Estudo sobre as expressões idiomáticas e o uso de dicionários especiais da língua portuguesa no ensino fundamental

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

Pequenas criaturas e o efeito de real: a estética da crueldade em Rubem Fonseca

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estudando geometria através de dobraduras

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Homonymy in natural language processes: A representation using Pustejovsky's Qualia Structure and ontological information

This paper presents a proposal for the semantic treatment of ambiguous homographic forms in Brazilian Portuguese, and to offer linguistic strategies for its computational implementation in Systems of Natural Language Processing (SNLP). Pustejovsky's Generative Lexicon was used as a theoretical model. From this model, the Qualia Structure - QS (and the Formal, Telic, Agentive and Constitutive roles) was selected as one of the linguistic and semantic expedients for the achievement of disambiguation of homonym forms. So that analyzed and treated data could be manipulated, we elaborated a Lexical Knowledge Base (LKB) where lexical items are correlated and interconnected by different kinds of semantic relations in the QS and ontological information.

Variação lexical e sintática na produção escrita formal do português em Moçambique

Pós-graduação em Estudos Linguísticos - IBILCE

Adaptação transcultural do Preschool Language Assessment Instrument (PLAI-2) em falantes do português brasileiro com desenvolvimento típico de linguagem

Pós-graduação em Fonoaudiologia - FFC

Cross-cultural adaptation of Preschool Language Assessment Instrument: Second Edition

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

The Acting in Group of Teachers as Possibility of Resignification of the Interpretation about the Writing Language

Front of the possibility of acting with the teachers who teach in schools of Early Childhood Education for children aged six years, about the re-siginification of the understanding of writing language and of the importance of the child in this age group establish a positive relationship with this mode of language, was developed in 2011, a project linked to the Teaching of UNESP titled “Depathologization learning of the writing and inclusive education: reflections and actions of the teacher of Early Childhood Education”. This project aims to identification of the actions, in the classroom, of the patologization and subsequent implementation of actions depathologization writing by teachers’ actions, considering the increasingly early systematization of formal education of this kind of language in kindergarten. To this end, procedures that characterize the collaborative methodology are adopted. Throughout the methodological course, the engagement of the teachers, of the coordination and of the direction was valued, which seemed to favor both the formation, as the maintenance of the group, were very important aspects to ensure the interaction between its members and the common interest in the reflection about the topic in question. This paper focuses attention on whether thematic axes highlight during the initial survey of the expectations of teachers subsequently addressed in theoretical and reflective meetings leading up to identification of actions the patologization and/or of the proposition of the actions despatologizadoras of the learning of the writing, and in what refers to the way they are addressed.

Uma proposta linguística para o ensino da escrita formal para surdos brasileiros e portugueses

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Desempenho de pré-escolares com queixa de Distúrbios da Comunicação no Preschool Language Assessment Instrument (Plai-2)

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