A transitividade na conversação: uma abordagem funcional centrada no uso

This work investigates the phenomenon of transitivity in the conversation. We examined the behavior of complements in Brazilian Portuguese speech, and then compared the results with previous researches in the English language by Thompson and Hopper (2001) and in the Spanish language by Vázques (2004). In Brazil, there are no researches that treat this phenomenon in the discursive conversation, for that reason it justifies and reveals the importance of this research that aims to answer questions related to the transitivity of ordinary conversations. Thus, we describe, explain and analize the transitivity based on concrete linguistic data, provided by native speakers of Portuguese language, specifically, spontaneous talk of people from Natal-RN. We have used as theoretical assumptions the Functional Linguistics usage-based (LFCU), which gathers academics of North-American Functional Linguistics, inspired by Chafe (1979), Hopper and Thompson (1980), Thompson and Hopper (2001), Givón (2001), Bybee (2010), Traugott (2009, 2011), among others, as well as Cognitive Linguistics, presented by Langacker (1987), Taylor (1995), Tomasello (1998) and Goldberg(1995), among others. This data consists in conversations extracted from the corpus Banco Conversacional de Natal (FURTADO DA CUNHA). The results obtained from this work confirm the assertions defined by prior conducted studies on the transitivity in the conversation. The research showed that these three idioms, Spanish, Portuguese and English, despite the differences, they present a uniform behavior regarding their transitivity in the conversation. We intend, by this work, to contribute, in some way, to the comprehension of the focused linguistic phenomenon, likewise to build a finer scenario around of the transitivity in the Brasilian Portuguese

Uma conversa na escola: o diálogo e a mídia

The dialogue represents an essential condition for the complete realization of the Communication. In Paulo Freire we find a concept of dialogue which expresses itself, fundamentally, in two dimension: on one hand, in the confluence of subjectivities; on the other, in action. Dialogue would not be, therefore, a thinking for , but a thinking with . On the other hand, the media, here understood as synonym of technical media of information and expression is spread all over society as synonym of communication media. In this direction, this paper intends to check if the media allows the dialogue, in the heart of the Freirean concept of communication. We start from the premise that it is not possible to come to an answer if we continue to accept the theoretical approach which polarizes the process of communication between emitter and receptor. By using elements of the ethnomethodology such as the analysis of the conversation and the reflexivity, we dived in the school everyday life of educators and students of an elementary level public school in the city of Natal, capital of Rio Grande do Norte, in order to, through some experiences with the media, corroborate Paulo Freire's ideas, stating the mediation made by the world and seeking a bias for the use of the media to enable a more dialogic education

A organização da interação professor-aluno em sala de aula: turnos e o par pergunta-resposta

Este trabalho tem como foco principal a interação em sala de aula, especificando aspectos da organização linguístico-discursiva, na produção conjunta da fala da professora e dos alunos, materializada em turnos, ressaltando o par pergunta-resposta na aula de Língua Portuguesa. Para alcançarmos esse objetivo, inspiramo-nos em alguns trabalhos acerca da organização da interação que adotaram a perspectiva dos estudos interacionais e a abordagem etnográfica, a fim de explicitar o conhecimento nos espaços de ensino e aprendizagem. Entre eles, citamos as pesquisas de Galvão (1996, 2004) e de Matêncio (2001). Nessa direção, descrevemos o processo de interação em sala de aula em uma escola pública, analisando e interpretando as ações de linguagem realizadas pela professora e pelos alunos. Teoricamente, embasamo-nos, principalmente, na Análise da Conversação, ancorando-nos no estudo pioneiro de Sacks, Schegloff e Jefferson ([1974] 2003); nos postulados de Marcuschi ([1986] 2007a); nas pesquisas de Kerbrat-Orecchioni (2006), dentre outros. Explicitamos uma tipologia de perguntas e respostas em sala de aula, quanto à sua forma e função, conforme os postulados teóricos de Stubbs (1987), Araújo (2003), Fávero, Andrade e Aquino (2006), Silva (2006) e Koshik (2010). Analisamos a organização da tomada de turno, seguida de uma investigação sobre perguntas e respostas no discurso desenvolvido face a face. Na tentativa de compreendermos o cotidiano dos envolvidos no cenário de sala de aula, adotamos a abordagem etnográfica e o método indutivo, nas perspectivas de André (2010) e Chizzotti (2006). Os dados foram gerados através de pesquisa de campo, por meio de gravações (em áudio) de aulas de Língua Portuguesa, posteriormente transcritas e transformadas no corpus de pesquisa. As análises demonstraram que a interação entre professora e alunos organizou-se em trocas de turnos, na maioria das vezes, controladas pela professora, evidenciando-se uma relação de assimetria entre os participantes. Esses turnos concretizados, geralmente, no par adjacente pergunta-resposta revelaram como a construção do conhecimento se realiza em sala de aula. Por fim, observamos que a interação em sala de aula de Língua Portuguesa é organizada por aspectos sociais e pedagógicos intrinsecamente imbricados

Procedimentos de abertura e fechamento de tópicos na interação em sala de aula

This study is part of interactional perspective, focusing on Conversation Analysis theories, from the Textual Interactive Perspective and Text Linguistics . This research, from its guiding questions, aims at understanding the interaction between teacher and students in the process of the knowledge construction as well as at describing, analyzing and understanding aspects of topical organization speech in the classroom in elementary school, observing the opening and closing procedures of the speech topics in that particular space. Considering that the procedures for opening and closing of discursive topics occur through language marks, we tried to identify which speech marks are used in the opening and closing of the topics studied in the classroom, in interaction during the collaborative process of the discourse established between teacher and students. Therefore, this study is based on authors who analyze specific questions of the text in real context of language use: Koch (1993, 1999), Jubran et al (1991), Jubran (2006), Pine (2005), Penhavel (2010), Galembeck (2012), Barros (1991), Marcuschi (1986 , 1990, 1991 , 1998 , 1999, 2003 , 2004a), Kerbrat - Orecchioni (2006), Favero (1999, 2002) and Galvão (2004, 2010). As a methodology of investigation, the study is focused on the postulates of ethnographic research in order to carry out data collection, through audio and video recordings which were transcribed, according to the NURC project proposal, with some adaptations. Data analysis showed that the procedures for opening and closing of the speech topics occurred by the use of discourse markers, in particular the marker "then", allowing us to understand that these elements are important in the topical organization speech, contributing to ensure textual cohesion and coherence. We conclude that the organization of the discursive topic in the classroom occurs through events that support the explicitness of the content of teaching and learning, considering the diverse necessity of an institutional academic plan, whose main objective is the construction of knowledge

Práticas discursivas em blogs políticos: uma observação sobre a participação política e as trasnformações que acompanham o espaço público

This work discuss about the transformation of public space, based on the recent challenges imposed by communication practices that are renewed and recopying of the sociocultural contexts of everyday life. The study presents theoretical and empirical reports of regional political blogs. In this issue, it looks for understand the political participation in the Internet space, examining the reconfigurations that accompany social relations and new forms of interaction that are merged in the media scene. The ambience of the study limits comments of readers in two political blogs in Rio Grande do Norte, Território Livre, and Thaisa Galvão. The observation concerns about the democratic participation of citizens in matters of collective interest, during the 2010 election. The analysis update the debate on democratic discussion and conversation everyday, trying to grasp changes in social practices in virtual platforms. From this perspective, the work restores some conceptual notions that involve the public places, identifying the changes that appear in the virtual and traditional spheres, with the emergence of new places of conversations, from the Internet usage. Are also compared to similarities and differences between the two elements of the analysis. It is possible, therefore, the communication process of the two discursive spaces with ideas from the public sphere, trying to analyze the duality between public, private, and political participation in these virtual places

Programa Nacional de Incentivo à Leitura - PROLER: avaliação da implementação pelo Comitê Potiguar

The National Reading Incentive Program (PROLER) is a national initiative to promote and encourage reading throughout the country, linked to the National Library Foundation (FBN) of the Ministry of Culture (MinC). This research aims to assess the PROLER’s implementation process in the state of Rio Grande do Norte, from the actions of their local committee. The framework is based on contextualize the policies that seek to encourage the book and reading, as well as the processes of implementation and evaluation of public policies. The research is understood as a qualitative descriptive-exploratory study, comprising a single case study. Makes use of semi-structured interview as a tool for data collection, which was attended by 8 members of Potiguar Committee as respondents. The techniques of bibliographical and documentary analysis were used for the analysis and discussion of data obtained from surveys and documents on PROLER; as to the content of the interviews, the technique used was the analysis of conversations. As for the results, the existence of four barriers to program implementation in the state that are worth mentioning is observed: a) the political-administrative discontinuity; b) the limited resources and few partnerships; c) the management of school libraries and absence from the post of librarian in the state and; d) the absence of a process or assessment tool able to evaluate the results or the impacts of actions taken by the Potiguar Committee. It was noticed that these limiting four come PROLER making the implementation of the Rio Grande do Norte a process that, although complying with the national regulations of teacher training and follow school libraries and their needs, not flawed to develop assessments that can measure program impacts, making the feedback process of ineffective policy. Another observation of this study is seen in the fact that the Committee did not get enough to supply their shares resources, as well as not being able to articulate new partnerships, thus contributing negatively to the scope of the program form and, consequently, for the effectiveness of their actions. Has even mentioning the fact that the Committee do nothing regarding the mismanagement of the libraries that are in their care, ie, do not use the power of coercion as guaranteed by the National Policy on Reading and federal laws that treat the school library, and is therefore ineffective in relation to compliance with the program guidelines

Variação entre os pronomes tu e você na função de sujeito na fala de Natal (RN): uma abordagem sociofuncionalista

In this dissertation, under the light of a sociofunctionalist approach (TAVARES, 2003; 2013; GORSKI; TAVARES, 2013), I analyze 378 data of pronouns tu and você extracted from 12 conversations belonging to Natal Conversational Data Base (CUNHA, 2010). I have the following objectives: (i) mapping linguistic and extralinguistic specialization trends of second person singular subject pronouns tu and você in the speech of Natal (RN); (ii) assessing the role of the principle of persistence (HOPPER, 1991) as a possible motivating factor of specialization trends of pronouns tu and você; (iii) identify in which of the six pronouns subsystems proposed by Scherre et al. (2009) is situated the speech community of Natal portrayed in this study. In order to achieve the proposed objectives, I submitted the data to multivariate statistical analysis, which have provided frequencies and relative weights.I obtained, as relevant factor groups, according to the statistical analysis, the nature of the relationship between the interlocutors (if the relationship is asymmetric, less intimate, and more formal, the use of você is favored; if the relationship is symmetrical, intimate and informal, the use of tu is favored); the degree of formality of the environment in which the conversation takes place (in more informal environments tu was favored; in more formal environments você were favored); and the type of discourse (reported / not reported) (tu was favored in not reported discourse and você was favored in reported discourse). Based on results regarding to these factors groups, I organized a panorama of specializations of pronouns tu and você, noting that tu seems specialized for more informal contexts of use than those for which você seems specialized. The motivation underlying these trends of specialization may be the principle of persistence, since along its historical development, você carries a trace of greater formality or, at least, less intimacy, when contrasted to tu. Finally, I concluded that, of the six pronoun subsystems proposed by Scherre et al. (2009), the speech community of Natal can be framed in the fifth, characterized by variable use of subject pronouns tu and você, with more frequent use of você than tu, and rare occurrence of agreement of tu with second-person singular verb.

Conversações políticas no youtube: junho de 2013 e circulação de sentidos nos comentários do vídeo “globo e os protestos”

This re search analyzes the talks dynamics about policy established in YouTube symbolic space. We are interested in examining the way in which the commentators of the video " Globo e os Protestos " articulated in the field intended for comments, a public space directed to the dissemination and circulation of meanings about policy issues. The video studied was published by PC Siqueira and Diego Quint eiro , during the June 2013 protests in Br azil, to direct the political understanding of the movement lived in that period. According to them, the protests had left political position and therefore the protesters should reject the coverage by TV Globo (a comunication vehicle with ideals of right) and allow the participation of political parties linked to the ideological left spectrum. This narrative generated empathy and controversy betwe en commentators, which produced in the comments, an intense argumentative process about these theses (right and left). To understand the phenomenon, we conducted an exploratory qualitative research, the main methodological procedure was a ethnomethodological discourse analysis. We seek the observation of the ways in which the commentators es tablished talks about politics in the comments space, for, thereafter , organize categories of analysis based on identified discursive recurrences. The empirical reflections are supported from discussions about the YouTube potential, while digital media com prising massive strategies and while articulating space in the engagement of individuals in political issues; also confront the aspects involved in the conversation practices that results in sociability dynamics and , especially , in conflict, on the socio - t echnical networks; and finally, we propose a reflection about the circuit actuation in which the people take ownership and realize new readings about the products received. Concluding that the use of digital media , such as YouTube, has caused significant c hanges in the forms of production and reception of symbolic products and ways in which people participate in political issues concerning life in society.

Corpos Queer e a experiência da sexualidade: notas para o conhecimento da educação física

This study had the goal of make a dialogue between queer theory and the thoughts of the French philosopher Maurice Merleau-Ponty in the categories of body and sexuality. From this dialogue, other goals were designed, namely: identify possible recurrences of the experience of bodies and queer sexualities, designed under Merleau-Ponty’s perspective, to the knowledge of Physical Education and reflect on this domain of knowledge using the notions of queer epistemology and esthesia. The study had as methodology the phenomenological attitude proposed by Merleau-Ponty and use the reduction as technic of research. Trying linking these thoughts we used the cinema of the Spanish director Pedro Almodóvar as perceptive strategy, an exercise of look as possibility of reading the world and new ways of perceiving the human being. We appreciate three films, namely: All About My Mother (1999), The Skin I Live In (2011) and Bad Education (2004), which put us in touch with bodies and queer sexualities, with the body of esthesia, of the ecstasy, sensations and lived experiences, un type of art whose contours are not fixed or determinable, postulate by Merleau-Ponty. The philosopher, provide a rich conceptual view of the body and their sexual experience, extends and opens horizons of thought and reflection about queer experience, one experience indeterminate and contingent as a singular way of inhabiting the world. Those horizons opened by the philosopher and added to the queer perspective contribute to put in question the modes of knowledge production and the knowledge about body and sexuality in Physical Education. Finally, we point that this theoretical conversation give us clues to reflect about the reverberations of a queer epistemology for Physical Education usiging one type of knowledge guided by esthesia and sensitivity as marks of another scientific rationality.