Enquadramento jur��dico do Acordo Ortogr��fico da Língua Portuguesa no direito brasileiro

Inclui notas explicativas, bibliogr��ficas e bibliografia.

A aprendizagem da língua portuguesa pela comunidade chinesa a residir em Portugal: um estudo sobre diferentes gera����es

Considerando o aumento do n��mero de imigrantes oriundos da Rep��blica Popular da China que procuram Portugal como pa��s de destino, prop��e-se um estudo sobre a forma como este grupo de imigrantes, em particular, aprende a língua portuguesa como língua de acolhimento. A an��lise ser�� de natureza hist��rica, uma vez que ir�� descrever a hist��ria da imigra����o Chinesa para Portugal, em articula����o com a procura e o interesse crescente na Rep��blica Popular da China de cursos de PLE e do estudo da cultura portuguesa. A esta vis��o de um ponto de vista hist��rico ir�� contrapor-se o estudo da situa����o atual da forma como os imigrantes chineses fazem a aprendizagem da língua de acolhimento, em Portugal, atrav��s de an��lise de entrevistas realizadas a imigrantes a residir na ��rea de Lisboa. Um outro aspeto importante que ir�� ser considerado no meu estudo �� a quest��o da diferen��a geracional. A minha pesquisa procurar�� averiguar se a perten��a a diferentes gera����es, contrastando adultos/idosos e jovens, determina motiva����es, pr��ticas e resultados diferenciados na aprendizagem da língua portuguesa como língua de acolhimento. Ser�� importante considerar-se neste estudo os diferentes contextos em que �� feita a aprendizagem da língua de acolhimento: o formal, o n��o formal e o informal. Al��m disso, iremos tamb��m abordar a quest��o da integra����o lingu��stica e cultural dos imigrantes, em Portugal. A metodologia de pesquisa adotada �� a da recolha de dados por entrevista.

A aprendizagem da língua portuguesa, como língua n��o materna em sala de jardim-de-inf��ncia

Nos ��ltimos anos, a popula����o portuguesa tem vindo a sentir o aumento do n��mero de imigrantes provenientes dos mais variados pa��ses, nomeadamente da Europa do Leste, Brasil, China e Africa. Este facto motivou nas escolas e demais entidades competentes a preocupa����o por garantir o sucesso e uma boa integra����o dos alunos estrangeiros que ingressavam no sistema de ensino portugu��s. Com efeito, as escolas portuguesas t��m entre os seus alunos uma diversidade lingu��stica e cultural muito alargada. Dentro de uma sala, podemos encontrar crian��as com varias línguas n��o maternas de origem que interagem entre si e s��o desafiados a realizar as suas aprendizagens escolares em língua portuguesa. Perante essa heterogeneidade de crian��as, �� necess��rio que a preocupa����o dos docentes pelas aprendizagens dessas crian��as passe tamb��m pelo recurso a estrat��gias que contribuam e facilitem nelas a aprendizagem de uma língua n��o materna. Certamente, �� decisivo que uma crian��a seja capaz de descodificar e compreender o c��digo da língua do pa��s onde est�� inserida, para alcan��ar aprendizagens significativas, para a aquisi����o de compet��ncias nas ��reas transversais. O presente trabalho de investiga����o tem como objetivo conhecer de que forma os educadores podem contribuir e facilitar a aprendizagem da língua portuguesa em contexto de jardim-de-inf��ncia, em crian��as para quem o portugu��s n��o �� a sua língua materna. Trata-se de um trabalho de natureza qualitativa, realizado atrav��s de entrevistadas semiestruturadas e na pesquisa de literatura, de forma a descrever a situa����o em an��lise, para posteriormente avaliar. Os resultados obtidos com este trabalho, apontam para a necessidade de realizar mudan��as relativamente de pr��ticas pedag��gicas e no sistema de ensino portugu��s, face ��s dificuldades de integra����o dos alunos oriundos de outros pa��ses. Constat��mos tamb��m uma absoluta aus��ncia de pe��as legais e normativas que visem a especificidade da aprendizagem da língua portuguesa como segunda língua. Em suma, podemos concluir que �� fundamental e necess��rio alertar as entidades competentes para a aus��ncia da legisla����o referida anteriormente, como tamb��m no ��mbito da forma����o dos docentes para o ensino e aprendizagem de uma língua n��o materna.

ENSINO DE L��NGUA PORTUGUESA E FORMA����O DE PROFESSORES

O ensino de Língua Portuguesa tem, sem d��vida, representado um problema constante para muitos professores da ��rea nas escolas de ensino b��sico. Alguns professores, diante das constantes e reiteradas cr��ticas ao ensino de língua materna que muito provavelmente ocorram por conta dos resultados pouco satisfat��rios das avalia����es oficiais sobre o desempenho dos estudantes sentem-se desnorteados sobre o que fazer em sala de aula. Muitas vezes o desnorteio �� tal que os professores acabam n��o fazendo nada que seja significativo para o desenvolvimento comunicativo dos alunos. Esse tema, que n��o �� novo, mas atual, se imp��e pela recorr��ncia das discuss��es e cr��ticas na academia sobre quais s��o os objetivos do ensino de Língua Portuguesa e a crise que o ensino dessa disciplina atravessa. Em suma, o ensino hodierno de Língua Portuguesa, em n��vel b��sico, n��o tem suprido as exig��ncias que se imp��em ao alunado brasileiro que os estudantes, ao conclu��rem o ensino m��dio, escrevam, leiam e falem com compet��ncia. Que rela����o esse quadro tem com a forma����o e a pr��tica dos professores de Língua Portuguesa em sala de aula? Em que medida as Diretrizes Oficiais para o ensino de Língua Portuguesa s��o utilizadas como referencias para o trabalho em sala de aula? S��o essas quest��es que nortearam a pesquisa. Para responder a essas perguntas realizamos uma pesquisa bibliogr��fica e emp��rica de vi��s qualitativo. A pesquisa bibliogr��fica, fundamentada nos PCNs de Língua Portuguesa, S��rio Possenti, Luiz Carlos Travaglia, Donald Sch��n, Ant��nio N��voa, entre outros, nos forneceu subs��dios te��ricos sobre as diretrizes para o ensino de Língua Portuguesa e sobre a forma����o do professor. Com a pesquisa de campo a inten����o foi a de analisarmos o ensino de língua materna. Para tanto, ouvimos 10 professores e 50 alunos da rede p��blica de ensino do estado de S��o Paulo, com o objetivo de conhecer as opini��es e impress��es desses professores e alunos sobre o ensino de Língua Portuguesa. A an��lise dos dados revela que os avan��os te��ricos no campo da Lingu��stica foram parcialmente incorporados pelos professores, ou seja, os docentes, em suas pr��ticas de sala de aula, restringem-se, muitas vezes, a repetir o mesmo ensino a que sempre estiveram habituados. Os resultados desse estudo, ainda que circunscritos a uma dada realidade, apontam para a necessidade de se buscar meios efetivos para que a forma����o inicial e continuada dos professores de Língua Portuguesa possam contribuir com novas pr��ticas de ensino em sala de aula.

ENSINO M��DIO, L��NGUA PORTUGUESA E PORTAL EDUCACIONAL: percep����es emergentes das narrativas de alunos inseridos em pr��ticas de letramento digital

A educa����o contempor��nea est�� inserida num contexto de velozes e din��micas transforma����es sociais e culturais, principalmente com o avan��o e incorpora����o das Tecnologias Digitais de Informa����o e Comunica����o (TDIC) no cotidiano das pessoas. Na Sociedade da Informa����o, na Era do Conhecimento, �� preciso ir al��m do saber ler, escrever e digitar. A escola, por sua vez, de maneira ainda morosa, busca adequar-se ��s exig��ncias do universo digital do qual participam seus agentes. O Ensino M��dio, foco de preocupa����o e reflex��o por todos os envolvidos no processo educativo dessa modalidade, tenta alcan��ar sua proposta de forma����o integral dos jovens para o exerc��cio do trabalho e da cidadania. �� disciplina Língua Portuguesa reserva-se a miss��o de conciliar o ensino da norma-culta com os g��neros discursivos de tal forma a promover a inclus��o digital dos alunos nas diversas circunst��ncias de letramento ��s quais s��o submetidos. Nesse ��mbito, este trabalho investigou: Que percep����es dos processos formativos emergem quando os alunos refletem acerca das pr��ticas pedag��gicas e das viv��ncias nas aulas de Língua Portuguesa em atividades mediadas por portal educacional? O objetivo geral da pesquisa �� provocar a reflex��o nos professores, de tal forma que repensem suas pr��ticas pedag��gicas e seu papel no processo educativo a fim de promover uma experi��ncia educativa mais condizente com a realidade dos alunos. A metodologia adotada foi a pesquisa qualitativa de cunho investigativo, na modalidade narrativa, sob a luz de Clandinin e Connelly (2011). Pela inser����o no cen��rio e proximidade afetiva com os participantes, assumiu-se o desafio de desenvolver uma pesquisa-a����o, para isso, os instrumentos investigativos adotados foram: entrevista semiestruturada, di��rio de bordo, atividades realizadas no portal, conversas informais e caderno de campo. A an��lise dos dados permitiu a elabora����o de oito categorias de an��lise, emergentes das narrativas dos participantes: intera����o e comunica����o; sala de aula ampliada; gest��o da aprendizagem; o registro de si e do outro; aprendizagem colaborativa e transformadora; incentivo �� pesquisa; estudo aut��nomo; e, desafios. Os resultados alcan��ados apontaram para reflex��es que n��o se encerram nas p��ginas deste trabalho, dentre elas destacam-se: a import��ncia de ouvir o aluno para que as propostas pedag��gicas sejam revistas e melhoradas; o testar, nas pr��ticas di��rias, �� fundamental, �� o buscar algo al��m do tradicional, em prol de um objetivo de aprendizagem definido; o desejo de aprender pode despertar no aluno o interesse pelo conhecimento, tornando-o mais aut��nomo em suas escolhas e caminhos; as TDIC podem colaborar com o processo de ensino e de aprendizagem, por��m exigem envolvimento dos sujeitos, pois elas, enquanto instrumentos, n��o configuram o conhecimento, s��o os agentes que ao apropriar-se delas t��m condi����es de obter o melhor de suas potencialidades. Futuros trabalhos poder��o dar continuidade a este estudo e trazer grandes acr��scimos ao contemplar as influ��ncias do uso das TDIC no cotidiano da escola, o que, certamente, ser�� de grande contribui����o para o cen��rio atual da Educa����o brasileira.

A escrita dos professores de língua portuguesa: desvelando dizeres e saberes

This documental research in a qualitative and interpretative nature is inserted in the field of Applied Linguistics and its object of study is teachers��� writing in a literacy event (public exam) held for teachers of Portuguese Language by municipality in Natal city - RN in 2008. Overall, we have aimed to investigate the textual production of these teachers, considering their knowledge about writing, their sayings in relation to themselves and their views on new technologies and teaching. Specifically, we have chosen the following objectives: a) identifying what knowledge about writing have emerged from teachers' written text; b) analyzing the written text production of teachers, considering the knowledge they have revealed about themselves; c) mapping the sayings of the teachers about the teaching profession and new technologies. Our discussion is grounded theoretically by Bakhtin studies of language (BAKHTIN [1934], 1990; [1952-1953], 2000; BAKHTIN; VOLOSHINOV [1929], 1999); in studies of critical literacy as formulated by STREET (1984, 1995, 2006, 2010, 2014); KLEIMAN (1995, 2005, 2006, 2008); (BARTON, HAMILTON, 1998; BARTON; Ivanic, 1991); studies on teacher training in critical educational perspective (GIROUX, 1986; 1987; 1997; 1999) FREIRE, 1999; 2001). The corpus of this study is consisted of written texts by participants of this examination about the Writing Test, in which they were asked to produce an opinion paper. The research has allowed us to realize that, in relation to the writing, despite the recurring negative discourse on literacy teachers, especially the Portuguese ones, these, in the fabric of their texts, both have revealed to have dominion over the formal structure, particularly in respect to prototypical schema of argumentative sequence, as proposed by Adam (1992, 2008) and the mechanisms of textualization postulated by Bronckart (2007), and on those enunciation-discursive strategies relating to opinion genre. The relevance of this research is justified by seeking to understand the teacher���s writing beyond the language system, i.e, writing as speech, assuming it as a contrapalavra (BAKHTIN, [1934], 1990) to those voices that insist on underestimating literacy teachers and they do so much harm to society, to the extent that foster a sense of disbelief in the qualification of teachers' work and distrust of the social role of these professionals in the preparation of future generations

A injun����o em livros did��ticos de língua portuguesa do 4�� e 5�� anos do ensino fundamental

This investigation aims at identifying, describing, analyzing and interpreting how textbooks on Portuguese Language approach, beginning with the linguistic material, the effects of sense in texts that predominately employ injunctives. The corpus of this study is comprised of six collections of textbooks on Portuguese Language, which are part of the National Program Guide for Textbooks (PNLD) from 2010, adopted by the public schools in the city of Natal and the object of study for the Read/Tell Project of the Educational Observatory of the Federal University of Rio Grande do Norte (UFRN). Textbooks from the 4th and 5th grades, Elementary School, were analyzed ��� 12 copies total. For the analysis, we selected 16 writing proposals of injunctive texts. Our study is based on theoretical discussions by Adam (2001a, 2001b) with regard to the genre of: inciting to action. In addition, we consider the work of Koch and F��vero (1987), Koch and Elias (2009), Marcuschi (2003, 2008) Pery-Woodly (2001), Rodrigues (2013), Travaglia (1992, 2007) and Rosa (2007). With respect to discussions on textbooks, we refer to Choppin (2004, 2009), Batista (2003, 2009), Rojo e Batista (2005), and with regard to Portuguese Language textbooks specifically, we consider Soares (1998, 2001, 2004) and Bunzen and Rojo (2005). The proposals for writing in injunctive texts, in the collections analyzed, are tips/recommendations, instructions on making toys and/or games, travel itineraries and cooking recipes, such that 69% of them appear in the 4 th grade textbooks and only 31% appear in the 5th grade textbooks. With respect to the linguistic elements responsible for the construction of directive speech acts and the effects on sense produced by them, the data shows that 50% of the writing proposals do not exploit linguistic categories that implicate the effects on sense using injunctives, or rather, there is no work done dealing with linguistic analysis, while 33% mention the imperative mode and 17% investigate infinitive verbs. In this dissertation, the textual plans of incitation to act genres were studied and in them the linguistic materiality that vehicles injunction. This study might contribute to the improvement of Portuguese language teaching in what concerns the articulation of grammatical studies to textual sequences/types, mainly in the case of Portuguese language textbooks for the 4th and 5th grades of Elementary School.

A oralidade no ensino de Língua Portuguesa em livros did��ticos para educa����o de jovens e adultos (EJA): reflex��es e proposi����es

This work appears as a reflection on the oral modality of the language in the teaching of Portuguese Language from textbooks proposed for the elementary school. It has as main aim to analyze the textbooks for the Youth and Adult Education - EJA (6th and 7th grade), the collection "It is time to learn", specifically in regard to educational activities focusing on oral proposals in their constituent units. It is a process of reflection with a view to submitting suggestions arising from the discussions held, given the fact that the writing mode has been identified by some scholars, between these Marcuschi (2005), as the most privileged in the classroom and in most manuals that guide the teaching of Portuguese Language. In this work, we start from a broader vision from the principles of dialogic pedagogy by Paulo Freire perspectives towards pedagogical practices that favor the development of linguistic and discursive student skills. In this sense, we emphasize the formation of a critical subject, who can argue and defend points of view, using oral or written language, in various social situations. In this view, this paper set up aims to identify, describe and interpret the activities proposed to the oral modality of Portuguese Language, from interactional theoretical bases, based on authors as Marcuschi (2005, 2010), F��vero, Andrade and Aquino (1999) Schneuwly and Dolz (2004), Antunes (2009), among others. In addition, the objective was to suggest other educational activities, as a way of expanding the existing ones, in order that addressed more efficiently, to aspects of orality been proposed and aspects of formal oral genres. Methodologically, it is a qualitative research, in which, from the teaching materials used in the classroom, there was a reflection on the orality and the oral teaching of the Portuguese language and has been proposed an expansion of activities one oral mode. In this reflection, analysis of the results revealed that the books investigated, used in Portuguese classes in EJA, include in their proposals orality as an object and teaching axis. However, we appoint the need to expand the teaching proposals with the existing activities in order to give greater emphasis to important aspects of orality already prioritized, and also to address to the formal public genres. In seeking to make suggestions and educational proposals that integrate with existing, we postulated the most effective development for oral skills for the EJA student, in Freire's perspective, as also we thought in a way to provide subsidies which could guide teachers of the Portuguese Language area at the fundamental level of education.

Olimp��ada de Língua Portuguesa: ressignifica����o de pr��ticas de leitura e escrita

The search for new meanings in the basic education teaching-learning process has caused the development of public policies for mother language teaching, such as the Portuguese Language Olympics (OLP). To contribute to this search, this intervention project has as object of study reading and writing practices developed in the OLP through the educational model arising from literacy projects (TINOCO, 2008). In working towards, the general aim of reframing reading and writing practices through the PLO, developed from the teaching model that comes of literacy projects, we established three specific objectives: a) reflect on a national writing contest; b) to realign conceptual and methodological the Portuguese classes of the 7th grade school due to the developed project; c) to improve the reading and writing practices of the students in 7th grade of school where we operate. Therefore, we base ourselves in the history of Portuguese teaching in Brazil (SOARES, 2002; GERALDI, 2008), the dialogical conception of language (BAKHTIN, VOLOCH��NOV [1929] 2009; SOARES, 1998; FARACO, 2009) in Literacy Studies (KLEIMAN, 2001, 2005, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014), the learning community concept (AFONSO, 2001), in studies of retextualization (OLIVEIRA, 2005; MARCUSCHI, 2010), gender discursive literary memories (CLARA; ALTENFELDER; ALMEIDA, 20--), in written evidence (POSSENTI, 2002) and Textual Linguistics (MARCUSCHI, 2008; ANTUNES, 2009; KOCH, 2011; SILVA [et. al.], 2013). Methodologically, this qualitative research (L��DKE; ANDR��, 1986; ANDR��, 2005) is anchored in Applied Linguistics (MOITA LOPES, 1996). This research was supporting by students in the 7th grade, teachers, management team and parents, as well as people outside of school community. The instruments used for the generation of data were semi-structured interview, students��� texts, audio recordings and video, photos, OLP material (teacher's book, a collection of texts and CD-ROM). The data generated allowed us to establish the following categories of analysis in relation to the texts produced: authorship, in formativeness, discursive progression, compositional structure, content, style, and language aspects. In addition, throughout the project, the collaborators have produced texts of various genres: oral interview and written request letter, legal, literary memories, oral and experience report. Also experienced a local award and participated in a national competition. They produced a video and a book with stories and student authorship of illustrations. The results achieved show that the literacy project developed also allowed macro changes: reading and writing practices, once considered strictly school studied, they were transformed into broader social practices, through which various literacy agents were able to collaboratively act. In short, they experienced writing practices that go beyond the classroom and the teacher-student relationship.

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.