Iniqüidade em saúde: uma extensão das desigualdades sociais no sistema público de saúde do Brasil (2003-2006)

This issue analises the unevenness in the brazilian system of public health care as an extension of socials inequities. It is a theoretical study based in a historical method, using empirical camp from academic, corporation and institution researchs, along the period 2002-2006. Equality and effectiveness in health systems are analitical basic cathegories grap in the root of the doctrine, principles and organization of the Unique Health System, in which sectorial actions are inserted. Discuss the estructural prodution and determined those inequalities through some social determiners of health system: income, land, food securitiy, nutritional situation, basic sanitation, epidemiological inequities and public management policy. Carry out a thematic review over health social production, it formlation and the goals of social policies, as well as the insertion of the equality principle in the assistance system, in the frame of the running public health regulations. It uses reflections that enlighted the correlation between the process of political-institutional actions and equity on health assistance. Analized the pertinency of sectorial reorganizational strategies on basic attendance, confronting the hipothesis that those strategies reinforce social inequities in health system, because it organize diferential assistance levels over not equal baselines. The results show up that social inequalities, even remaining, have had a small decrease; that the selectiviness of actual public policies and the duplication of the health system, increases the differences within and between the social classes and configures the assistance as inequal. The basic care system has great shortages that also appeares in middle and complex assistance levels. As conclusion, it remarks that the health assintance system, even with it integrality has limits; structural problems on material conditions of living and health system could not be reversed only with institutional legal arragements; by the contrary, in border conditions, these strategies produce policies that reinforce inequities, neglecting the equity principle of the system in which frame, they work. One patina of this tim

O elo entre o serviço social e o judiciário: demandas, desafios e contribuições na defesa de Direitos

Unveiling the link between the Social Services and the Judiciary is the object of this work, since the judiciary is constituted as one of the socio-occupational areas of the profession in the sphere of the state, seize the demands placed on professionals which work becomes relevant , considering that these are embody the multiple expressions of social issues, constituting a challenge to social work, while influencing the contributions that the profession has engendered in the defense and expansion rights. It constitutes an analysis from the standpoint of theoretical and methodological basis Qualiquantitative taking for granted the rights violations against children and adolescents in their social, legal and historical guide to the topic. For this we used a theoretical Marxist Behring (2009), Colman (2008), Faleiros (2205), Faria (1999, 2001), Fávaro (2007, 2008), Iamamoto (1985, 1992, 2002, 2006, 2007) Yazbek, Marx (1983), Netto (1994), Nicholas (1984), Pequeno (2009), Rizinni (1997, 2008), Santos (2009), Sales (2006), Telles (1999), Tonet (2009), among others. Besides literature, empirical research conducted through semi-structured interviews using a script and written records and systematic observation / free during interviews. The subjects were 06 social workers from the area of the judiciary to act on Justice for Children and Youth, Family Court and NOADE in Natal / RN. The research aims to analyze the demands and challenges of Social Services and their contribution in ensuring and enforcing rights in courts nowadays. The route established between knowledge and method involves conceptual analysis on the Judiciary, Social Services, and Child and Adolescent Rights. Seize-up in this study the existing contradictions in confronting the multiple expressions of social issues in the context of the judiciary. The research allowed us to identify relevant aspects regarding the challenges and demands placed Social Service; limits on defense and expansion of their rights and contradictions within sociojurídico. For being one of the judiciary institutions that comprise the system warranty rights, social workers also face difficulties in implementing the professional doing since the ills posed by current sociability capital focus in everyday spaces socio-occupational presented here. On the other hand, is commendable acting those protagonists who believe, defend and contribute to the defense and expansion rights

Classes sociais e eleições presidenciais no Brasil contemporâneo (2002-2010)

This work aims to analyze, in terms of class, the social composition of the constituency of the presidential candidates of the Workers Party in 2002, 2006 and 2010 elections. Such research object is constructed from a preliminary critical debate with recent Brazilian electoral studies, especially the literature on the infl uence of social programs on voting and Singer’s formulations about the lulismo phenomenon. Incorporating advances and pointing out gaps in such research efforts, is formulated a roadmap for empirical research constituted of three key elements - the measure ment of the dimensions of class structure in Brazilian capitalism; the observation of material interests related to the constituents locations of such structure; the development of measures of association between the insertion in class groupings and indivi dual voting behavior. Based on the neo - Marxist approach of class analysis, especially as formulated by Wright, it is made an adaptation of the typology formulated by such approach (mainly developed by Santos to the Brazilian case) to the data available fro m databases of censuses of 2000 and 2010. This theoretical construct reveals that during the period considered for the analysis, the structure of class - relations in Brazil became more proletarized and consequently had a decrease of the dimensions of the de stitute class locations. In addition, it was found, in relation to the objective class interests, widespread increments of economic welfare that allowed advances in relation to the material conditions of the proletariat, without, however, incurring losses to the privileged class positions. Such changes in the structural sphere focused in various ways on the political arena. Based on an adaptation to electoral analysis of the concept of "class formation", also formulated by Wright, associated with the use of techniques of ecological inference (especially those proposed by King and associates), it was possible to draw up an overview of class voting in period studied. As main results, three general patterns of individual voting behavior, related to each of the three analyzed class groupings were identified - a contraposition against PT candidates, by voters in privileged class locations; the adhesion, recurring throughout the study period, of workers to Lula and Dilma Rousseff; a favorable electoral shift unde rtaken by economically deprived voters in favor of those candidatures in the 2006 election.

Quem tem direito à moradia? :uma análise da política nacional de habitação e dos programas de habitação de interesse social (2003-2005)

This dissertation analyses the Brazilian housing policy of today s, focusing on the programmes in the socalled Social Interest Housing Subsystem in order to discuss to what extent the government has been able to grant housing constitutional rights in the country. The discussion is about housing policy and the principles in the country s Constitution regarding the role of housing as a social right, a right that must be granted by the state. This refers to land rent theory to understand the relationship between capital and property and the reasons why, under capitalism, housing becomes a commodity in the market. Then, it discusses the national housing policy, which emphasizes land ownership through financing, that is, via market, a process that excludes all low income population. In the conclusion, it is clear that, although government programmes cover extensively at least potentially the national territory as well as social group, subsidized housing programmes cannot be implemented in the city due to land prices because subsidy is too low. In this way, the law that grants housing rights to all Brazilian citizens is violated

Sistema eleitoral proporcional : uma proposta técnico-politica para o Brasil

The present work aims to analyze the several proportional electoral systems from the contemporaries democracies in order to, in the end, purpose a system that better fits to the constitutional Brazilian order. In this direction, we pursued to indicate the main virtues and imperfections in proportional electoral systems in use in more than two hundred countries, especially relating to the positive and negative effects that these systems inject in the party systems, in the governability and in the representativity. In order to collect elements, and also before getting to the work s main point, other issues were approached, even in a shortened way. Nevertheless, in a position taking, we conclude the work opting for a proportional electoral system that potencializes the constitutional principles of representativity and governability as well as prints a party system strong and strict, once these are the depositaries of a democracy compromised with the Brazilian society

Sujeitos e atores sociais nas representações discursivas de docentes da rede estadual de ensino em Sergipe: uma análise crítica em tempos de Ideb

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

Terceiro setor em HIV/AIDS: mapeando o ativismo social na contemporaneidade

The struggle against AIDS is a kind of action in favor of life and the organized Brazilian civil society incorporated it in a meaningful dimension. This struggle matured the creation of non-governmental organizations (NGOs) and advanced with the discoveries about the disease. Since the very early 90 s, the consolidation of the partnership involving the movement anti-aids with State came up with a dilemma for the entities of civil society: are they just executors of governmental policies or do they take up the role of effective demands concerning public policies? Since then, activism against aids started to stand for execution of projects and one considers that the institutional way of anti-aids work has problems because it constructs a basic strategy to take off the political aspect of the third sector. The NGOs/aids consolidate the reconfiguration of capital and get far from street activities. This is important to be studied because the relationship between society and aids, contemporarily, can prevent them from accomplishing their agenda referring to political mobilization and collective resistance. This research started to be carried after some visits, previously arranged, to an institutional life support group called Grupo de Apoio à Vida-GAV, in Campina Grande. A semi-structured interview was applied to 31 users and to 6 technicians of the entity mentioned. One aimed at investigating the activist anti-aids practice, identifying the conceptions of activism and knowing how social actors assess those practices. Preliminary results indicate that one of the conceptions on activism among the interviewees refers to the execution of projects through partnership of NGOs and supporting institutions, governmental or non-governmental. Although this new conception on activism consolidates a non-political aspect, there are other ways of executing projects and participating actively, according to some users, such as: meetings, lectures and other sorts of events promoted by the group, which are also legitimate actions representing anti-aids activism at the present context

A docência na educação infantil: representações sociais dos professores cursistas do proinfantil do Estado do Rio Grande do Norte sobre o trabalho docente

The overall objective of this research is to identify and analyze social representations of (the) teachers(the) Ranciere the Initial Training Program for Teachers in Office in Early Childhood Education - PROINFANTIL - UFRN/MEC on the teaching work, seeking to identify their constituent elements and understand the dynamics of your organization. We assume that these teachers work fundamentally, in the institutions of Early Childhood Education, with knowledge of common sense and related cultural inherent to be/do professor in the design of education guardian/giving handouts to ensure the physical integrity of children, causing a rift between the caring and educating. From this general objective, we elected as specific objectives: identify the social, economic and cultural backgrounds of these (the) teachers (sa); identify what is teaching work for them (the) as well as identify which the psychosocial implications driven by RS on teaching work that point to tensions between the training and the exercise teacher as activity profissional.Como theoretical foundation we opted for Social Representations Theory of Moscovici (2003), Jodelet (2001); Specificities of the teaching Work in Early Childhood Education: Kramer (2002; 2006); OliveiraFormosinho (2007); Zilma de Oliveira (2007), Teacher Training: Ramalho, Nunez and Galthier (2003) and Tardif and Lessard (2008), content Analysis: Bardin (2004). As methodological procedure, we chose the Central Nucleus theory, developed by Jean Claude Abric (2000). Contributed to the scope of this objective the 171 teachers (the) that concluded the Proinfantil NBs to participate of TALP with justifications. The corpus arising from evocations around the words suggested by Carlos Chagas Foundation: give classrooms, teacher, pupil and added the word Child Education, were subjected to a treatment with the aid of the EVOC software (2000), identifying the central nucleus. The results indicate the words more evoked and significant: Planning, child care, educating, and play. Indicating that for these (the) teachers (the) the teaching work in Early Childhood Education must have a systematic pedagogical to educate children. These words correspond to the specificity of being/doing teaching in Early Childhood Education. However, the data shows that it is a job with different characteristics of the teaching work in other stages of education

Identidades coletivas de estudiosos da linguagem no currículo lattes: docência, pertença social e capital cultural-acadêmico

The discussion involving the identity of social actors has taken place for some years, however, it has become significant for the discourse studies over the last years due to the fragmentation of postmodern actors. Understanding the identity as a symbolic concept that can aid in the detection of certain realities - a kind of mechanism / a magnifying glass (MERLUCCI, 1985) - you can check the linguistic materiality of the introductory text of the lattes resume as a adequate place for the formation of collective identities . The aim of this dissertation is to reflect, in a time of postmodernity, through the lattes introductory curriculum texts, the collective identities of the language researchers are portrayed in discursive and social practices based on the accumulation of cultural and academic capital. For analysis, surrounding the indisciplinary posture in Applied Linguistics (MOITA-LOPES, 2006), the descriptive / interpretive methodology was used (MAGALHÃES, 2001). Whereas the study method and the social theory, as state reasons of the research makes use of the Sociological Approach and Communicational Discourse, chain linked to the assumptions of Critical Discourse Analysis (PEDROSA, 2012a). The corpus is constituted of twenty-seven introductory texts from the lattes curriculum of language researchers, connected to three institutions of higher learning in Sergipe. After the collection, on the lattes platform, and the numbering of the curriculum in order to achieve the research objective, we performed the analysis based on three identity themes: teaching, social belonging (BAJOIT, 2006; DESCHAMPS; MOLINER, 2009) and the accumulation of academic-cultural capital (BOURDIEU, 2004; HEY, 2008). The data show that the texts of the lattes curriculum are based on hegemonic and ideological principals, referring to the accumulation of academic assets, the valuation of actors and the hierarchical positions, recognized and ratified by couples who socialize among themselves Right now, the research allows us to infer that, in postmodernity, some collective identity assumptions, contribute to the understanding of the academic reality, around the the lattes curriculum.

Dádiva e internet: os artífices dos tutoriais de software livre

The research proposes a reflection on tutorial videos from Youtube, seen as a form of gift in modern society. Our reflection parts form a perspective of mutual exchange, which avoids the patterns of trade with current economic purposes. We present these video producers as craftsmen of cyberculture due to the skill and competence which they transmit their knowledge. The research is consisted by the observation of video tutorials on YouTube over the Linux operating system and its distributions. Analyzing the interactions between video producers, users and the website. The analysis is based on the classic Mauss (2003) and his reinterpretations of Caille (1998, 2001, 2002, 2006), Godbout (1992, 1998) assisted by Aime Cossetta (2010) and Sennett (2009) to help understand the idea of the craftsmen. The Internet as an open territory in expansion ables us to understand that the relationship in this medium also constitutes the reciprocal links pointed out by Mauss in the early twentieth century. The circulation of intangible property, in this case the knowledge beyond the establishment of social links, promotes a collaborative extent to produce the common in cyberspace.

O Programa Nacional Biblioteca da Escola - PNBE: da gestão ao leitor na educação infantil de Natal-RN

This study aims to investigate the process of implementation of Programa Nacional Biblioteca da Escola, PNBE, and the reader's training on Childhood Education level in Natal. The promotion of literary reading is the opportunity of inclusion in a world that is connected to citizenship, to human rights and social justice, because the reading is the way which gives meaning to the life and, therefore, it is a right for everybody. The study is characterized as a qualitative research with evaluative approach. The methodological procedure that constitutes this corpus took place in three stages: the first one was about the analysis of laws and documents of national public policies for the reading promotion; questionnaires were applied by Managing Committee - Natal/RN to CMEIs and the available websites from MEC that provide distribution of the acquis; in the second stage, we adopted the semi-structured interview as a methodological procedure elaborated with open questions that focus on the program management and to the acquis of PNBE; and in the third step we visited the 21 centers of childhood education in Natal for interviewing and to do the exploratory observation in places of reading. The Informant actors in this research are: the advisors of SME - Natal and FNDE, managers and teachers in Municipal Childhood Education Centers who totalize 30 informants. This theoretical and methodological framework follows the studies of Amarilha (1993; 1994; 2002; 2006; 2010; 2012), Bardin (2001), Bogdan; Biklen (1994), Castro (2007; 2008; 2012), Demo (2000; 2006; 2008), Fischer (2006), Moreira; Caleffe (2008), Paiva (2008; 2012), Secchi (2010; 2012), Soares (2003; 2008) and Zilberman (2001; 2003; 2008). The analysis indicates that decentralization strategy which is adopted in public management model will transfer responsibilities and assumption of the PNBE, exempting the actors to planning actions ensuring the efficiency and efficacy implementation on reading policy to national and municipal levels. The qualified acquis that is distributed by MEC reaches every Childhood Education center and does not depend on teacher's desire or it action, only a few of them know about it and they do not have information about the PNBE, neither receive specific training in order to articulate it to the practice of reading with children from Childhood Education. The reading project implemented by private education system in Natal overlaps the PNBE, making it invisible. The reading places that are available for that schooling stage are summarized to the reading corners. In some CMEI, books remain stored in boxes or they are locked in the closet, out of use to the teachers and students. Thus, care for the acquisition, selecting acquis, and a preoccupation to the supply of the reading and books for this education level are lost into volumes of closed boxes, teachers are jettisoned to this process and children do not have any enchantment to the reading or books. In this context, this paper draws attention to how much we should still investigate in order to understanding the perspectives, stresses and challenges from public policies for the reading promotion in our country. We hope that the research will help to improve the management model of the PNBE, ensuring the reading democratization and therefore the reader's training in early Childhood Education.

O Programa Nacional Biblioteca da Escola - PNBE: da gestão ao leitor na educação infantil de Natal-RN

This study aims to investigate the process of implementation of Programa Nacional Biblioteca da Escola, PNBE, and the reader's training on Childhood Education level in Natal. The promotion of literary reading is the opportunity of inclusion in a world that is connected to citizenship, to human rights and social justice, because the reading is the way which gives meaning to the life and, therefore, it is a right for everybody. The study is characterized as a qualitative research with evaluative approach. The methodological procedure that constitutes this corpus took place in three stages: the first one was about the analysis of laws and documents of national public policies for the reading promotion; questionnaires were applied by Managing Committee - Natal/RN to CMEIs and the available websites from MEC that provide distribution of the acquis; in the second stage, we adopted the semi-structured interview as a methodological procedure elaborated with open questions that focus on the program management and to the acquis of PNBE; and in the third step we visited the 21 centers of childhood education in Natal for interviewing and to do the exploratory observation in places of reading. The Informant actors in this research are: the advisors of SME - Natal and FNDE, managers and teachers in Municipal Childhood Education Centers who totalize 30 informants. This theoretical and methodological framework follows the studies of Amarilha (1993; 1994; 2002; 2006; 2010; 2012), Bardin (2001), Bogdan; Biklen (1994), Castro (2007; 2008; 2012), Demo (2000; 2006; 2008), Fischer (2006), Moreira; Caleffe (2008), Paiva (2008; 2012), Secchi (2010; 2012), Soares (2003; 2008) and Zilberman (2001; 2003; 2008). The analysis indicates that decentralization strategy which is adopted in public management model will transfer responsibilities and assumption of the PNBE, exempting the actors to planning actions ensuring the efficiency and efficacy implementation on reading policy to national and municipal levels. The qualified acquis that is distributed by MEC reaches every Childhood Education center and does not depend on teacher's desire or it action, only a few of them know about it and they do not have information about the PNBE, neither receive specific training in order to articulate it to the practice of reading with children from Childhood Education. The reading project implemented by private education system in Natal overlaps the PNBE, making it invisible. The reading places that are available for that schooling stage are summarized to the reading corners. In some CMEI, books remain stored in boxes or they are locked in the closet, out of use to the teachers and students. Thus, care for the acquisition, selecting acquis, and a preoccupation to the supply of the reading and books for this education level are lost into volumes of closed boxes, teachers are jettisoned to this process and children do not have any enchantment to the reading or books. In this context, this paper draws attention to how much we should still investigate in order to understanding the perspectives, stresses and challenges from public policies for the reading promotion in our country. We hope that the research will help to improve the management model of the PNBE, ensuring the reading democratization and therefore the reader's training in early Childhood Education.

A produção textual no ensino fundamental: processo de retextualização com o gênero memórias

Teaching Portuguese language in Brazilian public schools is still limited mostly to studying decontextualized text fragments, memorizing classifications and cult of grammar rules. Considering the language as a social, cultural practice which emerges from the intersubjective interaction, we sought to propose an educational intervention that prioritizes the retextualization processes from speech to the writing of memoirs as a textual genre, so as to contribute for improving learner’s discursive performances. Therefore, paying attention to these concerns and in attempt to contribute for improving the teaching of Portuguese language in elementary school, we chose as privileged locus a 9th grade class from a state school in Bento Fernandes, RN. The corpus is formed by texts produced and retextualized by students from the elders’ oral reports within local community. We sought thus to understand what memory is, its importance for registering local spoken language and culture, as much as to carry out didactic actions that favor students’ learning in the activities of textual production. In light of the theoretical overviews about linguistic-discursive relations, based on Marcuschi’s (1993, 1997, 2001, 2002, 2006, 2008, 2010) conception of oralitiy-writing continuum and the debates proposed by Antunes (2003, 2014), Alves Filho (2011), Koch (2012) and Bakhtin (1992, 2011), we aimed to understand, by analyzing the retextualized memoirs, how these practices complement each other within the process of orality and writing. As for the proposal of didactic sequences, the study has been oriented by Dolz and Scheneuely (2004); as for the memoirs, by the guidelines of Coracine and Ghiraldelo (2011) and Le Goff (2010, 2013). In this way, this work followed the action-research methodology in a qualitative approach, considering the teacher (researcher) as an active agent involved in the process of knowledge production in his own educational practice, so as to interfere in the mediation, knowledge production and its dissemination in classroom context, which is the privileged locus for constructing and transforming process. There is much to be research within the area of retextualization. Yet we verified that this educational intervention, based on discursive operators of retextualization, has been proven viable as an efficient path so that we teachers can work the peculiarities of usages and functions of textual genres in oral and written modalities of a language, without grasping both as a dichotomy. This accredited us to strengthen a discourse that undoes many myths still present in that order, especially the one that causes more damage for the learners of Portuguese language – that writing is a representation of speech.

Literatura e educação: o bullying nos contos de fada, uma discussão possível

This study investigates how the reading of fairy tales can be an instrument for reflection on the bullying phenomenon in the live of students. Its relevance is present the work with literature as an alternative to facilitate the understanding of children and young people about this violence practice, on the basis of the discussion moments, mediated in the classroom. Methodologically based in the principles of qualitative investigation, setting itself as a bibliographic research, and linked to the content analysis in order to make inferences and construct interpretations from the study of tales that encourage discussion and reflection about the bullying theme. In this work were selected the following stories: Cinderella 1812) and a One-eye, Two-eyes, Three-eyes (1812) of Grimm Brothers; John-Slapstick (1837), The Storks (1838), and The Ugly Duckling (1844) of Andersen, to make possible a more explicit interface between literature and the bullying theme, providing fertile material for moments of debate. Was taken as the theoretical reference studies of Eco (2003), Jouve (2002), Zilberman (2003, 2004), Lajolo (2001), Rabbit (2008), Bettelheim (2007), Amarilha (2004), Held (1980), Beaudoin and Taylor (2006), Fante and Stone (2008), Middelton-Moz and Zawadski (2007), Olweus (2006), Jares (2002, 2006), Beane (2010), La Taille (2006, 2009) and Piaget (1994). The analysis demonstrated that the characteristics inherent in the literature allow the realization of readings in which the bullying theme can be discussed among students, to contribute positively in the education of children and young people and reflect about violence. This is possible way, especially because of the involvement promoted by the reading of literary texts, allowing that students see, in fiction, possibilities of change

A reformulação parafrástica na fundamentação teórica de trabalhos de conclusão de curso de Letras

In this work, we study the types of paraphrases used by the students of the Language and Literature Course when they reformulate a source text in the theoretical section of the monographs produced as texts for the conclusion of the course. Our main goal is to know how the process of textual reformulation takes place in the production of the monographic gender. From the used theoretical orientation (Fuchs,1982; 1994; Charaudeau and Maingueneau, 2006; Fávero et al, 2007; Hilgert, 1997, 2002, 2006; among others) we have worked with the paraphrase notion as an activity of discoursive reformulation, considering as the basic groundings the situation of communication and the subjects, or the wider context. In a more specific way, we have considered that the paraphrase performs alterations in the formal level, in the semantic level and in the functional level. Besides that, we sought to articulate the practice of paraphrasing to the gender of discourse in which it appears and to the contextual implications involved in the producing of the gender in question, and in doing so we were grounded in Baktin´s (2003) and Maingueneau´s (1998; 2001) postulates. For the analysis of the corpus that consists of 19 monographs, we have used the three categories defined by Hilgert (2002, 2006):expansion, condensation and parallelism as a way of identifying, describing and characterizing the types of paraphrases used by the students who produced the monographs when they take up Travaglia´s (1996) text about the language conceptions. The results show that the use of the paraphrastic parallelism (with 69.45 % in relation to only 18.41% of condensation and 12.13 % of expansion) was the most recurrent in the reformulations performed by the students who produced the monographs and this manifestation was characterized mainly by the lexical-semantic repetition of fragments of the source text. We have concluded that the high incidence of paraphrastic parallelism is an indication that the student does not have a command of the ways of production and circulation of the discoursive genders uttered in the academic-scientific realm