Aprecia����es de alunos de ingl��s sobre sua produ����o oral: um estudo com base no sistema de avaliatividade

O vasto n��mero de pesquisas sobre produ����o oral no ensino de Ingl��s como L��ngua Estrangeira (ILE) ao redor do mundo (p. ex. LITTLEWOOD, 1981; BROWN; YULE, 1983; BROWN, 1994; UR, 1996; CARTER; MCCARTHY, 1997; BROWN, 1994; 2004; ELLIS, 2008), assim como estudos sobre aspectos cognitivos e de aquisi����o da produ����o oral (SWAIN, 1985; 1995; LEVELT, 1989; SWAIN; LAPKIN, 1995; SKEHAN; FOSTER, 1997; 1999; ROBINSON, 2001; BYGATE, 2001; D‟ELY;WEISSHEIMER, 2004; GUAR��-TAVARES, 2007; WEISSHEIMER, 2007; BERGSLEITHNER, 2009; dentre outros) t��m revelado aspectos para um ensino de ILE mais eficaz e motivador. Com a proposta de contribuir para esse avan��o, o presente estudo est�� inserido no paradigma qualiquantitativo de pesquisa no campo da Lingu��stica Aplicada (LA), primordialmente com base nos estudos de Moita Lopes (1996; 2006), para quem a LA est�� centrada na resolu����o de problemas de uso da linguagem, cujo foco est�� na linguagem de natureza processual. O estudo tem como objetivo verificar as percep����es de 34 alunos, de quatro turmas distintas de um curso de ILE, em uma escola privada de l��nguas, acerca de sua produ����o oral, ao participarem de atividades orais. O corpus da pesquisa foi gerado pelas respostas dos alunos a questionamentos sobre sua produ����o oral, em duas fases, no in��cio e no meio do curso, al��m de uma entrevista semiestruturada realizada com dez dos alunos, ao final do curso, com o intuito de verificar suas percep����es sobre sua produ����o oral. As discuss��es relacionadas �� produ����o oral em sala de aula de ILE t��m respaldo te��rico nos trabalhos de Littlewood (1981), Brown e Yule (1983), Almeida Filho (1993), Brown (1994), Ur (1996), Carter e McCarthy (1997), Nunan (1999), Brown (2004) e Ellis (2008), que explicam fen��menos que exercem influ��ncia na produ����o oral, tais como afeto, intera����o, caracter��sticas de atividades orais, dentre outras vari��veis em rela����o a aspectos cognitivos da produ����o oral analisadas pelos estudos de Swain (1985; 1995), Levelt (1989), Swain e Lapkin (1995), Skehan e Foster (1997; 1999), Robinson (2001) e Bygate (2001). A an��lise e discuss��o dos dados tem como base a Gram��tica Sist��mico-Funcional proposta por Halliday (1985; 1994) e posteriormente desenvolvida por Halliday e Hasan (1989), Halliday e Mathiessen (2004) e Eggins (2004), dentre outros. O foco desta pesquisa s��o os mecanismos de Aprecia����o, um dos dom��nios avaliativos do subsistema de Atitude, que por sua vez, �� parte integrante do Sistema de Avaliatividade, desenvolvido por Martin (2000), Martin e Rose (2003) e Martin e White (2005). Para an��lise das escolhas lingu��sticas feitas pelos alunos, utilizamos a ferramenta computacional WordSmith Tools 6.0 (SCOTT, 2010), cuja fun����o Wordlist (lista de palavras) foi utilizada na busca pelos tipos de processos, assim como ep��tetos, entre outras marcas lingu��sticas mais recorrentes que caracterizassem suas percep����es. Os resultados revelam que nas percep����es dos alunos acerca de sua produ����o oral, ao longo das tr��s fases da gera����o dos dados para a pesquisa, eles gradativamente deixaram de mencionar aspectos afetivos quanto ao desenvolvimento de sua produ����o oral e passaram a perceber aspectos mais estruturais de composi����o da l��ngua

A Representa����o discursiva da figura feminina no jornal O Porvir (Currais Novos/Rio Grande do Norte - 1926-1929)

The objective of this paper is to analyze how the female figure was portrayed in discursive narratives in the bi-weekly newspaper O PORVIR , which circulated in Currais Novos, in the state of Rio Grande do Norte, Brazil, between May 2, 1926 and January 20, 1929. Our analysis was based on the semantics of the text, by applying one of the primary concepts used in Textual Analysis of Speeches, Discursive Representation (ADAM, 2011; RODRIGUES; PASSEGGI; SILVA NETO, 2010). Textual Analysis of Speeches has its roots in Textual Linguistics and consists of a theoretical and descriptive approach (ADAM, 2011). This research is characterized as documentary (SEVERINO, 2007) and its corpus includes a review of 39 editions of the aforementioned newspaper, of which we extracted 292 articles that dealt with the female figure and 396 statements for analysis. We used the following semantic categories: referencing (CASTILHO, 2010; NEVES, 2007; KOCH; MARCUSCHI, 1998; MARCUSCHI, 2008; KOCH, 2009); predication (NEVES, 2007; RODRIGUES; PASSEGGI; SILVA NETO, 2010); modification (ADAM, 2011); and spacial and temporal localization (RODRIGUES; PASSEGGI; SILVA NETO, 2010). Our analysis revealed that lady, mother, wife and homemaker were most represented, and always combined with questions about motherhood, marriage and devotion to the home. Such representation does not diverge from pre-colonial models in the early twentieth century, which served as a standard for the female figure

A implementa����o do voc�� em cartas pessoais norte-riograndenses do s��culo XX

Considering the theoretical and methodological presuppositions of Variationist Sociolinguistics (cf. WEINREICH; LABOV; HERZOG, 2006; LABOV, [1972] 2008), in this dissertation, we describe and analyze the process of variation/change involving the personal pronouns tu and voc��, and its extension in the pronominal paradigm in Brazilian Portuguese (BP), in three sets of personal letters written by people from Rio Grande do Norte (RN) along the 20th century. The discursive universe of those letters is news from the cities in which the informers lived and the themes from their everyday life (trade, jobs, trips, family and politics). Part of the analyzed letters integrate the written by hand minimum corpus of the Projeto de Hist��ria do Portugu��s Brasileiro no Rio Grande do Norte (PHPB-RN). We are based on previous studies about the pronominal system in BP Menon (1995), Faraco (1996), Lopes e Machado (2005), Rumeu (2008), Lopes (2009), Lopes, Rumeu e Marcotulio (2011), Lopes e Marcotulio (2011) e Martins e Moura (2012) , which register the form voc�� replaces tu from the end of the first half of 20th century and attest the following situation: while (a) the imperative verbal forms, (b) the explicit subjects and (c) prepositional complement pronouns are favorable contexts for voc��, the (d) non imperative verbal forms (with null subject), (e) the non prepositional complement pronoun and (f) the possessive pronoun are contexts of resistance of tu. The results got in this dissertation confirm, partially, the statements defended by the previous studies regarding the favorable contexts for the implementation of voc�� in BP: (i) there are, in the letters from the first two decades of 20th century (1916 to 1925), high frequency of the usage of the form voc�� (98%); (ii) in the personal letters of RN especially in the love letters, in which there are higher recurrence of intimate subjects the discursive universe proved to be itself very relevant in the determination/conditions of the forms of tu; (iii) the unique feminine informer of our sample uses, almost categorically, the forms of tu in letters of the period from 1946 to 1972; (iv) the letters corresponding to the period from 1992 to 1994 present a significant usage of the forms associated to the innovating voc��, letting appear the change is already implemented in the system of BP and there are, in that set of letters, strong evidences that make us state the pronominal forms of non prepositional complement (accusative/ dative) related to tu are also implemented in a system with an almost categorical usage of voc��

A leitura e o leitor presumido nas avalia����es oficiais

Este estudio se refiere a una investigaci��n a cerca de la concepci��n de la lectura que subyace en la Matriz de Referencia de la Prueba Brasil, y, mediante las an��lisis del modelo 2009, entender lo que el lector se supone que responder en las preguntas de esta prueba. El estudio tiene como objetivo satisfacer se presume lector general para responder a las preguntas de prueba de Brasil y el mapa de la concepci��n de la lectura que subyace en la matriz de referencia tal prueba. Los objetivos espec��ficos apuntan a examinar los temas de Prueba Brasil, identificando qu�� descriptores se materializan en el mismo, que son los m��s recurrentes. El estudio tiene como fundamentos los estudios bakhtinianos a cerca de los di��logos del linguaje (Bakhtin, 2003, 2008; Voloch��nov/Bakhtin, 1993) y la concepci��n de la lectura defendida por Geraldi (2007), Larossa (2001) y DeCerteau (1994). La investigaci��n ��s caracterizada como cualitativo-interpretativo, con enfoque socio-hist��rico, y se encuentra dentro del campo de la Ling����stica Aplicada, que en las ��ltimas d��cadas ha demostrado contribuciones para la ense��anza de lenguas y formaci��n docente. Para hacer el an��lisis de las pruebas, inicialmente construido una tabla (Tabla 1), que contiene los seis macrot��picos Matrix lengua portuguesa en la que est��bamos repartiendo los descriptores presentes en las cuestiones de prueba referenciada relacion��ndolos con sus temas. Tras analizar la cuesti��n, con el fin de identificar al presunto lector a responder a estas preguntas. Mediante an��lisis de la Matriz de Referencia de la Prueba Brasil, entendemos que ella est�� de acuerdo con los Par��metros Curriculares de la Lengua Portuguesa. As��, la concepci��n que subyace en la lectura es que la lectura es una actividad que depende del proceso individual, pero que ��s parte de un contexto social e involucra a habilidades relacionadas con la comprensi��n y producci��n de sentido. Mediante la observaci��n de la prueba, afirmamos qu�� el lector con la capacidad de responder a las preguntas es lo que desarrolla actitudes favorables a cerda de la lectura. A saber: (i) reconocen ampliamente las palabras, (ii) identifican los objetivos y funciones de la lectura, en reconocimiento de la funci��n de apoyo de g��nero y el contexto del texto, (iii) predice el contenido de los textos a se lee a la luz de su apoyo, su g��nero y su contexto; (iv) plantea hip��tesis sobre el contenido del texto que se lee, (v) es capaz de buscar ideas textual e intertextual. Es decir, hace inferencias, aumentando la comprensi��n, la asociaci��n de diversos elementos presentes en el texto y que son parte de sus propias experi��ncias personales, (vi) construye la comprensi��n global del texto le��do por la unificaci��n de la informaci��n expl��cita e impl��cita, (vii) tiene la capacidad de evaluar la lectura de forma ��tica y afectiva, o de hacer extrapolaciones coerentes sin escapar de la tem��tica del texto. Por ��ltimo, podemos decir que las implicaciones pedag��gicas de este trabajo para mi actividad profesional es de gran importancia, ya que desde la detecci��n de lo que se requiere de los estudiantes y, en consecuencia, un nuevo enfoque para la ense��anza de la lengua materna como podemos reflexionar sobre eso y encontrar maneras de mejorar nuestro desempe��o. Tanto nuestro entrenador como nuestros compa��eros. Dejando a un nivel puramente descriptivo de los problemas de acci��n conjunta m��s eficaz, entendiendo que la ense��anza de lectura tiene un car��cter complejo. En este sentido, tenemos que ser menos intuitivo y m��s reflexiva. Nos gustar��a hacer hincapi�� en que tenemos la intenci��n de socializar esta investigaci��n con nuestros compa��eros, ya que entendemos que es un material que puede contribuir a un nuevo aprendizaje para la pr��ctica de los profesores que se inclinan. Adem��s indic�� que la principal contribuci��n de este trabajo es nuestra mirada en el proceso de la lectura en el aula, la comprensi��n de que el estudiante de ofertas diarias con textos localizados, derechos de autor, hist��rico y representativo de las diferentes interacciones en el mundo. Por lo tanto, es el momento de ser gestado las pr��cticas de lectura hacia una educaci��n m��s significativa

O ensaio jornal��stico na revista Veja: uma an��lise multidimensional

This work has as objective generality to make a multidimensional analysis in the genre journalistic assay, communicative genre that, beyond complex and multimodal, presents hybrid characteristics. Specifically, with the intention to propose defining criteria of the cited genre, this research looks for to establish differences and similarities between the assay and other genres of the same sphere, from the description and interpretation of used multimodal resources. The analysis of the formal, schematical and rhetorical resources identified in the formatting of the journalistic assay sample that the analyses are supported in the socio-semiotic and socio-rhetorical approaches. In the formal dimension, we contemplate elements that constitute design of the text, including the forms of representation from the typography, the colors, images, as well as the aspects communicative-linguistics: the modalization indices, the communicative operators and the category time; in the schematical dimension, we present the organizational structure, considering the rhetorical movements postulates for Swales (1990) and in the rhetorical dimension we observe the categories: who writes, for who it writes, on what it writes and where writes. The adopted methodologicals postulates are of qualitative nature and the procedure is documentary, data that in we are valid them written texts of this genre as analysis object. Corpus it is constituted by a composed sample for 14 extracted texts of a set of 173 propagated journalistic assays weekly for the magazine Veja, in the period between August of 2004 and January of 2008. The analysis of the data showed that the journalistic assay, object of this study, materializes through multiple symbolic representations and multiple subjects that turn since a small episode of the daily facts of great social relevance in the present time, of historical and cultural nature, nationwide or international. Used for the first time by Montaigne in 1580, to assign, in saying of the proper author, written fast on its life and historical events, which could nor be remembered later , the term `assay' was enriched with other specifications, of form to enclose the one that if they call scientific assay today, academic assay, journalistic assay and other types of specific assays. These denominations have to see with the enrollment of the members of diverse of practices communities, in virtue of the multiplicity of activities carried through in these spheres. The conclusions the one that we arrive had been the following ones: 1. the discursive genre is not a pure entity, in virtue of the multiplicity of situations where the sorts if insert in the social actions; 2. the institutions define the configuration of one definitive genre, also its proper assignment, since for backwards of all discursive genre a voice exists to discipline - institutional voice, and in the case of the assays for analyzed us, the institutional voice if it presents, really, as a defining trace; 3. the journalistic assay, for its multiple symbolic representations, multiple subjects and for passing explicit or implicit opinions of its author, resembles it other genres, being able, therefore, to be inserted in a colony of opinionatives genres

A tessitura da mem��ria em o vendedor de passados de Jos�� Eduardo Agualusa

In the study of African literature in Portuguese language, the theme importance of memory is done by contact those literary works have with the context in which they operate. This study aims to reflect how memory as social element becomes an agent of the composition of literary structure in the O Vendedor de Passados (2004), by Jos�� Eduardo Agualusa. Therefore, we have as reference the critical method developed by Antonio Candido (1976), regarding the critical dialectic, in order to understand how such a throwback acts in the structuring of the romance in a relationship with both structural and thematic elements. Firstly, it presents a panoramic reading the Angolan literary scene in the post-independence, relating this context with the route of writing of Jos�� Eduardo Agualusa. Then it performs the analysis of the relationships between narratives categories - narrator, characters, space, time - and the memorial element, keeping in mind that these categories would be constructed in dialogue with the memory. Lastly, there is the reflection on the dynamics between fiction and reality apprehended in novelistic discourse in which a seller of past figures in an analysis that takes place from the skeptical look on this work. As a theoretical approach, we highlight mainly readings: Hampat��-B�� (2010), Laura Padilla (2007), Tania Mac��do (2008) for the observation of the specific African context quickened in the novel; Tedesco (2004), Halbwachs (2006), Le Goff (2003) regarding the conceptualisation of memory; and Landesman (2006), Krause (2004), Gai (1997) in cutting the skeptical outlook with which the romance dialogues

Acionamento de frames e esquemas no processo de constru����o de sentidos no padr��o discursivo charge por alunos do ensino m��dio

Our research has as goal to describe and analyze the main processes related to the activation of conceptual domains underlying the comprehension in the discourse pattern cartoons by the students of third grades of high school, at Professor Antonio Bas��lio Filho School. Theoretically, we are grounded on assumptions of Conceptual Linguistics, whose interest analyzes our cognitive apparatus in correlation with our socio-cultural and bodies experiences. We intend to check how is the process of meaning construction and integration of various cognitive domains that are activated during the reading activity. That s why, we take the concept of cognitive domains as equivalent to the structures that are stored in our memory from our sociocultural and corporeal experiences and they are stabilized, respectively, through the frames and schemas. The activation of these conceptual domains, as evidenced by our data, supports the assumption that previous knowledge from our inclusion in specific sociocultural contexts, concurrently with the functioning of our sensory-motor system are essential during the construction activity direction. With this research, we still intend to present a proposal confront the expectations of responses produced by students from the activation of frames and schemas with our predictions

Vozes sociais e dimens��o ��tica da ling����stica aplicada: a constru����o discursiva da ��rea nos CBLAs

This research deals with Applied Linguistics and its structure as a scientific field, in compliance with knowledge produced within the range of the Brazilian Congresses of Applied Linguistics (CBLA). The purpose of this research is to understand the meanings disclosed by the voices that make up the scientific discourse on this field, pointing toward its course of development, the ethical position that is peculiar to it and how this position is represented in its scientific practice. The scientific discourse typical of the production of knowledge of Applied Linguistics is now construed as leading to practices that define the production of this field of learning whose object is to study man and man s relationship to language. Theoretical groundwork is anchored on the work the Social Sciences have developed on the paradigmatic crises of science and the social changes resulting from modern and post-modern times, on Applied Linguistics researches on the identity of the field of study, its courses and ethics, and on the bakhtinian theory that supports a view of language as a social practice built under the aegis of the subject s ethics and responsibility. The corpus of this work comprises qualitative and quantitative data made into articles presented at the CBLA. The research methodology conforms to the interpretive paradigm and has the concept of social voices as its category of analysis. Results point towards the progress of Applied Linguistics that, from its role as a mediator discipline between linguistic theory and practical applications, is assuming a position in a field of study of its own, independent, with transdisciplinary characteristics, pursuing through its quests and redefinitions to get closer to the dimension of life and assuming the ethical position of taking on responsibility for its doings and sayings

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

O imp��rio do desentendimento humano: representa����es da realidade em textos de dalton trevisan

This work has the general proposal of studying the composition of the trevisanian fictional universe, the aesthetic expression engineered to formulate this universe, and last, the representations of reality that emanates from this aesthetic-narrative construction. It seemed to us, however, that it would be impossible to cover, even superficially, so vast and voluminous set of texts as the trevisanian. Therefore, so that we could accomplish this task, and still do it in a way that was, at the same time, plausible and thorough, it was necessary an objective cut within that library. Then we selected a book, representative of the whole trevisanian work, which served as the object of study: Cemit��rio de Elefantes, 1964, one of the first books of short stories by this author. Within this one, we focused even more our sight, then moving towards what we call a reality forked in paralytic world and world in violence . Supported by the theories and methodologies of Auerbach (2011), Candido (2002, 2006), Adorno (2003), Gennete (1995), Friedman (2002), and still moved by the spirit of Russian Formalism (1973), we built our criticism. Our approach was based then in three steps: first we are dedicated to comment the general context of the trevisanian work, supported strongly by reading two of the biggest critics of his literature, Miguel Sanches Neto and Berta Waldman, secondly, we turn us to comment on the detailed formal construction of language and narrative elements of the trevisanian prose; finally we raised our criticism to the level of reading representations of reality, and then we started to comment the construction of the trevisanian fictional universe, focusing in splitting this universe in paralytic world and world in violence

O latim, uma l��ngua morta?: uma met��fora em an��lise: o olhar da ling����stica aplicada e suas implica����es para o ensino

The focus of this research is the teaching of the Latin language. Due to the fact that its teaching has been facing a growing crisis in the last four decades, which currently persists, we ponder about external and internal causes of its decline, aiming at pointing out an alternative that enable us to find a way out of this situation. So, our research questions mainly concern how the teaching of Latin is viewed amongst the academic society, also investigating if it has kept up with the development of the scientific reflection about human language and the new approaches on language teaching. Furthermore, we analyse the contribution that the study of Latin can provide to the academic formation of language teachers and try to identify the areas of knowledge that can contribute to a reshaping of its teaching. Based on these guidelines, we have established as the goals of this research: 1) to reflect about the current situation of the teaching of Latin and the causes of its decline; 2) to determine its social representation among teachers and students of the Language Courses, as a way of defining the role it fulfills in the academic formation of teachers; 3) to accomplish an exploratory study of some handbooks that show alternative proposals on how to teach Latin, in order to detect their adequacy to current times and to the goals of the academic study of languages; 4) to offer an alternative proposal on how to teach Latin that takes into account the principles of Applied Linguistics, considering the socio-historical and cultural aspects of the language, enabling it to meet the requirements set by modern times. This research is divided into two parts. The first part presents the theoretical framework. We map the studies about Latin teaching inside and outside Brazil and argue against the concept of Latin being a dead language, presenting arguments set on changing this view. Then we describe and comment the notions of literacy, genre and culture, which helped us understand the reasons for the decline of the teaching of Latin and to point out suitable ways to overcome the crisis. The second part is dedicated to reflecting on the literacy practices in Latin teaching. We began by examining the answers to the questionnaires given to students and teachers about the view of Latin in the Language Courses; then we reflect on the teaching-learning of Latin as an academic literacy practice followed by an analysis of the didactic material used in teaching Latin. Finally, we suggest an approach of the familiar letter genre in ancient Rome as a means of teaching Latin in a contextualized way

Cartografias do desejo em asfalto selvagem - engra��adinha, seus amores e seus pecados: humor, erotismo e o porn��grafo no romance rodrigueano

Trata-se nesta disserta����o de estabelecer, partindo do pensamento contempor��neo franc��s da linha deleuziana e guattariana, sobretudo, uma anal��tica do desejo capaz de reconfigurar o romance de Nelson Rodrigues, Asfalto selvagem: Engra��adinha, seus amores e seus pecados, desterritorializ��-lo em rela����o �� tradi����o cr��tica e est��tica, fundada no paradigma realista-naturalista enraizado no pensamento liter��rio brasileiro, especificamente no s��culo XX. Movemo-nos por discuss��es sobre o autor e sobre o romance, empreendidas por Rolnik, interlocutora de Guattari, o qual est�� ligado aos novos paradigmas est��ticos, �� quest��o da produ����o de subjetividades, �� micropol��tica, ��s multiplicidades e ��s minorias. Buscamos contribuir para esse redimensionamento, colocando-nos na perspectiva cartogr��fica e rizom��tica para surpreender, em Asfalto, seus processos de subjetiva����o, incidindo sobre as singularidades selvagens, considerando os conceitos de Foucault, aplicados �� constru����o liter��ria enquanto espa��o heterot��pico, configurando a experi��ncia do fora, como princ��pios est��ticos. Veremos que as personagens, com foco em Engra��adinha, funcionam, como pequenas m��quinas desejantes, Corpos sem ��rg��os, mol��culas desestabilizando as forma����es molares. Destarte, Nelson Rodrigues, na perspectiva da produ����o autoral, torna-se o porn��grafo, o literato iterador, como agenciador de uma palavra perversa, para al��m dos dogmas, da cena romantizada, originando, em sua po��tica, a revela����o da obs-cena, a obscenidade, como cr��tica ��s institui����es falidas. Trazemos, nesse sentido, refer��ncias de Bataille, quanto ao que na atividade est��tica se relaciona com o excedente da vis��o, relacionados ao espa��o t��tico-��tico, concep����o deleuziana referentes ao corpo-linguagem, pornografia, porn��grafo, narrativas abomin��veis. Acompanhamo-nos, pois, dos conceitos da problem��tica da diferen��a e da alteridade, repercutindo na larvaridade, nas afec����es, que abrem vias comunicantes com fen��menos extremos, atuantes em torno do mesmo e do outro, trazendo a rizomaticidade do mal e da monstruosidade para a constru����o est��tica de Asfalto selvagem, vistos sob a ��tica de Bataille, Deleuze, Baudrillard, em ensaios que rompem o olhar estrutural em torno da obra e oferecem subs��dios para a constru����o de uma cartografia outra, o territ��rio do ficcional, habitado por um povo por vir, na perspectiva tratada por Deleuze e por Blanchot

Imagens m��(s)ticas do gato

La valeur ��vocative, magique ou my(s)thique attribu��e �� la relation homme/animal peut ��tre observ��e dans la culture depuis les ��poques lointaines. Dans la symbologie animale on trouve une immense charge s��mantique justifiant les croyances les plus anciennes que les ��tres humains ont d��j�� eues. Les animaux sont �� la base du symbolisme mythique et ils se constituent en tant qu une source pour la riche production artistique englobant une grande vari��t�� iconographique et des textes de nature diverse. Ayant comme r��f��rence de la symbologie animal l image my(s)thique du chat, on observe la fa��on par laquelle le langage po��tique contemple les profils mythiquesymboliques qui ont un rapport avec ce langage, tout en mettant en relief ceux qui ont des rapports aux relations entre le monde humain et le f��lin. �� partir de l antologie t��matique Assinar a pele ; des concepts th��oriques ; et des abordages mitocritiques, nous cherchons �� analyser les fa��ons par lesquelles les diff��rentes images mythiques associ��es au chat ont ��t�� explor��es par la po��sie. La d��finition d une typologie englobant des cat��gories telles : chat domestique, chat de rue, chat femme, chat nocturne, chat d��moniaque et chat divin, parmi d autres, soutient la reconnaissance d identit��s possibles entre ces po��mes et signale la r��p��tition d un r��pertoire symbolique divers en soi, mais, coh��rent avec la pr��sence du chat dans la soci��t�� humaine �� travers les temps

Augusto Matraga: um h��r��i al��m do bem e do mal - uma perpectiva tr��gico-ntol��gica

The present dissertation analyses the philosophy of Friedrich Nietzsche (1844-1900) and the short story written by Jo��o Guimar��es Rosa (1908-1967), A hora e vez de Augusto Matraga (1946) seeking to point out the possibility of the philosophic application of some Nietzschean ideas to enlarge the aesthetic value of the short story. It has been especially aimed at applying the concept of the noble superior being described by Nietzsche, the ubermensch, to the hero s ontological nature, Augusto Matraga. Nietzsche s postulates of the will to power, the elements suggested of the trial between Dionysus and Apollo and the ascetic ideal, will be especially relevant to this work, which intends to establish until what point the hero can be conceived as a good ascetic person, in so far as his noble ontological nature trespass the Christian morality, bringing him closer to the man who, according to Nietzsche, is beyond good and evil. Some Heideggerian concepts will also be relevant in order to reinforce the idea that the judgment created about Matraga is just an appearance that does not contemplate his essential Being, contributing to veil his real tragic-ontological valour, what implies that the aesthetic power of the short has been under valued

Tatuagem da palavra : educa����o sentimental do corpo no corpus po��tico de Maria Teresa Horta

While looking to the body and finding it engraved by cultural, imaginary and power-related texts through a discourse embodied in itself, this research proposes a new vertiginous approach to it by analyzing the following works: Poesia completa II, more specifically, Educa����o sentimental, and Novas cartas portuguesas. Such transgressive and performatic works are from Maria Teresa Horta (1937-), Portuguese writer, who proposes a new education by a renewed language: a sentimental education spawned from the erotic element. Starting from the deconstruction of the view over the spoiled body and exposed in Novas cartas portuguesas, from the poetic texts in Educa����o sentimental, as well as in remaining ones in Poesia completa II, Horta disassembles and reassembles the body, giving a new meaning to the symbols that surround us and our experiences. Other than proposing to all, men and women, such new meaning of the behavior and current practices models, Horta s education allows, through a performance action, the construction of a stage for female identity, free from the phallic influence. A new identity, able to handle all holy and profane characteristics of women, discarding the chromatic lens of sin. Horta s poetry emerges as a new proposal of literary labor