17 resultados para Portuguese Language Training Workshops Centers

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This paper aims at investigating how and which theoretical aspects of linguistics are effective for implementing a Letters course directed across the educations of Portuguese language teachers. This study is anchored to a theoretical-methodological perspective of the French discourse analysis which dialogues with the History of Linguistic Ideas. Our analysis is carried out through a documental investigation of a corpus of analysis containing accounts on the Letters course, specifically at UNOCHAPECÓ-SC.

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Discutem-se neste artigo as ocorrências do verbo tomar como verbo-suporte no português arcaico, tomando como corpus de análise o Orto do Esposo, texto religioso pertencente ao fim do século XIV ou começo do século XV. Objetiva-se investigar se, já na fase arcaica da língua portuguesa, essas construções apresentavam características semelhantes àquelas identificadas em textos contemporâneos. As construções aqui eleitas para análise se restringem àquelas que apresentam, no texto, verbos plenos correspondentes à estrutura tomar + SN (sintagma nominal). Excluímos, portanto, construções com predicados nominais autônomos ou nomes autônomos.

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This article aims to study the historical constitution of Portuguese Language Teaching Manuals in Brazil (PLT) in Brazil. To do this, we offer firstly an overview view of research on these Teaching Manuals as used in schools and in Portuguese language classes throughout the whole time they have existed. From this extensive period we draw attention to some historical perspectives that have decisively changed the direction of PLT, its classes and the day to day life in schools. From these we shall single out the public policies regarding quality pertaining to the National Program for Teaching Manuals (NPTM) and to the National Program for Teaching Manuals for High Schools, specifically and for 2015 (NPTMHS 2015). We seek theoretical support in: Comenius (1954), Oliveira et al. (1984), Soares (1986, 1998, 2001), Bittencourt (1993), Freitag et al. (1993), Munakata (1997), Coracini (1999), Batista (2001, 2003, 2004), Batista and Costa Val (2004), Bunzen (2001, 2005, 2009), Bunzen and Rojo (2008) Rojo and Batista (2008), among others. The result of this research will give a history of PLT made up of diverse social and political factors, as well as those continually arising.

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For years, the discrepancies faced by deaf students in the teaching of the Portuguese language were due to the lack of hearing. Recently, these failures have been attributed to the use of inadequate teaching methodologies and to the lack of communication through Libras between the deaf and the hearers. This article aims at reporting a research study that analyzed the teaching-learning processes from the point of view of a deaf elementary student in Viçosa/MG. The project was primarily developed by a qualitative approach, by utilizing the bibliographical review, the participant observation and the field diary. Results showed the communicative interactions were restrained, since teachers and hearing students were not fluent in Libras, and there was no interpreter available. The methodology was mostly expositive, with a predominance of oral resources. The findings demonstrated the challenges faced by the deaf students are numerous, since the school does not offer the structure to meet their needs, and the teachers do not have the required education to work in an inclusive school environment. This article reports some methodological proposals for the teaching of Portuguese that were elaborated and applied within an inclusive context, all following PCN orientations. It reinforces the need to invest in teacher training to meet the demands of inclusive education to improve the quality of the classes offered to the deaf in regards to the teaching-learning process for Portuguese.

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This paper shows that grammatical subjects are articulated with teaching. In this sense, we comment and reflect on a few results obtained by means of search on the subject relative to the teaching of grammar in Portuguese Language Schoolbooks. The search focused the analysis on a book used in third grade (current fourth year) of Basic Education and guided itself in the hope that the activities would part from the functioning of the language system, and that should not necessarily be related to a lack of consideration to the orientations found in traditional handbooks.

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This scientific paper presents the results of an ethnographic study and it is aimed at reflect about the development of writing in language contexts in contact through reflective analysis of the interferences of speech in the writing production of children enrolled in the 7th grade of elementary school. The languages contexts in contact pay attention due to the complexity than the teaching of standard variety takes on linguistic diversity that enters the school. In this sense, we base this research on the theory Educational Sociolinguistic, based on authors: Bortoni-Ricardo (2004, 2005 and 2011) and Damke (1988, 2009 and 2013). The results demonstrate that the marks of the languages in contact that are present in the writing, are regulars and depend on the linguistic contact of the speaker, blending with the linguistic variation of the Portuguese language, and what it allow create pedagogical intervention activities that consider specifics contexts writing.

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This paper aims to reflect on the teaching of Portuguese language in the context of twenty-first century, taking as its starting point the proposal of multiliteracies. We propose to discuss the applicability of genres in the classroom as a condition to ensure the construction of fundamental knowledge to social practices of language. For this, we rely on recent studies on the possibilities that the genre can bring to practice reading, writing papers, and linguistic analysis. We intend, therefore, to assist the planning of teachers who still find themselves unsure on curricula that suggest what they have to do, but did not say how. Understand the reason why this work is another contribution to the teaching of Portuguese in the final years of elementary school and high school bringing out a space for discussion about what needs to be taught and some teaching procedures that favor the democratization of school and interaction linguistics. Curricular innovations and new ways of thinking about teaching and learning of mother tongue are already part of the reflections of most professionals, but there is still an open field to think of more effective alternatives through multimodality an interactionist conception of language.

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Even nowadays, with the access to information through the internet or even by means of apps on the cellphone, the market of printed tourist guidebooks, as a way of advertising tourist destinations, continues to work. In a global scope, one of the most recognized publishing companies is Lonely Planet, with publications about a great number of destinations, in until 11 languages, commercialized in various parts of the world. One of its theme is Brazil. The titles Brazil (2013), in Portuguese, Brasil (2014) and in the Italian guidebook, Brasile (2014) were selected. The manuals were analyzed in a post-doctorate research entitled, “Analyzes of tourist guidebooks about Brazil in the light of the Translation Studies Based on Corpus”. However, the analyzed chapters are just the ones that make up the South of Brazil, that is, Paraná, Santa Catarina and Rio Grande do Sul. The aim was to analyze the cultural markers with the highest level of keyness, presented in them and its respective translations in the guidebooks in Portuguese and in Italian. Nevertheless, for this article just the chapters referring to Paraná were selected. The theoretical basis were the Corpus Linguistic (Berber Sardinha, 2004), the Translation Studies Based on Corpus (BAKER, 1993, 1995, 1996, 1999, 2000; CAMARGO, 2005, 2007a, 2007b), as well as the studies about cultural markers (AUBERT, 1981, 1995, 2006). It was noted that even on the source language corpus there were markers in Portuguese language, such as “Curitiba” and “Iguaçu”, whereas the toponyms are quite frequent in this textual genre.

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This article focuses on one of the aspects treated in the project Linguistic Atlas of Brazil (ALiB Project) – the teaching of Brazilian Portuguese language. Therefore, this paper investigates how individuals’ language presents specific linguistic marks that construct, maintain and project the diversity in the questionnaire of the ALiB Project, based on the use of the linguistic variation. Thereby, it deals with the importance of linguistic atlas for the education process, highlighting the publication of some Brazilian regional atlas and the linguistic atlas of Brazil. Thus, it discusses the relevant contribution of these works to the knowledge of the linguistic reality in Brazil, as the atlas can optimize and motivate classroom activities and they can also be explored by other subjects of school curriculum. The methodology used was based on the performance of the following stages: 1) reading of the theoretical texts related to the proposed theme; 2) choice and formation of the corpus, made up of inquests of the ALiB Project in different capitals; 3) analysis of the corpus in order to verify linguistic marks that transmit the construction, projection and maintenance of the linguistic variation. The analyses of the selected inquiries try to study variation and its relationship to education by the informers from different age-groups in the different capitals of the country. The analysis of the corpus enabled the realization of register and documentation of lexical diversity of Portuguese language spoken in Brazil, according to the principles of the modern Pluridimensional Geolinguistics, in which the register follows specific parameters.

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This article focuses on the difficulties encountered in text production students of the first phase of an undergraduate distance learning course at the Federal University of Santa Catarina with regard to working with the gender discourse academic review. The research question that drives this study is: In terms of social experiences with written language system, which factors are inferreds in the analysis of problems of adaptation to the visualized gender in textual production reviews in the academic sphere in the course of Portuguese Language distance? The study developed is anchored in theories of literacy based on Street (1984; 2003; 2009), Hamilton (2000), Barton and Hamilton (2004), among other authors who discuss the new studies of literacy through ethnographic perspectives; as well as the theories of genres of Bakhtin and his Circle (2003 [1952/53]). The results show problems (not) appropriate to the genre, both in terms of compositional configuration as in relation to the thematic content and style and signal distinctions between school and family literacy practices and academic literacy practices, demanding methodological resignifications in addressing gender in the academic sphere. The study contributes to the Applied Linguistics area paying attention to the need to undertake a teaching preparation (Halte, 2008) that includes the experiences of students and their weaknesses, so as to focus on them.

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This paper presents the results of a study in which we discuss the use of proverb genre in teaching Portuguese. To achieve the proposed objective we have developed a literature in which it sought to compile and analyze the conceptualization/characterization of proverbs, as well as the potential of the genre to the acquisition and/or improvement of linguistic and discursive skills. Therefore, it was possible to ensure that the proverb brings substantial teaching of Portuguese language contributions, because it is a genre that has various exploration possibilities. It was observed methodological possibilities for the development of educational activities involving issues related to phonology, morphology, the lexicon, syntax and semantics, and ideological and cultural issues, which can make the Portuguese language lessons more interesting and fruitful , which will provide students with an analysis of linguistic elements used daily in their social context , as well as analysis of ideological / cultural content present in proverbial expressions, expanding the linguistic and discursive student proficiency.

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In this article, we discuss the linguistic variation in the coding of relativity in the Portuguese language. The theory of Variation and Change (Labov, 1972) provided the basis for this study. We analyzed 40 texts of legal writing, which contained between 5 and 15 pages, selected by the following criteria: type of activity, age and gender of the lawyers. We obtained 64 pieces of information, of which 34.4% refers to the occurrence of non-standard relative clauses and 65.6% to the forms prescribed by the normative grammar. As aspects of linguistic basis, we controlled the syntactic function of the relative clause, its position in the sentence as well as the presence or absence of intervening material in the sentence. We noted that although the forms considered standard still remain in monitored writing, it is now possible to notice a significant frequency of forms that go against grammatical textbooks, what can point to a linguistic change in progress.

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The purpose of this article is to analyze the initial training of foreign language teachers within an extension project, whose goal is to promote teaching Portuguese for Speakers of Other Languages ​​(PFOL) in the Federal  University of Technology- Paraná ( UTFPR), Curitiba Campus. Thus, a brief history about the activities developed in the program  will be presented as well as its relevance within the university. Also, an analysis of the program and its current status within the Language and Literature undergraduate course - UTFPR will be discussed. Finally, concepts of reflective teaching  (Perrenoud, 2002) and  teaching based on the indissociation between practice and theory (GIMENEZ, 2005) will be brought up.

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This essay shows the report of a series of searches that deal the acquisition of a first and a second language by deaf children, in inclusive contexts. Due to hearing deprivation, and for not having a whole acoustic duct, deaf people end up not acquiring naturally the language that is common for Brazilians in general. Among the searches carried out, those that deal the written expression of deaf undergraduates, whose path in the acquisition of the language(s) did not follow the model prescribed by current theoreticians. The search shows that the analyzed students did not acquire sign language as first language in the first phase of childhood and Portuguese as second language, contradicting the bilingual model adopted in Brazil

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The text displayed here makes considerations around the social interaction conception of language and, based on that, understands it as a fundament for didactic and methodological approaches of language teaching and, similarly, relates it to social practices, which means understanding the interactions as fundamental for the process of development and learning of the human being. To do so, this text goes back to Vygotsky, according to whom the relationships of interaction are favorable to the development of language, as the beginning and the development of cognition are charged upon language and social interactions. We discussed language – which is conceived as a historical fact and the result of collective actions that men developed in working processes along history – through a theoretical standpoint.