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

Padre Miguelinho :o intelectual, o professor, o revolucionário - vozes que se fazem ouvir

This research work worries in building the history of the natalense priest Miguel Joaquim of Almeida Castro, Miguelinho, I don't just eat one of the heroes and martyrs of the Revolution From Pernambuco of 1817, as bill the traditional history, but also the educated man, the intellectual and the admired teacher. The studied period understands the beginning of the century XIX, when priest Miguelinho comes back to Brazil, coming of Portugal, to assume teacher's occupation in the Seminar of Olinda, and it ends in the year of 1817, marked by the Revolution From Pernambuco, one of the most important movements in the fight for the liberation of Brazil of the Portuguese domain. Miguelinho, one of the leaders of the Revolution, that also reached the provinces of Paraíba and of Rio Grande do Norte, it was executed by the real troops. Like this, he tries to understand the Priest's conflicting relationship, while representative clergyman, of a Church that almost obtained a religious monopoly, and your ideals per centuries more gone back to a social and economical order of Illumines, that even certain point condemned the attitude of the own Church. The objective, then, is to understand through the path of priest's Miguelinho life, not only the intellectual, the teacher and the revolutionary, but the representation of your political and pedagogic-educational ideas in a die historical moment and the creation of the republican myth, looking for the plurality of an universe that seeks, per times, to flee of our theoretical context

Uma leitura dos exercícios dos excursos n Os Lusíadas

The Lusiads is an epic poem, written by Luís de Camões, about the adventure of Vasco da Gama s trip and the history of Portugal. It's based on traditionals epics from the Greek and Roman poets, Homero and Virgílio. Camões followes especially their structures. However, the poet insert modifications that divert his poem from parameters established by Aristóteles for the classic epic poems. These deviations are centered mainly on the narrative subject and in the point of view. We intend to show an analysis focused on digressions from The Lusiads, in which the author, himself or by tellers characters, narrates the story in order to make his complaints, reflections and exhortations. Besides, we present general aspects of Maneirismo predominant in these digressions how evidences of modernity of the poem; as one brief outlook about the poem's projection in time and around the world. These points are importants elements of consolidation of a universal permanence of The Lusiads. That's why they have had to read and to study by the centuries, according the vision of the epoch's spirit

Inês de Castro no romance contemporâneo português

Ines de Castro is a theme in literature from the fourteenth century. The historical fact of his death, in 1355, became a landmark in the history of Portugal and, since then, several literary texts from various genres, have dealt with this theme, this made the couple Pedro and Ines a myth of love passion, of love beyond the barriers of death, like Tristan and Isolde, Romeo and Juliet, Abelard and Heloise. The literary myth - or any picture that mythologize literature - is always prepared before culturally and works in the same way that so many others, this is, as an element of cultural identity, either collectively or individually, making it also a feature poetic. Thereby, is an archetype confirmed through time and eventually reveals a series of webs of the human psyche. Ines de Castro became the Portuguese myth of eternal love: she became queen after your dead. The persistence of the myth makes the love story of Pedro and Ines continue to produce texts of various literary genres. This study examines six contemporary historical novels, to show that the way actually this kind o novel does a new formulacion of Pedro e Ines mythical, because now it s different view likes the victim in Os lusiadas and other texts from the past. Collaborate to this news relacions between history and literature and a novelist's new stance in relation to historical facts that relate like reffering to novel. The intention is to show, through the novels chosen now Ines de Castro have different profiles than it had before in tradicional historic novels from the period of Romanticism and New Romanticism. Authored by Agustina Bessa-Luís, João Aguiar, António Cândido Franco, Seomara da Veiga Ferreira and Luis Rosa, the six novels studied show the circularity cultural of inesian myth showing this new character of the new person Ines in the contemporany historical novel

Terra de charneca erma e de saudade: a construção simbólica do Alentejo português na obra de Florbela Espanca (1916-1930)

In this work, we investigate the symbolic construction of a particular spatiality, starting from the theoretical assumption that spaces are subjective constructions guided by different cultures, feelings and rationales, but mostly spaces are human constructs driven by social relations, as a result of the material investment and symbol that reflects the needs of a particular society at a given time of historical development. Accordingly, we analyze the construction and symbolic imagery of the central region of Portugal, the Alentejo, from the literary production (1916 – 1930) the English poet Florbela Espanca D'Alma Conception Espanca. Thus, we propose to analyze the florbelian work not only from its internal relations, but also external, emphasizing the link between history, space and literature. Thus, we propose to inquire about the symbolic dimension – the meanings of images and representations – which prompted one of the most controversial Portuguese poets of the early twentieth to look into the poetic construction of space Alentejo century, questioning not only the senses brokered by speech literary Florbela Espanca to invent your Alentejo, adorned with memories, pain and longing, but investigate how the socio-cultural environment influenced your work, in your life and ways to feel and live the Alentejo. To better understand how the poet means the Alentejo spatiality, throughout this work we question three categories of space in the work of Florbela Espanca: the region, the countryside and the landscape of the Alentejo. Thus, this research falls within the field of cultural history in the medical we will work with the entire literary output Florbela Espanca, letters, diaries, photos and biographical and literary criticism, by establishing the time frame of 1916 – beginning of intellectual activity Florbela Spank – the 1930 – publication of Blossom Heath (posthumous) and the suicide of the poet. Therefore, a constant symbolic exercise of words crossed by more subjective feelings of the subject, all the time our work will be guided by the question of what would be the Alentejo for the poet, who senses and meanings across this spatiality that marked so sovereignly happiest memories and sad life Florbela Espanca.