Pol��ticas lingu��sticas e o ensino de língua portuguesa

Grande preocupa��ao para o ensino de língua materna tem sido a questao dos estudos lingu��sticos, no que se refere �� Pol��tica de Língua, cujas bases alicer��am-se nas discussoes sobre a identidade cultural, ideol��gica e lingu��stica de um povo. Objetivamos, assim, discutir pol��ticas lingu��sticas implementadas em diversos momentos no que tange �� questao cultural lus��fona. Por isso, julgamos necess��rio apresentar as concep��oes de Pol��tica Lingu��stica, de Cultura, de Ideologia e de Lusofonia numa acep��ao mais ampla dos termos. Observa��oes atinentes ��s Pol��ticas de Língua presentes no cotidiano de uma na��ao em movimento num mundo lus��fono crescente, leva-nos aos instrumentos tecnol��gicos referentes �� linguagem (gramatiza��ao: gram��tica e dicion��rio) e �� hist��ria do povo que fala. Assim, consideramos como Calvet (1996:3) que a Pol��tica Lingu��stica, sendo uma rela��ao imposta pelo Estado a um dado povo, estabelecendo uma planifica��ao ling����stica que leva uma maioria a adotar a língua de uma minoria, impoe se pela responsabilidade do Estado com a assun��ao de uma determinada língua e de uma nova identidade, o que provoca a consolida��ao do processo de nacionaliza��ao de um grupo. Uma unidade lingu��stica foi prescrita por Portugal que determinou uma Pol��tica Lingu��stica Brasil/Portugal, trazendo para territ��rios de "al��m-mar" uma língua nacional portuguesa que acabou identificando o brasileiro como povo. Determinados pelo princ��pio "uma língua, uma na��ao", que fortalece a sobreviv��ncia do Estado, fundamo- nos na necessidade de aprendizagem e de uso de uma língua oficial como obriga��ao para os cidadaos e na obrigatoriedade da sistematiza��ao, isto ��, de gramatiza��ao (Auroux 1992, p. 65). Esse fen��meno foi generalizado no s��culo XVI quando houve a gramatiza��ao dos vern��culos europeus, determinando, assim, a instaura��ao de uma Pol��tica Lingu��stica

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, 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

Consumo c(l)iente: abordagem do g��nero an��ncio publicit��rio em livros did��ticos de língua portuguesa do ensino m��dio

Portuguese language textbooks, according to what has been preconized on the official document to education, have been configured on discursive genres imported from diverse spheres of human activity. Adverts, genre of ample social circulation, spread from the Advertising sphere to the schools and started being approached by these collectaneas as an object and a tool for teaching. Therefore, this research deals with the approach of ads in Portugese textbooks. These discursive practices matter for the impact or appeal they exert over the (new) consumers, among which High School students; for their representation in the capitalist system, which guides us on our relationships and social practices; and for the mix of languages that end up at their composition, once they encapsulate the spirit of our time, par excellence, the one from the verbal-visual genres. To understand the treatment given to these advertising pieces, from questions/commentaries related to them, two collections were selected by the Programa Nacional do Livro Did��tico ��� Textbook National Program (PNLD 2012) among the ones more used by public High Schools in Natal/RN. From Applied Linguistics, from mestizo, nomadic and inter/transdisciplinary identity (MOITA LOPES, 2009), this study falls within the discursive chain of the interpretive tradition of historical-cultural approach (FREITAS, 2010) and names the Bakhtin Circle and its language���s dialogical conception as inescapable partners. The data of the colletaneas show that the genre approach can happen as concrete utterance, as linguistic artifact and as hybrid, at work with questions and without questions, with the predominance of its occurrence in the portion of the volume devoted to the study of grammar. In the literature chapters and production/interpretation of compositions, it insert is incipient or it doesn���t happen in the volume. Such a provision has implications for multiliteracies (ROJO, 2012) of the citizen student, once the lack or the abundance of critical reading proposals for this genre, that demand from the student the exercise of knowledge that is necessary to the construction of linguistic and social meanings, can be responsible for guide to a more conscious consumerism (material and cultural) by the chief customers of the work under review. The approaches of the genres seems to indicate a gradual transition that such material have undergone, which means, from the focus on clauses to the focus on utterances, or even the approach as linguistic artifact to hybrid and the concrete utterance, in search of overcoming the traditional tendency of taking advantage of formal aspects of the language, to the detriment of enunciative ones, and for coming into harmony with the guidelines and parameters of teaching in contemporary times, bringing the school duties close to the rights in life.

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.