A (n��o) assun����o da responsabilidade enunciativa em livros did��ticos de língua portuguesa dos 4�� e 5�� anos

Portuguese textbook has been the focus of many investigations, nevertheless, the theme still has much to be discussed, reflected and broadened. This conviction mobilized us to perform this research, seeking to answer three questions: (1) how does the author of the textbook induce the student to give his opinion in comprehension questions of text in Portuguese textbook of 4th and 5thgrade? Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the assumption of enunciative responsability? And (3) Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the non assumption of enunciative responsability? In this direction, we define as objective to id entify, describe, analyze and interpret how the (non) assumption of enunciative responsibility materializes itself in Portuguese textbooks. The theme is echoed in the guidelines of the Par��metros Curriculares Nacionais PCN (1998; 2001), who assume that all education committed to citizenship need to create conditions in order the student can develop his discursive competence" (BRAZIL, 1998, p. 23). This assertion of PCN (1998; 2001) is closely related to our research object, and therefore, it has corroborated to the accomplishment of this study. So, we analyze the comprehension questions of the texts that are elaborated by the authors of Portuguese textbooks of the 4th and 5th grade, used at public schools in the city of Natal-RN in 2010. As a theoretical basis, we have considered the postulates of Textual Analysis of Discourses ATD and Enunciative Linguistics. Our research was mainly based on the studies of Adam (2011), N��lke (1994; 2001; 2006; 2009; 2013), N��lke, Fl��ttum e Nor��n (2004) Rabatel (2004; 2005; 2008; 2009), Guentch��va (1994; 1996). Our data analysis revealed that the authors of Portuguese textbooks explore the reading comprehension, inducing students to answer questions that may be categorized like: (1) induction to the assumption of enunciative responsibility, (2) induction for non assumption the enunciative responsibility, (3) orientation for the study of vocabulary and grammar and (4) orientation of extra themes. The results from the comparison of the books of 4th and 5th grade of the two analyzed collections, we observed through the links of (non) responsability N��lke (1994; 2001; 2006; 2009; 2013), N��lke, Fl��ttum e Nor��n (2004), which in 79% of the questions, the authors induce the decoding of a content objectively inscribed in the text. In this sense, the notion of understanding a text is compromised, since it is limited to copying contents or transcription exercises, failing to consider the interactive use of language, or rather, failing to expand the student's knowledge in the (re)construction of the text of the meanings. This shows that there is a lack in the deal with the text that includes the textual discursive resources in the reading activities in Portuguese textbooks. We recall, in this direction, the works of Marcuschi (2005), Antunes (2003, 2005), and Bunzen Rojo (2008), among others authors who contributed greatly to orient the choice of Portuguese textbooks. Finally, we believe that the study about the enunciative responsibility phenomenon in Portuguese texto oks offers, above all, instruments in order to the interlocutors identify the elements present in the enunciation and the effects that these elements bring to the (re) construction of the meanings in texts that they read and write in the classroom.

A�� marcador de especificidade de SN indefinidos: um estudo funcionalista com implica����es para o ensino

This body of work aims to describe and analyze the behavior of the A�� specificity marker of indefinite Noun Phrases (NP), one of the many functions this linguistic item is developing in contemporary Brazilian Portuguese. From the Functional Linguistic theory perspective, the North American declivity, this project intends to outline the possible grammaticalization trajectory taken by the A�� specificity marker. It will be followed from its function as a spatial deitic up to its integration of indefinite NP, and the action of the fundamental principles of the theory, such as iconicity and informativity, will be observed on the use of this item. Following this, A�� specificity marker behavior will be described in respect to various linguistic and social factors: type of text where the occurrence is encountered, language modality in which the latter is produced, syntactic function developed by the NP specified by A�� , the existence or lack of material intervening between A�� and the NP nuclear noun, informational status of the NP adjugated to A�� , and finally, sex, education and age of the speaker. The occurrence of conversational implicatures will also be verified (GRICE, 1982) within the contexts of A�� specificity marker use. Reflections on the teaching of grammar will be made, as well as on the possibility and validity of working with noun phrase specificity markers in elementary and high school Portuguese language classes. The data used in this research project stem from Corpus Discurso & Gram��tica A língua falada e escrita na cidade do Natal (FURTADO DA CUNHA, 1998), and from Corpus Discurso & Gram��tica A língua falada e escrita na cidade do Rio de Janeiro (VOTRE; OLIVEIRA, 1995)

"Tudo" em Natal : definitude, implicaturas e contribui����es para o ensino de língua materna

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

Escolariza����o de surdos no ensino médio em Natal/RN: vendo e ouvindo vozes

La Escuela Secundaria es la etapa final de la Educaci��n B��sica y su objetivo es profundizar los conocimientos adquiridos anteriormente, con vistas tanto a la continuidad de los estudios por parte de los alumnos como tambi��n a su formaci��n profesional. Considerando el car��cter excluyente y elitista de la Escuela Secundaria brasile��a, solo recientemente las matr��culas de los estudiantes sordos comienzan a ampliarse, y los profesores se deparan con el desaf��o de lidiar con ese tipo de discente en aulas regulares. Tanto la pol��tica de educaci��n especial, desde una perspectiva inclusiva, como la Ley n�� 10.436/2002 ��� reglamentada por el Decreto n�� 5.626/2005 ��� posibilitaron un gran salto para la educaci��n de los sordos en el pa��s. La primera, por la defensa de una escuela atenta a las peculiaridades y demandas de sus discentes; la segunda, por reconocer la Lengua de Se��as Brasile��a como medio de comunicaci��n y expresi��n leg��timo de la comunidad de sordos y por indicar medidas que garanticen el derecho al acceso y al ��xito escolar de la poblaci��n sorda dentro de la escuela. Amparado en esas discusiones, este estudio tuvo como objetivo analizar el proceso de escolaridad de alumnos sordos de una Escuela Secundaria p��blica y estatal del municipio de Natal, Rio Grande do Norte. Se realiz�� un estudio de caso de tipo cualitativo. Los sujetos fueron tres discentes sordos que estaban terminando la Escuela Secundaria, una profesora de Portugu��s y dos int��rpretes de Lengua de Se��as Brasile��a. Como procedimiento de investigaci��n, se utilizaron entrevistas (grabadas en audio y video), observaciones y an��lisis de documentos. La participaci��n de los sujetos sordos demand�� cuidados ��ticos adicionales, tales como la traducci��n del T��rmino de Consentimiento Libre y Aclarado y del guion de la entrevista a la Lengua de Se��as Brasile��a. Los resultados apuntan que el acceso y la permanencia en la escuela secundaria fueron garantizados, no obstante hab��a poca participaci��n en las clases y el aprendizaje de los contenidos escolares estaba comprometido. Hab��a traductores/int��rpretes de Lengua de Se��as Brasile��a, los cuales, sin embargo, solo iniciaron sus actividades tres meses despu��s del comienzo del periodo lectivo. La profesora y los int��rpretes no mantuvieron interacciones que facilitasen el aprendizaje o la participaci��n de los estudiantes, quienes se encontraban siempre juntos y en un lugar determinado del aula, sin mayores interacciones con sus pares normo-oyentes. Los discentes sordos estaban terminando la Escuela Secundaria con edades superiores a 17-18 a��os, los cuales revelaron no tener perspectivas de continuidad en sus estudios o de inserci��n en el mercado laboral. Se concluye que la escolaridad de los alumnos sordos en la escuela investigada apunta a la necesidad de una reorganizaci��n curricular que atienda a las especificidades ling����sticas y sociales de esos estudiantes.

O g��nero cr��nica na sala de aula do ensino médio

In this work we present the results of a research that aims to study the chronicle gender produced in a class of native language. The texts were written by students of a high-school class, under the orientation of the teacher who conducted a didactic sequence in order to explore this gender. In our analysis we observed aspect such as the structure of the general structure of the texts, types of speech and linguistic sequences, some mechanisms of textualization and the characteristics of the gender. In order to attain that, we adopted the theoretical presuppositions of Textual Linguistics and of the Socio-discursive Interactionism, grounding the study of texts and gender in Bronckart (2003; 2006) and Koch (2002; 2004). As a background of the Chronicle Gender we used the studies of Coutinho (1987); Mois��s (2003); S�� (2005); Bender; Laurito (1993); Melo (1994); C��ndido et al. (1992) among others. The corpus, made up of 15 texts, showed that the narrative is the most used linguistic sequence in the producing of the texts, the discursive world prevailing in the narrative and some instances of the world of exposing. As for the gender characteristics, the daily life was used in order to amuse the reader and make him to reflect upon the daily life. Humor, irony, social criticism and colloquial language were also observed in the texts produced by the students. Although some texts presented the characteristics of the gender, explored in the classroom, some were typically school narratives. That make us believe that a work with textual production under the approach of a text gender is viable, but it is not consolidated yet in many schools as the main object of the central teaching of the Portuguese language. This make us defend a better systematization of the teaching contents having as the main point the reading practice and text production in order to contribute for the growing of the students�� discursive potentialities and, therefore, their effective participation in the language social practices

Conectores adversativos na fala do natalense: uma an��lise funcionalista com implica����es para o ensino

This work analyzes the behavior of the adversative connectors in the speech of the user of Natal, with views to suggest implications for the grammar teaching in the high school Portuguese languages classes. It is an investigation that sits on the functionalist paradigm, specifically in the protected ideas for Giv��n. For so much, data of situations of speech from the corpus Discurso e gram��tica lingual falada e escrita da cidade do Natal (FURTADO DA CUNHA, 1998). The sample embraces a total of forty interviews, of which the occurrences are cut out whose registrations mark the existence of adversatives constructions in narratives of personal experience and in the opinion reports, modality of oral language, of the mentioned database. The work revisits authors of the grammar, Cunha (1986); Bechara (2006); Perini (2006), among others; authors that contemplate referring approaches to the use of opposition connectors as: Barreto (1999); Tavares (2003); Longhin (2003); Silva (2005); Rocha (2006); Neves (2000, 2006). The results of the panoramic analysis reveal as adversity connectors in use for the habitant of Natal, for recurrence order, the mas, e, a��, agora, s�� que, no entanto and j��. Analyzed the results, the same ones are compared with the treatment presented by the traditional grammar, with application of functional iconicity principle, markdness principle and the prototype of the category is chosen. In the differentiated analysis of the item " agora ", structural profile of the constructions is analyzed that involve the item, semantic profile, times, manners and aspects of the verbs that they wrap up in the constructions in reference, trajectory of grammaticalization and comparison with the prototype of the category. Finally, they are suggested implications of whole the study for the teaching of Portuguese language, in the high school classes

Do dizer te��rico ��s transposi����es did��ticas: por um exerc��cio da contrapalavra no ensino de língua escrita no PROJOVEM

This present work is going to show some results developed in the Master Degree research and the Post Graduation project in Language studies (PPgEL) at UFRN, under the orientation of Professor Maria da Penha Casado Alves. This research has questions showed by the Programa Nacional de Inclus��o de Jovens PROJOVEM. Concerned to methodology, the research is based on Applied Linguistics and it is qualitative and documental. The corpus of the research are the Manual de Orienta����es Gerais and the Guias de Estudo. The documents that were used for the research were Guide for general orientation and the Study Guides.The Manual de Orienta����es Gerais was chosen because is focused on the teacher and the Guias de Estudo was chosen because are focused on the students. The discussions and analysis were based on Bakhtin (1997; 2003), for his studies about the language in a dialogical point of view, Faraco (2001 and 2008) and Suassuna (2006) for their discussions about the Portuguese Language and Geraldi (1997; 2005 and 2006) and Antunes (2003) for their orientation and discussions about the teaching process of the written language. The analysis made in the Reference Topics point that however the program proposes a kind of rupture with the traditional way of teaching, it could not take this change to the Study Guides (Guias de Estudo). The result is a didactic material that reproduces activities based on a conception of a descriptive and prescriptive teaching. What is concerned about the proposals for the textual production, it is shown that it is given in an artificial way, without any expression and with no link to any communicative context and sometimes, with no relation to the topic it was supposed to be related to

O jornal televisivo e o ensino/aprendizagem integrado de portugu��s língua materna e franc��s língua estrangeira

Pour beaucoup de chercheurs, il y a une crise �� l ��cole et dans l enseignement/apprentissage des langues qui est provoqu��e par un enseignement cloisonn�� et d��contextualis�� de la r��alit��. Dans ce type d enseignement/apprentissage, le livre scolaire a une pr��sence si h��g��monique qu il est la source quasi exclusive du discours p��dagogique et on ne fait que tr��s rarement usage des langages du quotidien des apprenants. Le langage t��l��visuel est un de ces langages qui pourraient ��tre utilis�� pour ciliter enseignement/apprentissage d une langue vivante, vari��e et en situation, car il permet l exploration de tous les composants de la comp��tence de communication. En m��me temps, ce langage pourrait servir �� sensibiliser les apprenants �� une ��ducation aux m��dias. Le journal t��l��vis�� peut favoriser un enseignement/apprentissage int��gr�� de la langue maternelle et de la langue ��trang��re, gr��ce �� son format, similaire dans plusieurs cultures, et �� son importance en tant que reflet des valeurs socioculturels des soci��t��s. Ces qualit��s sont tr��s favorables pour stimuler le transfert des comp��tences entre la langue maternelle et la langue ��trang��re, pour qu on puisse enseigner et apprendre une langue, et conna��tre une culture. Le journal t��l��vis�� est vu comme une source d information et son analyse en classe peut contribuer �� la formation d un apprenent/citoyen actualis��, critique et conscient des probl��mes et des r��presentations des soci��t��s

Literatura de monteiro lobato no ensino de ci��ncias

Advocating education as a humanizing task, the humanizing function of literature and the importance of scientific education, this paper proposes linking Science and Literature in Science Teaching using two specific books of Monteiro Lobato in the final series of elementary school level. Adopting the action research methodology, an interdisciplinary approach, we used the books A Reforma da Natureza and Ser��es de Dona Benta in two classes (8th and 9th) at Escola Estadual Professor Jos�� Mamede, located in the town of Tibau do Sul, Rio Grande do Norte. The readings were performed in Portuguese Language s course and the scientific content were discussed in Science��s classrooms. The book A Reforma da Natureza permitted to approach issues related to the environment, while the use of Ser��es de Dona Benta showed particularly its effectiveness in questioning the concepts of matter, mass, weight and some questions about the Nature of Science (NOS). In general, the analysis of results shows that the readings of these two books permitted interaction and dialogicity in the classroom, as well as indicates the potential of these books in contextualing and questioning the scientific content contained in it. We advise, however, the need for the science teacher be aware of the conceptual mistakes present in literary works, avoiding erroneous learning and reinforcement of alternative conceptions

A Profici��ncia escritora em matem��tica trabalhada nos livros did��ticos dos 4�� e 5�� anos do ensino fundamental

Universidade Federal do Rio Grande do Norte

G��neros do discurso e escrita: o que as cole����es did��ticas de portugu��s (des)prestigiam no ensino da produ����o textual?

Through the examination of official indicators, it can be observed that writing is pointed out as one of the main problems concerning formal basic education. However, this teaching-learning object is one of the central objectives at school, having an essential role in different curricular components as well as in the interaction demands required by society. Such paradox indicates, therefore, the relevance of investigations which analyze the intrinsic elements of child development as written text producer. Hence, the main purpose of this research consists of analyzing the treatment given to the types of discourse and the teaching situations in which the written text are produced, concerning Portuguese language didactic material collections approved by Programa Nacional do Livro Did��tico (PNLD 2010) the Brazilian program of didactic book and worked at elementary school. Such materials correspond to the collections adopted in municipal education system schools from Natal, RN which were below the official education indicator IDEB 2009. Thus, the questions that guide this work are: 1. During writing production lessons, is the diversity of types of discourse effectively worked on didactic collections? 2. Which are the types of discourse and the social spheres prioritized when teaching writing production? 3. How is the situation addressed in the production of the written text should be produced? For this research, we retook the authors Bakhtin, Bunzen, Faraco, Freire, Rodrigues, Rojo, Schneuwly e Dolz and we made a list of all types of discourse and spheres contemplated in the propositions of the writing production in didactical books, concerning the eight collections which compounds the first moment of analysis. Then, we verified how the situation of production is oriented by examining two didactic collections if and how they express the elements referring to the social-historical, functional and linguistic-discursive context of the text to be produced. The data obtained indicate: lack of diversification of types of discourse in the collection that compounds the Aggregate Sample of the research; the conception of a diversity based on the didactic of visiting; the recognition of all canonical and hegemonic types of text as one of the privileged objects of study; the centralization on the standard variety of the language and the devaluation of the representative types of cultural diversity; the shortage of productions which retrace to written language related to different technologies of communication and information; and the little emphasis on the types of discourse related to public language practices. As for the situations of production, it is observed the predominance of the school as a producer of dialogic relationships, whose propositions present, for example, text addressees, enunciative positions, support and contexts of restricted circulation, especially at school. Two divergent situations are observed among the collections: the lack of a work in which the situation of production is under the perspective of the types of discourse as object of teaching-learning; the concept of the types of discourse as object of reflection, presenting a differentiated didactic orientation towards the situation of production. This research contributes, therefore, with a mapping of the existence and the treatment of the types of discourse on propositions of writing production in didactic books; with the critical analysis of the approach of written activities, considering the elements of the historical-social, functional and linguistic-discursive context; thus, through teaching, research and public policies, use and selection of didactic material for the area

Conectores sequenciadores em artigos de opini��o escritos por vestibulandos: uma quest��o de marca����o lingu��stia com implica����es para o ensino

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

O latim, uma língua 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

Conectores sequenciadores e e a�� em contos e narrativas de experi��ncia pessoal escritos por alunos de ensino fundamental: uma abordagem sociofuncionalista

In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and A��, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and A�� in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and A�� in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results

As constru����es adverbiais em mente: an��lise funcionalista e implica����es para o ensino de língua materna

This research aims at investigating the constructions with adverbials in ly, based on the view of contemporaneous linguistic functionalism, such as proposed by Giv��n, Hopper, Thompson, Traugott, Furtado da Cunha, as well as the cognitivist notion of language, through construction grammar support upon the patterns of Goldberg and the prototypes theory. The cognitive functional approach adopted here considers the change as a proper and inherent phenomenon of language and understands the linguistic phenomenon as resulting from effective use of language. Another aspect to be considered to the realization of this study is the fact that the formation adjective + ly is a word construction mechanism really productive, which generates interests on linguistic description. In a particular way, our leading objective is to exam the constructions with adverbials in ly in the context of language in use, in its oral and written forms, looking for to apprehend the meaning multiple manifestations forged in the use. Bearing this in mind, we worked with data from the Corpus Discurso & Gram��tica (Natal). There are, in the data, adverbs ended in ly that take the signification of mode, as foreseen in traditional models, but there are also other significations, for instance, the modalizador in its different manifestations. The results show that this adverb is a linguistic mark that carries in its constitution the multiss��mico and multifunctional character, which interferes extremely in the ordination of this category, assuming a position sometimes pre-verbal, sometimes post-verbal. Other aspect observed refers to the relationship between the adverb and the verb, with emphasis on the compatibility or restriction between them, option which is related to the semantic aspect. The data in analysis legitimate the use in different constructions with adverb ended in ly in various genres, as follows: personal experience narrative, retold narrative, local description, proceeding account, opinion account, both in oral as in written language