Amplia����o vocabular: gloss��rio de textos do livro did��tico de língua portuguesa "Vontade de saber portugu��s" do 9�� ano

This research aimed to verify the vocabulary difficulties faced by 9th year students while understanding the didactic book of Portuguese Language (DBPL) ���Vontade de Saber Portugu��s���, used at the Municipal School Sebasti��o Rangel. We noticed the students had some doubts concerning the unknown vocabulary in the texts and, therefore, in text comprehension. The hypothesis is that one ���difficult��� word and the lexicon used by DBPL author can disturb student comprehension. We adopted some action which could simplify the little vocabulary understanding and contributed to extend it. For that reason, the job was theoretically based on Biderman (1999), Barbosa (1989), Dias (2004), Krieger (2012), Coelho (1993) and on National Curriculum Parameters of Portuguese Language, aiming to ally theory and practice. The application methodology of the proposal was done in order to the students understand that the word needs to be adapted to its context. At the begging of the job, the students read the texts and took notes of the ���difficult��� words, selecting, corpus. We analyzed the doubts, registering them. Then, we showed to the students the classification of abbreviated words after each entry. The students separated the words for grammar classes ��� lexical words��� (KRIEGER, 2012). Such words have a very significant meaning to the comprehension of the read texts, being interesting to take a look in online dictionaries. In the creative glossary, done by the students, the words were spread in alphabetical order. They transcript the part where was the word and copied again, substituting the word to a clearer word. Finally, we asked the students a writing production using five words from the glossary; we showed them that the meaning of the words is not found only in the dictionary, but they can be used in different contexts. In the analyzes, was discovered that there is one necessity of a pedagogic didactic work more effective with elementary school lexicon. Thus, this proposal is not a closed receipt, but the infield location allowed a reflexive pedagogic practice about lexicon education.

Tradu����o e adapta����o transcultural do dom��nio fun����o f��sica do Patient-Reported Outcomes Measurement Information System ��� PROMIS�� - vers��o para a língua portuguesa

In 2004, the National Institutes of Health made available the Patient-Reported Outcomes Measurement Information System ��� PROMIS��, which is constituted of innovative item banks for health assessment. It is based on classical, reliable Patient-Reported Outcomes (PROs) and includes advanced statistical methods, such as Item Response Theory and Computerized Adaptive Test. One of PROMIS�� Domain Frameworks is the Physical Function, whose item bank need to be translated and culturally adapted so it can be used in Portuguese speaking countries. This work aimed to translate and culturally adapt the PROMIS�� Physical Function item bank into Portuguese. FACIT (Functional Assessment of Chronic Illness Therapy) translation methodology, which is constituted of eight stages for translation and cultural adaptation, was used. Fifty subjects above the age of 18 years participated in the pre-test (seventh stage). The questionnaire was answered by the participants (self-reported questionnaires) by using think aloud protocol, and cognitive and retrospective interviews. In FACIT methodology, adaptations can be done since the beginning of the translation and cultural adaption process, ensuring semantic, conceptual, cultural, and operational equivalences of the Physical Function Domain. During the pre-test, 24% of the subjects had difficulties understanding the items, 22% of the subjects suggested changes to improve understanding. The terms and concepts of the items were totally understood (100%) in 87% of the items. Only four items had less than 80% of understanding; for this reason, it was necessary to chance them so they could have correspondence with the original item and be understood by the subjects, after retesting. The process of translation and cultural adaptation of the PROMIS�� Physical Function item bank into Portuguese was successful. This version of the assessment tool must have its psychometric properties validated before being made available for clinical use.

Estudo contrastivo da interlíngua em corpus oral e escrito de aprendizes de ele

El presente trabajo tiene como objetivo hacer una representaci��n de los ���errores��� producidos por los aprendices de espa��ol del Curso de Letras (Habilitaci��n en Espa��ol de la Universidad Federal de Uberl��ndia. Para este fin, fue compilado un corpus ling����stico a partir de las producciones orales y escritos de los alumnos del segundo, cuarto, sexto y octavo semestre. Los principales temas y autores que dieron sustento te��rico a nuestro estudio, en cuanto a los an��lisis descriptivos fueron: Interlengua (CORDER, 1967; SELINKER, 1972; BARALO, 1999, 2004; DURAO, 2007), Ling����stica Contrastiva (S��HRMAN, 2007), Modelo para An��lisis de Errores (DURAO, 2004; ANDRADE, 2011; SANTOS GARGALLO, 2004), entre los principales. Cabe destacar que adoptamos una perspectiva de an��lisis de base emp��rica, apoyados en los subsidios que propicia la Ling����stica de Corpus (BERBER SARDINHA, 2004). Otro componente importante en esta tesis fue la metodolog��a. Se detalla paso a paso desde el levantamiento y lectura del referencial te��rico, hasta la finalizaci��n del proceso de escritura del trabajo. Present��ndose de esta manera como un futuro referencial para investigaciones que se basan en la utilizaci��n de LC como abordaje metodol��gica, y en el an��lisis de errores de aprendices. Los an��lisis desarrollados en el transcurso de este trabajo, comprendieron primeramente el dimensionamiento de los corpora utilizados, seguido de listas de las palabras m��s recurrentes, an��lisis cuantitativos y cualitativos, los cuales constituyeron un mapeo de los ���errores���, otorgando de esta manera, un valor potencial al tratarse de un estudio que podr�� ser utilizado como referente para una eventual elaboraci��n de material did��ctico, pensado especialmente para las clases de espa��ol que ofrece el Curso de Letras/Habilitaci��n en Espa��ol de la Universidad Federal de Uberl��ndia.

A escrita da escrita em (d)enuncia����o no espa��o s��cio-escolar: um espa��o (em v��o) 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.

Educa����o bil��ngue para surdos : um estudo acerca de pr��ticas de letramento cr��tico com alunos surdos usu��rios da Língua Brasileira de Sinais

At a time when the issue of the inclusion of hearing-impaired students in regular schools has been discussed, it becomes necessary to reflect upon the relevance of a recurrent educational process in schools specialized in education for the hearing-impaired: the bilingual schools. Such institutions, still scarce in Brazil, offer an oriented and specialized education to hearing-impaired children and adolescents, since they have the Brazilian Sign Language as a language of instruction in all subjects, and the Portuguese written language as an additional language, which gives them the bilingual status. This research aims to investigate how the practices developed in my Portuguese classes in a bilingual school have contributed to the development of student���s literacy, specifically the Critical Literacy (STREET, 1985, 1990, 1998), in two classes of hearing-impaired students enrolled in the final grades of elementary school. It is a qualitative, ethnographic research, which uses the triangulation system for analyzing data: (i) the pedagogical sequences; (ii) the students��� activities and (iii) the teacher���s and students��� written accounts registered as field notes. Through the intersection of the data, this work evaluates whether students have achieved some level of Critical Literacy, and what kind of collaboration and/or activity is relevant during this process. This research is justified by the need to evaluate practices at bilingual schools that, although supported by current law in Brazil, are still a minority whose work is still not acknowledged or valued. The results show that activities using real texts of different genres can contribute to the development of Critical Literacy, and also to dynamic classes, with discussions about relevant topics to society in Sign Language. Also, activities that encourage students to do research and that provide to the hearing-impaired student, the understanding of the real usefulness of Portuguese as an instrument for the social inclusion of the hearing-impaired providing opportunities for them to change their social position can collaborate to this process.

O /R/ em posi����o de coda sil��bica na cidade de Uberl��ndia

The aim of this research is to describe and analyze the realization of the /R/ at the end of the syllable (coda) in the city of Uberl��ndia-MG, taking into account variationist aspects and possible phonological phenomena that permeates the variable realization of this segment. We used the labovian variationist methodology, that gave us the needed support to investigate and systematize the variation of one linguistic community. The corpus was compound by 5139 occurrences of /R/, which 2528 were retroflex realizations, 2480 were deletions and 132 were occurrences of other segments. The informants of this research were stratified by: sex; age group; scholarly; they were born in Uberl��ndia or they arrived in this city before fifth birthday. Beyond the extralinguistic variables (sex, age group and scholarty), we established as linguistic variables: following context; previous context; tonicity of syllable; lexical item; coda position in the syllable; and, at last, the word size. After the statistic analisis computed by the Goldvarb software, the favoring contexts to the retroflex realization were: coronal segments in the following context; labial segments in the previous context; unstressed syllables; nouns and others (non verbs); and words with one syllable. The favoring contexts to deletion were: dorsal segments int the following context and verbs. The extra linguistic variables favored the variation less scholarty. So, the factors male sex and age group from 26 to 49 years favored the retroflex variant, while the factors female and the age group with more than 49 years favored the deletion.