Anonimato e fama no reality show BBB 3

In the present work we make an incursion about the Reality Show, in a specific study of the program Big Brother 3 (BBB 3) approaching the question of Anonymity and Fame, though of its Narratives Strategic. We search to explain phenomenon of transformations of anonymous people in celebrities, showing all net of relationships established by the participants of BBB 3, during the together in the setting house, stage of the tram that tells the daily one of a group of youngs. Supported in concepts of it and Reality Show, the work is link the theories semiotic of means, proposal for Algirda Julien Greimas. We stand out strategies of the program, showing that they on the basis of structuralize elements fiction that stimulate and seduce the receiving public. How empirical reference, the work bases on the program Big Brother Brazil, shown for the Rede Globo de Televisão opened canal, in period of January 14 to April 01 of 2003. Ahead of the results gotten in analysis, we verify that BBB 3 is a format of reality and fiction. What although to create the effect of a hurt of real everything to show, its reality artificial, built principally for edition of the images

Ser professor de português: o que dizem os discursos reguladores, os alunos e os professores no contexto da formação inicial (UMINHO/Portugal e UFRN/Brasil)

The constitution of being a teacher of Portuguese occurs in a dynamic process involving various factors, such as the requirements of regulatory documents, the context of teacher formation, and the configuration of current society, per se. This study is aimed at reflecting on the initial formation of teachers of Portuguese and on official documents that face this formation, raising the following questions: (1) what does it mean to be a Portuguese teacher? (2) what is the vision of the subjects (teachers and students) involved with the formation of teaching the Portuguese Language? (3) how do these individuals deal with official documents? and (4) how do these subjects discourses relate? To understand the context of the formative processes and the knowledge inherent in them, first we take the studies of Garcia (1999) and Tardif (2002) as a theoretical framework, and to understand and interpret the utterances of the interviewees, we were grounded in the writing of Bakhtin (2003), for whom the object of the Humanities, the sciences of man, is the text, since man is, by nature, an expressive being. We situate this study in the framework of qualitative research. It is a multiple case study that focuses on two contexts: formation of teachers of Portuguese at the University of Minho, Portugal, and the Federal University of Rio Grande do Norte, Brazil. The data that make up the research corpus come from documents elaborated by the Ministries of Education of Portugal and Brazil and were adopted by the two teacher formation institutions cited, from individual interviews involving eight trainer teachers (four from each university), and from two group-interviews (one in each institution), done with students in training. Our analysis is divided into three stages: first, document analysis; second, analysis of the discourse of the teachers in both contexts studied; and, third, analysis of the speech of the students in training. It is noteworthy that our purpose in this research was not to come out with a definition like being a teacher of Portuguese is X, but we are interested, above all, in discussing the issues surrounding initial formation, seeking different points of view, and hearing voices coming from different social positions for better understanding our object of study. Our analysis reveals that the initial formation of teachers of Portuguese, both in Portugal and Brazil, occurs in a complex way, under the influence of various factors, including: (a) difficulties in having the individuals involved adapt to the demands of regulatory agencies; (b) students and teachers adequacy to the organizational model of the post-secondary institution; (c) teachers difficulties to deal with the learning problems of students who have limited schooling basis and come from distinct socioeconomic realities; (d) a search for the establishment of methodologies for teaching and learning the Portuguese Language more adequate to reality; and (e) a search for a definition of professional knowledge needed for the teaching practice

Física para geografia: desafios de uma proposta pedagógica interdisciplinar

This study has as its aim the elaboration, presentation and application of a proposal which makes possible an inter-disciplinary relationship between knowledge of physics and geography in the graduation course for forming geography teachers in the Dom Aureliano Matos Faculty of Philosophy in the city of Limoeiro do Norte in the State of Ceára. Initially, we observe in pertinent literature and opinions of specialists what capacities and abilities are suggested for a future teacher of geography. Following that, we select subject matter which broaches upon physic concepts and may be contextualized within topics present in the daily fare of a geography teacher, such as natural phenomena related principally to natural environment and climate, envolving astronomic features, using didactic materials and resources in easily understood language and without the excessive presence of mathematical formulas. An evaluation of the experience allows us to affirm that inter-disciplinary treatment, as an important alternative for curriculam organization, when applied in the classroom shows that there is better learning, a reduction in class evasion and a significant fall in failures when compared with traditional proposals for the teaching of physics in relation to geography. On the other hand, it is notable that to maintain and augment such measures it is a challenge to be met, with the purpose that students of other courses may perceive that physic concepts have much to do with their reality, and that understanding them is relevant for their professional and personal formation

Processos de construção do sentido na esquizofrenia: uma perspectiva cognitiva da linguagem

There is still a lot to be said about the relationship between culture, cognition and language. Within an embodied cognition perspective to language, it may be understood that the senses generated and used in discourse are built and negotiated not only linguistically, since they also involve stereotypes, schemes, frames, etc. These cognitive structures, in turn, would emerge from subjects experiences and interactions with a sociohistorically constituted environment. With that in mind, what would happen if someone had an altered view in the perception of such environment? The objective of this master s thesis was to understand the process of meaning construction, aiming at the activation of frames, in the discourse of people who have been diagnosed as schizophrenic and have been hospitalized, that is, individuals who have their socio-environmental perception affected. With that aim in mind, a speech corpus was generated with three schizophrenic patients from Professor Severino Lopes Psychiatric Hospital. The data were collected and analyzed qualitatively, based on the theoretical and analytical premises of Cognitive Linguistics, more specifically, of Simulation Semantic perspective. Therefore, it was possible to identify aspects related to meaning construction processes in the discourse of schizophrenic patients, understanding that language is integrated with cognition and culture. Therefore, the alteration in the way experiences are perceived by schizophrenic patients affect the linguistic production of these subjects. Finally, if we take into consideration that the mental disturbance caused by schizophrenia results in a change in perception of reality by these individuals, we can infer an implication of such factors in language and, subsequently, the interference of such issues in the meaning construction processes in the discourse of patients diagnosed with schizophrenia

O império do desentendimento humano: representações da realidade em textos de dalton trevisan

This work has the general proposal of studying the composition of the trevisanian fictional universe, the aesthetic expression engineered to formulate this universe, and last, the representations of reality that emanates from this aesthetic-narrative construction. It seemed to us, however, that it would be impossible to cover, even superficially, so vast and voluminous set of texts as the trevisanian. Therefore, so that we could accomplish this task, and still do it in a way that was, at the same time, plausible and thorough, it was necessary an objective cut within that library. Then we selected a book, representative of the whole trevisanian work, which served as the object of study: Cemitério de Elefantes, 1964, one of the first books of short stories by this author. Within this one, we focused even more our sight, then moving towards what we call a reality forked in paralytic world and world in violence . Supported by the theories and methodologies of Auerbach (2011), Candido (2002, 2006), Adorno (2003), Gennete (1995), Friedman (2002), and still moved by the spirit of Russian Formalism (1973), we built our criticism. Our approach was based then in three steps: first we are dedicated to comment the general context of the trevisanian work, supported strongly by reading two of the biggest critics of his literature, Miguel Sanches Neto and Berta Waldman, secondly, we turn us to comment on the detailed formal construction of language and narrative elements of the trevisanian prose; finally we raised our criticism to the level of reading representations of reality, and then we started to comment the construction of the trevisanian fictional universe, focusing in splitting this universe in paralytic world and world in violence

Folhetos de cordel entre realidade e ficção cotidiana: um estudo da mídia na construção do personagem Seu Lunga

In this work, from the case of Mr. Lunga, a character of the brazilian northeastern culture whose stories circulated orally until they turned into verses of cordel (regional literature illustrated by xylographic printing images), we intend to understand that gender of leaflet, as significant cultural product, like media, with specific language features that act as means of construction and transmission of realities. To understand this phenomenon of meaning production in the cordel media, we used hermeneutics as a method and applied the general theory of interpretation in six chosen leaflets. We worked with a constructivist perspective that grounds the discussion of everyday reality and fiction, concepts that are raised around the essence of the character that is real, but it is also part of the creative activities of poets, how both are interrelated and constitute the understanding that individuals have the real. From the analyzes, we realize that each poet presents the fields of significance of Mr. Lunga in a different way, based on subjectivity, intention and mediations between each of them and the discourses they produce. Each cordelist contributes in his own way of significance for the construction of the imaginary Mr. Lunga. The speech of the cordelists contains a number of elements that aim to legitimize as truth the actions described. In this confrontation, our goal in this work is to understand the construction of the fields of signification, where these discourses are located, the production of meaning around a character who is not in a finite field, but transits through many of them, making the boundaries between reality and fiction dynamic

Uso didático do Facebook como estratégia de leitura para o gênero textual poesia

The poor performance of students in reading and writing activities, prompted the search for actions that would minimize this problem, noticeable mainly in public education. The lack of interest in reading of poetic texts seen in students from the 7th year in a public school in RN, has led us to question the reasons for the rejection of poetry. Thus, the idea to organize and develop new reading possibilities mediated by digital technologies, considering the preference of teenagers by virtual environments. Therefore, it was essential to observe how students used web resources in order to plan actions that aimed to improve their reading performance. We present to justify the need for reflection on the educational problems starting from our reality, in order to establish appropriate procedures to minimize them. To this end, we draw is to investigate how students appropriated the Facebook social network in order to elaborate reading strategies using this platform. The study is anchored in the reflections of the following theorists and researchers: language concepts and language: Bakhtin (2011 [1979] 2006 [1999]), Bronckart (2012 [1999]), Marcuschi (2008); reading strategies: Leffa (1996) Solé (1998), Antunes (2009), Kleiman (2013); genre: Bakhtin (2011 [1979] 2006 [1999]), Marcuschi (2008); didactic sequence: Dolz, Noverraz and Schneuwly (2013 [2004]); technologies: Moran (2008 [2000]), Kenski (2007), Bento (2012), Behrens (2013); literary literacy: Cosson (2007); other theoretical orientations: PCN (1998), PDE (2008), Perrenoud (1999), among others. The methodology followed action research guidelines, a qualitative approach perspective. The research instruments included questionnaires, interviews, observations and field notes. The results pointed to the interest of students in this social network, which favored the development of a didactic sequence whose activities converged on the didactic use of Facebook as a support for the presentation of textual poetry genre, drawing the attention of students for reading. Thus, we reiterate the need to include the pedagogical use of Information and Communication Digital Technologies educational activities to better meet the expectations of the generation of "digital natives", offering them a significant Portuguese-speaking school that fits your interests.

Uso didático do Facebook como estratégia de leitura para o gênero textual poesia

The poor performance of students in reading and writing activities, prompted the search for actions that would minimize this problem, noticeable mainly in public education. The lack of interest in reading of poetic texts seen in students from the 7th year in a public school in RN, has led us to question the reasons for the rejection of poetry. Thus, the idea to organize and develop new reading possibilities mediated by digital technologies, considering the preference of teenagers by virtual environments. Therefore, it was essential to observe how students used web resources in order to plan actions that aimed to improve their reading performance. We present to justify the need for reflection on the educational problems starting from our reality, in order to establish appropriate procedures to minimize them. To this end, we draw is to investigate how students appropriated the Facebook social network in order to elaborate reading strategies using this platform. The study is anchored in the reflections of the following theorists and researchers: language concepts and language: Bakhtin (2011 [1979] 2006 [1999]), Bronckart (2012 [1999]), Marcuschi (2008); reading strategies: Leffa (1996) Solé (1998), Antunes (2009), Kleiman (2013); genre: Bakhtin (2011 [1979] 2006 [1999]), Marcuschi (2008); didactic sequence: Dolz, Noverraz and Schneuwly (2013 [2004]); technologies: Moran (2008 [2000]), Kenski (2007), Bento (2012), Behrens (2013); literary literacy: Cosson (2007); other theoretical orientations: PCN (1998), PDE (2008), Perrenoud (1999), among others. The methodology followed action research guidelines, a qualitative approach perspective. The research instruments included questionnaires, interviews, observations and field notes. The results pointed to the interest of students in this social network, which favored the development of a didactic sequence whose activities converged on the didactic use of Facebook as a support for the presentation of textual poetry genre, drawing the attention of students for reading. Thus, we reiterate the need to include the pedagogical use of Information and Communication Digital Technologies educational activities to better meet the expectations of the generation of "digital natives", offering them a significant Portuguese-speaking school that fits your interests.