O papel da leitura nas aulas de ingl��s: uma an��lise segundo a percep����o dos professores do ensino m��dio de escolas p��blicas estaduais de Natal

This dissertation aims at investigating the teachers beliefs about the role of the reading ability in English at public state high schools in Natal and identifying the social value of the process of learning English for students of a foreign language. From the understanding of studies on reading, both in the field of Cognitive Psychology, as in Gibson & Levin (1975), as in the area of Psycholinguistics, as in Goodman (1970) and Del Re (2006), We researched the teachers perceptions about the skills and competencies that should permeate their educational practices, through their knowledge about theories of language acquisition as Cognitivism (Piaget, 1961) and Social Interactionism (Vygotsky, 1979) and the official documents (PCNEM, 1999; PCN+, 2002 ) that are the parameters for teaching a foreign language. We took into consideration other factors that influence the choice of the goals and the objectives to be worked out, such as: intensity of teachers workload, number of classes and students per class for each teacher, materials and technologies available, among other factors that will play an important role in the choice of the appropriate methodologies. To conduct a case study, two questionnaires were used in the construction of direct interviews with fourteen English teachers in twenty schools. According to data on the teachers beliefs we could find that for them the reading ability does not seem to have an special treatment in the teaching of a foreign language due to factors that undermine this process and therefore make teachers do not realize the real objectives of teaching English at public state high schools in Natal. As a consequence, the current process of education complicates the formation of autonomous learners capable of fighting for a social transformation

Resist��ncia e performance na arte de Jo��o Cota

Researching about the art of tell and the tales told by Jo��o Cota is somehow revisiting the oral tradition and social practice in the story-telling art. It takes into consideration the resistance this art still exerts, mainly by using the performance of oral transmission and receptiveness to tales. The study of this practice contributes to the vivacious and dynamcis permanence of this authentic and traditional storyteller of his repertory and of his form to tellin our culture. Story-telling is part of the humankind living heritage communicated by means of popular wisdom. Despite the risk of vanishing into thin air, along with their narrators, the tales still manage to resist the contemporary mass culture model. How long further will stories like the ones narrated by Jo��o Cota be able to resist to strong and stronger structures dictated by writing and other communication means? Jo��o Cota s practice in story-telling will be studied not only as a proposal to identify the presence of this practice and the oral cultural resistance but also, through the performance prospective, to identify the oral transmission and receptiveness to the tales that are part of this storyteller s repertoire. In other words: what he tells, how he tells it, and why he tells it. The advent of new technologies such as internet, through which people can easily communicate with others in different parts of the world, and the greater and greater expansion in the writing skill concept interfere the maintenance of the oral tradition elements present in Jo��o Cota s narratives and inserted in the Brazilian culture. This has become more visible in the latest decades although we still notice the living tradition and permanence of the story-telling practice in several parts of the country through their wise storytellers. Our research target will require - in each of its study stages reference to works by several theoreticians namely Paul Zumthor, Mikhail Bakhtin, C��mara Cascudo, theoreticians from the receptiveness aesthetic, from the written culture history, from oral cultures and reading practices, from tradition and the Brazilian Culture of oral story-telling. In order to get to know and draw a profile of this storyteller, we ve chosen to use the comprehensive interview method by French Sociologist Jean Claude Kaufmann. The originality in the method consists of the qualitative data put together in situ , concentrated on the storyteller s narratives/speeches recorded on tape, which will be the focal point of this study. Our analysis method is based on tireless sessions of listening to interviews out of which we gathered information related to the storyteller, his practice in telling the tales, and his repertoire

Um estudo no contexto da produ����o textual de um 9�� ano do ensino fundamental

Cette recherche s'inscrit dans la linguistique de texte et vise �� identifier, d��crire, analyser et interpr��ter les ��v��nements de l'anaphore pronominale et de la r��p��tition, exposer le montant et le pourcentage d��s phenom��nes respectifs dans Le corpus ��tudi��s, que l accent sur le fonctionnement coh��rente de ces ph��nom��nes dans la construction du texte en termes de continuit�� et de progression th��matique. Nous avons utilis�� des proc��dures ethnographiques pour construire notre corpus d'enqu��te, compos�� essentiellement de textes produits par les ��tudiants de 9 ans d'��cole ��l��mentaire de l'Etat, a la ville de Santa Cruz / RN. La recherche a ��t�� men��e �� partir des ��tudes sur l'anaphore pronominale faites par Milner (1982), Koch e Marcuschi (1998), Marcuschi (2000; 2005 e 2008), Koch (2002), Antunes (2005) e Adam (2008), et par des ��tudes sur la r��p��tition pr��sent��s par Halliday e Hassan (1976), Beaugrande e Dressler (1997), Marcuschi (1992) et Antunes (2005). Comme le support technique, ont ��galement utilis�� les notions de coh��sion d��finis par Halliday e Hasan (1976), Beaugrande e Dressler (1997), Marcuschi (2008) e Koch (2003). Dans l'analyse des textes, nous avons constat�� que l'incidence de l'anaphore pronominale et de la r��p��tition a ��t�� importante parce que les ressources ��taient principalement utilis��s par les ��tudiants pour promouvoir l'articulation coh��rente des textes. Constat�� que dans les textes narratifs ou argumentatifs anaphore pronominale promu l'entretien et la progression th��matique pr��vu. Sur la r��p��tition, nous avons observ�� que le maintien et la progression th��matiques ont ��t�� conditionn��s �� la connaissance du sujet en discussion. M��me si nous avons constat�� que la r��p��tition excessive de ces ph��nom��nes dans le m��me texte, bien que la relation de promouvoir la coh��sion, peut affecter le degr�� de caractere informatif

Vou estar fazendo ... um estudo funcionalista de uma (nova) forma perifr��stica de futuro

The work in evidence analyzes the use in the ways periphasis of gerund - FPG - (to go+to be+gerund) in the speech (gender class) of the teachers of Natal, Caic�� and Serra Negra do Norte, potiguares cities. For that, she opted to constitute corpus, once the data found in other corpora they were inexpressive for the research. The study tries to elucidate the reasons that take the speaker to use a form of larger future in detriment of the more it tans; it investigates as it feels the manifestation of the grammaticalization and demarcation - beginnings givonianos. Besides Giv��n (1979, 1984, 1990, 1995 e 2001), other authors served as light: Cunha (1986); Bechara (2007); Cunha and Cintra (2007); Perini (2006); Neves (2000, 2006) Silva (2005); Furtado da Cunha and Tavares (2007); Gibbon (2000); Torres (2009). After the study, the results that point the appearance in a new way of future expression emerged, marked and with tendency the grammaticalization

Processos de constru����o do sentido na esquizofrenia: uma perspectiva cognitiva da linguagem

There is still a lot to be said about the relationship between culture, cognition and language. Within an embodied cognition perspective to language, it may be understood that the senses generated and used in discourse are built and negotiated not only linguistically, since they also involve stereotypes, schemes, frames, etc. These cognitive structures, in turn, would emerge from subjects experiences and interactions with a sociohistorically constituted environment. With that in mind, what would happen if someone had an altered view in the perception of such environment? The objective of this master s thesis was to understand the process of meaning construction, aiming at the activation of frames, in the discourse of people who have been diagnosed as schizophrenic and have been hospitalized, that is, individuals who have their socio-environmental perception affected. With that aim in mind, a speech corpus was generated with three schizophrenic patients from Professor Severino Lopes Psychiatric Hospital. The data were collected and analyzed qualitatively, based on the theoretical and analytical premises of Cognitive Linguistics, more specifically, of Simulation Semantic perspective. Therefore, it was possible to identify aspects related to meaning construction processes in the discourse of schizophrenic patients, understanding that language is integrated with cognition and culture. Therefore, the alteration in the way experiences are perceived by schizophrenic patients affect the linguistic production of these subjects. Finally, if we take into consideration that the mental disturbance caused by schizophrenia results in a change in perception of reality by these individuals, we can infer an implication of such factors in language and, subsequently, the interference of such issues in the meaning construction processes in the discourse of patients diagnosed with schizophrenia

Representa����es de professores de l��ngua inglesa de Natal-RN: um estudo sist��mico-funcional

Teaching and learning representations have been more and more investigated in the Brazilian applied linguistics field, as it allows the understanding of the teachers representations and how they conceive the learning process. This practice facilitates the planning of actions to improve the educational system. This study aims at identifying, interpreting and discussing some representations related to the identity and professional view of English as a foreign language teachers in different school contexts of Natal-RN. The theoretical and methodological foundation for this research is Halliday s Systemic- Functional Linguistics (1994; HALLIDAY; MATHIESSEN, 2004; EGGINS, 1994, among others). Our goal was to reveal the teachers representations embedded in their language, mainly through the ideational metafunction, as language is the tool we use to express ourselves about the external world (events, qualities, things, etc) and the internal world (thoughts, beliefs, feelings, etc). The research corpus is made of 21 teacher narratives, generated from a questionnaire sent to the teachers, who were divided in two groups: Group 1 (public schools teachers) and Group 2 (private schools and English course teachers). Most of the participants seemed to be satisfied with their professional choice. Many of them see the job as a challenge and an opportunity to transmit knowledge. All of them affirmed that the English teacher is a professional, for different reasons; however, the low professional appreciation was a recurrent aspect among the studied narratives. When asked about where they work, the private school teachers seemed to be more satisfied with the teaching-learning process than the ones from the public schools. We believe that the data analyzed in this study is important to show how some English teachers from Natal-RN see their profession. The results might be used in continuing education courses as food-for-thought in group discussions, as it is extremely important to emphasize and stimulate this practice

Linguagem, cogni����o e mundo: o livro do desassossego e a constru����o discursiva da realidade

This study analyzes the processes of meaning construction in the Livro do Desassossego, by semi-heteronym Bernardo Soares - Fernando Pessoa. We use theoretical grounds from an interface between Cognitive Linguistics and Textual Linguistics to observe how certain linguistic mechanisms build a reality that tells us of a time, a being and his conceptions of language and writing. We focus on description and explanation of procedures of categorization and referentiation accomplished, for example, through metaphor and metonymy. For the construction of the intended theoretical interface, we use analytical categories proposed and developed by the Socio-cognitive Approach of Language, Conceptual Metaphor Theory and Mental Space Theory. Armed with this theoretical background, we observed the dynamics of language in relation to its social, cultural and historical features, as well as the cognitive aspects that underlie it. We seek, therefore, encourage discussions about the functioning of language considering primarily the creative processes that allow us to organize and shape our experiences. We also try to provide an approximation of Linguistics, Literature and Philosophy, with a view to relations between language structure, cognitive activity and socio-cultural organization. From the results obtained, we found that a literary text attests, with a particular property, the mutual relations between language, cognition and culture, as indicates cognitive approach to language studies

Representa����es discentes sobre a afetividade nas aulas de ingl��s de uma escola t��cnica

This work has risen from the researcher s pedagogical practice at a technical school in Natal, and it aims to observ how affectiveness is noticed by the students in their English classes, since we can have an idea of technicist teaching, which foccus on the acquisition of technical abilities. As cognition and affectiveness are considered indivisible elements in this research, we tried to identify the linguistic signs that express the students representations about affectiveness in their English classes. We used the Systemic Functional Linguistics approach to study the Ideational metafunction of Halliday (1994), by means of the transitivity system, to show how the clauses are used to illustrate these representations, and the interpersonal metafunction, that deals with the relationship between the teacher and the students. We tried to identify the most common processes (HALLIDAY, 1994) mentioned by the 68 students who participated in this work. We used learning narratives (BARCELOS, 2006) submitted to Wordsmith Tools computing program (SCOTT, 2009), whose results indicate the most frequent lexical items found in their narratives. The lexical choices seem to indicate that affectiveness is noticed as a composing element of the English classes in that school. There are representations of interacting classes, where the students needs are considered. These representations are built in the relationship of the students and the teacher, and they are grammatically realized by means of the polarity adjunct no , the intensity adjunct very , and the nominal group the teacher . The relational and mental processes (be) and (like) are the most used in their narratives, and we also observe that affectiveness and disponibility to help the students are considered the most important attitudes in their representations. The Appraisal system is used to analise the choices related to the attitudes and judgement of the students, that show appreciation for interacting classes, but there is still authorithary berhavior from the teacher in the English classes

O portf��lio na forma����o inicial do professor reflexivo de ingl��s como l��ngua estrangeira: uma an��lise sist��mico-funcional

This research deals with the insertion of the portfolio as a resource to the development of the reflective action in training teachers of English as a Foreign Language (EFL). Its goal is to characterize linguistic marks that show the reflective process in learning narratives collected in portfolios following the considerations of the ideational metafunction of the Systemic-Functional Grammar (SFG) by Halliday (1994). Within the scope of analysis offered by SFG, the system of transitivity was chosen attempting to observe and study the lexicogrammatical choices made by participants to produce their learning narratives. The corpus was composed of twenty-six learning narratives produced by thirteen participants into two distinct modules, designated here as "First Assessment" and "Final Assessment. The analysis were performed using procedures related to Corpus Linguistics, with the aid of the computer resource WordSmith Tools 5.0 (Scott, 1999). The results seems to indicate that preservice teachers, when asked to reflect on activities written on the classroom, use in their narratives a significant majority of mental processes instead of material processes that are common in narratives from other nature. Meanwhile, the use of a portfolio in teacher training in EFL, can be considered as a trigger reflection tool, which allows future teachers' effective monitoring of all their learning process

E Rimbaud se fez Rimbauds

Rimbaud, de 16 �� 20 ans, a promu le nouveau des id��es et formes de la po��sie, en abandonnant la tradition par la recherche de l'inconnu, du nouveau verbe po��tique o�� ��je est un autre�� et contient Rimbauds, multiple. Selon cette perspective, nous limitons la premi��re partie de ce travail, un profil de ce Rimbauds qui concerne: son ��Adieu�� �� la po��sie sous la forme de silence: ��Je est un autre�� - dans laquelle nous avons ��galement parl�� du style, l'innovation et caract��ristiques, la question - projet po��tique?, et, enfin, le mim��tisme litt��raire de ses premiers po��mes. Dans la seconde partie, on aborde sa po��sie, en particulier ses deux proses majeures ��Une saison en enfer�� et ��Illuminations��. De la Saison, ont fait des consid��rations sur ses proses, les proses narratives pr��c��dants et les sept proses centrales, dont d��taill��e de la ��Nuit de l'enfer�� et illustrent deux caract��ristiques de Rimbaud: ind��cidabilit�� et incompossibilit��. Des ��Illuminations�� on a saisi les po��mes Ville et Villes ��I et II�� pour les ��tudier sous l optique du non-lieu. On travaille encore un autre concept, de la fa��on dont il est pr��sent��, sept fois dans les Proses, la notion de l Orient :commme il appara��t dans chaque livre, ce qu il signifie et o�� Rimbaud a cherch�� ces repr��sentations

O Ateneu e a nostalgia na forma

The actual study proposes Raul d‟��vila Pomp��ia‟s O Ateneu (1888) among the most significant works in Brazilian Literature panorama, according to the perspective of verbal materiality of the Romanesque genre under a form nostalgia sign that, in its turn, ascends to the archaic origin poetry of fable. Along with large rereading of pertinent bibliography, it is gone here toward narrator Sergio‟s cr��nica de saudades on pursuit of showing it, firstly, as poetic language allegory updated in the novel technique; secondly, as radical metalanguage that still renders problematic several aspects of modern fictional prose

Cec��lia Meireles: mulher ao espelho, imagin��rio po��tico e metaf��sica do amor em Viagem e Mar Absoluto

En el florescer de la modernidad brasile��a, surge la poes��a de Cec��lia Meireles, revelando la mujer que opta conscientemente por la labor intelectual, por la especulaci��n filos��fica del amor y por la pasi��n de escribir. La lectura de su obra representa um desaf��o a la sensibilidad del estudioso de la literatura. En esta disertaci��n, tratamos de ese trabajo em filigranas que la autora realiza. Nos situamos em las obras Viagem y Mar Absoluto como anclas simb��licas de un discurso que nos remite a la relaci��n del poetar com el pensar. Se inserta, as��, esa po��tica ceciliana en um modo filos��fico plat��nico, trayendo elementos simb��licos, m��ticos, metaf��ricos capaces de remitirnos a las interpretaciones filos��ficas del siglo XX, tal la heideggeriana que entiende la poes��a dentro del principio del eterno juego del ser, que es lo del pr��prio lenguaje. Nuestra preocupaci��n fundamental fue trillar los caminos del erostismo filos��fico y la b��squeda de la autora em transcender la rigidez de los l��mites entre el masculino y el femenino, lanz��ndose em um imaginario po��tico cristiano, reinterpretado neoplatonicamente. Se exponen Mujer y Letras al espejo, velando y desvelando marcas e trazos de identidad. Tal juego especular nos ofreci�� elementos po��ticos, est��ticos y una experiencia ceciliana del lenguaje del ser, designio de la poes��a m��sma. De esta nuestra iniciativa, que es tambi��n reflejada y reflexiva, reunimos a las Letras la Filosofia, resaltando que ambas de manera diferente - nos dieron acceso a la construcci��n de esa poes��a en que fulguran la escritura, el ser y la naturaleza metaforizada, caracterizando la multiplicidad de sentidos y la pluralidad de voces del presente y del pasado

O tr��gico em lavoura arcaica

El escritor de S��o Paulo Raduan Nassar, lanza en 1975, su primera novela intitulado Lavoura arcaica. En su narrativa de estreno, el escritor nos trae la historia de un adolescente, Andr��, que intenta destruir la plantaci��n de su padre, Ioh��na. A trav��s de sus sermones, el patriarca predicaba la moderaci��n, la disciplina y la obediencia a las leyes impuestas por ��l, construyendo as��, un mundo de ilusiones, donde el amor era una m��scara para la hipocres��a. En esta tensa relaci��n, padre e hijo, representaciones m��sticas de Apolo y Dionisio, emprenden una contienda discursiva sobre la negaci��n y la afirmaci��n de la existencia. De ese modo, considerando la relaci��n de lucha e integridad entre el impulso apol��neo y dionisiaco existentes en el romanticismo nassariano, la propuesta de este trabajo es presentar una lectura de lo tr��gico en Lavoura arcaica a partir de la perspectiva nietzscheana sobre el g��nero tr��gico. Para eso, recorrimos al concepto desarrollado por Nietzsche en su obra, desde su primer libro O nascimento da trag��dia (2007a), A vis��o dionis��aca do mundo (2005 a) y Ecce homo (2008 b).

O discurso de outrem em retextualiza����es

This work investigates features that speakers use to introduce different voices during retextualization of a literary work. It presents events revealing different resources used, characterizing the discursive heterogeneity, recognized through various brands such as quotation marks, italics, etc. The material analyzed, ie, the corpus of this research, consists of 65 essays from the reading of a literary work - Jealous of Card, Moacyr Scliar - produced by students of the 8th year of high school while in the classroom. The data revealed that the resource most used by students was the indirect discourse, although there also occurred the use of other resources such as free indirect discourse and modalizations in fewer redactions. Notably, the autonym connotation was noted through the use of quotation marks, and the use of parentheses. The recurrence of the parentheses seem to be justified by the need to make clearer sentences that could raise questions to the reader, since the protocol request retextualization established a thirty lines of text, which would certainly limit the possibilities of expansion of the text

Constru����es metaf��ricas de vida e morte: cogni����o, cultura e linguagem

En esta investigaci��n, tratamos de poner de relieve los aspectos cognitivos y culturales que subyacen a las met��foras en el lenguaje. Partimos de la premisa de que nuestra comprensi��n a cerca del mundo se construye socio-cognitivamente, sendo la met��fora un elemento clave de esta construcci��n. Por lo tanto, tenemos la intenci��n de mirar debajo de la teor��a de la Teor��a Cognitiva de la Met��fora, visto desde el an��lisis del poema Morte e Vida Severina, de Jo��o Cabral de Melo Neto, la met��fora de la vida y muerte, infer��veis en el corpus forma patrones discursivos, llamado por nosotros como el Construccionismo del Bloques. Estas met��foras se encuentran en el nivel conceptual de nuestro lenguaje, emitido por modelos cognitivos idealizados, y mostrar las relaciones entre la lengua, la cultura y la cognici��n. Vemos una red de integraci��n que implica la met��fora primaria llamada, elaborado a partir de los esquemas y los dominios conceptuales y met��foras congruentes, con la participaci��n de la noci��n de marco.