O aspecto polif��nico d os Lus��adas

A study about the polyphonic aspect of The Lusiads. An epic poem in Portuguese Language written by Lu��s de Cam��es, that narrates the adventure of the journey of Vasco da Gama in the discoverer of new shipping lanes for the ��ndias. Secondarily, tells the historics battles engaged during the process of foundation and consolidation of the Portuguese Empire. The object of the study are the diverse speeches that compose the poem s narration, aiming at to the possible aesthetic relation of the epic poetry of Cam��es with the novelistic prose developed in the modernity, starting with D. Quijote and consacrating it at polyphonic novels written by Dostoi��vski. The sdudy focuses the singularity of Cam��es lies in the elaboration of a narrative structurally epic, but at the same time contains several deviating speeches. Such speeches emphasize the multiple planes and multiple voices (characteristics of novelistic prose) without, however, prejudice the interlinking logical-formal epos, resulting in the monological finish conventional of the epic gender. This feature characterizes The Lusiads as monological literary work, but also shows dialogism and plurilinguism, essentials to the polyphonic phenomenon. Another prominent aspect of the poetry of Cam��es is the relative procedure to the expressiveness of the characters. They are, in the majority, rhetorical creations, which assume, in the speech, human or myhtological characteristics. Stratagem that permits to the poet to emit a multiple faces of vision of the facts told. The analysis of the speeches supports-itself entirely in the polyphonic theory of Mikhail Bakhtin, shall be cited, accessory, viewpoints of others theoretical, as long if it is judged compatible with the theory adopted

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

Representa����es discursivas de Ficar e Namorar em textos de vestibulandos e pr��-vestibulandos

This doctoral thesis investigate the way vestibulandos and pr��-vestibulandos construct their discursive representations of Ficar and Namorar in their textual production. At the same time, aims to discuss its implications for the ATD and for the teaching and learning of textual production in the context of Portuguese Language classes. Its theoretical framework is inspired mainly by three sources: textual linguistics, the textual analysis of discourses (ADAM, 2008), as well as by frames semantics (FILLMORE, 2006; FELTES, 2007). The methodology is based on a combination of qualitative and quantitative approaches (VIANNA et al., 2008). The data is composed of 168 empirical texts written by the vestibulandos of PSV/2005 da UFRN, Natal, RN, and by secondary school students who attended Escola Estadual Juscelino Kubitschek (EEJK), Ass��, in the 2008 school year. The results indicate different categories of discursive representations of Ficar and Namorar , such as designation of referents, prediction, aspectualization, spatial-temporal circunstances , and metaphor, which reveal the influence of factors such as: the encyclopedic knowledge, the culture, as well as the cognitive components related to textual production. These results point out to the necessity of a teaching practice which enables the interaction among students, the discussion of current themes, as well as the student involvement with different textual genres, mainly the work with textual production in the classroom, so that it enables the students do acquire the textual production strategies. Thus, the overall goal is the (re)construction of their discursive representations, so that they can cope with new contexts of communicative interaction.

A interpreta����o sem��ntica dos auxiliares modais poder, precisar e dever: uma abordagem da sem��ntica cognitiva

Apresentamos, neste trabalho, com base na sem��ntica cognitiva, uma an��lise do significado, em contexto, dos auxiliares modais poder, precisar e dever. Analisamos 120 textos produzidos por candidatos ao vestibular e por alunos do ensino fundamental, como resposta da quest��o n��mero tr��s da prova discursiva de Língua Portuguesa do vestibular 2005 da UFRN, que pede aos candidatos para explicitar a diferen��a de sentido entre tr��s frases, observando o uso desses tr��s verbos. Consideramos que um item lexical n��o �� incorporado a uma representa����o ling����stica sem��ntica fixa, limitada e ��nica, mas antes, �� ligado a uma representa����o ling����stica sem��ntica flex��vel e aberta que prov�� acesso a muitas concep����es e sistemas conceituais dependente de cada contexto determinado. Com base em seu significado, um item lexical evoca um grupo de dom��nios cognitivos, que por sua vez, apresentam um determinado conte��do conceitual. Isto implica em afirmar que a rede de significados lexicais vai variar conforme o conhecimento de mundo de cada um (LANGACKER, 2000). A relev��ncia deste trabalho �� proporcionar uma contribui����o para a descri����o sem��ntica do portugu��s

Veredas infinitas, Recep����o italiana de Grandes sert��es: veredas

L'obiettivo principale di questo lavoro �� valutare le difficolt�� di comprensione e di identificazione nella ricezione da parte della cultura italiana dell'opera Grande sert��o: veredas, da quelle trovate, in modo pionieristico, dal traduttore italiano, a quelle che sono state percepite e indicate al momento della lettura dai critici, dagli accademici, dall'autore di questo lavoro e, soprattutto, dai lettori comuni, mostrando, allo stesso tempo, che i problemi avuti dagli italiani nella traduzione esistono, sotto certi aspetti, anche per i brasiliani urbani, poich�� la dimensione linguistico-geografica presente nel romanzo �� cos�� peculiare, che perfino molti lettori di lingua portoghese ignorano il mondo plasmato dal linguaggio di Guimar��es Rosa rivelando una esacerbazione della questione universale espressa nella formula "traduttori, traditori". Partendo da tutto ci��, abbiamo cercato di dimostrare che, sebbene la traduzione di Edoardo Bizzarri abbia raggiunto un eccellente risultato, l'opera rosiana, cos�� come nella poesia e di pi�� di qualsiasi altra narrativa, comporta, nel passaggio da un idioma all'altro, perdite irrimediabili, tanto relative all'armonia musicale e ritmica, quanto alla richezza semantica che si occulta nel testo originale

Sujeitos e atores sociais nas representa����es discursivas de docentes da rede estadual de ensino em Sergipe: uma an��lise cr��tica em tempos de Ideb

According to the studies in Applied Linguistics, this thesis is based on an interdisciplinary perspective (Critical Discourse Analysis, Sociology towards Social Change, Cultural Studies and Systemic-Functional Linguistics). The overall objective of the research was to analyze the discourses of Elementary School teachers in the state of Sergipe, by means of the discursive representations of the social actors, the processes of subjectivity and their fragmented identities in the context of standardized evaluations before the requirements of globalized pedagogical practices, based on the result-based management. The critical analysis of such discourses was motivated by the rapid pace with which the demands of innovation become part of the classroom, aiming at reaching the target in what concerns the indexes of the rankings which characterize the globalized discourse of the national education management, like Ideb (Basic Education Development Index), which makes teachers change their discourses, become silent or keep resistant. The work was initially endorsed by the theoretical lines of the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2006), and poses a proposal for such purpose: the ASCD Discourse Sociological and Communicative Approach (PEDROSA, 2012, 2013). This is an interpretative-qualitative study of the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2003; RAMALHO ; RESENDE, 2011) and to carry it out, semi-structured interviews were used as instruments of data generation (BAUER; GASKELL, 2011; GILL, 2011). Its corpus is composed of thirteen accounts of teachers from the Elementary school who teach Portuguese and work in the fifteen schools which were chosen to be the universe of the research at the Regional Board of Education (02) in the state of Sergipe. Such narratives are related to their impressions, expectations and actions which favor the management of results to which they have to submit themselves. The analytical overview of sociological and discursive line comes from the pan-semiotic categories (Inclusion and Exclusion) which appear in the theory of Representation of Social Actors (VAN LEEUWEN, 1997, 2008). To present the processes of subjectivity of these teachers, this work is based on the socio-analytical proposal of the classification of the subjects, which stems from the individual s work in the Gest��o Relacional de Si , which comes from the Applied Sociology (towards) Social Change (BAJOIT, 2006, 2009). The discursive analyses were guided word for word, in their majority, by having the Systemic Functional Grammar as their theoretical basis, specifically by the processes of the Transitivity System postulated by Halliday, (1985); Halliday and Mathiessen, (2004); Eggins (2004); Cunha and Souza (2011). The work makes the field of Cultural Studies emerge towards the dialogue and the presentation of the fragmented identities of the teachers in the context of late modernity (GIDDENS, 2002; HALL, 2011). The thesis promoted a reflection over the teacher s condition, who is immerse in this context of knowledge construction of the present Brazilian educational system, the standardized evaluations, the indexes of development, the targets and the rankings. The considerations and outcomes of such a research dealt with the teachers emerging social practices and the need of planned initial and continuing teacher education towards the new moment which is foreseeable

O Uso de opera����es lingu��stico-discursivas da cr��tica gen��tica na reescritura de textos

As a professor in Curso de Licenciatura em Letras, from Campus Avan��ado Profa Maria Eliza Albuquerque Maia (CAMEAM),do Estado do Estado do Rio Grande do Norte (UERN), in the town of Pau do Ferros, in the state of Rio Grande do Norte, we had the chance to carry out several writing activities , as well as guiding re-writing activities for the texts produced. From this experience, we started looking at the need of reflecting upon the writing process in higher education. Thus, we aim at analyzing, in this research, the methodology used in the moment of carrying out the writing practices activities in higher education, investigating, in particular, the rewriting practices, concerning the operations used for carrying out such activities, as well as the sense effects produced from the alterations which were made in the texts. Our theoretical foundation is grounded on a conception of text as a verbal action , what reveals a socio-interactional view of the language (MARCUSCHI, 2008; SAUTCHUK, 2003). As the production of written texts, our research focus, we assume that, for this activity, we deal with distinct figures (active writer and internal reader), so that we can, apart from writing, reflecting upon our writing and, this way, deciding about operations which are carried out to make the alterations which are necessary to the rewriting of our texts (SAUTCHUK, 2003). Still about the theoretical foundations used in this research, we made use of the theories from the Textual Analysis of Discourse (TAD) which discusses the belief on the evidence on the existence of the texts, which is opposite to the fixist view of textuality which believes that the texts exist by themselves. (ADAM, 2008; [2005]2010). Under this perspective, we have also adopted, the concepts which come from genetics criticism which is concerned about the relation between text and genesis, using as objects documents which bring traits of the text in progress, on the ground that the text is the result of work in progress, and the writing practice, on the other hand, as an activity in a continuous movement (HAY, [1975]2002; DE BIASI, [2000]2010; GR��SILLON, 1989; [1990]2008; [1992]2002; SALLES, 2008a). The methodology in this research is an ethnography-based one, an approach which focuses on the process, as well as is meaning-based. To understand the objectives proposed in our research, we made use of different procedures of collecting data which include an ethnographic study, such as: observation, note-taking, document analysis. The data which were analyzed were collected during the semester of 2008.2, in a first term classroom of Curso de Letras from CAMEAM, when we were able to collect twenty-one written texts and all of them were rewritten based on rewriting activities, what provides a corpus of forty-two texts which will be analyzed based on the linguistics operations identified by Generative Grammar and adopted by Lebrave and Gr��sillon (2009). From these analyses, we were able to confirm that writing is a process, and rewriting has become an extremely important activity for this process. Still due to these data, we observed that substitution was the most used operation by text authors. We believe that this result is justified by the fact that the substitution, according to what proposes the Genetic Criticism, constitutes the source of all erasure, from which one can easily make a change in writing. Regarding the operations of addition and deletion, we found that they were used in quantitative terms, almost equivalently, which can be explained when we see that the two operations require, by the author of the text, different strategies from those used for the replacement, what includes , respectively, adding or removing a segment. Finally, we found out that the shift operation was the least used, since it works with a segment that will not be replaced, added or deleted, but transferred to another place of text, which requires a greater ability of the author to perform this operation and not compromising the meaning of his/her writing. As a result, we hope to contribute to the reflection on the teaching of writing, considering, in a particular way, those with a Bachelor in Arts. Our analysis will contribute to the teaching of Portuguese language, specifically for activities that guide the production of texts in order to explore with students the ability to rewrite their own text

Did��tica do plurilinguismo: efeitos da intercompreens��o de línguas rom��nicas na compreens��o de textos escritos em portugu��s

This exploratory study aims to present some readings as Doy�� (2003), Carrasco Perea (2003), Melo Ara��jo e S�� (2004), Chavagne (2009) and Alas-Martins (2010; 2011) which helped to confirm some ways for showing that a plurilingual environment can enable a trend in improving the understanding of written texts in the mother tongue, and can collaborate on a better perception of the world around a person with all their different nuances. The study describes the methodology and some results of our doctoral research that resulted in the insertion of the experimental discipline called Intercomprehension of Romanic Languages (ILR) in the curriculum in the city of Natal / RN / Brazil, and it was justified because of high functional illiteracy degree among young people up to 15 years old according to the educational data from IBGE research on 2010. The results were verified through an experimental action-research which was characterized by Lewin (1946); Nunan (1992); Thiollent (1994) and Trip (2005) in two schools: Professoara Terezinha Paulino de Lima (municipal school) and Professora Ana Julia de Carvalho Mousinho (State of Rio Grande do Norte), with 95 students from the final years of primary education. The corpus of this research was subjected to a series of condensed techniques like the nonparametric test from Kruskal and Wallis (1952) and the parametric test ANOVA as an effort to provide statistical significance to the analysis of the results indicated in the book of ILR activities. The research presented some skill views about reading comprehension of written texts according to perspective of Ringbow (1987), Giacobbe (1990), Alarc��o (1991; 2009a and 2009b), Corder (1992), Castellotti (2001) and Degache (2003), and the possibilities of transfer these skills for learning Portuguese as pointed out by Meissner, Klein and Stegmann (2004); it indicates a positive trend towards the understanding of LM according to analyzing the scores of written tests and texts by participants in solving tasks

Manual do professor, muito prazer em (re)conhec��-lo! Uma an��lise sociorretorica do g��nero

Esta pesquisa de natureza documental e etnogr��fica se insere no campo da Lingu��stica Aplicada, tendo por objeto de estudo o Manual do Professor, que acompanha o livro did��tico de Língua Portuguesa, e por objetivo geral (re)conhecer os aspectos sociorret��ricos do g��nero Manual do Professor. O interesse desta tese est�� concentrado no uso situado desse g��nero, a partir do qual se observam seus aspectos sociorret��ricos, a saber: o que est�� posto no produto, o ambiente de intera����o onde �� encontrado e como �� visto por seus usu��rios em potencial. Em um primeiro momento, produzimos um quadro epistemol��gico que nos permitiu, dentre outros reparos, (i) compreender g��nero textual como a����o ret��rica tipificada baseada numa situa����o ret��rica recorrente e (ii) obter um panorama dos programas de governo voltados para a avalia����o de colet��neas did��ticas, nos quais encontramos aspectos indispens��veis a um Manual do Professor. Os aportes te��ricos adotados neste estudo referem-se �� concep����o sociorret��rica dos estudos de g��nero textual �� luz, sobretudo, de Johns et al. (2006), Bazerman (2011) e Miller (2011). Em um segundo momento, sob o vi��s da abordagem sociorret��rica, procuramos definir o Manual do Professor como g��nero textual e apresentamos os aspectos ret��ricos encontrados nas amostras que analisamos, considerando a organiza����o constitutiva, o contexto de uso desse g��nero e as percep����es de seus usu��rios autores e professores. A gera����o de dados deu-se inicialmente a partir da sele����o de tr��s exemplares de Manuais de colet��neas did��ticas adotadas no IFRN; em seguida, no sentido de reconhecer as percep����es dos usu��rios desse g��nero, realizamos grupo focal com professores e entrevistamos o coautor de uma das colet��neas. Para an��lise dos dados, elegemos o m��todo etnogr��fico de an��lise de g��neros postulado por Reiff (apud JOHNS et al, 2006), que nos permitiu analisar o objeto de estudo em contextos aut��nticos de uso do g��nero. Nossos resultados mostram que o Manual do Professor est�� inserido num sistema de g��neros e no sistema de atividades profissionais de dom��nio do professor e n��o se limita apenas a explicar como est�� organizado o livro did��tico do aluno. Outros sete prop��sitos foram observados, dentre os quais se encontram: possibilitar ao docente uma reflex��o sobre a sua pr��tica de ensino e sugerir caminhos para a melhoria do processo de ensino-aprendizagem. Acreditamos que esta pesquisa poder�� estimular professores, em rela����o �� import��ncia (e n��o obrigatoriedade) de consultas peri��dicas aos Manuais; autores, no que se refere a estabelecer uma interlocu����o mais pessoalizada com seus leitores em potencial e no sentido de esclarecer ainda mais as facetas do livro did��tico; e editoras, sobretudo no que tange a recursos de editora����o, para que o Manual do Professor se torne mais atrativo

Tradu����o, adapta����o cultural e propriedades psicom��tricas da vers��o brasileira do Short-Form of the Mobility Assessment Tool (MAT-sf)

Objectives: to translate and assess the psychometric properties of the Brazilian short-form of the Mobility Assessment Tool (MAT-sf) in Brazilians community elderly. Methds: the 12 items MAT-sf went through the process of translation and back translation into Portuguese of the Brazil, considering the semantic and cultural adaptation. In a sample of 150 aged 65-74 years living in the community, the instrument's psychometric properties were evaluated by analysis of convergent and construct validity and test-retest reliability. The main outcomes measures used for validation included in the battery of tests of physical ability, self-repor measures of functional limitations, health, depression, cognitive and sex. The test-retest reliability of the instrument was assessed using the intra-class correlation coefficient (ICC), 40 subjects were reassessed after an interval of 14 days of assessment. Results: the concurrent validity for the MAT-sf was evidenced by significant correlations with SPPB (r = 0,53), number of functional limitations (r = -0,62) and depressive symptoms (r = -0,45). The construct validity of the instrument was measured by gradual and significant increase of the MAT-sf scores with high levels of physical performance and with positive self-reported health, also found that MAT-sf scores were statistically differents according to sex. The variation in MAT-sf scores (R2 = 0,41) was explained by SPPB, number of limitations for activities of daily life and depressive symptoms. High values for test-retest reliability was evidencend by ICC = 0,94, 95% CI = 0,90 0,97. Conclusions: the Brazilian version of the short-form of the Mobility Assessment Tool has values of validity and reliability to ensure its use in elderly populations living in communities

As estrat��gias de nega����o variantes no ingl��s falado: uma compara����o com o portugu��s

The general aim of this work is to verify the occurence of variant forms of negation in spoken English with the purpose of making a comparative study between the English and the Portuguese languages. As for Portuguese, we used as a matter of reference a study already made on negation. As for English, we analized a corpus of the North American English variant organized by a university in the United States. This study is based on the North American Functional Linguistics theoretical perspective, which considers relevant the study of language used in real situations of communicative interaction. The data analisys proved that there is at least one form of negative variant in spoken English which is not allowed by prescriptive grammar. This phenomenon turns out to be similar to Portuguese, which includes three variant strategies. According to the data obtained, it was possible to verify that the variant strategy used in English, from a contrastive point of view, corresponds to a negative strategy ruled by Portuguese prescriptive grammar. Finally, we discussed about the different conceptions of language, grammar and teaching, giving suggestions to colaborate to a productive and reflexive teaching of first or second language