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 (n��o) assun����o da responsabilidade enunciativa em livros did��ticos de língua portuguesa dos 4�� e 5�� anos

Portuguese textbook has been the focus of many investigations, nevertheless, the theme still has much to be discussed, reflected and broadened. This conviction mobilized us to perform this research, seeking to answer three questions: (1) how does the author of the textbook induce the student to give his opinion in comprehension questions of text in Portuguese textbook of 4th and 5thgrade? Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the assumption of enunciative responsability? And (3) Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the non assumption of enunciative responsability? In this direction, we define as objective to id entify, describe, analyze and interpret how the (non) assumption of enunciative responsibility materializes itself in Portuguese textbooks. The theme is echoed in the guidelines of the Par��metros Curriculares Nacionais PCN (1998; 2001), who assume that all education committed to citizenship need to create conditions in order the student can develop his discursive competence" (BRAZIL, 1998, p. 23). This assertion of PCN (1998; 2001) is closely related to our research object, and therefore, it has corroborated to the accomplishment of this study. So, we analyze the comprehension questions of the texts that are elaborated by the authors of Portuguese textbooks of the 4th and 5th grade, used at public schools in the city of Natal-RN in 2010. As a theoretical basis, we have considered the postulates of Textual Analysis of Discourses ATD and Enunciative Linguistics. Our research was mainly based on the studies of Adam (2011), N��lke (1994; 2001; 2006; 2009; 2013), N��lke, Fl��ttum e Nor��n (2004) Rabatel (2004; 2005; 2008; 2009), Guentch��va (1994; 1996). Our data analysis revealed that the authors of Portuguese textbooks explore the reading comprehension, inducing students to answer questions that may be categorized like: (1) induction to the assumption of enunciative responsibility, (2) induction for non assumption the enunciative responsibility, (3) orientation for the study of vocabulary and grammar and (4) orientation of extra themes. The results from the comparison of the books of 4th and 5th grade of the two analyzed collections, we observed through the links of (non) responsability N��lke (1994; 2001; 2006; 2009; 2013), N��lke, Fl��ttum e Nor��n (2004), which in 79% of the questions, the authors induce the decoding of a content objectively inscribed in the text. In this sense, the notion of understanding a text is compromised, since it is limited to copying contents or transcription exercises, failing to consider the interactive use of language, or rather, failing to expand the student's knowledge in the (re)construction of the text of the meanings. This shows that there is a lack in the deal with the text that includes the textual discursive resources in the reading activities in Portuguese textbooks. We recall, in this direction, the works of Marcuschi (2005), Antunes (2003, 2005), and Bunzen Rojo (2008), among others authors who contributed greatly to orient the choice of Portuguese textbooks. Finally, we believe that the study about the enunciative responsibility phenomenon in Portuguese texto oks offers, above all, instruments in order to the interlocutors identify the elements present in the enunciation and the effects that these elements bring to the (re) construction of the meanings in texts that they read and write in the classroom.

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.

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.

Contributos para a valida����o do Music Performance Anxiety Inventory for Adolescents (MPAI-A) na língua portuguesa

A ansiedade na performance musical (MPA-music performance anxiety) surge como um fen��meno fisiol��gico, psicol��gico, cognitivo e emocional que abrange todos os m��sicos independentemente da sua idade, experi��ncia, dedica����o ou tipo de instrumento. Pelo seu car��cter cr��nico, e pela dificuldade que provoca na progress��o na carreira, a MPA �� uma patologia nefasta que, quando toma propor����es exageradas, consegue afastar os m��sicos do seu ideal e objetivo de vida, pois o prazer de tocar �� substitu��do pelo medo de ser julgado e observado por uma plateia ou j��ri. Pela necessidade de conhecer e saber reagir perante esta situa����o �� imperativo aprofundar os conhecimentos acerca desta, para uma identifica����o precoce dos alunos em quem a ansiedade atinge n��veis preocupantes nas atua����es, quer a solo ou em orquestra. A correta abordagem deste problema por parte dos professores pode ser ben��fica, levando os alunos a confiarem mais nas suas capacidades e a obterem resultados positivos. Este trabalho surge da necessidade de conseguir quantificar a ansiedade nos adolescentes e para tal o uso de uma escala previamente existente em ingl��s. O objetivo �� explorar a ansiedade na performance musical atrav��s da tradu����o e aplica����o do Music Performance Anxiety Inventory- Adolescents (MPAI-A) para a língua portuguesa, contribuindo para a sua posterior valida����o.

ProMeQuaLab - Projeto de Melhoria da Qualidade Laboratorial para Pa��ses de Língua Portuguesa

O projeto consiste numa coopera����o entre pa��ses de língua portuguesa para a melhoria da qualidade laboratorial. Objetivo: Aplica����o das boas pr��ticas laboratoriais de modo �� obten����o de resultados exatos e precisos que contribuam de forma efetiva para o diagn��stico e tratamento dos doentes.

ProMeQuaLab - Projeto de Melhoria da Qualidade Laboratorial para Pa��ses de Língua Portuguesa

O projeto consiste numa coopera����o entre pa��ses de língua portuguesa para a melhoria da qualidade laboratorial.

Pol��tica e planeamento lingu��stico da língua portuguesa na Nam��bia : perspetivas de futuro

A import��ncia da língua portuguesa, idioma representado nos cinco continentes, �� uma realidade incontorn��vel. Este prest��gio lingu��stico �� vis��vel no aumento do n��mero de falantes ao longo das ��ltimas d��cadas. Hoje em dia, o portugu��s �� usado como língua de comunica����o de aproximadamente 250 milh��es de pessoas. Para al��m da representatividade cultural, t��cnica, tecnol��gica e econ��mica que possui nos pa��ses de língua oficial portuguesa, esta ocorr��ncia �� impulsionada tamb��m por pa��ses pertencentes a outros espa��os lingu��sticos que se sentem atra��dos economicamente por economias de pa��ses de língua portuguesa. Nesta disserta����o apresenta-se o caso da Nam��bia, pa��s situado na ��frica subsaarina que mant��m rela����es pol��tico-econ��micas com pa��ses de língua portuguesa e que, por isso mesmo, integrou o portugu��s como língua curricular estrangeira no sistema de ensino. Questiona-se os motivos pelos quais o ensino formal de portugu��s tem cada vez mais aprendentes, isto ��, pretende saber-se se a motiva����o dos alunos adultos est�� de facto relacionada com raz��es estritamente econ��micas ou n��o. Para o caso foi elaborado um question��rio, aplicado em todos os locais onde o portugu��s �� aprendido como PLE. Seguindo a mesma linha de d��vidas, pretendia-se tamb��m aferir se a pol��tica lingu��stica que estava a ser implementada na Nam��bia se estava a consolidar ou, se pelo contr��rio, n��o se estava a solidificar, e, assim sendo, deixar pistas no sentido de encaminhar o planeamento lingu��stico para as reais necessidades comunicativas dos informantes e potenciais falantes de portugu��s.

Motiva����o para a língua portuguesa em alunos do 3�� ciclo

Disserta����o de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obten����o de grau de Mestre na especialidade de Psicologia Educacional.

"A ���terminologia a��ucareira��� em dicion��rios brasileiros da língua portuguesa

Este artigo trata da terminologia a��ucareira e do seu registo em dicion��rios brasileiros da segunda metade do s��culo XIX: o ��Vocabulario Brazileiro�� (1853) e o ��Diccionario de Vocabulos Brasileiros�� (1889)

Aspectos sem��ntico-discursivos no l��xico da MPB: empr��stimos lingu��sticos no percurso de Noel a Blanc

O objetivo desta disserta����o �� avaliar a import��ncia dos estrangeirismos como auxiliares e contribuintes no n��vel l��xico da Língua. Tamb��m, investigar o quadro s��cio-hist��rico-cultural dos principais momentos em que os empr��stimos lingu��sticos se fizeram presentes na M��sica Brasileira. Trata-se de um trabalho quantitativo e qualitativo, no qual se rastreou exatamente a presen��a desses neologismos no cancioneiro nacional, dos idos de 1930 aos dias atuais. Apontamos os momentos de sua maior incid��ncia, aventamos e desvelamos as poss��veis inten����es de suas utiliza����es e seus significados, t��citos ou n��o; quer relacionados a aspectos s��cio-hist��ricos, quer relacionados aos seus vieses lingu��sticos propriamente ditos. Letras de m��sicas, fonogramas lan��ados em vinil, remasterizados; recursos audiovisuais foram buscados; assim como publica����es espec��ficas sobre m��sica, biografias e literatura t��cnica sobre Língua Portuguesa