Estudantes surdos no ensino superior: reflex��es sobre a inclus��o

O objetivo deste estudo �� compreender a viv��ncia universit��ria de estudantes surdos que frequentaram escolas bil��ngues e se identificam com a cultura surda. O ponto de partida foi uma pesquisa de campo com cinco jovens - tr��s mo��as e dois rapazes, com idades entre 21 e 27 anos - matriculados em cursos de gradua����o por no m��nimo tr��s semestres. O trabalho consistiu em entrevistas individuais semiestruturadas, aplicadas por uma bolsista surda e gravadas em v��deo e, depois, traduzidas para a língua portuguesa e submetidas �� an��lise de conte��do. Os resultados descrevem o desafio da adapta����o dos sujeitos surdos a um universo majoritariamente ouvinte, as dificuldades de transitar entre a língua de sinais e a língua portuguesa, a necessidade de manter referenciais identit��rios valorizados aos olhos dos ouvintes, al��m da import��ncia de reorganizar as estrat��gias de ensino e de avaliar a participa����o do int��rprete de língua de sinais.

Professores de língua inglesa da rede p��blica estadual de ensino e suas cren��as sobre o evento-aula

Este estudo descreve as cren��as acerca do evento-aula por parte de tr��s professores de língua estrangeira de escolas da rede p��blica de ensino de uma cidade do interior do Rio Grande do Sul. O corpo de dados relativo a cada um dos tr��s professores �� composto de observa����o participativa de dez turnos consecutivos de trabalho, registro audiovisual de dois per��odos de aula, entrevistas individuais com o professor e pessoal de supervis��o educacional e secretaria, e sess��o de visionamento dos dados audiovisuais. O trabalho foi desenvolvido em uma abordagem qualitativa, seguindo os princ��pios da pesquisa interpretativista. O foco anal��tico recaiu sobre a rela����o entre o discurso do professor e sua pr��tica de sala de aula. Os resultados indicam que cada professor tem diferentes cren��as em rela����o ao evento-aula, em conson��ncia com o modo de entender a sua tarefa de ensino, o que resulta em andamentos distintos de seus eventos-aula. Um dos professores acredita que ensinar língua �� simplesmente transmiti-la aos alunos, outro acredita que ensinar �� trabalhar com os alunos de forma disciplinada, mas n��o necessariamente de forma reflexiva, e o terceiro acredita que ensinar uma língua ��, mais do que falar uma língua ou dar instru����es para o desenvolvimento das atividades, �� promover o desenvolvimento da autonomia e responsabilidade do aluno em rela����o a sua pr��pria aprendizagem.

A s��ndrome do esgotamento profissional : o "abandono" da carreira docente pelos professores de educa����o f��sica da rede municipal de ensino de Porto Alegre

Nas ��ltimas d��cadas, pesquisadores de v��rias ��reas t��m se preocupado com os efeitos do trabalho na sa��de do trabalhador. Considerada o est��gio mais avan��ado do estresse no trabalho, a S��ndrome do Esgotamento Profissional (SEP) afeta in��meras profiss��es, principalmente aquelas em que os profissionais possuem contato direto com pessoas, entre elas, os professores. O objetivo do trabalho �� compreender o processo de ���abandono��� da carreira docente dos professores de Educa����o F��sica da Rede Municipal de Ensino de Porto Alegre (RMEPoA). A revis��o bibliogr��fica, composta de textos em língua portuguesa, inglesa e espanhola sobre o tema, possibilitou unificar a express��o do fen��meno como ���S��ndrome do Esgotamento Profissional��� (SEP), e o problema central da pesquisa centra-se na seguinte quest��o norteadora: ���Como os professores de Educa����o F��sica da Rede Municipal de Ensino de Porto Alegre (RMEPoA) ���abandonam��� o trabalho docente, e que elementos s��o mais significativos nesse processo?��� O estudo �� uma pesquisa descritiva, de car��ter qualitativo, que envolve quinze professores de Educa����o F��sica da Rede Municipal de Porto Alegre (RMEPoA) que, entre o per��odo de janeiro de 2000 a julho de 2002 entraram em licen��a m��dica (biometria) por motivos de estresse, ansiedade e depress��o. Realizei a entrevista semiestruturada, fiz registros em um di��rio de campo e analisei documentos. Como procedimento anal��tico procedi a An��lise de Conte��do. Ficou evidente ao terminar o estudo, que as limita����es da forma����o acad��mica s��o fonte geradora de sintomas como o estresse e a exaust��o emocional, vinculadas �� realidade encontrada nas escolas municipais, e n��o como imaginava o pesquisador, em um per��odo anterior a esse, ou seja, a partir da etapa envolvendo a escolha profissional. O trabalho docente revelou-se como uma pr��tica profissional marcada por sentimentos negativos que comprometem a qualidade do trabalho acumulando com o passar do tempo, rea����es f��sicas, ps��quicas, comportamentais e defensivas. A partir dos resultados desse estudo, considero que, para alguns professores houve ind��cios de esgotamento profissional devido ��s press��es e tens��es espec��ficas do contexto laboral. Para a maioria dos professores-colaboradores da pesquisa, essas viv��ncias subjetivas de desgaste f��sico e emocional experimentadas e acumuladas durante sua trajet��ria profissional, traduziram-se em sentimentos depressivos e de fadiga cr��nica, compondo um estado an��mico, que aqui se denomina de S��ndrome do Esgotamento Profissional.

Aspectos afetivos nos processos de ensino e de aprendizagem de língua estrangeira na meia-idade

Trata-se de um estudo de caso descritivo-qualitativo sobre o ensino de ingl��s como língua estrangeira para estudantes de meia-idade. O objetivo �� apontar as peculiaridades desses aprendizes com rela����o ao dom��nio afetivo (cren��as, emo����es e atitudes), que devem ser levados em conta pelo professor para um melhor aproveitamento em aula. Os estudantes observados nesta pesquisa s��o alunos da escola EnglishTech ��� Tecnologia em Aprendizagem Acelerada, cuja metodologia se diferencia pela utiliza����o de alguns conceitos da Programa����o Neuroling����stica aliados a Estrat��gias de Aprendizagem de Línguas. Alunos, professores e coordenadora pedag��gica da escola foram observados e/ou entrevistados As informa����es obtidas entre junho de 2002 e novembro de 2004 foram analisadas qualitativamente e revelaram que esses estudantes, entre 45 e 68 anos, n��o devem ser inseridos em turmas de adultos jovens, nem de terceira idade, pois t��m um perfil espec��fico, embora compartilhem caracter��sticas de ambos os grupos. Seus prop��sitos com as aulas incluem raz��es pr��ticas (como cinema, computador e viagens), aspectos sociais (conv��vio com os colegas) e a utilidade do estudo para a mente e a mem��ria. Em compara����o com os jovens, os alunos de meia-idade t��m menos medo de errar frente aos colegas, s��o mais perseverantes diante das dificuldades, n��o se importam de praticar bastante, mas s��o menos confiantes, apresentam mais cren��as negativas e respeito de si mesmos e de sua capacidade de aprendizado, al��m de experimentarem mais emo����es negativas, como inibi����o, ansiedade e frustra����o. Um anexo com propostas de atividades did��ticas de ingl��s adequadas para essa faixa et��ria conclui a tese.

Termos compostos em língua alem�� : uma contribui����o para o ensino de leitura instrumental em direito

Este trabalho descreve a incid��ncia e o papel dos compostos nominais em alem��o em textos de Direito. A partir do reconhecimento de sistematicidades, particularidades, fun����es e incid��ncias dos termos compostos formados por dois ou mais substantivos em artigos de Doutrina do Direito Civil, a pesquisa levanta dados que podem subsidiar o ensino de leitura instrumental em alem��o. A revis��o da literatura inclui estudos de g��nero, de Terminologia Textual, estudos do texto, ensino de leitura, aquisi����o de vocabul��rio e interven����o pedag��gica no ensino de língua instrumental. Ap��s uma breve compara����o entre a linguagem jur��dica alem�� e brasileira, �� apresentado e executado um roteiro para descri����o de tr��s textos que comp��em o corpus de estudo. A descri����o do corpus destaca os compostos nominais que integram os textos. O trabalho conclui que os compostos desempenham um relevante papel coesivo ao longo da tessitura textual. Ao final, s��o apresentadas algumas sugest��es para auxiliar o ensino de leitura instrumental em Direito, aproveitando-se o papel dos compostos nominais.

Sucesso acad��mico e caracter��sticas motivacionais em alunos do 3�� Ciclo do Ensino B��sico e Secund��rio

Nos dias de hoje verifica-se que no contexto escolar surgem diversas situa����es em que os alunos demonstram ter baixa motiva����o, o que resulta de uma baixa auto-estima e baixa auto-efic��cia acad��mica. Nesta perspectiva torna-se fulcral clarificar estes construtos e tamb��m outros n��o menos importantes, nomeadamente as atribui����es causais e metas acad��micas e a pertin��ncia dos mesmos no sucesso acad��mico dos alunos. Nesta ��ptica, o objectivo central deste estudo consiste em tentar evidenciar se as caracter��sticas motivacionais, tais como, a auto-estima global, a auto-efic��cia acad��mica, as atribui����es causais e as metas acad��micas influenciam de alguma forma o sucesso acad��mico dos alunos que frequentam o 9�� e 12��anos, operacionalizado atrav��s das classifica����es dos exames nacionais (Língua Portuguesa/Portugu��s e Matem��tica). Complementarmente pretende-se perceber se as caracter��sticas motivacionais variam em fun����o das vari��veis sociodemogr��ficas (idade, ano de escolaridade, g��nero, habilita����es liter��rias dos pais e ��rea de resid��ncia). Neste estudo participaram 450 alunos de ambos os sexos, sendo 54,2% do sexo feminino e 45,8% do sexo masculino, que frequentam o 9�� e 12�� ano de escolaridade, em v��rias escolas da Regi��o Aut��noma da Madeira no ano lectivo 2009/2010. Os resultados apontam para a exist��ncia correla����es positivas e negativas entre as caracter��sticas motivacionais e o sucesso acad��mico, tais como a auto-estima global, a auto-efic��cia acad��mica, as atribui����es causais e as metas acad��micas encontram-se de alguma forma correlacionadas com o sucesso acad��mico. Relativamente ��s vari��veis sociodemogr��ficas, os resultados evidenciam a exist��ncia de diferen��as significativas entre as atribui����es causais para factores aleat��rios e evitamento press��o social em contexto escolar e o ano de escolaridade. Foram evidenciadas diferen��as significativas na auto-efic��cia acad��mica para o g��nero, habilita����es liter��rias dos pais e ��rea de resid��ncia. Para a auto-estima global n��o foram constatadas diferen��as em fun����o das vari��veis sociodemogr��ficas.

O jornal televisivo e o ensino/aprendizagem integrado de portugu��s língua materna e franc��s língua estrangeira

Pour beaucoup de chercheurs, il y a une crise �� l ��cole et dans l enseignement/apprentissage des langues qui est provoqu��e par un enseignement cloisonn�� et d��contextualis�� de la r��alit��. Dans ce type d enseignement/apprentissage, le livre scolaire a une pr��sence si h��g��monique qu il est la source quasi exclusive du discours p��dagogique et on ne fait que tr��s rarement usage des langages du quotidien des apprenants. Le langage t��l��visuel est un de ces langages qui pourraient ��tre utilis�� pour ciliter enseignement/apprentissage d une langue vivante, vari��e et en situation, car il permet l exploration de tous les composants de la comp��tence de communication. En m��me temps, ce langage pourrait servir �� sensibiliser les apprenants �� une ��ducation aux m��dias. Le journal t��l��vis�� peut favoriser un enseignement/apprentissage int��gr�� de la langue maternelle et de la langue ��trang��re, gr��ce �� son format, similaire dans plusieurs cultures, et �� son importance en tant que reflet des valeurs socioculturels des soci��t��s. Ces qualit��s sont tr��s favorables pour stimuler le transfert des comp��tences entre la langue maternelle et la langue ��trang��re, pour qu on puisse enseigner et apprendre une langue, et conna��tre une culture. Le journal t��l��vis�� est vu comme une source d information et son analyse en classe peut contribuer �� la formation d un apprenent/citoyen actualis��, critique et conscient des probl��mes et des r��presentations des soci��t��s

Literatura de monteiro lobato no ensino de ci��ncias

Advocating education as a humanizing task, the humanizing function of literature and the importance of scientific education, this paper proposes linking Science and Literature in Science Teaching using two specific books of Monteiro Lobato in the final series of elementary school level. Adopting the action research methodology, an interdisciplinary approach, we used the books A Reforma da Natureza and Ser��es de Dona Benta in two classes (8th and 9th) at Escola Estadual Professor Jos�� Mamede, located in the town of Tibau do Sul, Rio Grande do Norte. The readings were performed in Portuguese Language s course and the scientific content were discussed in Science��s classrooms. The book A Reforma da Natureza permitted to approach issues related to the environment, while the use of Ser��es de Dona Benta showed particularly its effectiveness in questioning the concepts of matter, mass, weight and some questions about the Nature of Science (NOS). In general, the analysis of results shows that the readings of these two books permitted interaction and dialogicity in the classroom, as well as indicates the potential of these books in contextualing and questioning the scientific content contained in it. We advise, however, the need for the science teacher be aware of the conceptual mistakes present in literary works, avoiding erroneous learning and reinforcement of alternative conceptions

A Profici��ncia escritora em matem��tica trabalhada nos livros did��ticos dos 4�� e 5�� anos do ensino fundamental

Universidade Federal do Rio Grande do Norte

G��neros do discurso e escrita: o que as cole����es did��ticas de portugu��s (des)prestigiam no ensino da produ����o textual?

Through the examination of official indicators, it can be observed that writing is pointed out as one of the main problems concerning formal basic education. However, this teaching-learning object is one of the central objectives at school, having an essential role in different curricular components as well as in the interaction demands required by society. Such paradox indicates, therefore, the relevance of investigations which analyze the intrinsic elements of child development as written text producer. Hence, the main purpose of this research consists of analyzing the treatment given to the types of discourse and the teaching situations in which the written text are produced, concerning Portuguese language didactic material collections approved by Programa Nacional do Livro Did��tico (PNLD 2010) the Brazilian program of didactic book and worked at elementary school. Such materials correspond to the collections adopted in municipal education system schools from Natal, RN which were below the official education indicator IDEB 2009. Thus, the questions that guide this work are: 1. During writing production lessons, is the diversity of types of discourse effectively worked on didactic collections? 2. Which are the types of discourse and the social spheres prioritized when teaching writing production? 3. How is the situation addressed in the production of the written text should be produced? For this research, we retook the authors Bakhtin, Bunzen, Faraco, Freire, Rodrigues, Rojo, Schneuwly e Dolz and we made a list of all types of discourse and spheres contemplated in the propositions of the writing production in didactical books, concerning the eight collections which compounds the first moment of analysis. Then, we verified how the situation of production is oriented by examining two didactic collections if and how they express the elements referring to the social-historical, functional and linguistic-discursive context of the text to be produced. The data obtained indicate: lack of diversification of types of discourse in the collection that compounds the Aggregate Sample of the research; the conception of a diversity based on the didactic of visiting; the recognition of all canonical and hegemonic types of text as one of the privileged objects of study; the centralization on the standard variety of the language and the devaluation of the representative types of cultural diversity; the shortage of productions which retrace to written language related to different technologies of communication and information; and the little emphasis on the types of discourse related to public language practices. As for the situations of production, it is observed the predominance of the school as a producer of dialogic relationships, whose propositions present, for example, text addressees, enunciative positions, support and contexts of restricted circulation, especially at school. Two divergent situations are observed among the collections: the lack of a work in which the situation of production is under the perspective of the types of discourse as object of teaching-learning; the concept of the types of discourse as object of reflection, presenting a differentiated didactic orientation towards the situation of production. This research contributes, therefore, with a mapping of the existence and the treatment of the types of discourse on propositions of writing production in didactic books; with the critical analysis of the approach of written activities, considering the elements of the historical-social, functional and linguistic-discursive context; thus, through teaching, research and public policies, use and selection of didactic material for the area

Conectores sequenciadores em artigos de opini��o escritos por vestibulandos: uma quest��o de marca����o lingu��stia com implica����es para o ensino

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

O latim, uma língua morta?: uma met��fora em an��lise: o olhar da ling����stica aplicada e suas implica����es para o ensino

The focus of this research is the teaching of the Latin language. Due to the fact that its teaching has been facing a growing crisis in the last four decades, which currently persists, we ponder about external and internal causes of its decline, aiming at pointing out an alternative that enable us to find a way out of this situation. So, our research questions mainly concern how the teaching of Latin is viewed amongst the academic society, also investigating if it has kept up with the development of the scientific reflection about human language and the new approaches on language teaching. Furthermore, we analyse the contribution that the study of Latin can provide to the academic formation of language teachers and try to identify the areas of knowledge that can contribute to a reshaping of its teaching. Based on these guidelines, we have established as the goals of this research: 1) to reflect about the current situation of the teaching of Latin and the causes of its decline; 2) to determine its social representation among teachers and students of the Language Courses, as a way of defining the role it fulfills in the academic formation of teachers; 3) to accomplish an exploratory study of some handbooks that show alternative proposals on how to teach Latin, in order to detect their adequacy to current times and to the goals of the academic study of languages; 4) to offer an alternative proposal on how to teach Latin that takes into account the principles of Applied Linguistics, considering the socio-historical and cultural aspects of the language, enabling it to meet the requirements set by modern times. This research is divided into two parts. The first part presents the theoretical framework. We map the studies about Latin teaching inside and outside Brazil and argue against the concept of Latin being a dead language, presenting arguments set on changing this view. Then we describe and comment the notions of literacy, genre and culture, which helped us understand the reasons for the decline of the teaching of Latin and to point out suitable ways to overcome the crisis. The second part is dedicated to reflecting on the literacy practices in Latin teaching. We began by examining the answers to the questionnaires given to students and teachers about the view of Latin in the Language Courses; then we reflect on the teaching-learning of Latin as an academic literacy practice followed by an analysis of the didactic material used in teaching Latin. Finally, we suggest an approach of the familiar letter genre in ancient Rome as a means of teaching Latin in a contextualized way

Conectores sequenciadores e e a�� em contos e narrativas de experi��ncia pessoal escritos por alunos de ensino fundamental: uma abordagem sociofuncionalista

In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and A��, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and A�� in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and A�� in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results

As constru����es adverbiais em mente: an��lise funcionalista e implica����es para o ensino de língua materna

This research aims at investigating the constructions with adverbials in ly, based on the view of contemporaneous linguistic functionalism, such as proposed by Giv��n, Hopper, Thompson, Traugott, Furtado da Cunha, as well as the cognitivist notion of language, through construction grammar support upon the patterns of Goldberg and the prototypes theory. The cognitive functional approach adopted here considers the change as a proper and inherent phenomenon of language and understands the linguistic phenomenon as resulting from effective use of language. Another aspect to be considered to the realization of this study is the fact that the formation adjective + ly is a word construction mechanism really productive, which generates interests on linguistic description. In a particular way, our leading objective is to exam the constructions with adverbials in ly in the context of language in use, in its oral and written forms, looking for to apprehend the meaning multiple manifestations forged in the use. Bearing this in mind, we worked with data from the Corpus Discurso & Gram��tica (Natal). There are, in the data, adverbs ended in ly that take the signification of mode, as foreseen in traditional models, but there are also other significations, for instance, the modalizador in its different manifestations. The results show that this adverb is a linguistic mark that carries in its constitution the multiss��mico and multifunctional character, which interferes extremely in the ordination of this category, assuming a position sometimes pre-verbal, sometimes post-verbal. Other aspect observed refers to the relationship between the adverb and the verb, with emphasis on the compatibility or restriction between them, option which is related to the semantic aspect. The data in analysis legitimate the use in different constructions with adverb ended in ly in various genres, as follows: personal experience narrative, retold narrative, local description, proceeding account, opinion account, both in oral as in written language

Sujeitos e atores sociais nas representa����es discursivas de docentes da rede estadual de ensino em Sergipe: uma an��lise cr��tica em tempos de Ideb

According to the studies in Applied Linguistics, this thesis is based on an interdisciplinary perspective (Critical Discourse Analysis, Sociology towards Social Change, Cultural Studies and Systemic-Functional Linguistics). The overall objective of the research was to analyze the discourses of Elementary School teachers in the state of Sergipe, by means of the discursive representations of the social actors, the processes of subjectivity and their fragmented identities in the context of standardized evaluations before the requirements of globalized pedagogical practices, based on the result-based management. The critical analysis of such discourses was motivated by the rapid pace with which the demands of innovation become part of the classroom, aiming at reaching the target in what concerns the indexes of the rankings which characterize the globalized discourse of the national education management, like Ideb (Basic Education Development Index), which makes teachers change their discourses, become silent or keep resistant. The work was initially endorsed by the theoretical lines of the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2006), and poses a proposal for such purpose: the ASCD Discourse Sociological and Communicative Approach (PEDROSA, 2012, 2013). This is an interpretative-qualitative study of the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2003; RAMALHO ; RESENDE, 2011) and to carry it out, semi-structured interviews were used as instruments of data generation (BAUER; GASKELL, 2011; GILL, 2011). Its corpus is composed of thirteen accounts of teachers from the Elementary school who teach Portuguese and work in the fifteen schools which were chosen to be the universe of the research at the Regional Board of Education (02) in the state of Sergipe. Such narratives are related to their impressions, expectations and actions which favor the management of results to which they have to submit themselves. The analytical overview of sociological and discursive line comes from the pan-semiotic categories (Inclusion and Exclusion) which appear in the theory of Representation of Social Actors (VAN LEEUWEN, 1997, 2008). To present the processes of subjectivity of these teachers, this work is based on the socio-analytical proposal of the classification of the subjects, which stems from the individual s work in the Gest��o Relacional de Si , which comes from the Applied Sociology (towards) Social Change (BAJOIT, 2006, 2009). The discursive analyses were guided word for word, in their majority, by having the Systemic Functional Grammar as their theoretical basis, specifically by the processes of the Transitivity System postulated by Halliday, (1985); Halliday and Mathiessen, (2004); Eggins (2004); Cunha and Souza (2011). The work makes the field of Cultural Studies emerge towards the dialogue and the presentation of the fragmented identities of the teachers in the context of late modernity (GIDDENS, 2002; HALL, 2011). The thesis promoted a reflection over the teacher s condition, who is immerse in this context of knowledge construction of the present Brazilian educational system, the standardized evaluations, the indexes of development, the targets and the rankings. The considerations and outcomes of such a research dealt with the teachers emerging social practices and the need of planned initial and continuing teacher education towards the new moment which is foreseeable