Pedagogia Freinet: a construção de uma práxis em turmas de 5ª a 8ª séries

Ce travail que nous venons de présenter apport une systématisation sur la viabilité de la praxis de l´éducateur français Célestin Freinet (1896-1996). Il s´agit d´une étude qualificative, recherche-action, développée dans une école coopérative l´ École Freinet à Natal/RN Brésil, auprès des élèves du 5ème et 8ème séries de l´Enseignement Fondamental. Le problème central que nous a amené à cette recherche, a été le fait de vérifier les progressions dans la production scientifique et dans les pratiques des enseignants qui ont à la charge l´Éducation Infantine et les premières séries de l´Enseignement Fondamental. Tout cela en tenant compte en concevoir l´élève en tant que sujet actif de son apprentissage et coresponsable à l´organisation du travail scolaire. Toutefois, qaund-il s´agit des quatre dernières séries de l´Enseignement Fondamental (5ème au 8ème séries), les propositions progressistes sont prises comme quelque chose pratiquement impossible d´en mettre en marche. Pour attenuer la lacune théorique sur le sujet, nous avons offert un texte significatif pour les enseignants d´une façon générale, les chercheurs de l´académie et pour l´écolechamp de la recherché. Tout cela par le fait de ne pas donner de priorité à une technique ou à un principe, en particulier. Cette pédagogie est discutée autant que possible dans son contexte global et aussi sur le comment s´est manifestée dans sa práxis . Nous avons mis en relief les aspects importants pour le fonctionnement de la salle de classe, aussi que les estratégies utilisées pour la construction, communication et documentation des connaissances L´intervention nous a permis de construire l´objet par la réflexion en action, à partir des données obtenues pendant les observations, les entretiens, les enterviews, les moments d´études et de la quête des textes écrits. L´analyse a été faite à la lumière de la methodologie comprehensive (Kaufmann, 1996), entrelacée au materiau empirique et à la théorie. Cette forme d´analyse nous a permis d´obtenir la logique dans l´ensemble comme nous crayons que doit caracteriser la recherche aux Sciences Humaines et Sociales. Les considérations finales mettent l´accent d´un côté sur l´efficacité de la pédagogie Freinet, pour orienter le processus de l´enseignement apprentissage, en tous les dégres de l´enseignement et de l´autre côté nous montre la nécessité urgente de l´équipe de l´école champ de la recherche, de qualifier sa pratique à partir des références théoriques-pratiques de la pédagogie Freinet

Mãe-esposa e professora: educadoras no final do século XIX

This text is organized through discussions undertaken in the area of the History of Education in Rio Grande do Norte, circumscribed to the History of Women from the first decades of the Brazilian Republic, and to the analysis of what was expected of this education. We examined representations of women in Natal, between 1889 and 1914, with the goal of configuring relations between the sexes with the emphasis on moral, intellectual and pedagogical aspects required of these women. As documental sources we utilized the educational, civil and criminal Legislation, on a National scope, as well as on a State and Municipal scope. We circumscribed our search to the newspaper A República, in which we found literature that circulated in Natal in the form of pamphlets, short stories and poetry, as well as other texts by authors that were part of the corpus of analysis of this study, located in public and private archives in Rio Grande do Norte, such as the Historical and Geographic Institute of Rio Grande do Norte (IHGRN) and the State Public Archive of Rio Grande do Norte (APE-RN). The use of the indexing method and the propositions of Cultural History were the appropriate theoretical-methodological framework to complete studies of this nature. This operational perspective permitted us to elaborate nuances about this time of transition from the 19th to the 20th Century, and to spotlight the fire of the women from this period. The basis of the argument that related women to maternity and domesticity, and within the ideals of abnegation and religious leadership, aligned to a demand coming from the increase in the quantity of schools for women, allocated women as the most appropriate for superior in educational performance in the country, based on its foundations: primary education. Beyond the universe of formal education, the other side of women appeared in republican politics. The mother-spouse and the institutionalization of domestic education associated the female gender with the role of educator at home as well. Be it in the public sphere, as a teacher, or in private, as mother-spouse, female care is perceived in this configuration, as an educational base that the Republic, and in transition, bequeathed to the Brazilian 20th Century

Aí eu era Antônio Brasil: contribuições de situações didáticas com conhecimentos históricos para a construção da identidade pessoal da criança na educação infantil

L'objectif de cette étude est de comprendre la relation entre les situations didactiques faisant appel aux connaissances historiques et la construction de l'identité personnelle pour les enfants dans l'éducation de la petite enfance. Sa question centrale se demande si les connaissances sont offrent des contributions à la construction de l'identité personnelle par les enfants de la petite enfance. Se distingue, lui aussi, entend contribuer à élargir le débat sur l'enseignement et l'apprentissage des thèmes historiques dans l'éducation des enfants, et permettre un dialogue avec d'autres enseignants dans cette étape de l'éducation. Ont été analysés par des principes théoriques et méthodologiques de qualité et a assumé les orientations méthodologiques de la recherche collaborative. Il a été constaté que la systématisation des situations didactiques impliquant la connaissance historique dans l'éducation de la petite enfance contribue à la construction de l'identité personnelle de l'enfant. Ceci, pour prendre possession de ces connaissances, ils recueillent des renseignements qui permet le plus large éventail de relations, afin de comparer les pratiques culturelles de son temps avec des pratiques à d'autres moments. Ainsi orientée, l'enfant cherche à raconter son histoire avec le thème historique à laquelle elle a eu accès, d'organiser et de construire des réponses des explications sur leur environnement et de lui-même. Tout cela montre à la réalisation que le processus d'internalisation des connaissances historiques de l'enfant est construit comme un sujet et, par conséquent, cette connaissance peut être conçu comme un médiateur dans la formation de l'identité personnelle

Os ateliês (auto)formativos na constituição do sujeito docente da educação matemática

The object of study of this thesis is the use of (self)training workshops as a fundamental process for the constitution of the teaching subject in mathematics education. The central purposes of the study were to describe and analyze a learning process of mathematics teachers supported by the training-research methodology, which procedures have been affected with the practice of (self)training workshops as a way of collaborating to the constitution of the teaching subject in Mathematics Education. The survey was conducted with a group of teachers in the city of Nova Cruz, Rio Grande do Norte through a process of continued education realized in the training workshops having as main goal the realization of the group s (self)training sessions in order to lead participants to the extent of their autonomy in their personal and professional transformations. The results obtained in the formative processes have shown the need to develop activities of mathematics teaching as a contribution to overcome the conceptual difficulties of the teachers, apart from their (self)reflections about themselves and the educational processes in which they belong. The results raised some propositions about (self)training workshops that may be incurred in practices to be included in the curriculum frameworks or materialize as a strategy of pedagogical work in training courses for teachers of mathematics. Also, they can constitute an administrative and educational activity to be instituted in the public schools of Basic Education

As relações de poder na gestão da Escola Estadual Presidente Kennedy em Natal/RN: as ações decisórias dos órgãos colegiados - o conselho de escola e o caixa escolar

The present study examined the relations of power in the management of the Escola Estadual Presidente Kennedy, including the deliberate decisions on the School Council and School Fund, which guided the organization of the school. We sought to understand the management models that influenced the school organization, promoting contradictions in the decision making process. The school management is intensely marked by management models from the business logics as in the case of managerialism of bureaucracy. The formulation of educational policies based on managerialism has proposed a school-centered management with intense accountability of the school community in planning and monitoring the public services. The influences of these models subsidize hierarchical power relations that undermine the actions of decision-making of the collegiate bodies for the democratization of school management. To develop a research on the power, the investigation was based on studies of Bourdieu and Foucault. These authors understand the power in a relational system in a double sense, both in terms of discipline and the possibility of resistance. A theoreticalmethodological matrix was developed focusing on literature review, document analysis, structured interviews with twelve representatives of the segments belonging to the School Council and School Fund, as well as observations in meetings with the production of field notes. It was found that power relations experienced in the organization and activities of the school boards are marked by changes in public management over the years, promoting the contradictions between the concepts of corporate management originated in the business logics and the perspective of democratic management subsidized by official legislative documents at the national and state levels. The observations in meetings and analysis of the records showed that representatives related to management (president and manager of the school) have a privileged position with regard to exposure of their propositions, and are more likely to take a position in the political game of the collegiate bodies of work. It was also seen that the irregularity of meetings, particularly of the School Fund meetings, limits the experience of operation of the representatives in discussions concerning the planning and monitoring the actions of school management. Reports from representatives of the School Council showed that certain segments related to the management recognize their power of decision, however others have little interfere in the decision-making process in order to expound the desires of those who are represented by them. In the School Fund, the analysis of the records and interviews showed restricted moments of the meeting of representatives, and these only being aimed at choice or approval of the implementation plan prepared by the school management. The results showed no indications of moments of reflection to study the best chance for applicability of resources. This collegiate body (School Fund) has a questionable action when planning and monitoring the applicability of the financial resources of the School. To sum up, it was found that the Escola Estadual Presidente Kennedy still lives hierarchical power relations that undermine the institutionalization of democratic management in the various representative segments may take place in the game of political decision-making processes necessary for the organization of the school

Anagramas do corpo, processos de repetição e representação da condição humana: um diálogo entre Hans Bellmer e Pina Bausch

La relation entre l`ignorance, l`apprentissage et de la création composent un décor provocant pour nous faire réfléchir sur l`éducation et la science. Pour éclaircir cette réflexion, nous démarrons sur les propositions de Ilya Prigogine (1986), pour qui l`art est une métaphore qui représente la science au XXe siècle, les idées d`Edgar Morin (2004), en soulignant la contribution fondamentale de l`art à l`état humain, et Maurice Merleau- Ponty (1980), qui crédite à l`art la possibilité d`un nouveau regard sur le monde, un regard sensible, esthétique. Ayant par référence la présence de ces arguments, nous réaffirmons la thèse de que l`art peut présenter des métaphores pour considérer la science, l`éducation et la condition humaine sur des bases complexes et transdisciplinaires. Nous nous concentrons sur des catégories particulières de la déformation et de la répétition. La première est considérée comme un désordre nécessaire au corps, à la science et à l`éducation, des lieux de métamorphose constante, d`après les principes de la complexité. La seconde est appréciée comme un opérateur sans lequel la variation, l`écart, le nouveau et l`invention ne peuvent pas émerger. Nos métaphores ressortent des travaux esthétiques de deux artistes de renom: Pina Bausch et Hans Bellmer, les délinquants qui certainement se rebellent contre la trivialité dans l`art et la vie. Ils exploitent des rêves, des démonstrations affectueuses impertinentes, esthétiques inaugurales, antiparadigmatiques et audacieuses. En un mot, ils incarnent ce qu`on appelle une pensée complexe. Nous comprenons que les deux artistes déclenchent des dispositifs qui dialoguent avec le manifeste de Merleau-Ponty lorsque l`on cherche dans l "aisthesis" la possibilité d`une production naturelle qui est en elle-même, créative. Ayant comme horizon cette puissance créatrice nous concentrons notre regard sur les anagrammes du corps proposés par Bellmer et sur la répétition exprimée par Pina Bausch. La déformation et la répétition sont des étapes embryonnaires de la création

O Programa Pró-Letramento e a formação de alfabetizadores: repercussões nas concepções e práticas de professores cursistas

This paper intents to investigate the repercussions of the Pró-Letramento - Alphabetization and Language Course Program in the practices and conceptions of alphabetization of learning teachers, according to their own perspectives. The program, part of the National Formation Network of the Education Ministry, in partnership with public universities since 2006, is destined to aid the formation of teachers acting in the first three years of public basic education, with the goal of qualifying them to work with alphabetization and improve quality of learning processes and results. This investigation adopted the qualitative research paradigm as well as the Case Study methodology, being our empirical field a Belém do Brejo do Cruz/PB public school. The subjects are five Program graduation female teachers, including the tutor-trainer and four graduated teachers that already teach in the first three years of basic education. The data, gathered with documental analysis, individual and collective semi-structured interview, and non-participant observation, were analyzed according with Speech Analysis principals. Based on those principals, we intersected teachers enunciations, observation sessions registries and the Program s propositions and built interpretations based on theorization taken as fundaments of the investigation, among which we highlight: studies on a criticalreflexive perspective of a teacher s formation; continued formation as a permanent development process; the principals of historical-cultural approach on alphabetization processes and development with the centrality of language; alphabetization in a interactionist approach. The analysis focused on the Program s repercussions: 1) in the teachers conceptions about: 1.1) learning; 1.2) Alphabetization and literacy; and in the practices and conceptions related to: 1.3) alphabetization in a literacy perspective and 1.4) appropriation of the writing system. The corpus analysis evidenced relations of continuity and discontinuity, approach and distancing between the teachers conceptions and the Program s propositions, as well as conceptions/significance of their speeches and related or observed practices. Observing teachers elaborations evidences the repercussion of the Program s formation, whilst also showing gaps and mismatches in their appropriation process in concepts/assumptions as well as teaching propositions. These mismatches involve interaction relationships between teachers and students, with their possibilities and limitations surrounding the Program s knowledge objects complexity, also linking to the social, economical, political, and cultural conditions that involve both the implementation of the Program in each context and the conditions in which alphabetization in public schools are developed, demanding permanent and accompanied formation processes, investments to improve work conditions and valuing teaching

Gêneros do discurso e escrita: o que as coleções didáticas de português (des)prestigiam no ensino da produção 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 Didático (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

A sistematização do conteúdo jogo nas aulas de educação física do ensino fundamental e médio

Since the enactment of LDBEN 9.9394/96, Physical Education began to be understood as a curricular component in school. Thus, we see the need for systematization of content. We observed that the physical education classes at the public schools in Natal/RN from the game content, teachers did not use the existing proposals for systematization. And it was on this reality that the study occurred, aiming to present and discuss a proposal to systematization the game content in physical education classes in elementary and secondary education. Accordingly, we departed of following question: What possibilities of systematization of the game content in school physical education classes?. The methodology used was the action research, which allowed us to structure the intervention plan for the game content, directed to a reflective didactic process. The dialogue with action research provided an opportunity to understand of the proposal of systematization, the knowledge of game content, the planning and process of teaching and learning in physical education lessons developed. We use the proposed systematization the book Educação Física Escolar e Organização Curricular , to direct and organize the lesson plans. As research technique, we use the participant observation, filming, photographic records and field diary, guiding us in the debates and discussions about the field of research. The applications of the lesson plans were carried out in three schools, all located in Natal / RN: Escola Municipal Professora Ivonete Maciel, Escola Municipal Professor Ulisses de Góis e Professor Escola Estadual Josino Macedo. The members of this study were students PIBID-EF-UFRN, teachers, supervisors and school. They made the bridge between research and action, theoretical foundation and pedagogical practice, university and school. The results were advanced for beyond the propositions submitted by the above-mentioned book. For the Elementary School 1, the proposed systematization broadened experiences and learning of knowledge of the game and of playful and body manifestations. Provided an opportunity to know and learn about game of make account, rules, popular games, cooperative games, among others. For Elementary Schools 2 and Middle education, systematized lessons allowed the practical, the incorporation of knowledge of the game and its features: such as rules, origin, meaning of the name, different denominations, among others. The students experienced and learned, popular games, pre-sport games, cooperative games, with recycled material, among others. The treatment from three dimensions of contents: procedural, conceptual and attitudinal, occurred parallel to approach the game content, and in conjunction with our interventions, not being done separately during practice, but an ongoing process during class. This new perspective of work the game, in a systematized way, with applying, description and discussion the activities, allowed elaborate a summary framework of thematizations for game content, by year of teaching

Análise da integração dos stakeholders na adoção de estratégias de marketing verde: um estudo em empresa moveleira

This master's thesis aims to ascertain how the Stakeholders interactions influence the adoption of green marketing strategies from the perspective of the Alpha Company, a furniture industry located in Rio Grande do Norte, Brazil. The methodology has a qualitative approach and uses the exploratorydescriptive case study method as model of formal and systematic study. Following the theoretical and conceptual propositions of Polonsky (1995), Michell, Angle and Wood (1997) and Frooman (1999) as a reference base. This study identifies and assesses the importance degree of the relevant stakeholders, shows their expectations and needs and describes the tactics used by the company for the implementation of green marketing strategies. The study describes the reality of a furniture industry in Rio Grande do Norte, and shows his philosophy and background; identifies present stakeholders that influence the decision process of the company and also, analyzes the degree of importance of each group showing their needs and expectations and, finally, it states the changes in the organization with the implementation of green marketing strategies. The results it s concluded that stakeholders are taken into consideration in the adoption of green marketing strategies, even without a proper strategic perception from the company, an imperative to advance towards the adoption of the green marketing philosophy. This case study explores knowledge that may be used and suited to small companies that act in the strategic segment-trend of green marketing

Análise da situação de trabalho do motorista em uma empresa de ônibus urbano da idade de Natal (RN)

The problem dealt with in this study concerns the analysis of bus drivers' working situation. It stemmed from the need to identify the difficulties faced by these professionals in accomplishing the results expected by the company. A case study was carried out in a public transportation company in the city of Natal. Records and observations made in the workplace, alongside perfomance indicators, such as absenteeism tax, staff turnover and traffic accidents, revealed problems in their activity. It was made clear that, in the company being studied, absenteeism was related to health problems, particularly psychiatric and musculoskeletal disorders, and that although the indicators of traffic accidents and staff turnover have declined over the years, they are still elevated. The interviews involved 50 of the 124 drivers who worked directly in the service, and contained questions covering eleven factors related to the drivers' work. They indicated a gap between the prescribed work and the work actually done, in that there were a series of embarassing or stressful situations involving traffic, itinerary length, road conditions, vehicle maintenance, physical environment (bus terminus), job post and supervision policies. On the other hand, factors such as enjoying driving, the work itself and being with workmates positively influenced the drivers' working conditions. In the propositions of the administration and human resources subsystems, some alternatives were found in order to remodel this activity

Avaliação do desenvolvimento sustentável na bacia hidrográfica do Rio Seridó em face das políticas públicas e da gestão dos recursos hídricos

The reality of water resources management in semiarid regions, such as the Seridó region, has been shaped by a complex chain involving social-cultural, political, economic and environmental aspects, covering different spheres of activity - from local to federal. Because water is a scarce element, the most rational way pointed out by our recent history has been to move towards an increasing emphasis on the need for a truly rational, integrated, sustainable and participatory water resources management, supported by legislation and by a network of institutions that could materialize it. In this sense, despite all the advances in the formulation of public policies in water resources, which ones have indeed lead to significant changes that have occurred or are underway in semiarid regions such as Seridó? What factors may be preventing the realization of the desires rationality embedded in the framers of water policies intents? How to properly manage water resources if the current actors who promote their management and the political, human, cultural and institutional processes that intervene in this management, show strong traces of unsustainability? The research methodology adopted in this paper led to a breakdown of the traditional approach to water resource management, to integrate it into other areas of knowledge, especially to political science and public administration, catalyzed by the concept of "sustainable development". From a broad, interdisciplinary literature review, an exhaustive characterization of the river basin Seridó, a set of interviews with key people in the public administration acting in the region, a series of diagnoses and a set of propositions were made in order to correct the direction of current public policies for the region. From the point of view of public policies, it is in the deployment phase, not in its formulation, which lies a major problem of the lack of significant progress in water management. The lack of coordination between government programs are well characterized, as well as the lack of efficiency and effectiveness of their actions. The causes of this secular model are also discussed, including political factors and social relations of production, which led to a stalemate difficult, but of possible solution. It can be perceived there is a scenario of progressive deterioration of natural resources of the fragile ecosystem and a network of environmental and social consequences difficult to reverse, the result of a persistent and inertial sociopolitical culture, whose main factors reinforce itself. The work leads towards a characterization of the water resources management also from the perspective of environmental, institutional, political and human sustainability , the latter being identified, particularly as investment in the development of people as autonomous beings - not based in ideological directives of any kind - in the emancipation of the traditional figure of the poor man of the hinterland" to the "catalyst for change" responsible for their own decisions or omissions, based upon an education for free-thinking that brings each one as co-responsible epicenter of (self-) sustainable changes in their midst

Elaboração de atividades didáticas para o ensino de matemática a partir de livros antigos: o exemplo do leçons élémentaires de Lagrange

De nombreuses études sur l`utilisation pédagogique de l`histoire des mathématiques viennent a identifier les arguments qui sous-tiennent ces actions éducatives comme une façon d`aborder les mathématiques scolaires afin de mener les élèves à un apprentissage réflexif et significatif des mathématiques. Cherchant a vérifier, de manière pratique, comment ces relations entre histoire des mathématiques et l`enseignement des mathématiques peuvent se matérialiser sous la forme d`activités didactiques, nous avons effectué un sondage sur les oeuvres du mathématicien Joseph Louis Lagrange (1736-1813) et identifié le potentiel d`exploration éducatif, de l`oeuvre Leçons élémentaires sur les mathématiques données a l`École Normale en 1795, de cet mathématicien. L`objectif principal de notre étude était de faire des recherches sur le potentiel d`une oeuvre antique dédié à l`enseignement des mathématiques et de la considérer comme support conceptuel et didactique pour la création d`un modèle d`activités didactiques pour l`enseignement des mathématiques, dans la formation des enseignants de mathématiques et aussi en ce qui concerne l`apprentissage des mathématiques des élèves de l`école primaire. Nous avons fait une lecture, la traduction et l`ajout de notes et commentaires sur le travail et une recherche bibliographique sur la relation entre l`histoire des mathématiques et l`enseignement des mathématiques, de façon a comprendre les aspects conceptuels et didactiques pour l`élaboration d`um module activités didactiques pour l`enseignement des mathématiques basée sur certains chapitres du livre de Lagrange. À cette fin, l`oeuvre a été utilisé comme source primaire et a été étudié sous un fondement théorique appuyer sur les travaux des Institut de recherche sur l`enseignement des mathématiques IREM. Dans le module élaboré, les activités apportent les contenus dans une suite integrée à une logique de classe, à partir de la lecture directe des découpages du texte original, disposés entre les questions et les situations-problémes , historiquement mis en contexte avec la période et associés à des contenus spécifiques. Comme il s`agit d`une recherche basée sur l`exploitation de livres anciens, nous croyons que des modules d`activités basées sur des source primaires peuvent être utilisées comme un matériel pédagogique pour la formation des enseignants de mathématiques ainsi que pour les dernières années de l`école élémentaire, reformulées ou accrues d`autres questions telles l`intérêt de chaque enseignant qui l`utilise

A modalização como estratégia argumentativa em textos de vestibulandos

In this work, the argumentative strategies construction in university entrance examinations texts is analyzed. The study intended to present, through the analyzed occurrences in the corpus, the discursive strategies use for the argumentation construction, observing the different lexicalization forms and the effects that these strategies produced for the intended meaning construction. Aiming to analyze the modalization via texts written by candidates for the UFRN entrance examination, the relations between this category and the resources used for the argumentative guidance of the text were highlighted. Conceived as a speaker argumentative strategy to express his/her relationship with the proposition content which enunciates, the modalization is, thus, one of the linguistic expression form used for the attainment of intended meaning effects in the argumentation construction. In order to substantiate the research, the theoretical assumptions adopted were the propositions which deal with this linguistic category, guiding it to a pragmatic-semantic perspective as well as a discursive-semantic one. Hence, Neves ( 1996, 2006), Koch ( 2000, 2002), Cervoni ( 1989), Bronkart (1999) and Castilho; Morais de Castilho (1996) studies, among others founded this work. Afterwards, a contextualized analysis of the modalized statements, taking into account all the set of elements implied on the argumentation construction, was carried out. The research, which had a strict qualitative character, revealed that the candidates make use of modalization to express commitment or dissociation as regards the statement which they produce; to obtain credibility and provide more authority to their arguments, thus avoiding them of being contested; to impose their arguments as real ones and acquire acceptance of the interlocutor; to lessen the proposition content and disguise the knowledge source; to comment the enunciation and attribute the discourse to another sender; to establish a dialogic relation with the interlocutor. In addition to offering support for new investigations, the research also aims to contribute for the mother tongue teaching, emphasizing the need of a focus which provides special attention to the written language functioning and its application diversity. In this work, the argumentative strategies construction in university entrance examinations texts is analyzed. The study intended to present, through the analyzed occurrences in the corpus, the discursive strategies use for the argumentation construction, observing the different lexicalization forms and the effects that these strategies produced for the intended meaning construction. Aiming to analyze the modalization via texts written by candidates for the UFRN entrance examination, the relations between this category and the resources used for the argumentative guidance of the text were highlighted. Conceived as a speaker argumentative strategy to express his/her relationship with the proposition content which enunciates, the modalization is, thus, one of the linguistic expression form used for the attainment of intended meaning effects in the argumentation construction. In order to substantiate the research, the theoretical assumptions adopted were the propositions which deal with this linguistic category, guiding it to a pragmatic-semantic perspective as well as a discursive-semantic one. Hence, Neves ( 1996, 2006), Koch ( 2000, 2002), Cervoni ( 1989), Bronkart (1999) and Castilho; Morais de Castilho (1996) studies, among others founded this work. Afterwards, a contextualized analysis of the modalized statements, taking into account all the set of elements implied on the argumentation construction, was carried out. The research, which had a strict qualitative character, revealed that the candidates make use of modalization to express commitment or dissociation as regards the statement which they produce; to obtain credibility and provide more authority to their arguments, thus avoiding them of being contested; to impose their arguments as real ones and acquire acceptance of the interlocutor; to lessen the proposition content and disguise the knowledge source; to comment the enunciation and attribute the discourse to another sender; to establish a dialogic relation with the interlocutor. In addition to offering support for new investigations, the research also aims to contribute for the mother tongue teaching, emphasizing the need of a focus which provides special attention to the written language functioning and its application diversity

Da poesia ao poema: uma leitura do poema-Processo

Caractérisation du "Poema-Processo" au long de sa trajectoire entre les années 1967 et 1972, au regard d´une lecture visant son insertion dans le mouvement d´avant-guarde de la deuxième moitié du XX° siècle, au Brésil. On vérifie la façon dont le mouvement du "Poema-Processo" s´est formé, comme dédoublement de l´art concret, ainsi comme ses adéquations à la conjoncture de son apparition au Brésil, s´établissant une comparaison entre la pratique du poème et les propositions des manifestes lancés. L´analyse des poèmes sélectionnés démontre leur co-relation avec les travaux visuels initiés par les avant-guardes historiques, ainsi comme les réponses de la pratique poétique à la théorie developpée par les principaux représentants, Wlademir Dias-Pinto, Álvaro de Sá et Moacy Cirne. La production poétique et culturelle de Moacy Cirne est abordée en observant sa pratique sur trois points fondamentaux: la production poétique, la critique littéraire donnant de l´emphase à la culture locale et au texte du "Poema-Processo", et la recherche du language des bandes dessinées.