Efeitos do treinamento funcional sobre a composição corporal, aptidão funcional e perfil lipídico de mulheres na pós-menopausa

Pós-graduação em Fisioterapia - FCT

Análise funcional das proteínas desacopladas mitocondriais de plantas utilizando RNA-seq e mutantes de inserção

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Análise funcional da proteína 14-3-3 de Paracoccidioides brasiliensis e prospecção de alvos terapêuticos inibidores da interação de P. brasiliensis à pneumócitos

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Capacidade funcional, estado nutricional e consumo alimentar em idosos

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Qualidade de vida em portadores de paralisia cerebral: associação com nível funcional e aspectos sócio-demográficos

Pós-graduação em Saúde Coletiva - FMB

A análise funcionalista e o estabelecimento de quadros categoriais na gramática

Committed to a functionalist view of grammar, this study takes word classes as its object of analysis, aiming to show that categorical rigidity cannot be upheld in linguistic use. The analysis sample presented starts from the solutions of dictionaries in the registration of word classes parts and from the fluidity that these classes show in their use. Aspects of grammaticalization in Portuguese language are taken as evidence. It is argued that the grammatical organization of language has properties that support categorical shift processes, however singular they may seem to examination.

Categorização e multifuncionalidade: léxico e gramática

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Uma visão da gramática na vivência da linguagem

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Gramática: reflexões sobre um percurso de elaboração de manuais

As part of a round table entitled “Construction of descriptive grammars”, with authors of descriptive grammars of the Portuguese language, this text presents a personal refl ection that seeks to recover the key issues that have challenged me in this kind of work. In order to do this, I recover the historical route of the decisions I took in the construction of two manuals of Portuguese grammar and, at the same time, I gather, in other works I have written, information that can explain the guidelines adopted. Being consistent with my background and with my praxis, I offer some thoughts towards the fundamental proposition I have always considered such works to have, which is the school destination, something I can summarize in the question of what should constitute a work with the “grammar” at school.

Intersubjetividade e interlocução nas relações de causalidade: a funcionalidade dos juntivos causais na língua portuguesa

This study approaches the expression of causality in the clause combining in Portuguese, considering, as fundamental, the thread that exists between the performance, in the socio-interaction, and cognitive trigger, based on intersubjectivity. Given that grammar is responsible for the functional organization of those relationships, the study examines the conjunctions traditionally considered as “causal”, especially those constructs invested with effects that go beyond the strict direction cause-consequence. After evaluating the proposal of formation of “causal” conjunction blocks with similar behavior, in contrast with others, we arrive at the discussion of the functional uniqueness of the conjunction porque (because).

Considerações sobre sessões de Teletandem como gênero discursivo: breve estudo e exemplificação

The reflex of social and cultural changes in discursive practices can indicate that language has a fundamental role in transforming the society and attempts of defining the directions of changes must include new forms of language practices. One of these forms concerns to computer media in teaching-learning process, showing how technology and culture interact in a significant way to interfere in language uses. In this context, it has been developed in UNESP/Assis linked to the Center for Language and Teacher Development the project Teletandem Brasil: Foreign Languages for All as a new practice of language teachinglearning through technological resources. The present paper aims to present a description of the teletandem sessions as a discursive gender according to the Bakhtin’s gender theory. The data was collected during the second semester of 2010, in sessions of interaction with an American university. The considerations are directed by the following questions: (a) how are the statements of a session discursively organized; (b) what kind of relationship the partners have with their mother language when they teach it as a foreign language, in this context. The analysis allowed us to conclude that: (a) the sessions can characterize a hybrid and secondary gender in this specific area of human activity, even the partners still find difficulties in this gender domain; (b) the teletandem sessions constitute an important instrument for the critical language awareness between the partners.

O lugar da gramática nas diferentes abordagens ao ensino de inglês

Considering the fundamental importance of grammar in any modern language teaching proposal, the aim of this paper is to discuss how the different approaches to the teaching of English as a foreign language (EFL) have considered the role of grammar and the consequences to its teaching.

Teorias democráticas diante da nova gramática de organização da sociedade e da relação entre o Estado e a sociedade

This article is about the democratic theoretical conceptions reformulated in face of the new social rules in which actors showed up claiming repressed social repressed from the second half of the XX century. In this article an approach of the main contributions of the dimensions of the conception of democracy. As a result, we present that the institutional innovations that came from a process of institutionalism of democracy have built a participative and inclusive ideal of social groups that so far were apart from the decision process in politics.

La enseñanza de la lengua española en cursos de profesorado a estudiantes brasileños:el foco en la gramática

Esta comunicación se enfoca en la enseñanza de la Lengua Española como Lengua Extranjera; en especial, en la enseñanza de la Gramática en cursos de Profesorado en Lengua Española en Brasil, los cuales suelen otorgar una doble titulación lingüística: los estudiantes se reciben de profesores de Lengua Portuguesa y de una Lengua Extranjera (LE), por ejemplo, Lengua Española. En estos cursos –y específicamente en la Faculdade de Ciências e Letras de Araraquara FCLAr y UNESP-, en la enseñanza de la Lengua Española, la gramática es trabajada de un modo lineal y secuencial, desde el primer año hasta el cuarto y último año de la carrera. En general, lo que se observa en el cuarto año, momento de la focalización en las estructuras morfosintácticas más avanzadas, es que todavía persisten dificultades lingüísticas de las estructuras básicas de uso y funcionamiento de la Lengua Española, lo cual implica un desplazamiento teórico-metodológico del quehacer didáctico del profesor, el cual tiene que adaptarse a las necesidades de cada grupo, una vez que el aprendizaje de la gramática es imprescindible en la formación de estos estudiantes en su formación académico-profesional. Utilizando el desarrollo de la reflexión crítica sobre el proceso de aprendizaje de la gramática de la Lengua Española/LE, articulado al trabajo futuro del estudiante como profesor, se pasa a trabajar con diversificadas estrategias didáctico-metodológicas, las cuales han resultado en un notable aprendizaje de la gramática, así como también en el rol de los actores en este proceso de enseñanza-aprendizaje.