Artigos Científicos - FALE/ILC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2811

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Agora exibindo 1 - 13 de 13

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Inglês instrumental e a expertise compartilhada: convergência com a tradução e a terminologia
(Universidade Federal de Santa Catarina, 2018-12) BARROS, Silvia Helena Benchimo
This paper critically addresses aspects related to the teaching of the English language in specialized texts in the scope of English for Specific Purposes. It problematizes this approach within the context of language courses - focusing on the reading competence - EAP modality (STREVENS, 1977; HYLAND, 2006). It establishes theoretical convergences with the fields of Translation and Terminology. The perspective adopted aims to contribute to the development of the agents involved and to the improvement of pedagogical practice, broadening new paths and theoretical methodological possibilities. The motivation for this study emerges from the growing and expressive pursuit of reading competence enhancement in texts with scientific content in foreign languages by professionals and academics from different domains. This demand is characterized by well-defined professional targets associated to mechanisms of acceleration of results stemming from the exogenous pressure for qualification. It is intended to describe the peculiarities of the teaching context where these reflections emerge from and connect them to some methodological procedures employed in solving textual exploratory difficulties supported by translation strategies and terminological knowledge.
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Considerações sobre a posse nominal em Apurinã (Aruák)
(Universidade Federal do Pará, 2018-12) FREITAS, Marília Fernanda Pereira de; FACUNDES, Sidney da Silva
Nouns in the Apurinã language (Arawak), which is spoken in southeastern Amazonas, Brazil, have been studied by multiple authors, and different classifications have been proposed (Facundes, 1995, 2000; Brandão, 2006; Facundes; Freitas, 2013). In this paper, we will revisit the different classifications for nouns in Apurinã, and present a new proposal by Freitas (2017), which classifies the nouns in the language as: (i) alienable, (ii) inalienable, and (iii) non-possessible nouns. Inalienability is defined not only in terms of morphological marking patterns, but also considering the ‘frequency of occurrence’ in possessive constructions and ‘economic motivation,’ as defined by Haspelmath (2008), following a typological approach. Inalienable nouns thus more frequently appear as possessed, being unmarked in possessive constructions, and therefore more economical, while alienable nouns more frequently occur as unpossessed, marked in possessive constructions by a set of suffixes, and therefore less economical
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Pergunta-resposta: como o par dialógico constrói uma aula na alfabetização
(Universidade Federal do Pará, 2009) GOMES-SANTOS, Sandoval Nonato; MACEDO, Patrícia Sousa Almeida de
This paper have as main goal to analyze the dialogic unity QuestionAnswer, which is fundamental for speech organization, in the interactions kept into a literacy class, occurred in a singular school environment the dialogic pair is examined in relation to professional teacher gestures, in order to observe the teacher’s movement and his/her teaching style in the construction of this specific class. In the end, the focus on the questions is justified regardless the answers.
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O professor no espelho: refletindo sobre a leitura de um relatório de estágio na graduação em letras
(Universidade Federal do Pará, 2010) FAIRCHILD, Thomas Massao
In this paper we defend that one of the main drawbacks in Portuguese first language teaching in Brazil is the teachers’ difficulty to sustain a specific discourse about their object of expertise, which in turn puts their professional status at stake. In order to revert this, we have been studying how a “professional teacher’s discourse” comes into being by analyzing pieces written by undergraduate students in Languages and Literature. We present here an analysis of an internship report based on the concept of “image” such as proposed by Pêcheux (1969). We discuss particularly writing procedures that favor the subject’s evading her own experience more than using it to build new knowledge. In this case, instead of using theoretical instruments, the subject clings to explanations that stand beside her object of analysis, moved by the need to conceal an image she sustains of herself as a teacher. The result is a construction that can hardly push towards any educational improvement, but rather preserves the layman character of her discourse.
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Nem só de conceitos vivem as transformações: equívocos em torno da avaliação formativa no ensino/aprendizagem de línguas
(Universidade Federal do Pará, 2006) CUNHA, Myriam Crestian Chaves da
The purpose of this article is to present how in the learning and teaching of Portuguese as a mother tongue the concept of formative evaluation becomes meaningless when used as a magic wand to transform practices while neglecting the analysis of epistemological foundations and didactic consequences of the corresponding representations. In order to prove the legitimacy of a real regulative evaluation in the development of discursive competences, this article also examines misinterpretations motivated by the fetishizing of the concept such as the presumed interdependency of evaluative practices, the qualitative aspect of evaluative objects and also the continuous and processual aspect of evaluative practices.
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Trajetórias de aprendizagem, aconselhamento linguageiro e teoria da complexidade
(Universidade Federal do Pará, 2015-09) SILVA, Walkyria Alydia Grahl Passos Magno e; MATOS, Maria Clara Vianna Sá e; RABELO, Jhonatan Allan de Andrade
Since the founding text linking complexity with foreign languages learning (LARSEN-FREEMAN, 1997), this theme has been present in researches in several countries. However, few studies reporting experiments described under this paradigm were published, explaining the success or failure in students´ trajectories. This text aims at showing how this can happen in language learners´ stories of TEFL undergraduates in a university in Northern Brazil. In language advising sessions, the authors, who are all advisors and researchers, identify bifurcation points, attractor basins, synergetic or entropic episodes in students´ trajectories. Results show how the interference of the advisor, as another agent in the system, can alter the learning process.
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Comparando as consoantes das línguas Tapajúna e Suyá
(2011-12) RODRIGUES, Cíntia Karla Coelho; SILVA, Marília de Nazaré Ferreira
This study investigates historical and comparative aspects of Tapajúna (Jê family) consonantal features, comparing cognates between Tapajúna and Suyá (also of the Jê family) with the goal of specifying similarities and differences in an effort to describe the reconstruction of the Macro-Jê stock. The comparative method was applied to detect correspondences between the languages. Data from Tapajúna and Suyá were compared to Proto-Jê data, as reconstructed by Davis (1966). There are few differences between Tapajúna and Suyá. Where there are variations in identical phonetic-phonological contexts, the question of speaker age arises, since, for example, pre-nasalized consonants occur in the speech of young people, whereas older Tapajúna speakers use only nasalized consonants.
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Optimality theory and historical phonology: an example from nasal harmony in Mundurukú
(2013) PICANÇO, Gessiane Lobato
This paper offers an account of diachronic changes in nasal harmony in Mundurukú, a Tupian language from Brazil. It attempts to show that the Optimality Theory provides new ways of accounting for sound change, other than constraint re-ranking. A comparison of Mundurukú and Kuruaya's modern systems points out that the source system, Proto-Mundurukú, had similar properties to those currently observed in Kuruaya. In particular, nasal spread targets were voiced stops and sonorants, whereas voiceless obstruents were transparent. This system was developed into another in Pre-Mundurukú, because new contrasts were introduced in the language, turning obstruents into opaque segments, thus blocking nasalization. Formal OT account of both cases relies on restricting harmony constraints, as shown by the relative chronology that gave rise to Mundurukú's modern system. In addition, this study discusses the consequences of this change to synchronic grammar, and how it explains the process' irregularities.
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Vogais na Amazônia paraense
(2012) CRUZ, Regina Célia Fernandes
This work deals with a presentation of Norte Vogais project's actions linked to the PROBRAVO team. This paper gives a clear idea of how the UFPA team has been conducting its research about Brazilian Portuguese spoken in Amazon. The Norte Vogais project database has samples of 318 native speakers from Pará. The sociolinguistic descriptions prioritized the research of three phonetic aspects: a) unstressed mid vowels variation in pretonic position; b) unstressed mid vowels variation in post-tonic position and; c) allophonic nasalization. The results reinforce Silva Neto's hypothesis (1957) that Pará is a dialectal island in Antenor Nascente's classification in relation to North dialects. In order to precise the sociolinguistic descriptions, two new actions were necessary: a) sociolinguistic situation map of inter dialectal contact areas in Pará and; b) acoustic analysis of the vowel system of Brazilian Portuguese spoken in the Amazon region of Pará.
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Aconselhamento linguageiro no processo de aprendizagem de inglês
(2013-06) SILVA, Walkyria Alydia Grahl Passos Magno e; DANTAS, Larissa; MATOS, Maria Clara Vianna Sá e; MARTINS, Marja Ferreira
Another agent has appeared in the foreign languages teaching and learning context in the recent years: the language learning adviser (LLA). A working definition of this construct is presented in this text. The roles of this agent are shown and compared to the roles played by the teacher. The place where language advising happens in the institutions is presented and the best practices are described. This experiment was developed in a university in Northern Brazil and it involved teachers and students of foreign languages. The data comes from English language advisers and students. Some of the evidences of the impact of this professional on students' autonomization and motivation is described. Finally, a counseling experience conducted through technological resources, when face to face contact was not possible, is shown.
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A model for the enhancement of autonomy
(2008) SILVA, Walkyria Alydia Grahl Passos Magno e
This article presents an innovative model for the enhancement of learner autonomy and shows some of its results and challenges. The model entails investigation of problematic areas of individual students' foreign language learning processes, identification of their privileged learning styles, use of technological tools to improve learning autonomy, development of a wider range of language learning strategies, and implementation of self-monitoring and self-evaluation routines. This model has been applied for the last three years with undergraduate students, earning a B.A. in Modern Languages (English, French or German), who will become foreign language teachers in elementary and high schools in Brazil. Results are threefold: first, the model has proven its efficiency in providing scaffolding for students autonomous language learning; second, autonomy developing experiences lived by subjects who are studying to be teachers can be mirrowed in their future professional lives with their own students; and thirdly, data derived from the participants in the study can shed some light into the variety of ways people learn in the local context.
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Gurupá: das ruínas aos cemitérios
(2012-12) PRESSLER, Gunter Karl
Prime Minister Marques de Pombal (1750-1770) begins his mandate after the Treaty of Madrid (1750) a modern political enterprise of "nationalization" of the colonies. The Treaty has recognized the de facto occupation, and transferred sovereignty of about half of the Amazon basin from Spain to Portugal. The political project has been executed by Francisco X. Mendonça Furtado against the Jesuits "State of God" who 'protected Indians from slavery and settlers in vast semi-autonomous tracts of territory . By drawing our attention to political and ideological appropriations(the concept of the modern individual/state), and the traces left by social memory (personal e officinal letters) and fictional literature (romances), such flows of people, ideas, images and ideals challenge us to rethink the character of phantasmagoria and fictional values of belonging, formation and identity. This study compare three voices: the letters of the Portuguese ambassador-traveler Francisco X. Mendonça Furtado, the Amazon Trilogy of Alfred Döblin and the work of the native novelists Dalcídio Jurandir to knowing how political and aesthetic imagination inflected or configured the individual creative enquire and in which form are collectively of Amazonia (Nationalization and Culture) imagined or represented. This comparative study especially considering the regional background which liberate one of the most potentialities of imagination and confronting in dialogic interaction the Phantasmagoria with the ruins of the reality, the political imagination with the narrative fictionalisation.
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Negritude e crioulização em Bruno de Menezes
(2010-12) FERNANDES, José Guilherme dos Santos
This article aims to recognize the work of paraense poet Bruno de Menezes as forecasting of the concepts of blackness and creoulezation, these concepts created by Aimé Cesaire and Edouard Glissant, which qualify the modernity of this paraense poet. Then we will be analyze poems from Bruno de Menezes wrote in his book called Batuque (1931), considering the style and both social/ historical production conditions. Conclusively, we highlight that the non-recognition of poetry from Menezes, in local and national canon, it was much more social factors problems than the quality of his work.

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