Cartas oficiais norte-riograndenses dos séculos XVIII, XIX e XX : constituição e caracterização de um corpus diacrônico

The diachronic studies marked the first decades of the 20th century in Brazilian linguistics, passing by an ostracism period after the 50s. Mainly from the 90s especially with the project, created in 1997, Para a história do português brasileiro (PHPB), which has systemized, in national ambit, the programme related to the area of diachrony the historical studies retake forces and have gradually increased since then. Our work is set in the new scene of Brazilian historical linguistics and it is associated to two research programmes: i) the constitution of a diachronic corpus; ii) the diachrony of text and discourse. As regards the first programme, we made effort to constitute a diachronic corpus of official letters about Rio Grande do Norte, we called cartas oficiais norte-rio-grandenses, written in 18th, 19th and 20th centuries. The chosen for bureaucrat letters occurred for they represent a textual category very productive in historical contexts, mostly 18th and 19th centuries, in which the command of writing was the least and also because they bring, almost always explicitly, the information of where, when, for whom and from whom, as remembers Fonseca (2003). The rules for constituting the corpus were based, although not strictly, on the orientation from PHPB. In respect to the second programme, we set up on the ideas of coserian base came from the studies on discourse traditions (TD) (Koch, 1997; Kabatek, 2006) amongst which that the texts are shaped so as to follow their own tradition (Coseriu, 2007), and we turned to Diplomatics (Belloto, 2002) in order to do the characterization of this corpus by the application of concepts from Diplomatics and TD as well as by the presentation of the structures that form those official letters: their textual genres, a kind of TD, with their macrostructures; and some of their formulaic expressions (microstructures), another sort of TD. This stage of characterizing will pay attention, as far as possible, to the dynamic between tradition and innovation that happen in the actualization of those textual structures along the centuries. This work intends to contribute with the researches connected to Historical Linguistics in Rio Grande do Norte, more specifically the ones related to the constitution of diachronic corpora and to TD; and with the study of official documents, textual category about which there are almost no studies (cf. Silveira, 2007)

O ritual simbólico do Ctrl+C (copiar ) e Ctrl+V (colar) no ensino médio

Nowadays, technology has a direct influence on the relationship student and teacher have with language. The internet is a powerful tool in helping work with the language and, through it, the knowledge comes to the student easily and intensely. Furthermore, this facility has enhanced and made visible what has been called, within the University community, "plagiarism generation." This work assumes that this generation has, in their written texts, symbolic movements similar to those of "copy and paste" applied to research work carried out by high school students. Taking this as starting point, this dissertation aims to analyze how high school students of the 1st year from a school in Natal (RN) construct texts, under the movements known as "Ctrl + c" and "Ctrl + v", with reference to the text of the "other". More specific issues are behind the general objective, namely: 1. how the student appropriates the source-text when he copies and pastes? 2. What are the categories of analysis that allow us to look analytically and theoretically for the "ctrl + c / ctrl + v" practice made by the student? 2. how the studies developed in the fields of "Genetic Criticism" (Grésillon, 1987), the "school manuscripts" (Calil, 2004) and "paraphrase" (Fuchs, 1982) may help in working with writing in the classroom standing as a possible way to minimize the copy and paste effects in the students texts? Thus, we observe the categories of analysis that allow us to look, theoretically and analytically, for the symbolic ritual of the "ctrl + c" (copy) and "ctrl + v" (paste) in high school. Our study shows that the student text is a "hybrid body" whose writing is a drawing entanglement because of the presence of the foreign text, verbatim, and the presence of linguistic elements to paraphrase the original text.This textual embodiment has, behind it, certain operations, namely: replacing, moving, adding and deleting statements. Given the specificity of the data and the research objectives, this study aligns with qualitative research methods (SILVERMAN, 2009) and falls within the knowledge field of Applied Linguistics, which is characterized especially by investigating problems, phenomena in which language in a real situation is taken as central (BRUMFIT, 1995).Theoretically, our work follows the approach of studies on the paraphrase (Fuchs, 1982, 1994a, 1994b; DAUNAY, 1997, 1999, 2002a, 2002b), the studies developed in the field of Genetic Criticism (Grésillon, 1987, 1994, 1992, 2008 ) and those developed by Eduardo Calil (2004) on "school manuscripts"

Forró eletrônico: uma análise sobre a representação da figura feminina

Understanding music as a social manifestation, able to represent the time and culture along with their uses and mores, we look at the female figure in the electronic forró genre. Through a reading of the two genres musical and feminine we seek to identify the discourses present in the compositions, which refer to the feminine with thematic and/or terms referring to women. The study focuses on the compositions between 2009 to 2010 which became hits, ie.: those which have attained the highest number of listeners to 96 FM in a program named Paradão 96, broadcasted daily in the city of Natal/RN. Grounded in such concepts as cultural industry, mass culture, folkcommunication and gender, we analyze the processes of meaning production as a result of using the female figure and more accurately, about the representation of women through the discourse of this specific genre. We have chose the descriptive research with a qualitative approach and Discourse Analysis as a technique to identify the terms that refer to women, reflecting on what would be the possible meanings found in these speeches. We point out that in our investigation the female figure turned into a sexual object, erotic and submissive, in their turn, attributes usually given to women, was not a predominant result in the speech of electronic forró gender. With a variant thematic some playful and others about the betrayal of women we have identified that, to the surprise of many, including ourselves, romantic love was the one who led the audience requests during our time frame and that the female figure has several facets within the studied genre

A tirinha cômica em questão: atividades de leitura no livro didático de língua portuguesa

You can see nowadays a more constant questioning about the validity and effectiveness of the practices of teaching reading currently introduced in elementary school. The intelligibilities generated from many voices, and built on the border between many consciences, it can contribute to understand and to some extent, alleviate skewed or outdated understandings about the teaching of reading and its goals in the school environment. By understanding the dynamics of these practices, which always need to be modified because of new social demands, we recognize the validity of working with the prospect of reading in its historical, social and dialogic dimension (Bakhtin, 1981, 2003). The Portuguese language textbook (LDP), in turn, being one of the fundamental bases of reading in school, makes a justified and necessary active production of knowledge about the theoretical and methodological conceptions that underlie the work with reading and on how that work is effectively routed. Our aim in this essay is precisely analyze reading activities in four Portuguese textbooks (Teacher s Manuals) for the 6th grade of elementary school, focusing on the proposed activities from a specific discursive genre, in this case, the comic strip. Through this research, we retrieve and list the goals that guide the development of reading activities in the LDP, and then verify a compliance or not of these objectives in directing the activities. Finally, we describe how the reading practices that involve the strip in the textbook can legitimize or reject the reading as an area of construction and circulation of meanings between socio-historically located subjects. We take account of studies on the nature and constitution of language (BAKHTIN, 1981, 2003, 2010; BAKHTIN/ VOLOSHINOV, 2006; SOUZA, 2002; GERALDI, 1996, 1997, 1999, 2006; ROJO, 2008a, 2008b, among others), as well especific studies about the activities in Portuguese textbooks (MARCUSCHI, 2010; BELMIRO, 2006; MENDONÇA, 2006, among others)

Infância - memórias: cenários - personas

Infância is undoubtedly memory, high qual ity l iterature, reputable, as the story moves between f ict ion and reality. Personal and social history, wi th such a sense of reality, causing the reader to prof it f rom the honesty and the sinceri ty producing, in this work, remarkable results in a constancy of cl ippings, f rame -by-f rame. Memory and obl ivion are this work guidance. We aim to denounce the relat ionship between the chi ld and violence, and as it is a memorialist ic text , we see the importance of f ict ion for this type of narrat ive to be sustained. I aim thereby show the tone of this report humanizing memories, its deep and decisive meaning, through the memories concepts by Le Gof f , by Seligmann-Silva and by Ecléa Bosi. I t is also through the theories of Jeanne Marie Ganegbin that I just ify the concept of remembering and forget t ing, and also it is also according the concepts of Eliane Zagury that I give support to the importance of autobiography as a a mean of expressing the reported memor ies. Final ly, in Infância, there is no room for fantasy. The lyricism that overwhelms, throughout each chapter, commands the author's imaginat ion. The need to invent gives way to the need to test ify, to denounce. And this t ransit ion occurs gradually, slow as Gra c il ia n o s c h i ld li f e , d u e to such humiliat ion and submission

O riso irônico na obra poética de Cruz e Sousa

This work brings up a review on the poetic works of Cruz e Sousa, a nineteenth-century Brazilian poet. Laughter has been chosen as an analytical category, because it is a pertinent theme which makes possible a more accurate comprehension of the lyric content of Cruz e Sousa s poetic works. The laughter manifested in his verses is seen as a mechanism which compensates both normativeness and seriousness, as well as turns inside out whatever society establishes as being natural or an absolute truth. Amongst his poems, we will focus on the ones which express their lyric nature both through laughter and irony, since these elements serve as a means to criticize the Brazilian society in the late nineteenth-century and early twentieth-century. This study is guided by theories of laughter proposed by Minois (2003), Bakhtin (1993), Bergson (2007), as well as Adorno s (2003) and Antonio Candido s (2010) theoretical assumptions concerning lyric poetry and society

O hipertexto eletrônico de meio ambiente : estratégias de leitura e navegação

The incorporation of computing in class instigate the use of the Internet and websites as a content support in the teaching/leaning process. This kind of practice had challenged the students to read through eletronic hypertextual means. In that way, we re trying to undestand which strategies of reading and navigation the students of the second and third grade of highschool levels are using when reading electronic hypertexts from the www.ambientebrasil.com.br website. The research took place in the Escola Estadual Jerônimo Rosado in Mossoró RN. Our theoretical base was estructured on the digital Technology (electronic hypertext estructure and it s navigation modes), in applied linguistics (act of reading) and in cognition (interaction of the reader with the text and the use of reading strategies in the virtual computing enviroment). The applied methodology was the case analysis which was developed with the reunion of collected data through qualitative reseach questionaries, direct observations and video recording sessions. The research demonstrates that reader s ability in the act of navigating on virtual sites activates his/her reading strategies. Also shows how the semantic architecture of the hyperlinks can interfere directly over the strategies of reading and navigation in specific websites. Our research also intend to demonstrate that the student use his strategies of linear text reading when are not accustomed to use the reading through websites in a regular basis. The investigation concludes observing that the amount of hypertexts per pages and the inappropriate use of the multimedia elements were harmful to the reading fluency

"Eu pensei que ia sair daqui falando inglês": um estudo sistêmico-funcional sobre papéis sociais atribuídos por alunos de um curso de Letras/Inglês

Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAHÃO, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALHÃES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom

Uma leitura dos exercícios dos excursos n Os Lusíadas

The Lusiads is an epic poem, written by Luís de Camões, about the adventure of Vasco da Gama s trip and the history of Portugal. It's based on traditionals epics from the Greek and Roman poets, Homero and Virgílio. Camões followes especially their structures. However, the poet insert modifications that divert his poem from parameters established by Aristóteles for the classic epic poems. These deviations are centered mainly on the narrative subject and in the point of view. We intend to show an analysis focused on digressions from The Lusiads, in which the author, himself or by tellers characters, narrates the story in order to make his complaints, reflections and exhortations. Besides, we present general aspects of Maneirismo predominant in these digressions how evidences of modernity of the poem; as one brief outlook about the poem's projection in time and around the world. These points are importants elements of consolidation of a universal permanence of The Lusiads. That's why they have had to read and to study by the centuries, according the vision of the epoch's spirit

O processamento discursivo e suas bases corpóreas estratégias cognitivas de alunos da Educação de Jovens e Adultos na compreensão de narrativas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Conectores sequenciadores em artigos de opinião escritos por vestibulandos: uma questão de marcação linguístia com implicações para o ensino

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

O leitor universitário e a construção das práticas de ler e escrever textos impressos e digitais

The construction of a mapping of the practices of reading and writing printed and digital texts, declared by graduating students from the Bachelor s degree in Science and Technology (BCT), has provided us the analysis of the course they are making in such a socio-historical moment characterized by the revolution of the post-paper. In this sense, the general objective of this research is to understand how that construction works under the point of view of those graduating students. For this, our reflection has been guided by the search of answers for some questions which have presented to us: what reading and writing conceptions BCT graduating students have; what reading and writing practices those collaborators develop; what collections they declare to have access to; what differences they declare to have between printed and digital reading and writing along the different social roles they develop; what the reader/writer identity relations of those collaborators are. To achieving the plausible answers, we have gathered a corpus composed by texts of three genres of the argument order: academic profiles (or self-portrait), opinion articles and argumentative letters. Besides, we have made semi-structured interviews and questionnaires in the online tool of the Google Docs. The methodology which supports this academic work is the qualitative research (SIGNORINI; CAVALCANTI, 1998)of ethnographic direction (THOMAS, 1993; ANDRÉ, 1995) in Applied Linguistics (CELANI, 2000; MOITA-LOPES, 2006) and the theoretical contribution comes from the bakhtinian perspective of language conception (BAKHTIN [1929] 1981); the socio-historical writing construction (LÉVY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARAÚJO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); from the studies of the pedagogy of the writing (GIROUX, 1997); from the literacy studies understood as sociocultural practice, plural and situated (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), from the studies about identity in postmodernity (HALL, 2003; BAUMAN, 2005). The results of the analysis have pointed at a multiplicity of reading/writing practices of printed and digital texts developed by the BCT graduating students due to the coexistence of the modality printed and that one derived from the new mobile devices. In that multiplicity, the prevalent idea of the collaborators is that there is a continuum between printed texts and digital texts (not a dichotomy), since the option of reading/writing printed texts or digital ones is always linked to specific communication situations, which involve participants, objectives, strategies, values, (dis)advantages, besides (re)creation of discursive genres in function of the mobile devices to which those collaborators have access in the different spheres of activities that they participate. All of that has caused a deep intersection in the identity traces of college students readers/writers in the 21st century which cannot be ignored by academic formation

Processos cognitivos que operam na configuração de narrativas: uma pesquisa exploratória dos fenômenos que subjazem à compreensão de textos

This paper investigates the cognitive processes that operate in understanding narratives in this case, the novel Macunaíma, by Mário 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 Macunaíma 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

O discurso dos tuiteiros: uma análise crítica da construção identitária coletiva e do empoderamento cidadão

Los cambios sociales y culturales que caracterizan el mundo contemporáneo sorprendieron estudiosos de todas las áreas. Los avances tecnológicos principalmente en el área de transmisión de informaciones revolucionaron las nociones de tiempo y espacio. Nuevos medios de comunicación, favorecidos principalmente por la llegada de Internet, abrieron espacios de expresión para ciudadanos deseosos de ser oídos. Aún coexistiendo con los medios de comunicación tradicionales, los nuevos espacios representan una oportunidad de libertad de expresión, de interacción sin mediaciones y de construcción de contenidos independientes. Movimientos sociales se organizan a través de estos nuevos medios de comunicación y desarrollan un activismo que comienza en forma virtual y se extiende a movilizaciones presenciales. Castells (2009) llama de auto comunicación de masas a ese proceso de producir y difundir informaciones que antes era propiedad exclusiva de los medios de comunicación tradicionales. Natal, fue escenario de la gestación y articulación virtual de un movimiento denominado Fora Micarla cuyo objetivo ha sido lograr el impeachment de la alcaldesa de la ciudad, Micarla de Souza. Aunque el objetivo principal no fue alcanzado, el movimiento formó parte de los procesos de cambio social que llevaron los ciudadanos al ciberactivismo. El Fora Micarla se constituye también como un cambio social en sí mismo al colaborar en la consolidación de la identidad colectiva de un grupo de jóvenes universitarios en busca de justicia social. El Twitter fue el principal canal de expresión del grupo y responsable por la rápida expansión de las movilizaciones. El Abordaje Sociológico y Comunicacional del Discurso (ASCD) ha aportado el marco teórico de referencia utilizado en esta investigación. La Comunicación para el Cambio Social (GUMUCIO, 2008) y la Sociología Aplicada al Cambio Social (SACO, 2006) así como los estudios del sujeto y de las identidades (BAJOIT, 2006) forman la base de la ASCD para un estudio más completo de las prácticas discursivas. Considerando que el objeto de estudio son las manifestaciones discursivas de los usuarios simpatizantes del Movimiento Fora Micarla , y que la ASCD es un brazo del Análisis Crítico del Discurso, se hace necesario un análisis lingüístico de los textos. La Gramática Sistémica Funcional, a través del Sistema de Evaluación desarrollado por Martin and White (2004), ofrece los recursos para evaluar las manifestaciones por medio de tuítes de los integrantes del movimiento. La representación de los actores sociales (VAN LEUWEEN, 1998) complementa el análisis discursivo crítico de la ASCD. El empoderamiento ciudadano se materializa por medio de los cambios conquistados a través de los nuevos medios

O padrão discursivo provérbio numa perspectiva cognitivo-experimental:expressões Idiomáticas em Grande Sertão: Veredas

Este estudio pretende dilucidar las motivaciones que llevan a los lectores del romance Grande Sertão: Veredas a la categorización de ciertas construcciones gramaticales que se encuentran en la obra como proverbiales. Para ello, recurren a la investigación de los procesos cognitivos implicados en la configuración del patrón discursivo proverbio, teniendo como soporte teórico a la Lingüística Cognitiva. En este empeño, nos ancoramos en las nociones de construcciones corporeizadas, simulación mental, frecuencia, patrón discursivo y en la expresión idiomática. Suponemos que los proverbios constituyen un patrón discursivo cristalizado a partir de la recurrencia de uso y, en virtud de eso, indagamos: ¿Qué mecanismos cognitivos son activados por los lectores en el proceso de categorización de las expresiones dichas proverbiales? Motivados por la situación problema presentada, formulamos algunos experimentos con la intención de aclarar las cuestiones investigadas y concluimos que los lectores recurren a constituciones construccionales subyacentes a los proverbios conocidos a través de las interacciones realizadas en su entorno sociocultural, para dar cuenta de la semántica de construcciones inéditas. En ese proceso, los esquemas y frames se activan a través de simulaciones mentales instanciadas por experiencias corporales y culturales, decisivas para la concretización de los procesos de las construcciones proverbiales