No céu da boca das gentes, tem estrela e maravilhas: atualização e permanência das narrativas populares nos contos de enganar a morte

This current study consists in an analysis of the work Contos de enganar a morte (2004), of the novelist, illustrator and researcher of popular culture Ricardo Azevedo, aiming to highlight aspects and elements present in this work which show the update and the permanence of traditional popular narratives, widespread by orality, especially those collected by the Luís da Câmara Cascudo in Literatura oral no Brasil (1984), linked to the category of the Cycle of the Death and Tales of the Deceived Demon. It is argued that the symbolic, playful, humor and aspects of orality, evident in these narratives are cultural possessions own of a popular tradition that diffuses, is updated and maintained by the memory of handmade anonymous narrators (BENJAMIN, 1994), poets and brazilian singers of cordel, holders of the traditional knowledge not established, but polyphonic, dialogical and democratic in essence (BAKHTIN, 1996). Still, alongside the people who know and counts the stories of Trancoso and Fairies, the tale, as a written literary genre, has allowed to maintain outstanding the same subjects successively renewed, enabling the resistance of popular narrative tradition and understanding and appreciation of popular orality (ZUMTHOR, 1993; 2000) and of the updates performed in the contemporarity (CANDIDO, 1976), without losing sight of the singularity and autonomy of the literary work

Narrativas humorísticas: esquemas e frames na compreensão do risível

A Linguística Cognitiva tem como um de seus principais objetivos descrever e analisar os processos de construção de sentido. Para isso, suas pesquisas pressupõem a existência de estruturas cognitivas oriundas das experiências sensório-motoras e socioculturais dos usuários da língua, as quais são acessadas pelo sujeito durante a compreensão textual. Fundamentada teoricamente nesta abordagem cognitiva da linguagem, esta dissertação tem como objetivo nuclear descrever e analisar como os domínios cognitivos - representados pelos esquemas e frames - permitem ao leitor depreender o risível em textos humorísticos. Entende-se por esquemas os domínios das informações construídas e armazenadas na mente do sujeito, oriundas de sua experiência corporal, como ao movimentar-se ou manipular objetos. Os frames, por sua vez, são os constructos que emergem a partir da interação, estabelecida de forma dinâmica e consensual, entre os sujeitos em contextos socioculturais específicos. Percorremos este caminho não somente por acreditarmos que o efeito de humor decorrente de um texto está subordinado à ativação e ao acionamento dos esquemas e frames armazenados na mente no leitor, como ainda por crermos na existência de vários níveis de compreensão, o que explica a recuperação de trechos humorísticos em um texto. Para confirmar a nossa hipótese, utilizamo-nos da aplicação de um experimento (uma atividade, com textos humorísticos, para alunos dos ensinos Fundamental e Médio registrarem sua compreensão). Para a análise dos resultados dessa atividade, apropriamo-nos, metodologicamente, do processo da introspecção (entendida como a intuição do pesquisador e a responsável pela produção de ideias e raciocínios ao manipular os dados). Durante a observação minuciosa do nosso experimento, chegamos à conclusão de que o humor é apreendido intelectualmente quando os esquemas e frames são confrontados

Narrativas de professores em formação sobre a didatização de podcasts para o ensino de inglês na floresta

Considering the following conditions: (1) the fluency demands of students in an undergraduate program in Languages and Literatures/English in the Amazon region; (2) the listening and speaking needs of pre-service teachers of English as a Foreign Language (EFL); (3) my continuing education as a professor of EFL and my academic literacy as a teacher-researcher and pre-service-teacher trainer, this study, which is based on Narrative Inquiry, reports on a teacher experience of working didactically with oral genres through podcasting an activity that emerged with the advent of Information and Communication Technology (ICT). Through this process, I engage with some theorists who promote teaching as a process that is driven by a concept of language as social practice. Subsequently, I make use of the notions of context of culture and context of situation, derived from Systemic Functional Linguistics, as well as the concept of genre and register derived from the perspective of this theory. Based on these principles and beliefs, the Amazon region constitutes the register (situation) of the genres used in this study. These principles also provide, opportunities for building learning strategies appropriate to this local context, and also to teach listening and speaking skills from a task-based approach. During the experience, based on the reflective teacher-education model, the participants produced narratives about the process, which I then analyzed according to Ely, Vinz, Downing and Anzul (2001), who propose possibilities of composing meanings in Narrative Inquiry. Based on this perspective, I discuss the following topics, which were highly emphasized in the participants narratives: the lack of didactic activities using oral genres; the relevance of context within teacher education; and collaborative work as a strategy to overcome gaps in digital literacy, language fluency and teaching skills. The meanings I thereby compose point to a paradigm shift in English language teaching within this context. I also argue for a pedagogical practice that is engaged with historical and socio-cultural issues, and with the development of language skills, also one that promotes the implementation of ICTs at the very start of teacher training programs, adopting teaching and learning strategies that correspond to the demands of fluency in this particular context, and deficiencies imposed by geographical isolation

Jornalismo e narrativas transmidias: a reportagem no contexto da convergência

The transmedia storytelling is a phenomenom recently conceptualized theoretically (JENKINS, 2009), arising from ficcional mediatic products and disseminated as well by the use on other fields. This search aims to analyze how the transmedia storytellings can be applied to journalism on the basis of an specific genre, the reporting. To that, take as reference theoretical developments performed by brazilian authors (FECHINE et al., 2011, 2012, 2013), on the basis of televisive fiction, which culminated on concepts as transmediation and transmedia contents and deepened the comprehension and the research in this area. Thenceforth, this study propone a problematization and apropriation of this theoretic support for the journalism field, using, for that, a comprehension of journalistic production on a speech level, as well as its social practices (newsmaking). The empiric research also take two different paths. First, analyze a group of reportings, in which there is transmediation, in order to verifying the configuration of the transmedia phenomenom - more specifically of the transmedia storytelling - and its particularities to journalism. Then, develops an investigation, based on the etnographic method, of the productive routine on the special reporting section of the Jornal do Commercio (Recife/PE), aiming to investigate the conditions of transmediation in this range and the practices that favor and difficult the employment of transmedia storytelling. The result are, therefore, compared and related, with the goal of providing multidimensional view of the phenomenom

O teatro de Deus: a construção do espaço sagrado de juazeiro a partir de narrativas femininas (Ceará, 1889-1898)

In this work, we discuss the construction of Juazeiro in the state of Ceará -, as a sacred space from the analysis of the testimonies of nine religious women called beatas in an Episcopal process in the late nineteenth century. This process was initiated in 1891 to investigate the occurrence of an Eucharistic miracle with beata Maria Magdalena do Espírito Santo de Araújo. We show that the punitive strategies of the Diocese eventually caused a reordering of pilgrimages to Juazeiro which until 1894 worshipped the Precious Blood and that after the condemnation of the phenomena by the Holy See are rearranged around the figure of Father Cicero Romão Batista, under the pretext of worshipping the priest himself and also Nossa Senhora das Dores, currently the patron saint of the city of Juazeiro do Norte.

A produção das perdas dentárias: narrativas de usuários do SUS

For a complete comprehension of the effect of tooth loss is necessary to listen to the patients that have it. This study, of qualitative approach, investigate, in the dental history of users of SUS, listening to his/her experiences with the services of dental care, the reason that lead his/her to dental lost and the repercussion of this in his/her life. The collect of data was made by narrative interview, obeying to a pre-defined schema. The subjects interviewed were six (three of urban zone and three of rural zone), all of them were users of Family Health Units. The criterions of inclusion were the followings: the presence of tooth lost (total lost in both dental arch or in one of them, or partial lost in at least six elements in one of the arches); age between 25 and 59; male or female; to live in municipal district of São Tomé/RN or Natal/RN. Based on previous interviews was elaborated the odontological history of each patient. Such narratives, systemized in odontological history, were analyzed taking as base the studies of Souza71 and the proposal of Schutze, suggested for Jovchelovitch, Bauer34. The results show that toothache was the main reason for the search of odontological care. The patients confront the ache with home-made medicaments, allopathic ones, and searching for dental care. The searching for exodontics was stimulated for geographic access difficulties or for repressed demand, which as a result produced the aggravation of the lesions and the discredit in restoration s treatment. The self-care practice of tooth-brush with juá or toothpaste and the controlled ingestion of sugar was not sufficient to avoid dental lost. Guilty sentiments were identified in relation with lack of care with teeth. The acceptance of dental lost as a natural factor is an important motivation in lack of pain and in the belief that it was a simple part of life in old age. Life with dental prosthesis makes clear the difference between which was natural and which was unnatural, and difficulties with the prosthesis appeared. The limitation of the prosthesis in its functional aspect can be compensated by esthetic restitution, making possible smiling expression. Starting with this study and considering the high number of dental lost, mainly in low-rent population, which live with toothless limitations or bad-quality prosthesis which do not rehabilitate adequately, we suggested the realization of qualitative researches which include, also, another actors in heath care services such as professionals and administrators

Lembranças de alunos, imagens de professores: narrativas e diálogos sobre a formação médica

Se trata de una incursión histórica por el pensamiento y por la enseñanza médica, discutiéndose la formación médica de manera contextualizada, con el objetivo de comprenderla para interpretarla a través del recuerdo que haya sido fijado por los alumnos. Se dará un enfoque a la mediación pedagógica de esa formación, intentando proporcionar el diálogo entre la historia social de la Medicina y los recuerdos de alumnos, ubicándolas en un contexto histórico-social y cultural, al mismo tiempo en que se ha buscado sujetar las imágenes de los profesores que hayan dejado huellas significativas en la vida de los alumnos, en cuestiones profesionales, sociales y culturales. Se configura, asimismo, una memoria de la formación médica de la Faculdade de Medicina da Universidade Federal do Rio Grande do Norte (UFRN), desde su creación en el 1955, como Faculdade de Medicina de Natal, hasta el 1963, como Faculdade de Medicina da UFRN. Los recuerdos han sido recolectados por medio de entrevistas temáticas con alumnos ya formados de las tres primeras turmas concluyentes, de los años del 1961, 1962 y 1963, de la referida Facultad y fueron interpretadas utilizándose la cartografía como técnica que envuelve la construcción de cuadros interpretativos, teniendo como unidad de análisis las palabras representativas de los elementos constituyentes de la mediación pedagógica, sacadas de las narrativas de los sujetos, que cargan también las imágenes de los profesores que han compuesto dicho diálogo por sus contribuciones para la existencia del saber y hacer de la educación médica en Natal/RN. Aún se comprende que esa Facultad fue creada en un momento histórico-social y cultural en que Brasil y el mundo todavía intentaban encontrar nuevos caminos, después de turbulencias causadas por la Segunda Guerra Mundial, y la intelectualidad natalense visualizaba el encaje de la ciudad en los parámetros de la modernidad. El currículum implantado era técnico/racional, pero al ser interpretado por la acción, a través de la reconstrucción de los recuerdos de los alumnos, en los vestigios de la mediación pedagógica de la formación médica y en las imágenes de los profesores todavía vivas en sus memorias, se vuelve posible entender que a esos alumnos ha sido enseñado: un saber relacional que permitía el diálogo, la transmisión de experiencia y el compromiso médico con vista a un atendimiento a la populación en primer lugar, siguiéndole el sentimiento que fomentaba deseos de ayuda al próximo, siendo los propios profesores el ejemplo, conformándose, así, con un saber contextual, agregado a una participación política y de responsabilidad ética para con la sociedad

Dimensões do Urbano: o que as narrativas indígenas revelam sobre a cidade? considerações dos Baré sobre Manaus, AM.

Propõe-se discutir, ainda que inicialmente, as dinâmicas de inserção de indígenas em cidades brasileiras e refletir acerca de suas percepções sobre o espaço urbano. O foco recai sobre o contexto amazônico (particularmente, a cidade de Manaus) e apresenta as percepções de um grupo de índiosBarésobre o lugar. Demonstro como, a despeito das desigualdades sociais no que tange ao acesso a direitos elementares e das formas de violência a qual estão submetidos, os Baréconstroem de modo singular seu cotidiano na cidade, cabendo reconhecer seu papel de agência nesse processo

Os filhos de Tereza: narrativas e religiosidade na Boa Vista dos Negros/RN

CAVIGNAC, J. A. . Os filhos de Tereza: narrativas e religiosidade na Boa Vista dos Negros/RN. Tomo, São Cristovão, SE, n. 11, p. 77-102, jul./dez. 2007. Disponível em: . Acesso em: 16 mar. 2015.

Concepções sobre os livros didáticos de geografia: narrativas autobiográficas de professores do ensino fundamental

O livro didático é um complexo objeto cultural, haja vista ser ao mesmo tempo elemento de intermediação nos processos de ensino e aprendizagem, produto comercializado que contém o conhecimento para a formação do aluno e objeto de compra, pelo Governo Federal, para ser distribuído para escolas em todo o Brasil. Configura-se, assim, como um produto cultural composto, híbrido, que se encontra no “cruzamento da cultura, da pedagogia, da produção editorial e da sociedade”. (STRAY,1993, p.77-78). Outrossim, o livro didático, tradicionalmente, é “um dos lugares formais do conhecimento escolar, pelo menos daquele saber julgado necessário à formação da sociedade e dos seus indivíduos” (MEDEIROS, 2006, p.34) e a materialização do seu uso pelo professor encontra-se interconectada pelas representações e conceitos construídos nas múltiplas transições na história de vida docente, tendo em vista que a práxis humana constrói-se numa perspectiva retroativa (do presente para o passado), numa hermenêutica social dos atos individuais. É nesse contexto que se situou a pesquisa, entendida como uma possibilidade de contribuição significativa ao debate da educação geográfica, ao propor a compreensão das concepções construídas nas múltiplas transições na narrativa de vida do docente com o livro didático de Geografia. A pesquisa se definiu como um estudo qualitativo, ancorado nas entrevistas narrativas, o qual abrangeu um levantamento de dados sobre as Histórias de vida de professores/professoras dos anos iniciais do Ensino Fundamental de uma escola da rede pública, no intuito de recorrermos às suas memórias escolares, acadêmica (formação inicial) e profissional para situarmos no espaço-tempo as suas concepções sobre o livro didático de Geografia. O livro didático de Geografia foi a área de interesse escolhida, sendo problematizada a partir do seguinte questionamento: quais as concepções atribuídas pelos professores do Ensino Fundamental aos livros didáticos de Geografia? As ideias dos professores expressas nas entrevistas narrativas da nossa pesquisa confirmam a conjuntura de indefinição e superficialidade teóricometodológica sobre o livro didático de Geografia, cujas concepções ficaram restritas aos seus aspectos descritivos, evidenciando a ausência de atribuições de significados pertinentes a uma reelaboração teórica do narrar produzido, como também, de questionamentos dos princípios organizadores das concepções sistematizadas. Desse modo, as ideias apontadas pelos professores em foco, restringiram-se à enumeração dos aspectos característicos do fenômeno em questão – o livro didático de Geografia – na sua superficialidade, isto é, não expressaram elementos que possibilitassem ver as concepções numa perspectiva macro, destacando-se mais as explicações das partes e das percepções isoladas, do que níveis mais abrangentes de generalidade do referido objeto de estudo. Enfatizamos, por fim, a necessária continuidade da pesquisa, e consequentemente, desse processo permanente de reflexão sobre as concepções do livro didático de Geografia, sendo mister explicitar, portanto, a razão histórica que as norteiam para que se possa buscar uma prática docente mais crítica e propositiva.

O processo de ensino e aprendizagem de língua espanhola para alunos cegos: narrativas do ensinar e aprender

En los días actuales, la Educación Inclusiva hay sido eje de amplias discusiones, pues en ella, la educación es direccionada a todas las personas, con discapacidades o no. Por intermedio de ella, todos tienen derechos a una enseñanza de calidad y pueden compartir las mismas oportunidades de aprendizaje. Esta investigación tiene por objetivo hacer un análisis del proceso de enseñanza-aprendizaje de la lengua española en un contexto, en lo cual alumnos con y sin ceguera compartían el mismo espacio educacional. Es por lo tanto un investigación de naturaleza exploratória e cualitaviva, en la cual es utilizada como un herramienta para la recogida de los datos la entrevista semiestructurado con preguntas abiertas, realizada con los profesores de lengua española y sus alumnos ciegos. Como aporte metodológico utilizamos el Análisis Proposicional del Discurso – APD (PIRES, 2008) para que los datos pudieran ser analizados. Los resultados señalaron que, aunque los diferentes condicionantes, los alumnos ciegos, cuanto al proceso de enseñanza aprendizaje de la lengua española, presentan dificultades de orden estructural, personal y pedagógica semejantes. Evidenciado a partir de las declaraciones. También se constató una ausencia de preparación por parte de los profesores referentes a la utilización de recursos didácticos y estrategias de enseñanza que pudieran contemplar a las especificidades de aprendizaje de estos alumnos.

Do amanhecer ao crepúsculo: o ambiente inteiro por minhas narrativas

The matrix of this dissertation research permeates the design of complex environmental education. Its purpose is the realistic utopia of sustainability focused on the elucidation of a cultural model, a way of life that can guarantee the preservation of the living and non-living wight, to compose a world in which all coexist in harmony. To do so, thinking that model permeates the understanding that we are nature. This understanding can be evidenced both in Karl Marx in his book, the Economic and Philosophical Manuscripts says: "Nature is the essential body of the human being", and Joël de Rosnay, in his book The Symbiotic Man explains that we humans, "are the neurons of the earth." In this same perspective, Elisabet Sahtouris, in his book The Dance of the Earth, has pointed out how little is accurate to say that "there is life on Earth," because we are knowledgeable that our planet is a living organism, then there is the "life of the Earth ". Thus, we are part of this life, we are a part of the whole. With long experience in the environmental field, I seek the collective understanding that environmental education is a process belonging to all areas of knowledge, while margins for its subdivision occasion that begins the role of librarian I am, as a mediator of educational, cultural process, and disseminate information, is an environmental educator. Research conducted lead me to propose a revision of values and attitudes, from a certain reorganization of thought, an ecology of ideas and action, evidenced by readings of education and complexity, especially tuned to the writings of Edgar Morin. This thesis makes use of metaphor as a cognitive operator to emphasize the solar cycle, linking it to the development stages of this work. In summary, we have as a goal to emphasize the importance of the human condition, respect for nature and the principle of natural, cultural and social interdependence. In order for us to have a society that values relationships of solidarity with each other, respect and gratitude for living beings and Mother Earth. What leads me to converge, the reframing of the environment, understanding it as Integer Environment

Análise crítica da (des)(re)construção identitária em produções de narrativas de mulheres vítimas de violência de gênero

La violence a été utilisée comme un outil de maintenance du système patriarcal qui hante encore notre société. In séré et légitimé dans / par notre culture, le régime patriarcal considère la femme comme un être inférieur qui doit être subjugué et maîtrisé, y compris par la force. Cette recherche a pour d'étudier, dans les pratiques discursives et sociales, les process us de (dé) (re)construction de l’identité dans les productions de récits de femmes victimes de violence sexiste. Par conséquent, nous nous efforcerons de vérifier les études d'autres domaines tels que les études culturelles, la sociologie, le féminisme, en tre autres. De ce fait, nous croyons que ce mémoire se trouve dans les études de Linguistique Appliquée et dispose d'un point de vue interdisciplinaire (MOITA - LOPES, 2006), en plus des domaines énumérés, nous utiliserons l’analyse critique du discours, la sociologie pour le changement social et linguistique systémique fonctionnelle. Pour l'analyse autour de la posture interdisciplinaire en Linguistique Appliquée, on utilise la méthodologie qualitative/ interprétative (Magalhães, 2001). Afin d'examiner les r écits du «je» de femmes victimes de violence, nous nous sommes servie des récits exposés sur Internet, puisqu'ils sont du domaine public. Ainsi, nous avons étudié que les rapports trouvés sur l’outil « commentaire » présents dans les rapports du site G1, p lus spécifiquement, les rapports sur la violence de genre réalisés en 2014 dans deux villes du nord - est : Piauí et Rio Grande do Norte, et dans une déclaration faite dans le programme "Profession Reporter" en 2011. Pour asseoir notre recherche, comme une m éthode d'étude et de théorie sociale, nous utilisons l'Approche Sociologique Communicationnel du Discours, courant lié aux hypothèses de l’Analyse Critique du Discours (Pedrosa, 2012a). Les données montrent que les récits du «je» dans l'outil «commentaire» sont divisés en deux groupes principaux: les récits de renonciation et les récits de persistance. Nous réalisons également que les sujets se déplacent dans les sphères d'identité selon leurs contextes narratifs. La recherche nous a permis de déduire enco re qu'il y a une possibilité de changement social à partir de la narrativisation des tensions identitaires et la reconnaissance des inégalités dans les relations de pouvoir.

Narrativas poéticas e trajetórias dos poetas em Mossoró/RN

The city of Mossoro/RN has showed up as a “cultural capital” in the state of Rio Grande do Norte due to a politic of events that enhance historical facts occurred in that region. These actions evoke researches about a construction of a self-identity of the city and attract many tourists that provides a boost to local economy. Considering this, this paper aims to understand the insertion of poets in this cultural context, analyzing the cultural performances that they participate and their personal narratives. Semi-structured interviews and participant observation in cultural events were employed to get this aim, privileging the observation of popular poets, whose presentations are more frequent. This overview took to the approximation with two artists associations, of which the interviewed poets were selected: “POEMA – Associação de Poetas e Prosadores de Mossoró” and “Casa do Cantador”. The relationship observed among the artists of these institutions – writers, improvisers, cordel makers, musicians and “emboladores de coco” – raised questions about the complexity of popular culture and the social connections among the artists of the city, discussed in this study.

A construção da identidade profissional de licenciados em Música da UFRN: um estudo de narrativas autobiográficas

Aims to understand the construction of the professional identity of undergraduate in Music UFRN, through the study of autobiographical sources of these subjects, checking their formative dimensions and their (re) meanings established throughout life stories. To do so, shows a brief presentation of the study and the main motivations of the author to do it; expresses the life story of the researcher and their training courses in music career; analyzes the historical overview of the route Search (Auto) biography as research and training approach (JOSSO, 2010; NÓVOA; FINGER, 2010; SOUZA, 2007; PASSEGGI; SILVA (2010b) and DELORY-MOMBERGER, 2012); It presents some reflections and discussions about the construction of identity, beyond the concepts and perceptions of the training and professional representations of this building (DUBAR, 2005); discusses the historical background regarding teacher training in Brazil and Music Education; describes the ways and methodological resources used for data collection and implementation of this research, namely, a reflective open questionnaire and autobiographical essays; It presents the life stories of the undergraduate students of the Music course and its educational and musical dimensions; Lastly, it presents a reflection about the paths taken. The results indicated that the autobiographical essays make it possible to understand the ways and social relations in the various identified training dimensions, in addition to realize that the family contexts and the first musical social contacts in informal settings, enable the licensees, an identification with the possible career lecturer in Music, as well as the main reasons for this choice. We conclude, therefore, that the experiences and musical experiences throughout life favor the construction of professional identity and that in the course of training, such experiences make ways to (re) define the musical experiences, as well as the (re) thinking their professional career.