A produção do gênero monografia em discursos de professores e alunos do curso de letras

A current worry in the teaching process at the university these days is text production process and genres produced there, especially those kind of writing that is concerned to course conclusion such as monograph, dissertation and thesis. From this perspective and considering our aims at understanding discursive process involved in the production of monograph genre at the university we want to analyze teachers and students discourses about the productive process of monograph in Letras Course, considering the guide, writing and specific aspects of that genre. To get the aims, we took as background theory the studies by Bakhtin linked to Utterance Linguistics with foundation concepts in Discourse Text Analysis by Adam (2010), and finally the studies developed about text production at college. This way, this work is based on a qualitative research and in data ethnographic procedures, they are: the observation in locus, as well as the application of questionnaires with opened questions to ten students and six teachers from Letras Course. The discourse analysis from the subjects reveal us that: i) the monograph production and the guidance are form of act by language, that need take into account in its development: students free chose as a principle in writing monograph, as well as a wide involvement between the teacher and the student in a sense to turn the writing better, among other aspects; (ii) there is a need to articulate monograph project and the text produced, considering that the guide process comes from a project written before; (iii) there are a number of role to discourses by teachers and students to the function of student and guide teacher, in a way that both can see the same assumptions in teachers and students discourses; (iv) teacher s and students discourses show that they assume the utterance responsibilities by the content of utterances proposed, they also show the voice from methodology guidebooks to monograph texts. So, we conclude that this research has some contributions to teach writing production at the university, especially to monograph in the ending of the courses. It can also be helpful in developing research in this area, mainly at the question about guide final works at college

Análise textual dos discursos: responsabilidade enunciativa no texto jurídico

This investigation aims at describing, analyzing and interpreting the Commitment in Initial Petitions, which is a genre circumscribed in the judicial domain. For this purpose, we have chosen sections, facts as found and relevant law , sections of the petition, with the understanding that, in this way, respectively, the narration of events, which gives margin to the propositioning to the judicial action, and the exposition of the law that upholds the author s intention. We base our discussion on the field of Linguistics, more precisely, Textual Discourse Analysis (TDA), whose theoretical basis is derived from Textual Linguistics (TL) and Enunciative Linguistics. We foreground, particularly, the way in which the author of texts, objects of analysis, use discursive strategies that evidence ER. The relevance of this study, then, is in the formation of a critique of the judicial text, as it conceives of a dialogical approach to the point of view, raising not only questions about the way in which a linguistic instance conceives an object of discourse, but also considering questions of language inherent to technical writing and, in this aspect, contributing to the work of those operating in Law about the many ways ER is formed in the body of a petition. We selected two categories to analyze that, according to Adam (2011), characterize the degree of ER in the textual material of the propositional enunciations: the different types of representation of speech and the indications of profile of mediators. In this sense, with this task as an objective, we base our study regarding point of view on Rabatel (2003, 2009a, 2010) with relation to the enunciative approach, including the study of PDV in polyphonic and dialogical theoretical framework to study the ER from different types of speech representations that conceive forms of transmission of discourse and the role of the enunciating subject, mainly the responsibility and the prerogative by the propositional contents. In the same way, intending to study the indications of the mediator profiles, we observed the postulations of Guentchéva (1994, 1996), which develop the notion of mediative grammatical categories, of which permit the linguistic marking of distance and engagement of the enunciator with regard to the information expressed. The methodology we adopted was based on qualitative research, of an interpretive and introspective nature, in light of the fact that his study focuses on processes and strategies underlying language use. The corpus of the research is comprised of Initial Petitions, which gave rise to actions originating in the Civil Court of Currais Novos County RN. The data analysis shows that an object of discourse is always perspective oriented and presents the point of view of one or more enunciators. Consequently, the producer of a text, using the PDV of other enunciators, influences and establishes the argumentative orientation of the text. In the same way, it evidences the relevance of the use of mediated constructions in the judicial text, as they function as strategies attenuated to the responsibility of the producer of the text with what is said, and at the same time points to a discourse of authority through the entrance of the sources of law. Moreover, it reveals the documental and international importance of this practice, at the same time that it exposes the compositional and normative difficulties with regard to legal and linguistic aspects

Ver, lembrar e narrar: a conformação das memórias sobre a ditadura militar na recepção assistida do audiovisual

Subjective and socially constructed instance, the memory is not a natural phenomenon, but an area of contention between various social organizations for control and legitimation of a past. With the development of writing and the advent of new technical devices, it creates new ways to store and transport information. The memory is no longer restricted to the limits of the here and now of the subject and undergoes transformations. In this scenario, the media start to play an important role in publicizing and construction of embodiments of memory. This study aims to analyze the conformation of the memory of political groups during the process of receiving audiovisual fiction. For this purpose, a corpus of four chapters of the soap opera Love and Revolution was used as a cognitive device for remembering. The television series, broadcast by SBT between April 2011 and January 2012, went back to the beginning and development of the military dictatorship in Brazil, in the cities of Rio de Janeiro and São Paulo. Three militants of various affiliations Communists who acted against the regime in Rio Grande do Norte and neighboring states, were participants in this study. Using the method of oral history, the research was divided into two stages: in-depth interviews, which dealt with the history of life of employees with the militancy in the Communist parties and other social movements, and the assistance of a drive dramatic soap opera Love and Revolution. Comparing these two phases of the study, we analyze the flow of mediations that crossed memories of militancy and media framework; shifts the narrative of remembrance during reception, and the opposition between memory and represented the experiences of the receivers

Ser(Tão) Seridó em suas cartografias espaciais

The aim of this work is to analyze the spatial frames of reference of the Seridó a region Iocated in the hinterlands of Rio Grande do Norte state from the following texts: Homens de Outrora (1941), by Manuel Dantas; Seridó (1954), by José Augusto Bezerra de Medeiros; Velhos Costumes do Meu Sertão (1965), by Juvenal Lamartine de Faria; and Sertões do Seridó (1980), by Oswaldo Lamartine de Faria. The historiographical discourse will be investigated as to representations of space and the frames of reference that demarcate it. We highlight the space of 1 as delimited by the subjectivity and significances expressed by each author, considering closely the relation between author, writing and body, either in historiography or in the subjects that give shape to the Seridó region in their writings. The Seridó is particularly framed in the relevant historiography as the hinterland (sertão) space, where the drought is a representation referred to recurrently, and as a space of fight , in which man and nature would be in constant struggle, challenging each other. Spatial frames of reference are then situated between the 1 and notions of hinterland and fight with nature

Pau e lata para uma educação musical: uma partitura de vidas

The field of experience and reflection in this dissertation is the Pau and Lata: Artisticpedagogical project and its activities in the field of music education It was created in 1996, by the Community School Sementes da Luz, located on Tabuleiro do Martins district, Maceió / AL. The work extended to the Rio Grande do Norte and later returned to Alagoas, keeping their activities in both states, involving approximately 280 people. The issues that moved us front the experience of Pau e Lata were: What are the main references and theoretical-methodological elements that constitute the formation of the musician in Pau e Lata? How members perceive this project and include themselves in the educational process of music formation? How it works and what is the meaning of the use of instruments and the learning of musical writing and reading? These questions lead us to undertake this dissertation, in order to deepen reflection on the processes of musical training on Pau e Lata, relating the experiences of its members in the process and the theoretical references governing their educational practice. In this sense, we outline the research objectives, which are: describe the Pau e Lata project, focusing on their context of action and their methodological processes; investigate the relationship between the effective participation of its members in the process of composition of the artistic and pedagogical repertoire and its performance in the field of cultural militancy in the environment where it operates. The writing process of this research is based on the phenomenological perspective. Therefore constitute our methodological research path two roads that communicate: 1) the organization and description of historical record of Pau e Lata (supporting documents, certificates, posters, etc.) and memories of the researcher and from other members of the group. 2) the formation of focal groups and writing and sending, via online, testimonials the participants of Pau and Lata relating to issues scrap and onomatopoeia, respectively. Participated in this process 11 components, adding the presence of the researcher, with the age between 21-45 years, all members of Pau e Lata, Core UFRN. The results of this research are focused on the discussion of three axes that describe and guide the work of the Pau e Lata: collective work, the use of the scrap as instrument and the onomatopoeia as base of a methodological process of musical training. This score was composed of three parts. The first part is presented from a collection of references from Pau e Lata, composed of printed and videographic records. The second part refers to the instrument used by Pau e Lata, and the perception of group members on these instruments, which occurs so that they are integrated in the training of the musician.The third axis tells how and what it means learning of music writing and reading, that occurs in two related aspects: the teaching-learning process and the body as a musical element in this process, associated with other actions characterized as studies and theoretical deepening

Gustavo Barroso, o führer brasileiro: nação e identidade no discurso integralista barrosiano de 1933-1937

The purpose of this paper is to analyze how Gustavo Barroso sought to discursively construct what would be the Brazilian spatiality through an Interpretation of national history marked by the Jewish conspiracy theory, a racist doctrine in various aspects dialogued with Nazi doctrine, and the thought the Catholic Restoration. Writing that built a given image of the nation. Writing and producing product that is the source of other discourses that operate on the world, appointing him, enveloping him in a load of meanings. Interpretations of time and space that discursively construct realities and ways of being in the world. For the development of this work we will focus mainly on the analysis of the literature of the period integralist Gustavo Barroso since the year 1933 until the year 1937, as well as undertake an analysis of the Cohen Plan, which we understood to be the heir of a grid of thought that falls in line with the theories of political and racial anti-Semitic plot. Thus, we assume that it is necessary to think of the space also in their political and cultural dimensions, and with an barrosiana significance of national space, expressed in the discursive field, the result of a given historical moment and engaged with certain power relations, which unfold through complex relationships, we understand that Barroso made the reading of the Brazilian nation would be its own representation.

Ateliê biográfico de formação profissional: prática socioeducativa em Escola Judicial

In recent decades, debates have intensified about (auto) biographical narratives as devices of socio-educational practices, aligned to the educational setting of the XXI century which have stimulated a new educational perspective woven with epistemological and methodological training throughout life. Towards that scenario, the continued training in Judicial School has occupied important space for constitutional effectiveness and, on the other hand, has grown the demands of expanding knowledge and enhancing training practices, in turn, judicial practices. The aim is to analyze the reflective Group through "Professional Training biographical Workshop" with Bailiffs such as socio-educational practices in socio Judicial School, in the city of Natal /RN. It has highlighted the questions that guided this study: 1. What paths of experiences and knowledge shared by the Law Officials, Federal Appraisers in "Professional Training biographical Workshop" as reflective Group? 2. How is organized the reflective Group as practice in socio-professional training setting? 3. What contributions narratives of themselves bring to the bailiff in reflective Group on Judicial School? The theoretical assumptions are supported in the lifelong training in methodological and epistemological dimension of (auto) biographical knowledge (JOSSO, 2008, 2010, 2012; PINEAU, 2005, 2006; DOMINICÉ, 2010; DELORY-MOMBERGER, 2006, 2008; FREIRE, 1987, 1996, 2001; PASSEGGI, 2008; 2010; 2011; 2012). In 2009, 09 (nine) civil servants in post of Federal Appraiser Justice Official, law graduates participated in this research through eight (08) "Biographical Workshops of Professional Training", consisting of biographical practices and scenarios, enabling oral and written narratives about a memory that has meaning, relationship and tessituras between files, facts and feelings that reveal the perception of self and other, as well as mobilize and weave the training process. The experiences of speaking, writing and reading were constituted of spaces that facilitating the reconstruction of the trajectory of training and career awareness-making, helping to re-signify labor relations and lead to their own professional design. From this study, the reflective properties of groups have emerged, consisting of Reflexivity, Experience, Historicity, Reversibility, dialog and formability processes, with paths to social and educational practices in which professionals identify the meaning and significance of self and of the profession that are exercising. The expectation is to continue with the spirit of research to emerge from the participants responses to training practices in Judicial School, aligned with the new knowledge of understanding the human being, not only an object of his work, but also a social subject, co-participant in the process of re-signifying life and work in a permanent way.

Um estudo do gênero ata de audiência na esfera jurídico-trabalhista

The activities in labor judicial sphere are permeated by the use of diverse text genres, which are indispensable instruments to the accomplishment of actions that involve the jurisdictional realm. Among the genres that circulate in this domain, we selected the genre minutes of hearing as the object of study of this research, because it is a document supporting the actions, procedures and deliberations agreed, in hearings, by members involved in work-related litigation. In this study we aim to describe the elements that constitute the referred genre in what concerns its pragmatic, organizational and linguistic dimensions. Therefore, we use the postulations of Sociodiscursive Interactionism as theoretical framework, through the writings of Bronckart (2006; 2007; 2012), supported by Marcuschi studies (2008; 2010; 2011), Koch and Favero (1987), Elias Koch (2011; 2012) and Zanotto (2012). In methodological terms, it is characterized as a qualitative approach research (BOGDAN; BIKLEN, 1994; CHIZZOTTI, 2000; MOREIRA; CALEFFE, 2006) with aspects of an ethnographic work (ANDRÉ, 1995; CANÇADO, 1994). The discussion proposed inserts into the field of Applied Linguistics for it focalizes ―social issues and creates intelligibility about the social practices in which language plays the main role‖ (MOITA LOPES, 2006, p.14). The analyses indicate – regarding the pragmatic dimension – that the genre in focus constitutes artefact that enables the register of actions, deliberations, testimonials, procedures and occurrences established during the hearings and has as its interlocutors judges, litigants and their legal representatives. Concerning the organizational dimension, despite the genre in scope present a proposal of standardized writing, their examples contemplate variations and flexibility especially with regard to the development and outcome of the text. As for linguistic aspects, it is noticeable the presence of lexical choices inherent in the language used by labor law discourse community. Lastly, stand out the relevance of the research lies in the fact that it approaches, from the perspective of the Applied Linguistics, the forensic writing and, consequently, offers contributions to the understanding of such genre.

A escrita no ensino fundamental II: uma análise dos desvios ortográficos e sugestões de estratégias de intervenção

Why students of 6th year still present oral marks in written? To answer this question our paper presents what they are and how writing and grammatical deviations occur and emerged in an attempt to expand on these studies. The same objective to evaluate the presence of these deviations in genres produced by students of the 6th year of the Municipal School Manoel Catarino Filho and check if there are more variation deviations or grammatical deviations. It also aims to improve the linguistic and discursive ability of students in various traffic environments of certain genres and consequently the formation of active readers and writers. In order to better understand how this process occurs, the text starts of the socio discursive conception of gender, with the theoretical background studies of Bakhtin (1992) and Marcuschi (2002) about this conception and the rhetoric conception of Aristoteles and Platão. The text underlies even the works of Callou (2007), Neves (2003), Faraco (2002), Franchi (2006) and Cagliari (2005) on the Grammar School, linguistic variation as also on the sociolinguistic parameters as well in research on the phonetics and phonology of Oliveira e Nascimento (1990), Seara (2009), Hora (2009) and in the PCN. To compose the corpus of this study we collected 23 texts produced by students to serve as a data source for analysis of the presented deviations by quantitative and qualitative research method, in which categorize the deviations found in two groups: oral and linguistic variation deviations and writing and grammar deviations. The results showed that there was a rate of occurrence of oral and variation deviations greater of writing and grammar deviations. We concluded that the orality has a great influence on the written production of students. Finally, we propose some activities aimed at minimizing the occurrence of deviations in written productions of the students.

A leitura e a produção textual no ensino fundamental I: uma proposta de como trabalhar com os gêneros textuais

The little interest in reading and the large presence of deviations in writing observed in the texts of students of the 5th grade of a public school in RN, led us to question the motives of this problem. Thus, the idea to organize and develop teaching sequences with a variety of possibilities of reading and production through the text genres. The practice with the textual genres in elementary school extends the use of reading and writing and improves the quality of learning. In this way, the school, as one of the most active spheres in social practices of the language, we justify this work with the use of text genres as facilitators for teaching and learning the mother tongue. For this purpose, we draw as the main objective to talk about the work with textual genres from the development of didactic sequences, as well as encourage students to take a more reflexive attitude toward language and its uses, as discursive social practices. The development of the study with the text genres was made through the application of didactic sequences in the school context of elementary school classes, from 5th grade. Specifically were chosen, the letter, note, music, poetry, fable and the tale. The study is anchored in the reflections of the following theorists and researchers: Bakhtin (2011), Miller (1994), Marcuschi (2008) and Bronckart (1999) on the text genres; Marcuschi (2005) and Dolz and Schneuwly (2004) that approve a teaching-learning proposal focused on textual genres, giving a meaning to language in the construction of the knowledge and Dolz and Schneuwly (2004) regarding the didactic sequence; other theoretical orientations: PCN (1998), Lerner (2005), among others. The methodology followed the action research guidelines, in a qualitative approach perspective. The instruments of research included questionnaire, observations, readings and productions. The results pointed the students' interest in relation to the activities developed in the didactic sequences and consequently improvement in the students‘ own writings. In this sense, we reiterate the need to contamplate in the teaching activities the diversity of texts and genres and, not only due to its social relevance, therefore the student should be able to use the language in various way and adapt their texts to situations of oral and written interlocution.