the initial and final stages. Indeed, students in the 5th phase – referring to the 3rd year of regular high school – with the mediation of educators, must be inserted into Brazilian culture, starting from literature as art and object of study. We hope, in this research, to identify the importance attributed to literature in career and technical education contexts and to evaluate students' perceptions about the relevance of literary works.
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Subversivas vozes femininas em Jane Austen: das publicações na Inglaterra regencial à circulação, tradução e recepção no Brasil
(Universidade Federal do Pará, 2023-10-31) GALENO, Maria do Carmo Balbino; QUEIROZ, Juliana Maia de; http://lattes.cnpq.br/0783166655929922; https://orcid.org/0000-0002-1741-1725
Jane Austen's literary writing has been, over two centuries, considerably revisited and interpreted from various perspectives. My interest in this research is to highlight the subversive ,*female voices in her novels, in convergence with Mary Wollstonecraft's A Vindications of the Rights of Woman (1792); as well as investigating the first records of the austenian presence in Brazil, through advertisements for the sale of his works in newspapers, from the 19th century onwards. Based on the study by Vasconcelos (2016), on the translation of Persuasion via France and Portugal, which shows the medium of book trade in this exchange and points out the first references to the work in Rio de Janeiro, I expose through traces in the Hemeroteca Digital, which, years before, the novel was advertised for sale in a Pernambuco newspaper; thus, the present study expands knowledge about the circulation of the work in the country. I also try to highlight the first reviews of Jane Austen in the literary pages of brazilian newspapers in the 19th century, which presented the writer as one of the pillars of the romance genre, as well as a voice that defended women's desire and rationality. Still on the trails of the Hemeroteca, I track and demonstrate how the first brazilian translation of Pride and prejudice took place in the mid-twentieth century. To conclude, I analyze, in both novels, the strength of female voices that break with “The Angel in the House” and identify with “Judith Shakespeare”, female representations debated by Virginia Woolf. I argue, therefore, that it is in the subversion of female characters that lies one of the reasons why Austenian work remains in continuous vitality, both academic and popular. To follow this path safely, dialogues with the studies of Sandra Vasconcelos, Virginia Woolf, Simone de Beauvoir, Gerda Lerner, Silvia Federici, Janet Todd, Ian Watt, Margaret Kirkham, Terry Eagleton, Paulo Henriques Britto, among other theorists and critics, were essential.
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O testemunho Arbiter, o auricular caminho da memória: o ouvir e reproduzir em maus de art Spiegelman e em I was a child of holocaust survivors de Bernice e Eisenstein
(Universidade Federal do Pará, 2023-08-02) GONÇALVES, Gustavo Reis; SILVA, Alessandra Fabrícia Conde da; http://lattes.cnpq.br/8747999892547499; https://orcid.org/0000-0003-2731-8708; SARMENTO-PANTOJA, Carlos Augusto Nascimento; http://lattes.cnpq.br/3263239932031945
World War II ended and the liberation of prisoners to concentration camps, the people with trauma, the survivors talked about their own experiences in the camps whatever were a direct testimony of these historical events. Nevertheless, the post generations do not stop talking about practical experiences linked with the shoah to demonstrate this research uses Maus by Art Spiegelman, and I was a child of holocaust survivors by Bernice Eisenstein they did not participate in concentration camps as their parents, but the author has been using the listening experience. It links with the arbiter theory of testimonies and will be analyzed in both because these works have a relationship with listened memory of shoah. This is bibliographical research and uses the author of memory, testimony, and representation as Le Goff (1996), Assman (2011), Agamben (2008), Sarmento-Pantoja (2019), Benveniste (2016), and many others. This research demonstrates how the arbiter testimony features that had demonstrated in both books, the literary genres, and the relations to talk. Finally, we discussed the importance of listening to witnesses in testimony theory.
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A forma verbal TXA da língua Apurinã: um fenômeno de gramaticalização
(Universidade Federal do Pará, 2021-05-21) BATISTA, Gabriela de Andrade; FACUNDES, Sidney da Silva; http://lattes.cnpq.br/9502308340482231; https://orcid.org/0000-0002-7460-8620
Semantic domains as polysemy and homonymy do not explain satisfactorily some behaviors related to the verb txa of the Apurinã (Arawak) language, spoken by indigenous communities that live along tributaries of the Rio Purus, southwest of the Amazonas state. Hence, the grammaticalization process is the option which better offers the possibility to analyze and describe the form of this verb manifestation in the language, which ccurs in different contexts, with distinct meanings and syntactic behavior, but the same verb form. Facundes (2000) describes the txa verb as behaving as a full verb, pro-verb, copula verb, and auxiliary verb. The hypothesis is that there is some semantic relation between the different occurrences of the verb, but with morphosyntactic behavior that differ according to the verb meaning/function. Therefore, it is possible to consider that there is a grammaticalization process in progress in the language, wherein some “source” verbal meaning gives origin to a “target” meaning, this last one being more abstract, as a result of a semantic bleaching process. This research consisted of a selected a corpus composed of 32 texts, part of the Apurinã language database, plus some other texts collected with native speakers through field trip, a systematic survey of the different occurrences of this verb, their description and analysis, to visualize the verb’s behavior in the language, intending to verify the direction of the linguistics changing occurred and have a wide view about the grammaticalization phenomenon which occurs in Apurinã, more specifically with the verbal form txa.
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I dwell in possibility: a tradução poética de Emily Dickinson por Mário Faustino
(Universidade Federal do Pará, 2022-03-21) OLIVEIRA, Filipe Brito de; LEAL, Izabela Guimarães Guerra; http://lattes.cnpq.br/2507019514021007
Emily Dickinson is one of the most celebrated American poets of all time. Dickinson’s poetry has been read by successive generations, who find in their poems reflections on the spectacle of things, nature and life. It is not for nothing that her poetry has been translated along almost a century in Brazil by great names in our literature. The purpose of this dissertation is to study the translations made by the poet and literary critic Mário Faustino (1930 - 1962), published in the Supplemental Dominical (Sunday Supplement) of Jornal do Brasil on the page Poesia-Experiência. In this regard, the work was divided into three chapters. The first discusses the life and work of Emily Dickinson, as well as the elements that constitute the writer’s poetics. The second chapter presents Mário Faustino and the conditions for the production and circulation of the translations he carried out. The third chapter analyzes the poems selected by Faustino and his translations, in order to observe the strategies adopted by him in order to recreate the poems in our language. To support this research, the works of Berman (2002), D’Hulst (2001), Martin (2007), among other authors, were used. We can affirm that Faustino's translations have great formative value for the readers and writers generation throughout the 50's, either because of the reach that the literary supplement had, or because of the role played by Faustino in the presentation and criticism of authors who used experimentation of words as an instrument for poetic production.
Acesso aberto (Open Access)
Relações interdiscursivas entre as prescrições dos parâmetros nacionais e a atividade de trabalho do professor de Língua portuguesa: práticas discursivas sobre o letramento escolar
(Universidade Federal do Pará, 2019-08-31) MORAES, Jonilson Pinheiro; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140
This dissertation takes place in a research group that carries out in the context of the interface between discursive studies and ergological studies, especially from the perspective that analyzes the discourses related to work activity, either in the statements that precede the activity, or in the statements produced during the activity. Based on this perspective, this research aims to analyze the interdiscursive relations between the discursive practices constituted by the National Curriculum Parameters of Portuguese Language (PCNLP) and the discursive practices produced in the performance of the work activity of a 9th grade Portuguese Language teacher at Bom Jesus I Elementary School, located in the rural area of Igarapé-Miri, state of Pará. The research methodology consisted of documentary research and case study research. In the documentary research, the official document of the PCNLP was analyzed with the objective of investigating the discursive practices of the prescription present in the document for the teacher's work with school literacy. In the case study, we analyzed the data collected during the field research carried out in the 9th grade of the Bom Jesus I Elementary School, in order to examine the discursive practices assumed by the Portuguese Language teacher in the performance of her activity.
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)
Livro didático, oralidade e podcast na formação de professores de língua portuguesa: ancoragens e deslocamentos
(Universidade Federal do Pará, 2022-05-13) CRUZ, Mayara Alexandra Oliveira da; RODRIGUES, Isabel Cristina França dos Santos
The emergence and popularization of Digital Information and Communication Technologies (TDIC), consolidated by the advancement of Computer-Mediated Communication (CMC), led to the insertion of digital genres in Portuguese Language Textbooks (LDLP). In this direction, the research seeks to understand the didacticization of the digital discursive genre podcast in Portuguese language textbooks. Thus, the main objective of this study is to understand how Portuguese language teachers, working in the final years of Elementary School, in public schools, mobilize the digital podcast genre proposed in Portuguese language textbooks as a function of the teaching and learning process. This work is situated in the field of Teaching and Learning Languages and Cultures (EALC). The main scholars mobilized are Bakhtin (1997) and his Circle, Rojo (2012, 2015), Bunzen (2009) and Villarta-Neder and Ferreira (2020). The methodological approach is based on documental analysis of textbooks, used by public school teachers, as well as on collaborative research, considering the need for greater articulation between the university and the school. Regarding the treatment of the podcast in LDLP, there was an insufficient and superficial approach. It is noteworthy that, due to the pandemic context, it was necessary to hold online training meetings, in remote mode, with teachers from the final years of Elementary School, to generate data. The results reveal the presence of several oral genres in teaching practices, as well as digital tools and digital genres. However, such data also reveal that there are efforts to be undertaken regarding the understanding and more purposeful use of the textbook, the use of the podcast discursive genre in the classroom and teacher training focused on new technologies in favor of the teaching process. teaching and learning. In this sense, a didactic proposal about the podcast genre is presented, based on the accomplishment of a pedagogical work that expands and strengthens the students' competence for the increasingly effective use of digital and oral practices from a reflexive and contextualized systematization.
Acesso aberto (Open Access)
Centros de autoacesso, identidade docente e profissionalidade
(Universidade Federal do Pará, 2021-05-31) BARRETO, Mariana Maués; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Self-Access Centers (SACs) are places designed to foster autonomy in the course of learning an additional language. There is a SAC at the Federal University of Pará (UFPA). It is called Autonomous Learning Support Base (ALSB), and it is open to the general public. Visitors are aided by undergraduate students who work voluntarily. Currently, ALSB is institutionally understood as a room where visitors find support for autonomous language learning. SACs are research fields, as demonstrated in studies developed in them. However, there is still room for enriching the experience of attending a SAC while obtaining a teaching degree in an additional language. Therefore, the main purpose of this study was to investigate how a space dedicated to autonomous language learning itself can dynamically affect present and former volunteers in their development towards professional teaching and their constant building of a teaching identity. According to Murray (2018), the main features of SACs are the constant process of transformation and the dynamic relationship between socially constructed beings and this particular context. The path one takes in life is inherent to their formation; thus, the individuals who experience SACs bear a chance to establish and modify their distinctive teaching identities. The concept of Professional Teaching emerges amid enquiries concerning the construction of identities and what being a teacher embodies. It expresses “the qualities of teachers' professional practice in agreement with the demands of the educational work” (CONTRERAS, 2002, p. 74). Such qualities of professional teaching are related to the values teachers want to develop and the purposes they want to achieve. Therefore, the substance of these qualities is not fixed. Contrariwise, it is adaptable to the context and the specific situations in the reality of each teacher. The present research presents a narrative approach to qualitative enquiry with holistic analytical movements, and it comprises two methodological steps. During four months, we collected narratives from three teachers in training and four graduated teachers to analyze how they make sense of their teaching identity. Afterwards, we conducted a roundtable discussion with teachers who are currently active to elucidate doubts and introduce the complementary queries. Since the identities are constantly constructed, reformulated and influenced directly or indirectly by the spaces in which the teachers are part of, the results obtained through the mentioned instruments showed the multidimensional character of the teaching identity construction. We also identified the training potential of SACs and the different impacts caused by the center on the participants’ professional teaching and identity. They were influenced in terms of experience with space management, activity planning, daily contact with the center itself, and with other language learners.
Acesso aberto (Open Access)
O Grivo faz obra de atrovo: experiência estética em “Cara-de-Bronze”, de João Guimarães Rosa
(Universidade Federal do Pará, 2021-01-29) VIDAL, Eduardo de Figueiredo; HOLANDA, Sílvio Augusto de Oliveira; http://lattes.cnpq.br/0928175455054278; https://orcid.org/0000-0003-3971-9007
“Cara-de-Bronze” is one of the seven narratives of Corpo de baile (1956), by João Guimarães Rosa (1908-1967), it contains elements that make it unique among the others, because it hybridizes the lyrical, epic and drama, presents paratexts and footnotes that enhance its poetic language and its virtual meanings. As a theoretical and methodological alternative, the investigations of Hans Robert Jauss (1921-1997) in the field of Aesthetic Experience (1979; 1986) and Literary Hermeneutics (1983) support us in the interpretive process of the work, because according to the theorist, every experience with art results from aesthetic pleasure, which is manifested through three functions: poiesis, aisthesis and katharsis, that is, the producing, receiving and communicative functions of art. In this way, the present research aims to interpret how the three functions of the aesthetic experience in "Cara-de-Bronze" occur, which are manifested in the relationship of the character Grivo, creator of the work, with the cowboys and with the farmer Cara-de-Bronze, her spectators. The hermeneutic method considers the diachronic aspect of the reception of the work, so the dialogues with critical texts about Rosa’s narrative make up the last moment of the interpretation, they will go through the classical reception — Benedito Nunes ([1967] 2009) and Dirce Riedel (1971) — the contemporary — Sofia Elaine Cerni Baú (1996), Clara Rowland (2003), Parreira Duarte (2006) and Yudith Rosenbaum (2011). With this, we seek to expand the interpretative horizon of the narrative “Cara-de-Bronze”, by João Guimarães Rosa.
Acesso aberto (Open Access)
O silêncio da modernidade em A maçã no escuro e em Grande sertão: veredas
(Universidade Federal do Pará, 2020-12-17) COSTA, Fabrício Lemos da; HOLANDA, Sílvio Augusto de Oliveira; http://lattes.cnpq.br/0928175455054278; https://orcid.org/0000-0003-3971-9007
Acesso aberto (Open Access)
Estudo comparativo das posposições no Timbira
(Universidade Federal do Pará, 2020-08-24) AYAN, Sheyla da Conceição; FERREIRA, Marília de Nazaré de Oliveira; http://lattes.cnpq.br/4291543797221091; https://orcid.org/0000-0001-9995-1938
This work aims to compare similarities and differences in the occurrence of postpositions in the group of Timbira dialectal variants: Parkatêjê, Canela Apãniekrá, Canela-Krahô and Pykobjê, under a typological-functional view. The Timbira dialectal complex belongs to the Jê family and to the Macro-Jê stock. For Genetti (2014) postpositions are particles that occur with a noun phrase and indicate the grammatical, semantic, spatial, temporal or logical relationship of the noun phrase with the other element of the clause. The data used in this study come from descriptive works already carried out in these dialectal variants, namely: Ferreira (2003), Alves (2004), Popjes and Popjes (1986), Souza (1989), Miranda (2014), Amado (2004) and Silva (2011). Based on the comparison of data, a great similarity in the form of these elements was noted, as well as in the functions performed by such postpositions. On the other hand, there are also some very relevant differences between them, such as the postposition 'te', for example, which was analyzed sometimes as a marker of ergativity, sometimes as an oblique element, in addition to the genitive function. This research is based on the theoretical postulates of Genetti (2014), Dixon (2010), Hagège (2010), Blake (2004), Payne (1997), among others. The methodology used in this work consisted of bibliographical research in the specialized literature, comparison of data and analysis of typological-functional basis.