Escafandristas do tempo: narrativas de vida e regenera����o da mem��ria em S��o Rafael-RN

In the late 1970s, the semi-arid region of Rio Grande do Norte was the setting of Projeto Baixo-A��u whose highlight was the building of the dam Eng. Armando Ribeiro Gon��alves, designed to collect 2.4 billion cubic meters of water. Presumably, such an initiative would bring economic and social development for thousands of potiguares who suffered the hardships of drought. However, the dam would reach several cities in the region, reaching to cover one of them: S��o Rafael. As a result, the early years of the 1980s, nearby, a new town was built by DNOCS. This thesis aims to discuss how the population of S��o Rafael recalls this fact and reconstructs its history by speaking, writing and computing, after three decades. Based on the prospect moriniana method as a strategy, visits were made to the city of S��o Rafael and open interviews (individual and collective) with two groups of subjects: one composed of those who lived in their ancient homeland, and another, with young people who were born in the new city. Besides the reports of these subjects, they were observed the visual narratives presented by images, mostly photographic, available on a profile created for the city in the orkut social network. As sources for this study, they were also considered the dialogues between rafaelenses accessing the above profile. Having as a central observation by Edgar Morin about what does not regenerate, degenerates . This study is the central argument that the idea of orkut has performed, today, a dual and interdependent role: being a tool that promotes a collective intelligence through cooperation, exchange of ideas and reconstitution of visual and written narratives. Far from a frozen conception in a historical perspective, it has defended the thesis that orkut has regenerated, repaired, reproduced, restored, reorganized and renewed the memory and history of a city that has succumbed to the immensity of the waters of a dam for almost thirty years

A forma����o de professores surdos de Libras: a centralidade de ambientes bil��ngues em sua forma����o

The study object of this thesis intertwines the history of deaf education in the last 30 years in three schools for the deaf in the cities of Campina Grande, Gado Bravo and Aroeiras, Paraiba, the life stories of six deaf teachers of brasilian sign language (Libras) that have formed and works in these educational institutions for the deaf and our own journey, as a teacher and researcher. The study was conducted on the theoretical-methodological principles of (auto)biographical research in education and socio-historical studies on the social formation of the human. The corpus used for analysis was consisted of six narrative interviews conducted in sign language and transcribed into portuguese, documents and personal files and institutional. The analysis allowed us to define three hinge moments of this story: the creation of the first school for the deaf, within the framework of oralism (1980 - 1991), the passage into the Total Communication (1991 - 1995) and, finally, the introduction of Bilingualism (1995 to today). The analyzes show that the trajectories of teacher formation of the research participants reflect the history of the three schools which have costituted bilingual social spaces of paramount importance to the subjects and the deaf community as a group of linguistic and cultural minority. The evolution of this trajectory has allowed to demarcate between the two generations of research participants. The generation of heirs of oralism, which had delayed access to the Libras and lived an education referenced in oralism, whose reminiscences of childhood and adolescence are strongly marked by suffering for the lack of communication, which hinders their social and professional career until today. And the generation of the sons of bilingualism, the youngest in age, who had childhood access to Libras and education within the framework of bilingualism, whose reminiscences are not marked by suffering and have a positive vision of the future. With respect to your teacher formation, three figures stand out as a teacher. The teacher's improvised, closer to the first generation of teachers who were called to teach without proper training. The figure of the teacher craftsman, which corresponds to the image that most of them have of yourself now, understanding that their knowledge are based on the exchange between peers. And finally the figure of the real teacher, which stands on the horizon of expectations as future graduates in Letters |Libras. The narratives allowed to realize that the evolution between these figures is based on the contributions of the other: hearing teachers of EDAC and the Federal University of Campina Grande and deaf teachers of the two generations who learn from each other. The analyzes and reflections allowed to defend the thesis of the centrality of bilingual environments for the establishment of the deaf person as a citizen with full rights, based on the voice of the deaf, muted by the history of education, conducted by listeners

Narrativas infantis: o que nos contam as crian��as de suas experi��ncias no hospital e na classe hospitalar

This dissertation focuses on the narratives of children hospitalized with chronic diseases. The overall goal is to deduce, from the look of the child health care, hospital class contributions to the process of school inclusion. The research is part of the qualitative ethnographical approach and is based on the principles and research methods (auto)biographical in education and schooling in hospital. Participated in the investigation 05(five) children, aged between 06 (six) and 12 (twelve) years of age, treated at the Center for Children s Onco-Hematology, Varela Santiago Children s Hospital in Natal-RN. The corpus used for the analysis comprises five (05) narrative interviews, 03 (three) drawings made by children as well as records in the researcher s field diary. The sources were collected during the months of August 2010 to February 2011. The analysis revealed that the inclusion of the hospital class, and ensure the right to education, contributes to the construction of strategies for coping with illness and hospitalization, as it promotes autonomy, comfort, playfulness and self-knowledge, the rand the world, easing the stress of hospitalization. The figure of the teacher took the class hospital in the voices of children, a reliever and minimizing the role of double exclusion that cause illness and hospitalization, showing the contributions to (re) construction of identity and subjectivity constitution strengthened. The children interviewed said that the hospital class leave the hospital more cheerful. The playfulness and learning experiences in the hospital are seen by children as actions that go beyond the physical treatment of the disease, since it provides them with acceptance and understanding of hospitalization and illness, to give them affective security and emotional. In conclusion, the narratives of children confirm that the service class hospital ensures continuity of schooling, but they reveal, namely, that this service provides them socialization among peers and with adults, strengthening the emotional, social and cognitive biopsychosocial perspective of attention

Hist��ria das mulheres idosas do Grupo Aurora da Vida Campina Grande-PB (1940-1950)

La recherche intitul��e l Histoire des femmes ag��es du group Aurore de La Vie: Campina Grande-PB (1940-1950) a surgit comme consequence de mon observation sur les inter��ts de femmes en retrouner �� l ��cole apr��s qu elles ��taient arriv��es aux soixante ans, um moment de la vie que malgr�� son importance est encore consider��e par trop de gens comme des moments d ��tre seul jusqu �� la fin de la vie. Alors, nous avons formul�� la question la plus importante de ce travail: Quel est l histoire de l ��ducation des femmes ag��es du group Aurore de La Vie, dans le p��riode de son education d enfant? Un group de 25 femmes qui ont ��tudi�� le projet Digna, on a fait une seletion de treize ag��es, entre 65 et 80 ans, qui s appellent: Perp��tua, Florinda, Benta, Ambr��sia, Celestine, Cord��lia, Circe, Filomena, Desd��mona, Dorot��ia, Ofelia, Mart��tius e Nausica. Beaucoup d intelectuels nous ont aid�� avec la base the��rico-methodologique et nous ont present�� l histoire des exclud��es comment une histoire en construction. Parmis ces intelectuelles on rencontre Chartier, Halbwachs, Elias, Perrot, Bosi, Bezerra, Morais et Machado. Pendant notre recherche nous avons employ��s des narrations, des entrevues, des questions ouvertes ou les femmes puissent parler sur l histoire de leur vie. Nous avons regard�� aussi le fiche des ag��es, le arquive de La Secretarie Municipale de Assistence Social (SEMAS) du H��tel de Ville de Campina Grande-PB. Nous avons aussi ��tudi�� sur la legislation reli�� �� la tematique de la Constituition Br��silienne dans l estatute et dans la Politique Nacional de l age. Notre ��tude nous a donn�� des analises sur les themas: pauvresse, travail, sourvenirs, jeux e aussi punitions scolaires. Nous sommes arriv��s �� la conclusion qu �� l ��poque de son enfance, l ��ducation formale ��tait d��j�� determin��e pour le mariage, la pr��-cr��ation la famille. Enfim toujours d��dans de la maison exclud��es du reste du monde. Nous avons compris que pesquiser cet object d ��tude est un contribut avec l histoire des exclud��es en cassant le silence des femmes lesqueles on ��t�� ignor��es par presque toute la prodution historiographique

Narrativas de forma����o de professoras dos anos iniciais do ensino fundamental: Concep����es e constru����es de necessidades formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Cear��-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system.

O processamento discursivo e suas bases corp��reas estrat��gias cognitivas de alunos da Educa����o de Jovens e Adultos na compreens��o de narrativas

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

Processos cognitivos que operam na configura����o de narrativas: uma pesquisa explorat��ria dos fen��menos que subjazem �� compreens��o de textos

This paper investigates the cognitive processes that operate in understanding narratives in this case, the novel Macuna��ma, by M��rio de Andrade. Our work belongs to the field of Embodied-based Cognitive Linguistics and, due to its interdisciplinary nature, it dialogues with theoretical and methodological frameworks of Psycholinguistics, Cognitive Psychology and Neurosciences. Therefore, we adopt an exploratory research design, recall and cloze tests, adapted, with postgraduation students, all native speakers of Brazilian Portuguese. The choice of Macuna��ma as the novel and initial motivation for this proposal is due to the fact it is a fantastic narrative, which consists of events, circumstances and characters that are clearly distant types from what is experienced in everyday life. Thus, the novel provides adequate data to investigate the configuration of meaning, within an understanding-based model. We, therefore, seek, to answer questions that are still, generally, scarcely explored in the field of Cognitive Linguistics, such as to what extent is the activation of mental models (schemas and frames) related to the process of understanding narratives? How are we able to build sense even when words or phrases are not part of our linguistic repertoire? Why do we get emotionally involved when reading a text, even though it is fiction? To answer them, we assume the theoretical stance that meaning is not in the text, it is constructed through language, conceived as a result of the integration between the biological (which results in creating abstract imagery schemes) and the sociocultural (resulting in creating frames) apparatus. In this sense, perception, cognitive processing, reception and transmission of the information described are directly related to how language comprehension occurs. We believe that the results found in our study may contribute to the cognitive studies of language and to the development of language learning and teaching methodologies

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��

Mem��rias de rios e de lagos na constru����o romanesca: leitura de narrativas da Amaz��nia paraense

This study focalizes the memoirs of rivers and of lakes in the romantic construction starting from the romances Chove nos campos de Cachoeira (1941), Maraj�� (1947) and Tr��s casas e um rio (1958), of writer Dalc��dio Jurandir; of the book of memoirs Maraj��, minha vida (1998), of writer Dita Acatauassu; of the story "A Feiticeira", published in the book Contos Amaz��nicos, written by Ingl��s de Sousa (1883); of the short story "O Peixe", published in O carro dos milagres, (1990), of writer Benedicto Monteiro; of the oral narratives Honorato: Cobra Grande , O encanto de Honorato and A Lenda da Cobra Norato , picked up by the project named The Imaginary in the Shape of Oral Narratives of Paraense Amazon (IFNOPAP) of the Federal University of Par��. In those speeches, the voices of the memory detach the multiple functions of rivers and lakes represented as space, atmosphere, scenery, route and route, thread and fabric, re-elaborated in the narrators' memoirs, characters and narrators/character of the fiction and in popular narratives

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

No c��u da boca das gentes, tem estrela e maravilhas: atualiza����o e perman��ncia 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 Lu��s da C��mara 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

Constru����es com t��pico marcado em cartas pessoais brasileiras dos s��culos XVIII, XIX E XX

This dissertation is a research on the marked topic construction (CT) in Brazilian personal letters from eighteenth, nineteenth and twentieth centuries. The goal of our research is to verify if CT are present in the writing of Brazilians born in the centuries in question. Our research focus is based on the assumptions of generative theory (CHOMSKY 1981; 1986), which states that grammar is internalized in the mind / brain of the writers, with the emphasis on studies of grammatical change, as pointed texts by Paix��o de Sousa (2004), Carneiro (2005); Galves, Namiuti and Paix��o de Sousa (2006) and Martins (2009). Our corpus was extracted from Projeto Para a Hist��ria do Portugu��s Brasileiro (PHPB) and Cartas Brasileiras colet��nea de fontes para o estudo do portugu��s. We selected forty-six correspondents who should be inserted into the two criteria set out in this research: to be Brazilian and be born in the centuries mentioned above, so that we could find legitimate topic constructions of PB. This work is based on researches by Pontes (1987), Mateus et al. (2003), Araujo (2006, 2009), Berlinck, Duarte and Oliveira (2009), which actively support us in the study of this linguistic phenomenon in Portuguese. The results show that the marked topic construction in our corpus appear on the writing of Brazilians since the second half of the eighteenth century, while the typical constructions in Brazilian Portuguese locative topic, subject topic and copy topic - are already reflected in the I-language of the writers born in the second half of the nineteenth century and the first of the twentieth century

Narrativas humor��sticas: esquemas e frames na compreens��o do ris��vel

A Lingu��stica Cognitiva tem como um de seus principais objetivos descrever e analisar os processos de constru����o de sentido. Para isso, suas pesquisas pressup��em a exist��ncia de estruturas cognitivas oriundas das experi��ncias sens��rio-motoras e socioculturais dos usu��rios da l��ngua, as quais s��o acessadas pelo sujeito durante a compreens��o textual. Fundamentada teoricamente nesta abordagem cognitiva da linguagem, esta disserta����o tem como objetivo nuclear descrever e analisar como os dom��nios cognitivos - representados pelos esquemas e frames - permitem ao leitor depreender o ris��vel em textos humor��sticos. Entende-se por esquemas os dom��nios das informa����es constru��das e armazenadas na mente do sujeito, oriundas de sua experi��ncia corporal, como ao movimentar-se ou manipular objetos. Os frames, por sua vez, s��o os constructos que emergem a partir da intera����o, estabelecida de forma din��mica e consensual, entre os sujeitos em contextos socioculturais espec��ficos. Percorremos este caminho n��o somente por acreditarmos que o efeito de humor decorrente de um texto est�� subordinado �� ativa����o e ao acionamento dos esquemas e frames armazenados na mente no leitor, como ainda por crermos na exist��ncia de v��rios n��veis de compreens��o, o que explica a recupera����o de trechos humor��sticos em um texto. Para confirmar a nossa hip��tese, utilizamo-nos da aplica����o de um experimento (uma atividade, com textos humor��sticos, para alunos dos ensinos Fundamental e M��dio registrarem sua compreens��o). Para a an��lise dos resultados dessa atividade, apropriamo-nos, metodologicamente, do processo da introspec����o (entendida como a intui����o do pesquisador e a respons��vel pela produ����o de ideias e racioc��nios ao manipular os dados). Durante a observa����o minuciosa do nosso experimento, chegamos �� conclus��o de que o humor �� apreendido intelectualmente quando os esquemas e frames s��o confrontados

Narrativas de professores em forma����o sobre a didatiza����o de podcasts para o ensino de ingl��s 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 converg��ncia

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