Representa����es de professores de l��ngua inglesa de Natal-RN: um estudo sist��mico-funcional

Teaching and learning representations have been more and more investigated in the Brazilian applied linguistics field, as it allows the understanding of the teachers representations and how they conceive the learning process. This practice facilitates the planning of actions to improve the educational system. This study aims at identifying, interpreting and discussing some representations related to the identity and professional view of English as a foreign language teachers in different school contexts of Natal-RN. The theoretical and methodological foundation for this research is Halliday s Systemic- Functional Linguistics (1994; HALLIDAY; MATHIESSEN, 2004; EGGINS, 1994, among others). Our goal was to reveal the teachers representations embedded in their language, mainly through the ideational metafunction, as language is the tool we use to express ourselves about the external world (events, qualities, things, etc) and the internal world (thoughts, beliefs, feelings, etc). The research corpus is made of 21 teacher narratives, generated from a questionnaire sent to the teachers, who were divided in two groups: Group 1 (public schools teachers) and Group 2 (private schools and English course teachers). Most of the participants seemed to be satisfied with their professional choice. Many of them see the job as a challenge and an opportunity to transmit knowledge. All of them affirmed that the English teacher is a professional, for different reasons; however, the low professional appreciation was a recurrent aspect among the studied narratives. When asked about where they work, the private school teachers seemed to be more satisfied with the teaching-learning process than the ones from the public schools. We believe that the data analyzed in this study is important to show how some English teachers from Natal-RN see their profession. The results might be used in continuing education courses as food-for-thought in group discussions, as it is extremely important to emphasize and stimulate this practice

A presen��a inglesa no Brasil e sua influ��ncia nas obras de escritores brasileiros do s��culo XIX

Esta disserta����o tem por objetivo investigar a presen��a dos escritores ingleses nas obras de escritores brasileiros do s��culo XIX. Os romancistas ingleses que se destacaram na Inglaterra do s��culo XVIII foram Daniel Defoe, Samuel Richardson e Henry Fielding. Eles contribu��ram para ascens��o e consolida����o do romance como g��nero liter��rio. No Brasil, o romance desenvolveu-se com maior liberdade e atraiu o p��blico leitor. O novo p��blico come��a a ler romances que recriavam a cidade, as ruas e a vida de uma classe social emergente: a burguesia. O novo g��nero que surgiu na Inglaterra promoveu o crescimento do com��rcio, a prolifera����o de revistas e jornais, de cunho popular e liter��rio. Os escritores brasileiros como Jos�� de Alencar e Machado de Assis sofreram influ��ncias dos escritores ingleses, no entanto, essa influ��ncia n��o foi refletida somente nos romances desses escritores, foi sentida tamb��m nos neg��cios, na cultura e na vida social do Brasil. Alguns exemplos dessa presen��a s��o igualmente revelados nas obras de Machado de Assis por meio das cita����es, das refer��ncias e das alus��es. Machado de Assis, sempre quando poss��vel, faz refer��ncias aos escritores ingleses tanto dos s��culos XVI e XVIII quanto do s��culo XIX, tais como Shakespeare, Swift, Fielding. Sterne, Lamb e Dickens entre outros romancistas ingleses.

O naturalismo em perspectiva comparada: de ��mile Zola a Alu��sio Azevedo

Considerado pela maioria da cr��tica como uma literatura p��trida (cf. ULBACH, 1868) ou torpe (cf. VER��SSIMO, 1894), acusado de confundir ingenuamente ci��ncia e literatura, bem como de cientizar a linguagem liter��ria, e em particular no Brasil, al��m disso, questionado por pl��gio ou importa����o de uma moda estrangeira, o naturalismo foi relegado ��s margens da historiografia liter��ria. Assumindo como ponto de partida esse panorama cr��tico, a tese prop��e uma reavalia����o cr��tica e historiogr��fica da est��tica naturalista, come��ando por descrever e analisar sua origem no decurso da hist��ria, a partir do advento do realismo moderno nas obras de Stendhal e de Balzac (cf. AUERBACH, 2004). Enfoca a lenta afirma����o dos termos realismo e naturalismo, bem como a import��ncia da contribui����o de diferentes romancistas franceses no processo de consolida����o da est��tica realista e de seu prolongamento no naturalismo. Discute-se tamb��m o projeto est��tico proposto por Zola, assim como se desconstroem mitos corroborados pela historiografia liter��ria a respeito da teoria e do movimento naturalistas. Por fim, correlacionando a est��tica naturalista com o ideal republicano, aborda-se a aclimata����o dos princ��pios naturalistas no Brasil, na obra daquele que foi seu principal representante, Alu��sio Azevedo. A partir de uma abordagem comparativa entre o naturalismo na Fran��a e no Brasil, busca-se, em s��ntese, contribuir para o processo de revis��o cr��tica e historiogr��fica de um per��odo liter��rio muito produtivo nos dois pa��ses, n��o obstante a tend��ncia para sua desvaloriza����o em geral observada nas manifesta����es da cr��tica novecentista

A historiografia liter��ria brasileira: uma an��lise comparativa das obras de Ferdinand Wolf, Silvio Romero e Jos�� Ver��ssimo

Este trabalho faz uma an��lise comparativa de algumas das principais obras de hist��ria liter��ria do Brasil, publicadas no s��culo XIX e in��cio do s��culo XX, escritas, respectivamente, por Ferdinand Wolf, S��lvio Romero e Jos�� Ver��ssimo. S��o analisadas as concep����es de nacionalismo, de hist��ria e de literatura que veiculam, relacionando-as com as ideias que circulavam �� ��poca em que foram escritos Le Br��sil Litt��raire, de Ferdinand Wolf, a Hist��ria da Literatura Brasileira, de S��lvio Romero, e a obra hom��nima de Jos�� Ver��ssimo. Sendo assim, al��m de analisar as obras comparativamente, o presente trabalho recupera o significado hist��rico que comportam, uma vez que as insere no quadro de refer��ncias vigentes no momento em que apareceram. Partindo do pressuposto de que a caracter��stica principal desses textos �� a ideia de nacionalismo, estudam-se os significados atribu��dos a este termo desde meados do s��culo XIX at�� in��cios do s��culo XX, momento em que foram escritas aquelas hist��rias liter��rias. Ademais, relacionam-se as narrativas ��s variadas formas de se pensar a hist��ria, enquanto disciplina, nesse per��odo, procurando identific��-las pelo modo como constroem a explica����o hist��rica. Por fim, as ideias que apresentam a respeito da literatura s��o articuladas n��o s�� ��s concep����es de nacionalismo e de hist��ria que aqueles textos veiculam, como tamb��m �� reflex��o que ent��o se fazia

Nos fios das narradoras: tramas e urdiduras do feminino nos contos de fadas de Angela Carter e Marina Colasanti

Essa disserta����o tem como objetivo a leitura comparativa dos contos de fadas da escritora inglesa Angela Carter, contidos no livro O quarto do Barba Azul, e os da ��talo-brasileira Marina Colasanti, presentes em livros como Uma ideia toda azul, Entre a rosa e a espada, Doze reis e a mo��a no labirinto do vento. Foram analisadas os modos pelo quais as duas autoras, atrav��s da reescrita dos contos de fadas, resistem a morte do narrador tradicional descrita por Walter Benjamin e criticam a sociedade patriarcal, revelando, naturalmente, uma postura feminista. Identificou-se, ainda, como estrat��gias po��ticas comuns �� escrita de ambas as autoras, aspectos intertextuais como a par��dia, o palimpsesto e o pastiche

Futebol e cultura de massa em Maracan��, adeus: onze contos de futebol: sociedade brasileira p��s-64

O presente trabalho se prop��e a analisar a leitura sociocultural do Brasil p��s-64 feita por Edilberto Coutinho atrav��s das narrativas do livro Maracan��, Adeus e, tendo como base os postulados mais recentes da Teoria da Literatura, procurar identificar as contribui����es liter��rias, hist��ricas, sociol��gicas e antropol��gicas deixadas pelo autor em sua narrativa. O estudo procurar�� demonstrar determinadas min��cias do comportamento do brasileiro e de sua sociedade pelo vi��s futebol��stico, pensando o futebol como Esporte Nacional e elemento dessa cultura. Procurar�� tamb��m apresentar mecanismos de controle social e cultural exercidos durante esse per��odo pelos governos militares e, principalmente, a maneira escolhida pelo escritor para apresentar esse poder. Esta pesquisa privilegia o estudo das t��cnicas contempor��neas de escrever e das poss��veis inova����es estil��sticas introduzidas no conjunto dos contos e busca contextualizar a escolha do autor pelo conto enquanto g��nero liter��rio. E com todo rigor cient��fico comprovar a import��ncia de Edilberto Coutinho no cen��rio liter��rio brasileiro

Uma proposta de ensino e aprendizagem de L��ngua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes

This study focuses on the teaching and learning of English based on a new theoretical perspective concerning the Zone of Proximal Development (ZPD), which points to the apprehension of metacognitive processes as the way to reach learning autonomy. The theoretical set underline this study is those of a new pedagogy based on the symbiosis of Bruner‟s (2002) and Freire‟s (2009) concepts and in the metacognitive theory. In a social context dominated by the Communication and Information Technologies (CIT), the integration between teacher and learners with the support of the internet has been used as the way to operationalize this new emergent proposal of the theoretical perspectives. The analyses have been conducted through Systemic and Integral Action Research. The results at the end of this study corroborate our hypothesis that the enlargement of spontaneous knowledge of the learners can facilitate the understanding of scientific concepts, stimulating their metacognition and thus promoting their autonomy.

A linguagem da reflex��o de uma professora de L��ngua Inglesa: um estudo de caso sob a perspectiva do sistema de avaliatividade

Research about teacher education, carried out in the area of Applied Linguistics (AL), reveals the importance of reflective practices in the professional development of teachers. With the aim of contributing to this area, we present this case study conducted at a technical school in Natal, RN. The corpus of the study is formed mainly from the teacher‟s discourse, generated during a stimulated recall session and the instruments used to collect the data: an initial questionnaire, a video recording of a class and the text transcript of the stimulated recall session. The central objective is to understand the way in which the reflection-on-action (SCH��N, 1983, 1987) can contribute to raise the awareness of an English as a Foreign Language teacher (EFL) about her actions in the classroom. With this proposal, we begin our discussion presenting the origins, the presuppositions and characteristics of the concept of reflection according to Sch��n (1983, 1987), and supported by other authors (PERRENOUD, 2002; G��MEZ, 1995; IMBERN��N, 2009, among others); of critical reflection (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, among others); and of the process of critical reflection (SMYTH, 1992). To evidence the reflections that emerge in the teacher‟s discourse, we found support in the theories and methods of Systemic Functional Grammar (SFG), which was initially proposed by Halliday (1985, 1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004) and followers, such as, Eggins (1994), Thompson (1996), among others. We focus mainly on the subsystem of Attitude, an integral component of the system of discourse resources, Appraisal, presented by Martin (2000), Martin and Rose (2003, 2007), Martin and White (2005). The results reveal that the actions of the teacher in the classroom reflect not only her professional experiences, but also her values and concepts about teaching/learning languages. The results also show the teacher‟s awareness of the need for changes in her practices. Faced with these findings, we believe that this study reveals important concepts that can direct teacher educators to rethink new ways of approaching teacher training courses. In addition, it also reveals the importance of discourse analysis based on a systemic functional approach.

O ensino de l��ngua inglesa em um instituto federal : uma an��lise das recomenda����es documentais e da perspetiva dos professores

This work aims to understand the teaching of English at the Federal Institute of considering the recommendations of official and technical documents for the integrated secondary school and the perspective of the English teachers settled in one of the campuses of the Institute. It is also an objective of this research to infer as to what extent the perspective of teachers is articulated to the documental recommendations. For this purpose, several official and technical documents (L��DKE; ANDR��, 1986), such as the PCNEMs (BRAZIL, 2000), the OCNEMs (BRAZIL, 2006) and the Political-Pedagogical Project of the Institute (IFRN, in press) were gathered, and a questionnaire was submitted to six teachers of English from one of the campuses of the institution. The theoretical references of the research include, among others, Bakhtin (1997; 1999), Widdowson (1991), Almeida Filho (2011; 2004), Celani (1988; 2009), Hutchinson and Waters (1987) and Dudley-Evans and St. John (1998). The results show that the teaching of English according to the documents predicts the instrumental use of the foreign language, but suggests the development of competences and skills as contextualized social practices, aimed at the education of the student as a professional-citizen. The perspective of teachers, in turn, points to a concern that the teaching of English serves as a tool for improving student life through the instrumental use of language as a means of accessing information and professional training. This finding reveals that the articulation between the documental recommendations and perspective of teachers does not go beyond what refers to the instrumental language teaching, since teachers do not show, when reporting their practices, the teaching of language as social practice, as mentioned in the legal texts

Intera����o em sala de aula de l��ngua inglesa: o feedback como estrat��gia do desempenho assistido

This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in A��u/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner��s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur��s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher��s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher��s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge

Avaliando a aprendizagem de l��ngua inglesa em uma escola de ensino m��dio a partir de contribui����es discentes

This study discusses the evaluation of the English language‟s learning developed in a public high school from Lajes-RN in 2011 starting from a qualitative evaluation proposal (SAUL 1988; CANAN, 1996; DEMO, 2008) aiming the production of knowledge about the evaluation process developed in the classes of English language involving the contributions from students. To diagnose and characterize the evaluation process of English language of the researched school, identifying the representations that students attributed to the evaluation, we have implemented the evaluation instruments suggested by students to perform the evaluation of language learning and allowed a reflection about the student‟s participation in the construction of the evaluation process of the English language, subject discussed by Sant‟anna (2002) and other theorists (CANAN, 1996; BRAZIL, 2002; PEREIRA, 2009). To conduct the research work, we use the qualitative approach with ethnographic basis, substantiate in authors like Bogdan, Biklen (1994), Mazzotti; Gewandsznajder (1998), Strauss, Corbin (2008) among others. The methodology was the action research (ANDR��, 1995; NUNAN, 2007; LANKSHEAR; KNOBEL, 2008) described as research of empirical basis which associates an action with a resolution of a collective problem, because in it, its researchers and employees are engaged in a cooperatively way (THIOLLENT, 1985). When we treat about the evaluation of English language‟s learning (ALMEIDA FILHO, 1993; SCARAMUCCI, 2009) practiced before and after the contributions made by the students of the second year of the refereed school, the study considers that high school students have a more critical and reflective conscience with regard to their evaluations, not just opining on the assessment of learning English but also about the assessment of other subjects from their scholar curriculum and so this research presents possibilities for performing the act of evaluation which consider the participation of students in decisions regarding this process, because we cogitate that when the teachers share the decisions with their students, teachers can add quality to the evaluation process

O papel da atividade l��dica como motivadora da aprendizagem da l��ngua inglesa: an��lise de um livro did��tico

This work aims at analyzing the activities presented in the book On Stage for junior high school students, which was selected by IFRN, as well as checking out the students interest for play activities. We have come from the point that playing activities can contribute to the increasing of motivation for the teaching of English (BROUGERE, 1999; WRIGHT, BETTERIDGE, BUCKBY, 2006; LANGRAN e PURCELL, 1994). At first place, our research is a document analysis and in second place, it is an action research. We have proposed two questionnaires for the participants of this work, all of them are High school students at IFRN-Campus Zona Norte, in order to check out their interests and the degree of motivation for the English learning before and after the carrying out of play activities. The obtained data also showed that the students became more motivated and interested in the classes after working with play activities, and most of the students agreed with the inclusion of these activities in the selected course book. The result of our work proved the benefits of play activities according to researches available in the literature about this subject. From the results acquired in the present work, we suggest that play activities should be included in English course books, even when they are addressed to High School teaching in order to help increasing the motivation for the learning of a foreign language

Os rostos da pobreza brasileira: an��lise cr��tica dos discursos do governo federal, da Veja e da Cufa

Brazilian constitution says that all Brazilians have basic survival rights such as education, sanitation and food, but these basic rights are luxury for some. So, thinking about this, this paper aims to develop a critical analysis about the (re)production of the discourse on poverty, and consequently on the poor, given by the federal government, through the official website of the program Brazil Without Poverty (Brasil Sem Pobreza), the media, represented by Veja magazine, and by those who affirm to be representatives of the poor; like the Single Central Slums (Central ��nica das Favelas CUFA). Our aim is to present a critical reflection on the discourses about the poverty in the voices of the government, Veja magazine (media representative) and CUFA (poor representative) and their contribution to the development of the meanings of the theme in Brazilian society. In order to do so, we have identified categories based upon Bajoit (2006a) to classify which the author calls faces of poverty . We have used the Sociological and Communicational Discourse Approach (ASCD) as developed by Pedrosa (2012a, 2012b, 2012c), within the Critical Discourse Analysis as theoretical apparatus, and also the studies in which the ASCD is built upon such as Sociology for Social Change (BAJOIT, 2006), the Cultural Studies (HALL, 2005), and the Functional Systemic Linguistic, especially the Evaluating System (MARTHIN & WHITE, 2005, VIAN JR et al, 2011). Thus, the discourse on poverty or on fighting poverty, extracted from news, chronicles and other genres of the mentioned vehicles, are taken as object of study to understand identities that are created and renewed on poverty and on the Brazilian poor, as their dependence on the government and civil society, their exploitation by the economy, and even the media that sometimes features them as delinquent

Pelo escuro: a poesia afro-brasileira de Oliveira Silveira

O presente estudo traz uma reflex��o sobre os discursos culturais afro-brasileiros e o lugar ocupado pela poesia em meio a uma sociedade racista. A pesquisa tem como prop��sito fazer um estudo da poesia de Oliveira Silveira (1968, 1970, 1977, 1981, 1987). Leva-se em considera����o a rela����o da produ����o po��tica de Oliveira com as propostas do movimento da Negritude e o di��logo l��cido que o mesmo estabelece com poetas vinculados ao referido movimento e como Silveira sugere dentro da literatura a negritude como uma forma de intersec����o na poesia brasileira. A proposta aqui apresentada observa tamb��m o hibridismo na po��tica de Oliveira Silveira ao se enfatizar um olhar sobre uma escrita comovida pelo tra��o do entre-lugar do discurso. Analisa-se a caracteriza����o de uma literatura gerada pelo tom de den��ncia ao desconstruir historicamente o que h�� muito tempo se estabelece como democracia racial . Em cumplicidade com a poesia regional do Rio Grande do Sul, a poesia de Oliveira vem permeada pela diversidade de ritmos que traduzem o legado da cultura negra mundo afora. Essa pesquisa sustenta-se nos estudos de Eduardo de Assis Duarte (2005, 2011) e Kabengel�� Munanga (2008, 2009) sobre Negritude e Identidade na literatura afro-brasileira, que se caracteriza como um movimento de consci��ncia pela reconstru����o ou mesmo revis��o hist��rica do que foi apagado no calabou��o dos navios negreiros. As leituras de Eduardo de Assis Duarte fomentam novos questionamentos, p��em em d��vida a exist��ncia de uma identidade essencialista. Aponta-se nessa travessia para uma pluralidade de identidades, constru��das por in��meros grupos culturais na encruzilhada dos diversos momentos hist��ricos. Analisam-se, portanto, a partir da cr��tica que Stuart Hall (2011) faz ao considerar as ideias de di��sporas, as fronteiras das margens no universo da p��s-coloniza����o. Por fim, h�� uma encruzilhada ao se pensar a partir de Kabengel�� Munanga, o discurso da negritude e da identidade negra nas rela����es sociais e culturais afrodescendentes

Cidade e identidade: discursividades imag��tico-espaciais e a constru����o da identidade espacial do Recife, Veneza Brasileira

This treatise analyzes the identitary setting called Veneza Brasileira (Brazilian Venice) which is subscribed to the discoursive materialization related to the imagetic setting (literary and mediatic) produced about the city of Recife. The main investigation of this research is to examine the way how the identitary setting called Veneza Brasileira has been constructed in the imagetic setting practices about the city of Recife in the nineteenth and twentieth centuries. This study is subscribed to the Applied Linguistics and considers the theoretical perspectives that come from the Cultural Studies which investigation basis is focused on authors such as: Hall (2006); Bauman (1999; 2001;2005); Silva (2000); and Castells (2000) related to the discussion over identity, as well as the discussion over Urban Studies presented in Santos (1997; 1999); Ferrara (1998); and Pesavento (2001). Moreover it is also based on the theoretical basis found in Foucault (2004; 2006; 2007). Furthermore theoretical-methodological approaches rely on the French Discourse Analysis (DA) found in Orlandi (2001); Gregolin (2007); and Courtine (2006). On being so, this treatise aims to: analyze the meaning effects over the production of the identitary setting, especially the so-called Veneza Brasileira, in the imagetic setting discoursive practices (Poems, Post Cards and Touristic Guides) which are produced over the urban setting of the city of Recife. This research is characterized by being qualitative and interpretative and the theoretical analytical approaches contributed to the reading of both poetic and iconic images presented in the excerpts of poems from the nineteenth century and early twentieth century in: Manuel Bandeira s poems, Carlos Pena Filho s poems, and Jo��o Cabral de Melo Neto s poems which were produced in the early and late twentieth century. Moreover, this study observed some photographic images in Post Cards and Touristic Guides related to the visiting of historical sites in Recife. One could conclude that the imagetic setting discourse about Recife produced different identitary effects over the so-called Veneza Brasileira along these three centuries: in the nineteenth century, the poetry constructed the utopia city along with the meaning effect of identitary unit; as for the twentieth century, one observed an oscillation between a utopia/heteroutopia city meaning effect of both united and fragmented identity, the latter one is prevalent. As for the twenty-first century, the media reconstructed over again the utopia city, and consequently, produced meaning effect of identitary unit. These same meaning effects of identity either corroborate or contradict to/with the concepts of the postmodernism over identity along these three centuries. In other words, considering the imagetic setting, this oscillation occurs in the proportion of one finds an (ex) inclusion of social agents that construct these same identities.