Limites e contribuições do uso da EME para pesquisas de cunho qualitativo na aquisição do PB

The main objective of this paper is to answer the following question: how can we draw a parallel, during the analysis of the data, between children who are at different moments in the language acquisition process or who belong to different populations (children that are monolingual, bilingual, with language disorders, etc.)? In order to answer this question, we are discussing the advantages and limitations of adopting a measure like MLU, from English Mean Length of Utterance, or EME as it was named in Brazil, proposed by Roger Brown (1973). We intend to verify the effective contribution of these measures to the studies in the area and propose an adaptation in the studies that use a qualitative approach. Firstly, we recall the study of the criteria proposed by Brown (1973), Scliar-Cabral (1976), Parker & Brorson (2005), Parisse & Le Normand (2006), and Araújo (2007), and by scholars of Brazilian Portuguese morphology, like Câmara Jr (2009), Monteiro (2002), and Kehdi (1990), among others. Secondly, from a dialogic-discursive point of view (BAKHTIN, 2006; BAKHTIN/ VOLOSHINOV, 1992, 1981), we provide as an example the research on the plural in the language acquisition process (HILÁRIO, 2010, 2011b, 2012). The reflections made indicate that EME may be a useful measure for the researches on language acquisition. Nevertheless, adaptations should be done and its inherent problems should be taken into account, especially if other factors are considered – like the age, the number of types/occurrences, the maximum limit of items per utterance etc. – although it is not the only parameter of analysis. Considering that EME may vary according to the conditions of production and may not reflect the qualitative changes in the children’s discourse, other factors should be analyzed, like the context of the discourse, the participants involved etc.

O discurso sobre leitura na esfera escolar e sua relação com o discurso científico

In this paper, the discourse about reading skills uttered by teachers and students is analyzed. The analyses are supported by the Bakhtin’s studies concerning the discourse that necessarily consider the meaning affected by the sphere of the activity in which the enunciation occurs. The concrete utterance, in this perspective, has its identity in relation to the social values that constitute the conscience of the author and in the ideologies that materialize in the discourse, which is always marked by the constitutive relation between the other person and me. The results indicate the following conclusions: the common sense discourse about reading appears in the answers of the analyzed teachers, which consider their students like bad readers, these professionals also do not recognize the technology as a source of reading for their students. Thus, reading that interests the students is not acceptable in school. The symbolic violence practiced by school appears at the moment that the teacher does not consider the student’s language and the readings that interest them; it also appears when the teacher prevents their students to have new readings; moreover, reading is always unique as it is neither new, nor unrepeatable, so it the plurality of meanings is impossible.

Sobre o pensamento bakhtiniano: uma recepção de recepções

There are several receptions of the Bakhtinian work: those which situate it in a cultural and historical perspective, making it possible to understand the context inherent to it, the interchanges with which it was instituted and its development paths; those which separately take one or other of its ideas, and those which search to infer a less or more systemized framework from it in order to consider a specific object. When we concentrate on those last ones and on the field of studies about language, we examine the receptions of the Bakhtinian thought as a pragmatics, a sociolinguistics, a semiotics, a social theory, a theory of the discourse. The perspective of this branch of instruction is the one on which we lastly focus in order to reflect upon some of its fundamental basis.

A análise do discurso diante de estranhos espelhos: visualidade e (inter)discursividade na pintura

This paper aims to understand the discursive dimension of some paintings through Michel Foucault'sdiscourse analysis approach. The image of the mirror in several canonical paintings was selected, intending to observe its discursive operation as an element of the visual artistic utterance. Basically, this text has three parts: firstly, it determines the place occupied by the aesthetic discourse in Michel Pêcheux's and Michel Foucault's works; secondly, it focuses on the analysis of three European paintings, namely The Maids of Honour by Velásquez, A Bar at the Folies-Bergère by Manet, and Dangerous Liaisons by Magritte; thirdly, it discusses the intersection between visuality and interdiscursivity based on a) the contributions of M. Foucault's works on aesthetic discourse and b) the image of the mirror found in those paintings.

A arte nas ondas do rádio: ações e procedimentos para esta prática

This paper proposes an extension of the personal experience of the listener through radio. The radio, because it is a medium of reaching, disseminating and having considerable accessibilities towards the production of its contents, and if exploited, could very well combine functionality with aesthetics in the production and broadcasting of programs, something that makes the radio not only a means for transmission of information. In the production of dramatic art, for example, the use of other elements, such as sound effects, may suggest form and consistency to the object described during the practice of radio utterance. The proper combination of function and aesthetic in music, sound effects and voiceover radio can change the mood of the listener and even promote their creativity.

Destecendo uma carta pela estelística da expressão

We aim to analyse the text written by Eça de Queirós, “Carta ao Sr. Mollinet”, theorizing the stylistics of Marcel Cressot’s expression, called “the texture”. We discuss what is sought in the reading of a text nowadays: the form, the meaning or the form that produces meaning? Even though through stylistics there is identifi cation and description of the linguistic categories in the text, the morphological identifi cation in the enunciation level is emptied, if it is done separately. It is from the semantic-syntactic and melodic axes that Eça infl ates his characters with life. The characterization of Pacheco and Portuguese people is supported by the nexus, a producer of antagonistic meta-signifi cation in relation to the fi rst meaning. Eça’s irony results from the reverse meaning – from “ne pas dire”. The nexus is the great meaningful cohesion between logical and metalogic discourse – producing new signifi cations; multiplying verbal resources, which are created in order to metamorphose the linguistic sign into pictorial or iconic signs. The irony governs the whole constructive tessitura that stems from new referents, which result from demiurgical relations between themselves because of the metalogical process, as it allows to establish and change the direction when sign and referent, signifi er and signifi ed, utterance and context are related. The analysis of Eça’s selected text enriches the discoveries presented by the Stylistics of Expression.

Linguagens sincréticas e construção da identidade na Revista Unesp Ciência: um estudo semiótico

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

Hesitações na organização da frase entonacional na aquisição da linguagem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino de Física para alunos com deficiência visual: o processo de ensino-aprendizagem nos ambientes escolares das salas de aula regular e de recursos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Desenvolvimento da linguagem oral em crianças afastadas da família de origem

For a complete development of oral language it's necessary the development of genetic roots of thought and utterance postulates by Vygotsky, yet the meditation of adult and the influence social and cultural that is around the child. In cases of children moved away from their birth family by judicial ways because of neglect there, is a new modality of refuge in Brazil, that is the home refuge, which is the object of our research. The present study shows an investigation about the development of speech in a child that was moved away from his birth family and forwarded to Foster Family to comprehend the contributions and activities that help in child development. The research was performed through an approach of qualitative interpretation of bibliographic type and area type. The data analysis allowed us conclude the new social and cultural way that the watched child was inserted helps in his development in a significant way enabling a qualitative jump in speech and psychic functions phase