Estratégias de relativização no português brasileiro e implicações para o ensino: o caso das cortadoras

This work consists of a cognitive-functional approach of relativization strategies of Brazilian Portuguese (BP), this is, standard relatives (with preposition or without it) and non-standard relatives (copiadora and the deletion pattern), and it emphasizes the last one. We investigate the use of the relative construction strategies in spoken and written texts produced by speakers from different school levels in a specific situation: a face-to-face interviewing. Our database is the corpora Discurso & Gramática: a língua falada e escrita na cidade do Natal e a língua falada e escrita na cidade do Rio de Janeiro. We contrast the use of the standard relative to the deletion pattern in prepositional context, by considering cognitive, social and interactional motivations for the use of the deletion pattern instead of the standard one. Our research leads us to verify that the deletion pattern is fixing as the preferred relativization strategy in prepositional contexts, and, in this way, it brings out a grammaticalization process in working. For this reason, we propose to take this relative construction as a common way to structure a relative clause, in the same way we take the standard pattern. Finally, we discuss the treatment of questions related to the processes of teaching and learning of Portuguese language and some suggestions are given in terms of class activities. We expect that the development of this research may give both support for the Portuguese teachers and suggestions to improve the teaching and learning process of Portuguese language, contributing in special to the treatment of the syntax of complex clauses.

A aula de português no ensino médio: o ensino que se deseja, o ensino que se faz

Settled within the realm of a problematization towards teaching and learning the Portuguese language, this study aims to investigate the way how the Portuguese Language discipline is dealt with in Secondary School. We propose specifically to analyze the orientations of the official documents concerning the educator practice, examining the way the PCNEM proposal is approached in the didactic book, identifying the treatment given to language questions, analyzing the way the teacher uses the didactic book and verifying the relations between the official approach and the pedagogical practice. The analysis takes into account the several discourses concerning school literacy, considering the various political-educational instances which institutionalize the teaching of the mother tongue - where we locate the teaching that is wanted . In what teachers and students say in their activities and concerning them - the realm of the teaching that is performed - we presuppose that there are signs of the principles - or conceptions - that orientate what they understand by language, teaching and learning. Such evidences are considered within the interrelation of the enunciative places where this literacy is promoted: the public policies concerning education - focusing the language questions - the academic researches about those questions, the educator formation and capacitation and the very school practices in the complexity of their discoursive inter-subjectivity. The principles - or conceptions - are pursued in what is said (or not) about what is done (or not) in the classroom when dealing with the Portuguese Language. The corpus is made up of oral and written texts produced in Portuguese classes in the Secondary School at a public school in the city of Natal, Rio Grande do Norte, Brazil. Situated in the realm of Applied Linguistics, the research is conducted in a qualitative and interpretative perspective, following the ethnography of communication procedures and the contributions of the Functional Linguistics. In the observations, language conceptions were discerned, among others, besides beliefs and representations where the theoretical and practical aspects, professional roles, expectations and uncertainties were diluted.

Modelos de realizações discursivas nos benditos populares e nas novenas

With the purpose of contribute to the understanding of oral texts constituent processes, we seek, with this work, verify how formulaicity processes in the benditos and novenas , religious intangible heritage, are established. For this, we made an overview on the performance of repetitions which are established in the corpus collected for the study, considering the presence of Discourse Traditions in the analyzed texts. It is noteworthy that the corpus consists of benditos and novenas collected in the municipality of Lajes, Rio Grande do Norte. This material is part of the differential corpus of the Project for the History of Brazilian Portuguese (PHPB-RN). Regarding the theoretical framework used to guide the research, we based our analysis on Discourse Traditions (DTs) theoretical assumptions, with the ideas defended by Johannes Kabatek, besides taking into consideration the assumptions of Paul Zumthor about orality in popular religious texts, among other authors cited throughout the work. In the context of popular cultures, the existence of oral texts serves to various interactive objects and this is not different in popular benditos and novenas (cf. Sá Júnior, 2009). In this sense, focusing the gaze through Discourse Traditions (DTs), we can verify that the texts/discourses present discursive regularities or textual forms already produced by society, in earlier times, which remain or are modified throughout its existence, as shows Johannes Kabatek (2001, 2003, 2005 and 2006). Also in this sense, Paul Zumthor (1993) presents us the idea that talk about using "word" in memory, in its real sense, implies admitting it as something which has an immeasurable power, which is able to decide directions in world, and from that is established the "wealth of oral traditions"

A ferramenta VoiceThread em uma abordagem hibrida: o desenvolvimento da produção oral e da habilidade de noticing na aprendizagem de inglês como L2

VoiceThread (VT) is a collaborative and asynchronous web 2.0 tool, which permits the creation of oral presentations with the help of images, documents, texts and voice, allowing groups of people to browse and contribute with comments using several options: voice (microphone or cell phone), text and audio-file or video (webcam) (BOTTENTUIT JUNIOR, LISBÔA E COUTINHO, 2009). The hybrid experience with VoiceThread allows learners to plan their speech before recording it, without the pressure often existent in the classroom. Furthermore, the presentations can be recorded several times, enabling students to listen to them, notice the gaps in their oral production (noticing) and edit innumerous times before publishing them online. In this perspective, oral production is seen as a process of L2 acquisition, not only as practice of already existent knowledge, because it can stimulate the learner to process the language syntactically (SWAIN, 1985; 1995). In this context, this study aims to verify if there is a relation between the oral production of the learners more specifically the grammatical accuracy and the global oral grade and their noticing capacity, how the systematic practice with VoiceThread, in a hybrid approach, can impact the learners global oral development, their oral production in terms of fluency (number of words per minute), accuracy (number of errors in hundred words), and complexity (number of dependent clauses per minute), and on their noticing capacity (SCHMIDT, 1990; 1995; 2001), that is, the learner s capacity of noticing the gaps existent in their oral production. In order to answer these research questions, 49 L2 learners of English were divided into an experimental group (25 students) and a control group (24 students). The experimental group was exposed to the hybrid approach with VT during two months and, through a pre- and post-test, we verified if this systematic practice would positively influence these participants oral production and noticing capacity. These results were compared to the pre- and post-test scores from the control group, which was not exposed to VT. Finally, learners impressions in relation to the use of this tool were also sought through a questionnaire applied after the post-test. The results indicate that there is a statistically significant correlation between the learners speech production (accuracy and global oral grade) and their noticing capacity. Besides, it was verified a positive impact of VoiceThread on the learners speech production variables and on their noticing capacity. They also reveal a positive reaction by the learners in relation to the hybrid experience with this web tool

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.

Corpo e escrita: linhas e entrelinhas da produção de conhecimento em sala de aula

Body and writing: Lines and between-lines of production of knowledge in the classroom it is an ethnographic research, longitudinal character, based on experience while experienced educator of the Escola Municipal Professor Amadeu Araújo, located in the city of Natal-RN, from which are made reflections about texts written by students who have distorted age/education level, in the process of literacy. Here as initial goal: to discuss the production of students writing as a process body, considering the record of experiences and the impressions they have made during the teaching process. We initially by a conception of phenomenological body, by understanding it in its complexity, a phenomenon that is made from its relationship with the world and with the Other. The records examined were produced between the year 2000 and 2005 involving writings of 106 students, constituting a universe of 136 texts, from which, delimited a corpus of 27 texts. The relevance with respect to the theme and recurrence in which they were detected, were up to elements that allowed a systematization methodology, defining the following units of analysis: Body, written in everyday; body, written and sexuality; body, written and enjoyment poetics; body, writing and other stories. We used the techniques of search, participant observation, based on the actions and interactions body expressed during the experiment and the analysis of documents that consisted of students in the texts and secondary sources, among them, the records of daily class, reports and projects developed, as well as reports of my pedagogical practice, as a researcher inserted in the investigative process. The experience developed, showed a writing school able to express nuances of human complexity, showing that learning is made in the action body, crossed by various forms of language and pointing to the relevance of a pedagogical work able to articulate the dialogue between the written and registrations body of the students, as subjects of learning

Uma ação reflexiva sobre o processo de (re)escrita de textos: a prática pedagógica da professora Maria

T he reflexive action on the process of texts (re)writing, central topic of this study, is still a challenge within the elementary school. What made this issue a special theme of study was the fact that the chosen focus is based on a lived experiences with (re) writing activities where the uniqueness of the professional practice would be transformed into a place of knowledge production, offering theoretical and a practical support to a teacher, in order to understand the interactive nature of language as a space for recovery of the individual (as a historical, social, and cultural being). The empirical field research, structured in the light of assumptions of qualitative research into the action research format, was a public school in Bahia, in a third grade classroom. The instruments of data collection were open questionnaire, semistructured interviews, observations with video recording, documentary analysis of texts produced by students, and reflective sessions. The objectives that supported the research study were: 1) Investigate, in the pedagogical action of teacher Maria, activities on the writing process, 2) Interact with the teacher, in the form of action inquiry to: a) reflect on the procedures for theoretical and methodological development of reflective practice on the process of the (re) writing of the text, b) intervene in the construction of didactic situations that enable the learning and the development of reflexive actions in the (re) writing of texts. To accomplish these goals, it was established as a commitment a dialogic communication with the protagonist, providing reflection sessions so she could examine her teaching practices. The most relevant theoretical arguments to the establishment of this research came from the theoretical and methodological approaches of Bakhtin s theory of enunciation-discourse (2003, 2004) and Vygotsky s socio-interactionist theory (1989, 1998), as it is believed that both theories, through a paradigm shift, in which the constitution of the individual and the participation of others in the actions of analysis and reflection on the language, would give opportunities for internalization and construction of knowledge. The systematic and critical pondering led the participating teacher into reviewing her teaching praxis, compelling her to promote a more insightful understanding of the writing process of her students. That experirence brought into evidence three categories of actions: 1) actions that reflect the technical rationalism, 2) actions that reflect an emancipatory metamorphosis, and 3) actions that reflect empowerment and awareness. The results confirm that the action / reflection on the process of the (re) writing of a text has a dimension of increasing levels of awareness and self criticism, reproducing other meanings for teaching praxis

Avaliação dos textos informativos em três embalagens de café

O presente trabalho tem o objetivo de apresentar uma investigação sobre o nível de clareza dos textos informativos dos rótulos de embalagens de café torrado e moído, considerando os aspectos lingüísticos e ergonômicos presentes nos rótulos do produto. Lingüisticamente analisar se a linguagem utilizada nos rótulos é adequada para a compreensão das informações pelo consumidor, ainda expor como a lingüística preconiza a organização e estruturação dos textos a partir da classificação do gênero textual. Do ponto de vista da ergonomia a pesquisa pretende identificar a conformidade ergonômica presente nas informações dos rótulos das embalagens de café. Devido à evolução das atividades comerciais, a embalagem passou ao longo do tempo a acumular funções, transformando-se em um considerável veículo de comunicação, informação e sedução do seu público consumidor, por isso, a adoção de normas adequadas relativas às informações pode evitar que o consumidor desenvolva conceitos inadequados ou até mesmo empregue erroneamente um produto alimentício em sua dieta. A engenharia de produção considera importante a inserção de melhores práticas de produção e gestão do produto nas empresas, com vistas ao aumento de sua competitividade, compatibilizando as características ergonômicas do produto embalagem, com as necessidades do consumidor enquanto parte integrante do processo de desenvolvimento do produto. A pesquisa propõe, então, um roteiro para avaliação dos rótulos de embalagens, utilizando para isso um questionário com questões fechadas e uma aberta, aplicados em consumidores de café torrado e moído no momento da compra em quatro supermercados de Natal. Os principais resultados da investigação demonstram que os aspectos lingüísticos dos textos informativos foram considerados bons, enquanto os aspectos ergonômicos informacionais analisados podem vir a contribuir para uma melhoria visual das informações contidas nos rótulos das embalagens das marcas de café investigadas

Um estudo no contexto da produção textual de um 9° ano do ensino fundamental

Cette recherche s'inscrit dans la linguistique de texte et vise à identifier, décrire, analyser et interpréter les événements de l'anaphore pronominale et de la répétition, exposer le montant et le pourcentage dês phenoménes respectifs dans Le corpus étudiés, que l accent sur le fonctionnement cohérente de ces phénomènes dans la construction du texte en termes de continuité et de progression thématique. Nous avons utilisé des procédures ethnographiques pour construire notre corpus d'enquête, composé essentiellement de textes produits par les étudiants de 9 ans d'école élémentaire de l'Etat, a la ville de Santa Cruz / RN. La recherche a été menée à partir des études sur l'anaphore pronominale faites par Milner (1982), Koch e Marcuschi (1998), Marcuschi (2000; 2005 e 2008), Koch (2002), Antunes (2005) e Adam (2008), et par des études sur la répétition présentés par Halliday e Hassan (1976), Beaugrande e Dressler (1997), Marcuschi (1992) et Antunes (2005). Comme le support technique, ont également utilisé les notions de cohésion définis par Halliday e Hasan (1976), Beaugrande e Dressler (1997), Marcuschi (2008) e Koch (2003). Dans l'analyse des textes, nous avons constaté que l'incidence de l'anaphore pronominale et de la répétition a été importante parce que les ressources étaient principalement utilisés par les étudiants pour promouvoir l'articulation cohérente des textes. Constaté que dans les textes narratifs ou argumentatifs anaphore pronominale promu l'entretien et la progression thématique prévu. Sur la répétition, nous avons observé que le maintien et la progression thématiques ont été conditionnés à la connaissance du sujet en discussion. Même si nous avons constaté que la répétition excessive de ces phénomènes dans le même texte, bien que la relation de promouvoir la cohésion, peut affecter le degré de caractere informatif

O Gênero requerimento na perspectiva sociorretórica: análise da produção de graduandos no ambiente acadêmico-administrativo da UFRN

In administrative settings of public institutions, many activities are conducted through writing practices. Concerning this, writing is always connected to an activity we intend to perform. Among those practices, the genre request consists of an instrument through which the requirer addresses to an institution in order to request something under the support of legislation. Considering our work experience in a public institution of higher education, we elected - as object of our research - the genre request produced by undergraduates within the administrative domain of the Federal University of Rio Grande do Norte (UFRN) due to its importance in this context. For this, the theoretical framework adopted refers to the socio-rethorical conception of genre studies, which understands the genre as forms as rhetorically typified action (MILLER, 2009a; SWALES, 1990; BAZERMAN, 2009). Regarding methodology, it is a research associated to a qualitative approach (BODGAN; BIKLEN, 1994; CHIZZOTTI, 2010) whose discussion inserts into the field of Applied Linguistics. The data were generated from samples of requests and their users replies in questionnaires, interviews and verbal protocols of writing. The data analysis is based on the ethnographic methods of genre analysis postulated by Devitt, Reiff and Bawarshi (apud JOHNS et al., 2006). These analyses indicated that the requests are not always fully accomplished due to a lack of comprehension about the genre and its rhetorical situation on the part of the producers. It must probably happen - among other reasons - because these students may not have understood that several factors, such as: context, audience and purpose, affect the text production. We believe that one possibility to make the practice of this genre more efficient is to develop a more simple and practical way of elaborating requests, taking the needs imposed by the rhetorical situation as a basis

Apreciações de alunos de inglês sobre sua produção oral: um estudo com base no sistema de avaliatividade

O vasto número de pesquisas sobre produção oral no ensino de Inglês como Língua Estrangeira (ILE) ao redor do mundo (p. ex. LITTLEWOOD, 1981; BROWN; YULE, 1983; BROWN, 1994; UR, 1996; CARTER; MCCARTHY, 1997; BROWN, 1994; 2004; ELLIS, 2008), assim como estudos sobre aspectos cognitivos e de aquisição da produção oral (SWAIN, 1985; 1995; LEVELT, 1989; SWAIN; LAPKIN, 1995; SKEHAN; FOSTER, 1997; 1999; ROBINSON, 2001; BYGATE, 2001; D‟ELY;WEISSHEIMER, 2004; GUARÁ-TAVARES, 2007; WEISSHEIMER, 2007; BERGSLEITHNER, 2009; dentre outros) têm revelado aspectos para um ensino de ILE mais eficaz e motivador. Com a proposta de contribuir para esse avanço, o presente estudo está inserido no paradigma qualiquantitativo de pesquisa no campo da Linguística Aplicada (LA), primordialmente com base nos estudos de Moita Lopes (1996; 2006), para quem a LA está centrada na resolução de problemas de uso da linguagem, cujo foco está na linguagem de natureza processual. O estudo tem como objetivo verificar as percepções de 34 alunos, de quatro turmas distintas de um curso de ILE, em uma escola privada de línguas, acerca de sua produção oral, ao participarem de atividades orais. O corpus da pesquisa foi gerado pelas respostas dos alunos a questionamentos sobre sua produção oral, em duas fases, no início e no meio do curso, além de uma entrevista semiestruturada realizada com dez dos alunos, ao final do curso, com o intuito de verificar suas percepções sobre sua produção oral. As discussões relacionadas à produção oral em sala de aula de ILE têm respaldo teórico nos trabalhos de Littlewood (1981), Brown e Yule (1983), Almeida Filho (1993), Brown (1994), Ur (1996), Carter e McCarthy (1997), Nunan (1999), Brown (2004) e Ellis (2008), que explicam fenômenos que exercem influência na produção oral, tais como afeto, interação, características de atividades orais, dentre outras variáveis em relação a aspectos cognitivos da produção oral analisadas pelos estudos de Swain (1985; 1995), Levelt (1989), Swain e Lapkin (1995), Skehan e Foster (1997; 1999), Robinson (2001) e Bygate (2001). A análise e discussão dos dados tem como base a Gramática Sistêmico-Funcional proposta por Halliday (1985; 1994) e posteriormente desenvolvida por Halliday e Hasan (1989), Halliday e Mathiessen (2004) e Eggins (2004), dentre outros. O foco desta pesquisa são os mecanismos de Apreciação, um dos domínios avaliativos do subsistema de Atitude, que por sua vez, é parte integrante do Sistema de Avaliatividade, desenvolvido por Martin (2000), Martin e Rose (2003) e Martin e White (2005). Para análise das escolhas linguísticas feitas pelos alunos, utilizamos a ferramenta computacional WordSmith Tools 6.0 (SCOTT, 2010), cuja função Wordlist (lista de palavras) foi utilizada na busca pelos tipos de processos, assim como epítetos, entre outras marcas linguísticas mais recorrentes que caracterizassem suas percepções. Os resultados revelam que nas percepções dos alunos acerca de sua produção oral, ao longo das três fases da geração dos dados para a pesquisa, eles gradativamente deixaram de mencionar aspectos afetivos quanto ao desenvolvimento de sua produção oral e passaram a perceber aspectos mais estruturais de composição da língua

Representações discursivas de Ficar e Namorar em textos de vestibulandos e pré-vestibulandos

This doctoral thesis investigate the way vestibulandos and pré-vestibulandos construct their discursive representations of Ficar and Namorar in their textual production. At the same time, aims to discuss its implications for the ATD and for the teaching and learning of textual production in the context of Portuguese Language classes. Its theoretical framework is inspired mainly by three sources: textual linguistics, the textual analysis of discourses (ADAM, 2008), as well as by frames semantics (FILLMORE, 2006; FELTES, 2007). The methodology is based on a combination of qualitative and quantitative approaches (VIANNA et al., 2008). The data is composed of 168 empirical texts written by the vestibulandos of PSV/2005 da UFRN, Natal, RN, and by secondary school students who attended Escola Estadual Juscelino Kubitschek (EEJK), Assú, in the 2008 school year. The results indicate different categories of discursive representations of Ficar and Namorar , such as designation of referents, prediction, aspectualization, spatial-temporal circunstances , and metaphor, which reveal the influence of factors such as: the encyclopedic knowledge, the culture, as well as the cognitive components related to textual production. These results point out to the necessity of a teaching practice which enables the interaction among students, the discussion of current themes, as well as the student involvement with different textual genres, mainly the work with textual production in the classroom, so that it enables the students do acquire the textual production strategies. Thus, the overall goal is the (re)construction of their discursive representations, so that they can cope with new contexts of communicative interaction.

O Macrogênero drama Norte-Riograndense: uma análise de gênero e de discurso sob a perspectiva da linguística sistêmico-funcional

The focus of this qualiquantitative research is the phenomenon we are denominating Drama-of-Rio-Grande-do-Norte, which contemplates short verse texts from the oral tradition, sung and presented on stage by women in communities on the south coast of the northeastern Brazilian State, Rio Grande do Norte. This tradition harkens to the medieval romance of the Iberian Peninsula (CASCUDO, 2001; GURGEL, 1999; GALVÃO, 1993; MAGALHÃES, 1973; ROMERO,1977). The objective of this research is to: identify what characterizes the genre Drama of Rio Grande do Norte; situate this genre within a systemization of genres from the oral tradition in Rio Grande do Norte; investigate the interpersonal relationships of power and solidarity through the role of the women in the discourse, how they see themselves and others, pointing out which elements of the world they evaluate and to identify representations of the feminine in the discourse. The theory of Genre and Register of Martin and Rose (2008) and Generic Structure Potential of Hasan (1989, 1996), which has as a base the Systemic Functional Linguistics of Halliday and Matthiessen (2004), Eggins (1994) among others, offers a theoretical framework for the characterization of the genre through the identification of stages and phases configuring its typology the individual schematic structure and its topology its relation to other phenomena in the oral tradition. Other groupings were mapped of the ‗Macrogenre , from the model of Martin and Rose (2008) as a continuum on two axis: between the poles of how the genre circulates orally x in writing, and recited/individually x staged/collectively; as well as mapping the samples with relation to power using the same model, but with the poles of individual voice x collective voice on an axis between increased power and diminished power. Eleven texts described as Narratives and one Anecdote were selected for the analysis of Attitudes, and Negotiations of power. Through the quantification of semantic discursive resources in the discourse systems of Appraisal (MARTIN; WHITE, 2005) and of Negotiation (MARTIN; ROSE, 2007), as well as reflections about humor (EGGINS; SLADE, 1997) we identified the Attitudes and the Negotiations of interpersonal roles. The quantification is based on the theories of Corpus Linguistics (BERBER SARDINHA, 2010), using WordSmith Tools 5.0 (SCOTT, 2010). Our results show that the Drama-of-Rio-Grande-do-Norte is characterized as a Macrogenre in the Community of Oral Stories, in the Family of Street Theatre/Games, composed of five genre types: Narratives, Praise, Complaints, Anecdotes, and Exemplum. The Macrogenre is characterized by its being circulated orally, staged collectively and the texts analyzed configure in differing degrees of power between men and woman. In synthesis we observe that through humor, the Drama-of-Rio-Grande-do-Norte functions to offer a space for women to voice, comment, judge and orient about social conditions in their communities, such as alcoholism, domestic violence, inequalities before the law etc., as well as circulating positive appreciations of rural/coastal culture and judgments about the behavior of members of the speech community, the role of women being to establish and reinforce norms. We anticipate possible benefits of the addition of the genre analyzed in literacy projects in the schools of Rio Grande do Norte

O Uso de operações linguístico-discursivas da crítica genética na reescritura de textos

As a professor in Curso de Licenciatura em Letras, from Campus Avançado Profa Maria Eliza Albuquerque Maia (CAMEAM),do Estado do Estado do Rio Grande do Norte (UERN), in the town of Pau do Ferros, in the state of Rio Grande do Norte, we had the chance to carry out several writing activities , as well as guiding re-writing activities for the texts produced. From this experience, we started looking at the need of reflecting upon the writing process in higher education. Thus, we aim at analyzing, in this research, the methodology used in the moment of carrying out the writing practices activities in higher education, investigating, in particular, the rewriting practices, concerning the operations used for carrying out such activities, as well as the sense effects produced from the alterations which were made in the texts. Our theoretical foundation is grounded on a conception of text as a verbal action , what reveals a socio-interactional view of the language (MARCUSCHI, 2008; SAUTCHUK, 2003). As the production of written texts, our research focus, we assume that, for this activity, we deal with distinct figures (active writer and internal reader), so that we can, apart from writing, reflecting upon our writing and, this way, deciding about operations which are carried out to make the alterations which are necessary to the rewriting of our texts (SAUTCHUK, 2003). Still about the theoretical foundations used in this research, we made use of the theories from the Textual Analysis of Discourse (TAD) which discusses the belief on the evidence on the existence of the texts, which is opposite to the fixist view of textuality which believes that the texts exist by themselves. (ADAM, 2008; [2005]2010). Under this perspective, we have also adopted, the concepts which come from genetics criticism which is concerned about the relation between text and genesis, using as objects documents which bring traits of the text in progress, on the ground that the text is the result of work in progress, and the writing practice, on the other hand, as an activity in a continuous movement (HAY, [1975]2002; DE BIASI, [2000]2010; GRÉSILLON, 1989; [1990]2008; [1992]2002; SALLES, 2008a). The methodology in this research is an ethnography-based one, an approach which focuses on the process, as well as is meaning-based. To understand the objectives proposed in our research, we made use of different procedures of collecting data which include an ethnographic study, such as: observation, note-taking, document analysis. The data which were analyzed were collected during the semester of 2008.2, in a first term classroom of Curso de Letras from CAMEAM, when we were able to collect twenty-one written texts and all of them were rewritten based on rewriting activities, what provides a corpus of forty-two texts which will be analyzed based on the linguistics operations identified by Generative Grammar and adopted by Lebrave and Grésillon (2009). From these analyses, we were able to confirm that writing is a process, and rewriting has become an extremely important activity for this process. Still due to these data, we observed that substitution was the most used operation by text authors. We believe that this result is justified by the fact that the substitution, according to what proposes the Genetic Criticism, constitutes the source of all erasure, from which one can easily make a change in writing. Regarding the operations of addition and deletion, we found that they were used in quantitative terms, almost equivalently, which can be explained when we see that the two operations require, by the author of the text, different strategies from those used for the replacement, what includes , respectively, adding or removing a segment. Finally, we found out that the shift operation was the least used, since it works with a segment that will not be replaced, added or deleted, but transferred to another place of text, which requires a greater ability of the author to perform this operation and not compromising the meaning of his/her writing. As a result, we hope to contribute to the reflection on the teaching of writing, considering, in a particular way, those with a Bachelor in Arts. Our analysis will contribute to the teaching of Portuguese language, specifically for activities that guide the production of texts in order to explore with students the ability to rewrite their own text

Efeito in vitro da terapia fotodinâmica sobre bactérias orais em suspensão e na formação de biofilme : ensaio com azul de metileno e toluidina ativados por luz halógena

Photodynamic therapy (PDT) has been proposed as an alternative method for the treatment of biofilm-dependent oral diseases like dental caries. This therapy consists of simultaneous action of a visible light (L) and a photosensitizer (FS) in the presence of oxygen, which leads to production of different reactive oxygen species that can interact with the bacterial cell components, and promote cell death. This study aims to evaluate the antimicrobial action of PDT on oral bacteria in suspension, as well as the formation of mono and multi-species biofilms, in vitro, from a standard strain of Streptococcus mutans (ATCC 25175) and saliva samples, respectively. The dye methylene blue (MB) and toluidine blue (TB) were used at a concentration of 100 mg/ L and activated by halogen light (600 to 750 nm) from a modified hand held photopolymerizer (Ultralux ®, Dabi Atlante, Ribeirão Preto , São Paulo, Brazil.). Planktonic cultures were prepared and submitted to different experimental conditions: 1. PDT using TB 2. PDT using MB, 3. L+ FS- , 4. TB + L - ; 5. MB+ L-; 6. L- FS- (negative control) and 7. administration of 0.12% chlorhexidine digluconate (positive control) (Periogard ®, Colgate-Palmolive Company, New York, USA). The immediate and mediated action of PDT on bacterial suspensions, as well as its effect on biofilm formation were observed from the number of colony-forming units per milliliter (CFU/mL) and measures optical density (OD). The data were statistically analyzed using the Kruskal-Wallis and Mann-Whitney test for the significance level of 5%. According to the results, the PDT showed no antibacterial action on suspensions of S. mutans, regardless of the dye used. PDT with MB activated by halogen light was able to reduce 86.6% CFU/mL multi-species planktonic cultures, however, this reduction was not significant (p > 0.05). PDT showed antibacterial effect, mediate on multi-species planktonic cultures with TB (p < 0.001) and MB (p < 0.001), activated by halogen light. PDT was able to prevent the formation of multispecies biofilm, through the activation of TB by halogen light (p = 0.01). We conclude that activation of the dye toluidine blue and methylene blue, by halogen light (PDT) showed antimicrobial activity, compared to multi-species planktonic cultures prepared from saliva samples