Programa alfabetiza����o solid��ria: um estudo sobre a experi��ncia no munic��pio de Lagoa de Pedras/RN (1997 - 2003)

The educational reform of the 90 s was tainted by the objectives of the fiscal adjustments, resulting in the redefinition of the state s role in the financing and offering of teaching services, and bringing about a shuffling of the responsibility between the public and private sectors to promote education to young people and adults. The 90 s also highlighted the proliferation of providers and the multiplication of Educational Programs for Youths and Adults (EJA), implemented through partnerships between governmental and nongovernmental agencies. During this period of time, the agenda of educational responsibilities concerning analphabetism was organized in a process of decentralized of the state, with the following political, social, and economic objectives: to reduce the public deficit, increasing public savings and the financial capacity of the state to concentrate resources in areas considered indispensable to direct intervention; to increase the efficiency of the social services moffered or funded by the state, giving citizens more at a lower cost, and spreading services to more remote areas, expanding access to reach those most in need; to increase the participation of citizens in public management, stimulating communitarian acts as well as developing efforts towards the effective coordination of public figures in the implementation of associated social services. Thus, Assistance Programs co-financed by the government try to deal with the problem of analphabetism. Within the sphere of the 90 s educational policy decentralization, we come to see how the agenda dedicated to the reduction of analphabetism was formed by the Solidarity Alphabetization Program (PAS). Between 1997 and 2003, the latter agenda s decentralizing proposal was integrated in the management partnership for the operationalization of tasks and resources faced with the execution of the formal objectives. In this study, we identify the dimensions of the implantation and progress of the tasks carried out by PAS, in the municipality of Lagoa de Pedras/RN. However, we consider these Programs to assist in the process without guaranteeing the reduction of the causes or substituting the responsibility of the system once the monetary resources for program maintenance provided by the partners is exhausted

Entre a f��, a obra social e a publicidade: uma an��lise cr��tica do discurso da responsabilidade social da Igreja Universal do Reino de Deus

Situated on Applied Linguistics (PENNYCOOK, 1998; MOITA LOPES, 2003, 2006, 2008, 2009), this thesis, which is inscribed in a qualitative-interpretative approach of a critical analysis perspective , lies on the speech of social responsibility and the way like that is employed in seeking for legitimacy and prestige within the neopentecostal brazilian religious field, more specifically of the Universal Church of the Kingdom of God. The general goal of this research is t reflect upon the speech on social responsibility and the rethoric of selfpromotion of the Universal Church through the role of social actors in the making of his her identities, materialized in the newspaper Folha Universal. In order to achieve that, we have conjugated, in this research, social and discursive analysis. On the linguistic-discursive approach, the research is based on the Critical Analysis of Discourse (ACD), specially in Fairclough (2001, 2003, 2006), a proposal that provides theoretical-methodological tools to investigate the language beyond the linguistic structures , that is, the discourse, social practices in which it occurs and more ample structures. Theoretical assumptions were also used of Sistemico-Functional Linguistics(LSF), matching with categories of the Transitivity System of Halliday (1994, 2004), of the forms of representation of social actors in the socioeconomic perspective by Van Leeuwen (1997, 2008) and of the Appraisal system by Martin and White (2005). As we develop the argumentation on thesobre social role of religion in this thesis, we make use of the authors such as Freston (1994), Oro (1997, 2003), Campos (1996, 1999), Mariano (1999), Meneses (2008), among several ones. We have also used a series of concepts and categories coming from the field of communication and marketing on the business social responsability and social marketing . In this area, we take as references the contributions of Bueno (2003), Foss�� and Sartoretto (2003) and Zenone (2006). The corpus of the work is framed by news taken at the newspaper Folha Universal, in which are given the social responsibility actions of the church . The timeframe used was on the editions of 2010 thru 2012. Results found at he analysis of the News lead to semantic features of Assessment of Affection, Judgment and Appreciation, many times followed by Gradation, and the Attribution, one of the subsystems of the Attachment, are evidence of positive assessments for the Universal Church and its agents and make up rethorical elements which provide structure for the discourse of the Universal Church at the newspaper Folha Universal consisted of its image (style) of social responsibility . Results show that the most frequente social actors of the discourse are, on one hand, the Universal Church itself and its volunteers, famous (actors, actresses, presenters), politicians and authorities, on the other hand, the population which was helped by the Church social projects . The first group seems to be Always activated, however the second one, most of the time rather passive. These are also represented by assimilation in most of the occurrences, however the other ones by individualization and nomination entitled by honorification, except for the volunteers that are represented either as an individual, or as a group

"Eu pensei que ia sair daqui falando ingl��s": um estudo sist��mico-funcional sobre pap��is sociais atribu��dos por alunos de um curso de Letras/Ingl��s

Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH��O, 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 (MAGALH��ES; 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

A constru����o da imagem de leitor em mem��rias de leitura

In this work, we analyzed reading memories of mother language teachers in continuing education context. Our objective was to understand how each individual has built his/her reader image. Our theoretical approach to the construction of selfimage was based on the concept of discursive ethos, understanding it with Charaudeau (2006) as something constructed in the intersection of glances (of the self and the other). To understand how each teacher has built his/her reader image in that intertwining of glances (of the self and the other) we are on the contributions of Bakhtin (2003, 2010b) on exotopic glance or distant/external glance. Therefore, in the analysis, we tried to capture the exotopic glance of the teachers about themselves in the various stages of their reader formation and from our exotopic look of researcher; we gave provisional finish of the reader image that teachers built of themselves. For the analysis, we adopted other theoretical assumptions: about genres, theme, composition and style, statement and social voices we based on Bakhtin (1997, 2003, 2010a, 2010b); on the notion of the discursive ethos we anchored in studies conducted by Maingueneau (2008a, 2008b); about reading, we adopted the theoretical references of Rojo (2005, 2008, 2009a, 2009b, 2009c, 2009d), Garcez (2002), Freire (2008) and Silva Neto (2007). For the discursive genre reading memories makes reference to the theme memory as well as is related to the context of teacher training, the study was supported in Arag��o (1992) and N��voa`s (2007) theory. Situated in the area of Applied Linguistics, the research aligns with qualitative-interpretative approach of socio-historical basis. Finally, from the analysis of the corpus, data that emerged from the findings, we conclude by stating that readers have created images of themselves as active readers, readers interested in both readings, the ones respected and the ones unappreciated by the official culture

Beleza e poder na Gin��stica R��tmica: reflex��es para a educa����o f��sica

La beaut�� dans la Gymnastique Rythmique (GR) s est esquiss��e comme condition de son existence. Pour son analyse, nous avons eu recourt au discours sur le pouvoir de Foucault (1971, 1979, 1987, 1988, 1997, 2003) et �� sa relation avec la production de savoirs. Bas��s sur cette compr��hension, nous avons r��fl��chi sur les relations de pouvoir dans la GR qui se sont ��tablies et consolid��es gr��ce �� la r��glementation de sa pratique, dans lequel le Code de Pointage a un r��le pr��pond��rant. Ainsi, la GR a construit sa beaut�� �� travers les temps au moyen de jeux de force o�� la gestualit�� de corps performatiques, �� travers la discipline, a ��t�� pr��pond��rant. Cette derni��re a configur�� des sens attel��s �� la coercition-r��sistence des corps: la production de discours. C est en pensant �� une beaut�� comme ume trame de discours construits par ces relations de pouvoir-savoir des investissements du corps dans la Gymanstique Rythmique que nous nous posons les questions: Comment le Code de Pointage r��glemente la gymanstique rythmique et sportive au sujet de la construction de la beaut�� ? Quelle est la relation entre les pouvoirs et les savoirs impliqu��s dans cette r��glementation ? Nous avons donc pour objectifs de rechercher la beaut�� dans la Gymnastique Rythmique comme savoir produit �� partir des relations du pouvoir circonscrites dans les r��gles de la modalit�� et de discuter la beaut�� �� partir de la relation pouvoir/savoir comme r��flexion pour le milieu de l ��ducation physique. Nous avons utilis�� comme m��thodologie la technique de l analyse de contenu (Bardin, 1977) afin d analyser le Code de Pointage de la GR dans sa version 2005-2008. Nous avons ��galement fait usage des images de gymnastes comme moyen analogique pour amplifier le sens des discussions. La lecture fluctuante nous a permis de s��lectionner des unit��s significatives et d organiser nos discussions en trois axes th��matiques qui composent le premier chapitre intitul�� �� La beaut�� r��glement��e ��. Dans ce chapitre, nous discutons les sp��cificit��s de la GR, la prescription de l utilisation du temps et de l espace et la configuration du geste technique �� partir de l analyse de son code de ponctuation. Dans le deuxi��me chapitre, �� Le corps beau transcende la r��gle ��, nous r��alisons quelques r��flexions destin��es �� l ��ducation physique �� partir de la discussion du chapitre ant��rieur en prenant pour cible trois sujets : Pouvoirs et Savoirs, Technique et Style, Beaut�� et ��ducation. Nous avons ainsi constat�� que la beaut�� de la Gymnastique Rythmique contemporaine est entour��e par sa r��glementation, mais a ��t�� et continue �� ��tre dessin��e par des m��canismes de pouvoir-savoir tout au long de sa trajectoire historique. Malgr�� l existence de conditions pour la beaut�� dans le Code de Pointage de la GR, il existe la possibilit�� de la cr��ation du propre style par la gymnaste, par la possibilit�� de vivre l improvis�� et l impr��vu, de sensibiliser le public, parce que le pouvoir cr��e des savoirs et le corps, qui se d��passe, cr��era toujours de nouvelles formes d ��tre beau. La constatation que le Code de Pointage produit une beaut�� et que la gymnaste la reconstruit continuellement en en r��actualisant les r��gles est une r��flexion importante pour l ��ducation physique: elle r��affirme que le corps n est jamais seulement soumis, que m��me dans la soumission il est capable de produir du savoir, d ��tre beau et de cr��er de nouveaux sens pour la Culture de Mouvements

Do dizer te��rico ��s transposi����es did��ticas: por um exerc��cio da contrapalavra no ensino de l��ngua escrita no PROJOVEM

This present work is going to show some results developed in the Master Degree research and the Post Graduation project in Language studies (PPgEL) at UFRN, under the orientation of Professor Maria da Penha Casado Alves. This research has questions showed by the Programa Nacional de Inclus��o de Jovens PROJOVEM. Concerned to methodology, the research is based on Applied Linguistics and it is qualitative and documental. The corpus of the research are the Manual de Orienta����es Gerais and the Guias de Estudo. The documents that were used for the research were Guide for general orientation and the Study Guides.The Manual de Orienta����es Gerais was chosen because is focused on the teacher and the Guias de Estudo was chosen because are focused on the students. The discussions and analysis were based on Bakhtin (1997; 2003), for his studies about the language in a dialogical point of view, Faraco (2001 and 2008) and Suassuna (2006) for their discussions about the Portuguese Language and Geraldi (1997; 2005 and 2006) and Antunes (2003) for their orientation and discussions about the teaching process of the written language. The analysis made in the Reference Topics point that however the program proposes a kind of rupture with the traditional way of teaching, it could not take this change to the Study Guides (Guias de Estudo). The result is a didactic material that reproduces activities based on a conception of a descriptive and prescriptive teaching. What is concerned about the proposals for the textual production, it is shown that it is given in an artificial way, without any expression and with no link to any communicative context and sometimes, with no relation to the topic it was supposed to be related to

Autoria no g��nero resenha acad��mica

This work researches about the authorship marks in academic reviews of graduating students, besides the author discursive points of view. We detect the voices presented in the text, that is, the expressions of the discourse from the I and from the others, trying to explicitate the forms of the author review insertion. It is oriented by the conception that the author is the subject of his/her discourse, creating a position in relation to the discourse of the other(s) with which he/she maintains a dialogue. Our corpus is constituted of ten (10) academic reviews, produced by students from the Course of Letras, from Universidade do Estado do Rio Grande do Norte UERN, do Campus Avan��ado Prof.�� Maria Elisa de Albuquerque Maia CAMEAM. The data signalize to the perception that the subject constitutes author, when he/she gives voice to the other; showing his/her point of view; pointing to the discourse of the other; and/or getting far from the text. That way, it is observed that the genre academic review can be considered as text that reconfigures the original text, that is, as a text that comments, criticizes, confirms the text that is object of its analyses. The theoretical background that influences the research comes from the dialogical language conception, from discursive genres and from Volochinov/Bakhtin (1997, 2003) authorship. To the discussion and the analyses of the discursive genre academic review , it is mentioned the MOTTA-ROTH and MEURER (2002); POSSENTI (2001, 2002) conceptions.

Saberes sobre a literatura: um estudo com professores de 1�� ao 5�� ano do Ensino Fundamental

El estudio investiga los saberes liter��rios del profesores del Ense��o Fundamental de las series iniciales sobre la literatura. Cuando se piensa en la influencia del profesor como aquel que tiene papel decisivo en la ense��anza de la lectura y reconocimiento de la funci��n y formaci��n del mediador profesional, buscamos compreender que conocimiento tiene sobre la literatura. Optamos por los profesores que trabajan en los a��os iniciales del Ense��o Fundamental basadas en el entendimiento de la educaci��n b��sica, es de suma import��ncia en la formaci��n del lector liter��rio. El estudio se caracteriza por ser un enfoque cualitativo. Adoptamos como procedimientos metodol��gicos, la entrevista semiestructurada, elaborada com preguntas abiertas que se centran en eventos de lectura de las practicas em fam��lia, en la escuela, en la educaci��n superiory en el ejercicio de ense��nza grabadas en audio, adem��s de elevar um di��rio de campo. La investigaci��n lleva a cabo en cuatro escuelas de la ciudad de Natal ��� Rn, con dicinueve profesores que trabajan con alumnos de 1�� a 5�� a��o del Ense��anza Fundamental. El corpus de la entrevista constituye el an��lisis de los profesores y es analizado tomando como referencia los princ��pios de an��lisis de contenido, especificado por Laurence Bardin (1997). Se tom�� como referencial sobre la lectura, la literatura y pr��ctica pedag��gica los estudios te��ricos de Amarilha (1991, 1992, 1994, 1997, 2003, 2006, 2007, 2009, 2010, 2013); Cosson (2011); Lajolo (2006); Larrossa (1996, 2003); Morin (2010); Yunes (2003, 2010). Sobre la teor��a literaria, Candido (2002, 2012); Zilberman (1993); Culler (1999). Acerca de la est��tica recepci��n, Eco (1994); Iser (1996); Jauss (2002). Sobre los saberes docentes, N��voa (1992, 1997, 2002); Perrenoud (1999, 2002), Tardif (1991, 2000, 2002, 2005). Sobre los saberes liter��rios, Paulino (2004, 2007), dentre outros. El an��lisis se��ala que los profesores dominan v��rios conocimientos sobre la literatura que son transportados a la formaci��n a trav��s del di��logo con otras lecturas, con otros espacios interactivos, en conviv��ncia con otros lectores. Cabe destacar el saber que la literatura es humanizar el fator, por lo tanto, la necesidad de escolariz�� que a trav��s de las pr��cticas liter��rias que involucran estudiantes, professores y comunidad escola. El studio tambi��n revela que en la escuela recital liter��rio es necesario para la ense��anza de valores, para ense��ar a leer, para inculcar el amor por la lectura. En este contexto, destacamos la importancia de la mediaci��n del profesor como formador de lectores que domina los conocimientos necesarios para satisfacer las necesidades de los estudiantes, desarrollando los letctores conocimientos para fomentar el gusto por el texto liter��rio

Intercompreens��o de l��nguas rom��nicas: uma proposta para a leitura liter��ria pluril��ngue no ensino fundamental

The developed research aimed to investigate how students behave on elementary school in a plurilingual context, based on Intercomprehension of Romanic Languages with literary texts in the classroom. The theoretical framework prioritizes authors who consider reading literary text as an essential tool to the formation of reading and writing skills for students, such as: Amarilha (1997; 2003; 2007), Resende (1993), Kleiman, (1999), Villardi (1997), Aguiar (1991), Perrone-Mois��s (2000), Lajolo (1993), Zilberman (1991), Cosson (2006), Andrade, Melo-Pfeifer, Santos, (2009), S��; De Carlo; Antoine (2011), Alas Martins (2014), Doy�� (2005), Souza, (2013), and others, according to the intercomprehension approach and plurilingualism. We use questionnaires as a methodological resources for this research, and we applied some activities that was developed based on intercomprehension from literary texts which represent three types of Romanic languages (Spanish, French and Italian), in addition to the participant observation in classes with students of the 8th grade from an elementary public school in the city of Natal (RN). The students could read and (inter) understand some texts of classic literature in those Latin languages and also in Portuguese, whose titles include ���D. Quixote de la mancha��� by Miguel de Cervantes; ���O pequeno pr��ncipe��� by Antoine de Saint-Exup��ry; and ���Pin��quio��� by Carlo Collodi. The data analysis shows that students understood the lessons with plurilingual texts as something which goes beyond the structure of language teaching, awakening themselves to the knowledge of new languages and cultures, and linguistic diversity as motivation at the time of understanding and literature as transforming element to Citizen formation of students.