O leitor na reportagem de revista: um estudo das marcas da interação no gênero

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

As vogais na diacronia do português: uma interpretação fonológica de três momentos da história da língua

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A influência da língua inglesa na formação de nomes comerciais: questões de identidade linguística e cultural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Orator de Cícero: tradução e estudo de fragmentos de uma poética clássica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Uso do dicionário no ensino de língua espanhola: proposta de guia teórico-metodológico para professores

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

Um estudo das consoantes róticas nas Cantigas de Santa Maria

Este trabalho de monografia visa iniciar uma discussão acerca de aspectos fonológicos relativos às consoantes róticas no Português Arcaico, a partir da análise de um recorte das Cantigas de Santa Maria, de Afonso X (1121-1284). Foi realizado um levantamento da forma gráfica das palavras para a posterior quantificação das ocorrências de róticas nessas palavras. Depois de analisada a literatura básica relativa ao PA, foram feitas considerações sobre o corpus deste trabalho, no que diz respeito às afirmações feitas pelos autores estudados. A partir dos resultados desse estudo, constatamos a semelhança existente entre os sistemas consonantais do Português Arcaico e do Português Brasileiro, principalmente no que diz respeito: a) aos processos de neutralização de róticas em contexto de coda e b) aos grafemas e , que já não representavam em PA sons de caráter distintivo no contexto de travamento silábico, como ocorre em PB

Um estudo sintático-semântico das preposições em complementos verbais de webjornais paulistas

The main goal of this work is to evaluate the realization of the linguistic phenomenon of preposition and also to investigate how current normative pressures influence the production and the perception of processes of variation and change in Brazilian Portuguese. We analyze the use of prepositions a and para in verbal complementation contexts in contemporary journalistic texts from São Paulo’s press – the web newspapers. The contexts considered are constructions with complements of direction, movement with transference, material transference, and verbal/perceptual predicators (Berlinck, 1996; Corrêa, Cançado, 2006). Because written texts tend to be more conservative (i.e. more normative) this research provides an important linguistic investigation that contributes to the sociolinguistic knowledge of the language. However, the newspapers also tend to reflect the use, so they constitute a privileged place for us to understand the conflicting relationship between ‘norm’ and ‘use’. Besides this, the research is relevant for General Linguistics for considering linguistic and extralinguistic factors which determine the use and frequency of the prepositions, like syntactic-semantic relations between the preposition, the verb, the complement, and the text genre. We collected data from web newspapers from Araraquara, with small and medium circulation. Based on previous results, we have ascertained the predominance of the use of the preposition a in the newspapers from São Paulo in the 20th century. However, we have also ascertained representative records of variation... (Complete abstract click electronic access below)

Nomes de aves em juruna: estudo lexicológico

A presente monografia teve como objetivos recoletar, com metodologia diferenciada, itens lexicais referentes a aves em juruna, uma língua indígena brasileira, e iniciar a análise lexicológica desses nomes, com vistas à aplicação em estudo lexicográfico, que prevê a elaboração de um dicionário juruna-português. Os resultados baseiam-se em coleta de dados em campo, em pesquisa participativa, de base etnográfica

Estudo das construções verbais paratáticas em italiano

The present study aims at the occurrence of a particular type of construction in Italian language, namely the paratactic verbal constructions (henceforth, PVCs), previously named by Rodrigues (2006) as “foi fez constructions” (FFCs). The present study is part of the research project “Gramaticalização de construções em línguas românicas: um estudo comparativo” (2011a), supervised by Professor Dr Angélica Terezinha Carmo Rodrigues, developed in this University. The constructions analized here, accordingly to Rodrigues (2006), are described as a sequence of two or more inflected verbs, connected or not by the conjunction and, such as: “eu fui (e) comprei um carro”, “ele pegou (e) falou”, in Brazilian Portuguese (PB), and “se ne va e piange”, “prendo e me ne vado”, in Italian. The hypothesis sustained here, based on Rodrigues’ project (2011a), is that these constructions are grammaticalized out of coordinated constructions. Herein, the objectives of this research are: (a) present a description and an analysis of the PVCs in Italian (b) compare the constructions in Portuguese and in Italian; and (c) present empirical arguments on the hypothesys that the PVCs derive from coordinate constructions. Besides being part of the research project previously mentioned, we choose to work with the PVCs because of their recurrence in the Romanic languages. Furthermore, the studies related to this type of construction in the Italian language are scarce and these constructions consist as an aspect of the Italian grammar hardly studied. This research is based upon a functional approach of the grammar, seeking for a dialogue with the studies... (Complete abstract click electronic access below)

Matematica e lingua materna: um estudo sobre utilização conjunta com atividades para o ensino fundamental

This work is a study and a repost on a possible way that can be worked together Mathematics and Native Language, presenting activities for the middle school, trying to make teaching more interesting, dynamic and playful. The work presents proposal for activities based on stories from the book “O Homem que calculava” by Malba Tahan, with questionnaires to be answered by the students and guidance for teachers on how to apply these activities in the classroom. Applications of these activities were carried out and this work also includes analysis and records of them

Cultura, educação e subjetividade: um estudo sobre o ENEM - Exame Nacional do Ensino Médio

This research attempts to analyze the relationship between the National Secondary Education Examination and the design of teaching, specifically in the way of defining what should be taught, in the present National Curriculum identifying clues that help us in the explanation of a conception of teaching and making the confrontation between the evaluation device in this ENEM. We intend to identify, even if there is consistency between what is taught and what is learned in schools, whether it public or private, and it evaluates the evidence as ENEM. This work is part of the Bachelor's Degree in Education Full theme is a critical analysis of the evaluation system ENEM regarding their school pedagogical practices. The overall goal is to bring to light the evaluative perspective envisaged in secondary education as a training practice, regarding the evaluation method levied by the National Examination of Secondary Education, seeking to raise the following reflection: The evaluation addressed in high school according to the National Curriculum meets view of the National Middle School? To answer this question, the work specified in a field research through analysis of evidence applied to the Portuguese Language School students in two schools, one in public and one private school, both in the city of Rio Claro, São Paulo, the analysis on the Matrix Reference ENEM in order to show whether the school pedagogical practice meets the demand of this evaluation system. Methodology as part of the job search literature, taking for himself the main theoretical assessment as Luckesi (2005), Hoffman (1996) Saviani (1986) and Curriculum Proposal of the State of São Paulo

Educandas do PEJA em conversas sobre a língua inglesa e sua influência no cotidiano

This paper was developed through literacy events (Barton, 2000) about English language, understood as a social practice of writing and reading. The subjects involved in this research were women, between forty and seventy years old, students of a Young and Adult Education Project (PEJA) that occurs at UNESP/Rio Claro, whose are looking forward to conclude basic school. We intended to see in their speeches reflections about the English language presence in our society and how they deal with this foreign language. Thus, we optimize this contact exposing those women to daily situations where English language was present. To foment dialog and ideas discussions, we brought to the classes common elements, materials such as street advertisements photos with words in English. We noticed that most students recognize the constant English presence and, even they never had formal English education, they were able to establish relations between the uses of English words in everyday Portuguese at most different spheres of life. And, at many times, foreign word comprehension is related to English words use instead of a native one leading to an English naturalization process in the Brazilians speeches world.

Aprendizagem da língua inglesa a partir de imagens cinematográficas

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Reflexões sobre o ensino de português para estrangeiros e sobre o ensino de português para falantes de língua materna

Le présent travail intitulé « Réflexions sur l’enseignement de la langue portugaise aux étrangers et sur l’enseignement de la langue portugaise aux natifs », a eu pour objectif d’enquêter sur les consensus et les désacords dans l’enseignement de la langue portugaise aux differents interlocuteurs. Des lectures préalables sur des textes de difusion scientifique qui ont pour but de divulguer des expériences sur l’enseignement du portugais aux étangers ont révélé l’importance atribuée à la connaisance de la culture quand il s’agit d’enseigner une langue donnée à de tels interlocuteurs. La connaissance de la culture est très importante dans ce cas de figure car il s’agit d’une conception plus ample : celle de l’interculturalisme. C’est pourquoi, nous faisons des lectures préalables dont la méthodologie proposée pour l’enseignement de la langue portugaise aux étrangers s’organise d’une telle façon que l’interlocuteur se trouve immergé dans la culture locale. Néanmoins, quand il s’agit de réfléchir à l’enseignement de la langue portugaise dédié aux natifs et basé sur les propositions curriculaires de la langue portugaise au collège et au lycée, datés de 1993 e 1998, qui constituent des textes de vulgarisation scientifique, on peut constater la préoccupation à réfléchir sur les conceptions de langage, langue, discours, texte et grammaire, des connaissances considérées comme importantes à la proposition de methodologies de l’enseignement de la langue portugaise dans le contexte très formel de l’enseignement scolaire. Le principal objectif de ce travail a consisté à analyser l’importance de la culture dans l’enseignement de la langue portugaise aux étrangers et natifs, le rapport entre culture, language, langue, discours, texte et grammaire dans l’enseignement du portugais aux étrangers et du portugais aux natifs, ainsi qu’à identifier le poids ...

A utilização de jogos lúdico-didáticos no ensino de língua inglesa

Nowadays the accelerated development arising from globalization and the interrelation of the nations, the great increase in communication between different countries and the necessity for knowledge in different linguistic structures, the interest in learning a foreign language is crescent, and thinking about it, this work has the scope to verify how young and adult learners of a foreign language, in this case English, behave, that is, how best to develop the four language skills of the language: listening, writing, speaking, and reading and how the use of recreational and educational games can help this dichotomy between teaching-learning. The present research, theoretical and analytical basis, aims to make a study on how fun games can influence the teaching and learning of English in an audience of young and adult people and that includes a study of how human history has evolved, more precisely, as history of education was influenced by the playful and how the human mind also becomes over time. Nowadays, the playful is a tool that has been widely used pedagogically in teaching foreign languages and every day opens new manners and ways of teaching languages, always with its array of spaced more possibilities. Under this assumption, the focus of this research is discover how the use of recreational and educational games may influence grammar greater understanding and language development of young and adults students in learning English, and also what better way to introduce these games, that is, a contextualized content being discussed each time during the school way, so that the games may be, of course, used for relaxation of the students, but also (and especially) for their intellectual growth and language development