Linguagem e argumenta����o na produ����o escrita de vestibulandos

In this study, we analyzed the argumentative processes of written texts produced by UERN (Federal University of Rio Grande do Norte) vestibulandos : (students who apply for University Entrance Examinations in Brazil). It has as its corpus twenty compositions by such students. These compositions, collected in UFRN COMPERVE (Permanent Commission of vestibular examinations) and written in 2005 examination, were selected in a random way. The theoretical support is based on Perelman & Olbrechts-Tyteca (1999; 2002), Reboul (2004), Bakhtin (1992), Faraco (2003), Plat��o e Fiorim (2003) e Geraldi (1997), and other scholars. The work aimed to investigate how vestibulandos make use of argumentative techniques in order to construct their arguments in the vestibular examination. In the analysis of the corpus we considered that the used argumentative techniques, the relationship with the thesis, the sense effects students wanted to produce and the type of the required speech. It showed that in the, discourse construction of argumentative texts, students made use, with more frequency, of the following argumentative techniques: pragmatic arguments, arguments of the definition, comparison arguments, division arguments, example arguments, argument of the model and authority arguments as means to support their theses. However it was not carried out in a conventional way, reason why it leads us to believe that schools, as part of human activity, responsible for education and for the insert of learners in the literate world, have a fundamental role concerning the offer of conditions, so that, the teaching of Portuguese Language leads students to a systematic and explicit preparation of the knowledge, regarding the social and functions of the language, as well as of the strategies of the construction of argumentative texts. This can lead learners to develop communicative competence and to feel more confident when working with text production

Processos de constitui����o de subjetividades em pr��ticas discursivas institucionalizadas: entre a disciplina, a performatividade e a biopol��tica

Esta es una pesquisa de naturaleza cualitativa de abordaje socio-hist��rico, con procedimientos etnogr��ficos. Tiene como tem��tica pr��cticas a constituci��n de subjetividades en relaciones interdiscursivas entre los discursos propalados por la Medicina Legal con pr��cticas discursivas de futuros(as) profesionales de la educaci��n. En consecuencia de ese objeto de investigaci��n, establecemos como cuesti��n central: ��en qu�� medida pr��cticas discursivas producidas por la Medicina Legal producen sentidos en enunciados de alumnos y alumnas del curso de Pedagog��a de UFRN, de modo a constituir subjetividades pautadas por el trastorno, por la anormalidad y por la enfermedad? En ese sentido, el objetivo de este trabajo es analizar pr��cticas discursivas institucionalizadas que constituyen subjetividades del g��nero y sexualidad pautadas por efectos de sentidos que traducen las sexualidades disidentes como trastorno, perversi��n y anormalidad. Como herramientas te��rico-anal��ticas actualizamos, principalmente, algunas reflexiones de Michel Foucault concernientes a la tem��tica del biopoder y de la disciplina, algunas teorizaciones advenidas de los estudios Queer y nociones del An��lisis del Discurso de l��nea francesa, como el discurso, memoria discursiva e interdiscurso. Los resultados de esta pesquisa demuestran que las subjetividades son constituidas en un proceso que al��a el lenguaje de pr��cticas m��dicas, cient��ficas, al habla de nuestros(as) colaboradores(as), en una relaci��n interdiscursiva. As��, las subjetividades se constituyen pautadas por la anormalidad, por el trastorno, por la medicalizaci��n de las conductas y de los deseos. Todav��a, percibimos el cruce de conductas biopol��ticas y disciplinarizadoras en ese proceso de constituci��n de subjetividades, por medio de sanciones y posibles perjuicios que esos individuos anormales causan a la sociedad, justificadas tanto por los discursos de la Medicina Legal, como de los(as) colaboradores(as) de la pesquisa.

A performance do suic��dio em Ariel, de Sylvia Plath

This dissertation aims at investigating the book Ariel (1965), written by Sylvia Plath, as a kind of performative and ritual poetry that fragments and reconstructs the personal experience, manipulating the memory of the autobiographical body as a way to rehearse and restore subjectivity. We propose that, in Ariel, the hyperbolic, transcendent and parodic transfiguration of real episodes, used as literary substance, corrupts and subverts the specular idea of a confessional truth usually related to the writer s work. Our objective is to examine signs of confluence between Sylvia Plath s poetry and performance art, departing from de idea that the spectacularization of the self, the exhibition of private rituals, the theatricalization of autobiographical circumstances and the undressing of one s craziness and vulnerability are mutual procedures to the poet and the perfomer. Simultaneously unfolding between the inside and the outside of the poem, Sylvia Plath s real suicide and the death and rebirth rituals performed in the literary text appear as symbolic elements that might reveal the performer s liminal space, where reality and representation coexist, and where the performative testimony does not frame only the real subject s body but also his/her infinite possibilities of being restored through art.

Forma����o docente e g��neros discursivos:o dizer, o saber e o fazer

This master dissertation presented to the Language Studies Post-Graduation Program of the Federal University of Rio Grande do Norte aims present an analysis about the initial teacher training, the knowledge about discursive genres and its usage in basic education professional classrooms. Therefore, it was analyzed, from teachers of fourth and fifth grades of elementary schools, if the initial training provides enough useful tools to be applied in Portuguese classes, i.e., if during the teacher training process concepts of discursive genres emerge, which of these concepts can be noticed and how this knowledge helps teachers in their classrooms. In order to achieve this aim, it was taken into account studies about the initial teacher training, about the knowledge diversity that is part of the teaching knowledge and also about discursive genres based on Bakhtin‟s conception, which is used in the Par��metros Curriculares Nacionais (PCN). This research is qualitative of interpretative basis and has taken an opened questions questionnaire and classroom observations with audio recording data as corpus of analysis. As results of this investigation, it is possible to emphasize that the initial teacher training has left some gaps in discursive genres concepts and usage in Portuguese classes, that it is not only one kind of knowledge that compound the teacher knowledge and, because of this, working with disciplinarians knowledge, specially about discursive genres, is to emphasize one among many others.

A constru����o de posicionamento valorativo no cronotopo do PSV- 2008 da UFRN

Situ��e dans le domaine de la Linguistique Appliqu��e (CELANI, 1998; MOITA LOPES, 2004, 2006, 2009), cette recherche documentaire fait partie d‟une approche qualitative-interpr��tative qui privil��gie une perspective socio-historique (FREITAS, 2002, 2007; ROJO, 2006). Le but principal de ce travail est d‟analyser comment l‟interlocution a lieu dans les lettres argumentatives produites par 10 sujets-��nonciateurs ayant particip�� au processus de s��lection du ��vestibular�� d‟UFRN, appel�� ici le chronotope du PSV-2008. Pour cela, les objectifs sp��cifiques qui guident cette recherche consistent �� analyser les modes d‟assimilation du discours de l‟autre par le candidat, �� identifier les positions axiologiques r��sultant des formes du processus interlocutif, et �� construire une vision du sujet-��nonciateur sur la base des choix de valeurs de l‟��nonciateur et des relations espace-temps qui constituent l‟��nonciateur et l‟interlocuteur. Quant �� la th��orie, la recherche est fond��e principalement sur la notion de chronotope de Bakhtin une cat��gorie qui d��coule de la th��orie du roman et probl��matis��e par Amorim (2004) en articulation avec les r��flexions th��oriques de Geraldi (1997, 1999, 2006), Britto (2006) et Antunes (2005, 2006) sur le processus d‟��criture les relations dialogiques, la responsivit�� et les voix sociales (BAKHTIN, 1990, 2003, 2008; BAKHTIN/VOLOCHINOV, 2006) qui sont travers��es par la conception dialogique du langage. L‟analyse nous a permis d‟identifier, principalement, deux d��bats dialogiques, dont le premier confronte le candidat �� la dissertation et le second, �� des interlocuteurs mentionn��s dans la proposition. Les sujets ont formul�� leurs ��nonc��s sur un ton d‟indignation, en critiquant ce que l‟interlocuteur avait exprim��. Les candidats ont fait appel �� la formation d‟un sc��nario d‟espoir, de cr��dulit��, de respect et d‟��thique, conforme �� la dignit�� de l‟��tre humain. Ces r��sultats mettent en ��vidence la fa��on dont des sujets multiples et h��t��rog��nes, ins��r��s dans la dimension de la vie, prennent position �� l‟int��rieur des pratiques discursives, face aux coordonn��es d‟espace et de temps

Cren��as de professores do munic��pio de Caic�� RN sobre o ensino de gram��tica nos anos iniciais do n��vel fundamental

Este trabalho tem como objetivo analisar as cren��as de professores das s��ries iniciais do n��vel fundamental da cidade de Caic��-RN sobre o ensino de gram��tica. A partir da aplica����o de um question��rio, analisam-se as cren��as manifestadas no discurso de 20 docentes da rede municipal de ensino do referido munic��pio. As quest��es formuladas visaram investigar as cren��as dos informantes sobre o que �� ensinar gram��tica e que dificuldades encontram para realizar o ensino dos conte��dos gramaticais, considerando aspectos te��ricos e pr��ticos, entre eles: a constru����o da concep����o sobre ensino de gram��tica, a participa����o em projetos de forma����o continuada na especificidade de ensino de l��ngua, a influ��ncia dessa forma����o sobre o seu fazer pedag��gico, e a realiza����o do planejamento de ensino de conte��dos gramaticais. Para fundamentar a reflex��o, buscou-se apoio em autores como Abrah��o; Barcelos (2006); Antunes (2009; 2007); Neves (2004a; 2004b; 2007; 2010) Silva (2004; 2007), Travaglia (2001; 2004); entre outros, a partir dos quais s��o abordados os conceitos de l��ngua, linguagem e gram��tica, relacionando-os ao desenvolvimento da compet��ncia lingu��stica/comunicativa no ensino de l��ngua portuguesa. Os dados analisados revelam que a influ��ncia das cren��as sobre o ensino de gram��tica no fazer pedag��gico do professor se relaciona com sua forma����o acad��mica, desde a escolha do referencial te��rico adotado pelos professores das disciplinas relacionadas ao tema at�� a metodologia utilizada para trabalhar os conte��dos, considerando as experi��ncias pessoais concretizadas ao longo de sua vida. Al��m disso, percebeu-se que existe uma forte converg��ncia entre cren��as, conhecimentos e experi��ncias pr��ticas. O trabalho conclui-se com uma reflex��o sobre as implica����es que uma postura reflexiva pode ter no atual panorama de ensino de l��ngua, em geral, e de gram��tica, em particular.

Referencia����o anaf��rica :as an��foras n��o-correfereciais no livro did��tico da l��ngua portuguesa

On recent years, it has been observed an increasing interest on referentiation processes, which involves an important field of Text Linguistics and Discourse Analysis studies. The existence of a significant number of international and national publications which focus on this perspective corroborate this finding. Given the textbook importance as a teaching instrument, and the relevance of the referentiation processes to text production and comprehension, we realize that the study of these two topics articulation is taken as a relevant research theme, with consequences to the improvement of Portuguese Language teaching. Taking this into consideration, we intend to analyze the non-coreference anaphors in texts of Portuguese Language textbooks from fifth to eighth grades, adopted in many schools of Pau dos Ferros RN, considering the frequency, genre, kind of anaphor and manifestation form. This study is classified as a documental and qualitative research. We have found out that the indirect anaphor was used in more than a half of the corpus. We have found out, as well, that the literary and press genres do not favor the use of labeling and metadiscursive anaphors. On the other hand, concerning the indirect anaphor, it is clear its abundant use in the literary genre. In what concerns the manifestation forms, we have verified that on labeling and metadiscursive anaphors it is significant the predominance of demonstrative pronouns working as determiners. On the indirect anaphor, we have verified that most of the occurrences do not present a determiner, and for the ones which present it, the majority occurs under the form of definite and indefinite articles. We believe that this work can contribute to the activities which involve questions related to text production and comprehension, since the referentiation processes are intimately related to them

Os Brutos: tradi����o liter��ria e a mem��ria cultural do Serid��

Partindo do princ��pio de que a for��a centralizadora do discurso do narrador sob o universo romanesco encontra-se regido por nuan��as s��cio-ideol��gicas que fazem parte do mundo psicol��gico do autor, procede-se uma leitura cr��tica de Os Brutos (1938), romance de estr��ia do escritor Jos�� Bezerra Gomes. O trabalho mencionado visa a tecer algumas considera����es em torno do ponto de vista do narrador, enfocando a encena����o do EU no cen��rio art��stico-liter��rio e sua interfer��ncia no modo de narra����o da citada obra. O procedimento metodol��gico adotado foi a pesquisa bibliogr��fica, e como aporte te��rico recorreu-se �� cr��tica especializada que trata da tem��tica em quest��o. Ao final percebeu-se que o discurso do narrador possui um car��ter ambivalente, o qual permite que o interlocutor presente n��o assuma uma perspectiva fixa diante do que narra

Uma proposta de ensino e aprendizagem de L��ngua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes

This study focuses on the teaching and learning of English based on a new theoretical perspective concerning the Zone of Proximal Development (ZPD), which points to the apprehension of metacognitive processes as the way to reach learning autonomy. The theoretical set underline this study is those of a new pedagogy based on the symbiosis of Bruner‟s (2002) and Freire‟s (2009) concepts and in the metacognitive theory. In a social context dominated by the Communication and Information Technologies (CIT), the integration between teacher and learners with the support of the internet has been used as the way to operationalize this new emergent proposal of the theoretical perspectives. The analyses have been conducted through Systemic and Integral Action Research. The results at the end of this study corroborate our hypothesis that the enlargement of spontaneous knowledge of the learners can facilitate the understanding of scientific concepts, stimulating their metacognition and thus promoting their autonomy.

A linguagem da reflex��o de uma professora de L��ngua Inglesa: um estudo de caso sob a perspectiva do sistema de avaliatividade

Research about teacher education, carried out in the area of Applied Linguistics (AL), reveals the importance of reflective practices in the professional development of teachers. With the aim of contributing to this area, we present this case study conducted at a technical school in Natal, RN. The corpus of the study is formed mainly from the teacher‟s discourse, generated during a stimulated recall session and the instruments used to collect the data: an initial questionnaire, a video recording of a class and the text transcript of the stimulated recall session. The central objective is to understand the way in which the reflection-on-action (SCH��N, 1983, 1987) can contribute to raise the awareness of an English as a Foreign Language teacher (EFL) about her actions in the classroom. With this proposal, we begin our discussion presenting the origins, the presuppositions and characteristics of the concept of reflection according to Sch��n (1983, 1987), and supported by other authors (PERRENOUD, 2002; G��MEZ, 1995; IMBERN��N, 2009, among others); of critical reflection (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, among others); and of the process of critical reflection (SMYTH, 1992). To evidence the reflections that emerge in the teacher‟s discourse, we found support in the theories and methods of Systemic Functional Grammar (SFG), which was initially proposed by Halliday (1985, 1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004) and followers, such as, Eggins (1994), Thompson (1996), among others. We focus mainly on the subsystem of Attitude, an integral component of the system of discourse resources, Appraisal, presented by Martin (2000), Martin and Rose (2003, 2007), Martin and White (2005). The results reveal that the actions of the teacher in the classroom reflect not only her professional experiences, but also her values and concepts about teaching/learning languages. The results also show the teacher‟s awareness of the need for changes in her practices. Faced with these findings, we believe that this study reveals important concepts that can direct teacher educators to rethink new ways of approaching teacher training courses. In addition, it also reveals the importance of discourse analysis based on a systemic functional approach.

��FRICA(S), MO��AMBICANIDADE, MIA COUTO: uma varanda para o ��ndico

Always seen by others eyes, unknown of the languages and other "realities" that constitute, the Africa, specially Mozambique, now (re)invent itself, palimpsestly, in narratives of your griots, narrators and/or storytellers. Our thesis intend, by the review of novel Under the frangipani, to demonstrate that the mozambican writer Mia Couto intends to participate the (re)construction of a devasted nation by war and conflicts, based on belief that the role writer "is to create requisites of a more african thought, to the assessment of your place and your time won't be done from categories created by others" (COUTO, 2005). At first, we show how the mozambican literary system consists itself; then, the insertion of coutian narrative against the prevalence tradition and, also, by the analysis of the constituent elements of the chosen novel, the way how made piece of resistance to reification, objectification of the individuald in the contemporary world , your writing will be present in this sharing of the sensitive. Besides Mia Couto, in our work we'll counting on the lessons of Candido, Noa, Hernandez, Adorno, Paz, Fonseca, Secco, among others studious of african narrative and, specially, Mozambique narrative

O ensino de l��ngua inglesa em um instituto federal : uma an��lise das recomenda����es documentais e da perspetiva dos professores

This work aims to understand the teaching of English at the Federal Institute of considering the recommendations of official and technical documents for the integrated secondary school and the perspective of the English teachers settled in one of the campuses of the Institute. It is also an objective of this research to infer as to what extent the perspective of teachers is articulated to the documental recommendations. For this purpose, several official and technical documents (L��DKE; ANDR��, 1986), such as the PCNEMs (BRAZIL, 2000), the OCNEMs (BRAZIL, 2006) and the Political-Pedagogical Project of the Institute (IFRN, in press) were gathered, and a questionnaire was submitted to six teachers of English from one of the campuses of the institution. The theoretical references of the research include, among others, Bakhtin (1997; 1999), Widdowson (1991), Almeida Filho (2011; 2004), Celani (1988; 2009), Hutchinson and Waters (1987) and Dudley-Evans and St. John (1998). The results show that the teaching of English according to the documents predicts the instrumental use of the foreign language, but suggests the development of competences and skills as contextualized social practices, aimed at the education of the student as a professional-citizen. The perspective of teachers, in turn, points to a concern that the teaching of English serves as a tool for improving student life through the instrumental use of language as a means of accessing information and professional training. This finding reveals that the articulation between the documental recommendations and perspective of teachers does not go beyond what refers to the instrumental language teaching, since teachers do not show, when reporting their practices, the teaching of language as social practice, as mentioned in the legal texts

0 retrato e a moldura : mem��ria e oralidade em cada homem �� uma ra��a

En este trabajo se ha realizado un an��lisis de cuatro cuentos de Mia Couto (2005) pertenecientes al libro Cada homem �� uma ra��a: O embondeiro que sonhava p��ssaros ; A princesa russa ; O pescador cego y A lenda da noiva e do forasteiro . El estudio, bajo la perspectiva de memoria y oralidad, mantiene en foco la observaci��n sobre la transformaci��n de los componentes de la realidad sociocultural e hist��rica de Mozambique en elementos de ficci��n literaria. Ese recorrido esclarece, en parte, la unidad org��nica que constituye la obra y que gira en torno de los elementos de la tradici��n, la memoria y la oralidad. Este punto es un importante marcador de diferencias, pues las sociedades escritas han dado menos importancia a lo que es transmitido oralmente, dejando lo que es tradici��n en un segundo plano. Se trata de una comprensi��n que acab�� por provocar la distorsi��n del pensamiento sobre lo que es tradici��n oral, algo que no se resume a leyendas, cuentos de hadas, folclores y danzas. De esta manera ha de considerarse a la memoria inscripta en cada s��mbolo como algo que justifica al ser y que lo identifica como individuo poseedor de una historia colectiva

Do teatro Elisabetano ao sert��o do s��culo XIX: a presen��a de Shakespeare em Inoc��ncia

The Shakespearean theater is a result of the genius of this playwright alongside the material provided by the period in which they came out the Elizabethan Age. Most of his works bring up themes and elements which keep them up-to-date, arousing an ongoing interest of readers and theatergoers, and also serving as inspiration for other writers to create their own works. Taking these ideas into account, this work aims to bring up questions concerning the presence of Shakespeare in a nineteenth-century Brazilian novel, Inoc��ncia, by Viscount of Taunay. In this novel, Taunay makes references to this playwright, using some epigraphs taken from Romeo and Juliet, from which we seek to understand how the novel dialogues with this Shakespearean drama. In order to develop such a study, we take into account some theoretical assumptions of hypertextuality, as proposed by the French scholar Gerard Genette, whose ideas about the dialogue between literary works support the analysis of the relationship between Taunay s novel and the above-referenced play of Shakespeare.

A interface entre educa����o e mercado : uma an��lise cr��tica das mudan��as socioculturais no contexto educacional

In the context of late modernity, the socio-cultural transformations established new social practices which corroborate discursive changes in dialectic movements, contributing to the order of the educational discourses to be more and more affected by typical market discourses and values which are covered by ideologies, hegemonic struggles and power relations. In this sense, this research study, which is based on the theoretical tenets of the Critical Discourse Analysis in its interdisciplinary branch (FAIRCLOUGH, 2006; ORMUNDO, 2010; PEDROSA, 2010; RAMALHO E RESENDE, 2011), aims at discussing how the sociocultural changes in the context of private education interact with the market proposal of neoliberal and economical policies. The research was methodologically based on the qualitative approach (CHIZZOTTI, 1991; BOGDAN e BIKLEN, 1994; MINAYO, 1994), especially on the principles of contemporary Applied Linguistics (SIGNORINI, 1998; MOITA-LOPES, 2006; MENEZES, SILVA, GOMES, 2009). Data were gathered from advertisements used in campaigns by private educational institutions and agencies in Natal/RN; the advertisements were collected in primary and secondary levels and in language courses from October to December, 2010. The data analysis indicate that education, in the context of globalization and late modernity, has become a market agency and that the new face of the educational discourse of private institutions is interwoven with a social representation of education as a site of struggle and hegemonic dispute. Therefore, the research leads us to infer that, as the educational public policies based on hegemonic economy and on ideological assumptions of international agents (Global Bank, FMI, etc.) have become widespread, education has become an arena of dispute and a powerful economic product to the market of cultural and commercial industry, thus emphasizing a society in which everything is economically based