A escrita da escrita em (d)enunciação no espaço sócio-escolar: um espaço (em vão) para a (cri)atividade escrita

This thesis is a writing of (d)enunciation because it reveals the language experiencies of those individuals who take, in social school space, the social role of the teacher and of the student, for some reason, they feel restrained by a demand which prevents them of teaching and learning how to write – and, even, their own writing. On this basis, we consider some questions concerning Benveniste‘s theory of enunciation and the teaching and learning process in Portuguese from the triad among teacher – teaching of writing/ knowledge – student, making this theoretical area closer to the pedagogical one. We support in the working hypothesis that is based on the position of the loosening of this triad has its effects in the process of intervention-interference to the point where it does not leave a scar which can remain working on productive effects on the student‘s writing. As a consequence, we show two findings which allow us to think the teaching of writing in Portuguese is a space for writing creativity in such a way it reveals itself as a sine qua non condition for the institutionalized and subjective writing. The first finding is that taking genre as a model has some implications in the teaching and learning process of writing according to the instructions of the official documents. The second finding, as a result of the first one, is the assumption that genre is at the same time a model and a transgression and taking it as a (ex)sample opens space for writing creativity which ―is a transposition of the interior language‖ (BENVENISTE, 2014 [1968-1969], p. 132) in a way this creativity makes it intelligible and highlights what is a model (interactiveness) and a transgression (inventiveness). From such findings, we organize our heterogeneous corpus according to these procedures: recording the classes in audio; recording the interviews we made with teachers and students in audio; and constituting an archive with the students‘ writing production. From this corpus, we analyzed the (d)enunciative mo(ve)ments in the teacher – teaching of writing/ knowledge – student triad and the history of (d)enunciations, of language experiences. Besides, we analyzed the teacher‘s discourse in relation to the way he plans his classes based on the knowledge that must be taught and his own way of managing this knowledge in order to understand his interference in his students‘ writings. Our analyses (re)affirm that when the loosening of the triad happens, the students become lost, what makes them unable of working upon their own writing epilinguisticaly. Because of it, schools have lost their specificity as a place for teaching students how to read and write as they open space for training, only. On this basis, we consider that the effect of such a loosening generates complaints and denunciations. Therefore, based on such (d)enunciations, we present the Primary sketches of a proposition for intervention-interference in teaching how to write and we aim at introducing much knowledge to teachers and students in order to allow them to think about possible ways out.

Caracterização e avaliação da atividade fotocatalítica de catalisadores baseados no TiO2, sintetizados mediante hidrólise em uma mistura de solventes

This study involved the synthesis of photocatalysts based on titanium dioxide (TiO2). The photocatalysts were synthesized by the sol-gel method using three different proportions of acetone (25%, 50% and 75% v/v) in water/acetone mixtures, in order to control the hydrolysis of the precursor of titanium (titanium tetraisopropoxide). Aiming to investigate the structural, morphological and electronic changes provoked by the use of the solvent mixtures, different methodologies were used to characterize the oxides, such as X-ray diffraction (XRD), RAMAN spectroscopy, UV-Vis diffuse reflectance spectroscopy, and measurements of specific surface area (BET). XRD combined to RAMAN analyses revealed that the products are two-phase highly crystalline oxides involving anatase as main phase and brookite. Besides, the refined XRD using the method of Rietveld demonstrated that the presence of acetone during the synthesis influenced in the composition of the crystalline phases, increasing the proportion of the brookite phase between 13 and 22%. The band gap energy of these oxides practically did not suffer changes as function of the synthesis conditions. As shown by the isotherm, these photocatalysts are mesoporous materials with mean diameter of pores of 7 nm and approximately 20% of porosity. The surface area of the oxides prepared by hydrolysis in presence of acetone was 12% higher compared to the bare oxide. After characterized, these oxides had their photocatalytic activities evaluated by photodegradation of the azo dyes Ponceau 4R (P4R), Tartrazine (TTZ) and Reactive Red 120 (RR120), and also by the ability to mediate the photocatalytic production of hydrogen. Using the most efficient photocatalyst, the mineralization achieved for the dyes P4R, RR120 and TTZ was of respectively 83%, 79% and 56% in 120 minutes of reaction, while the discoloration of P4R e RR120 reached 100% and 94% for TTZ. In addition, the same photocatalyst in the presence of 0.5% w/w of Platinum and suspended in a 5:1 v/v water/methanol mixture, produced 56 mmol of gaseous hydrogen in five hours of experiment, corresponding to a specific rate of hydrogen production of 139.5 mmol h-1 g-1.