Compostos nominais em língua alem�� em medicina em tradu����o para o portugu��s

Este trabalho observa e descreve o processo de composi����o de termos em textos de Medicina em língua alem�� e sua tradu����o para o portugu��s. Ao buscar o reconhecimento de padr��es de constru����o da terminologia e da sua tradu����o, a pesquisa faz uma revis��o da literatura que inclui o tratamento gramatical e lexicogr��fico dos compostos em alem��o, de trabalhos que tratam da tradu����o de Komposita, al��m de revisar fundamentos te��ricos de Terminologia e de Tradu����o e sua rela����o com a composi����o de termos. A perspectiva adotada pela pesquisa vincula Ling����stica de Corpus e enfoques de perspectiva textual de Terminologia, al��m de relacionar padr��es de tradu����o de compostos a uma maior ou menor inser����o cultural do texto traduzido. O trabalho apresenta um levantamento quantitativo e qualitativo de ocorr��ncias de compostos e de suas tradu����es em um corpus formado por textos did��ticos de Medicina nas sub��reas Fisiologia e Gen��tica. O corpus alinhado alem��o-portugu��s �� composto por 99 par��grafos de texto. A diversidade de escolhas de tradu����o verificada e a concentra����o de escolhas no padr��o substantivo+preposi����o+substantivo apontam uma baixa inser����o cultural da tradu����o produzida para o portugu��s

Os discursos sobre língua e ensino no Brasil da 1a. e da 2a. rep��blica : o duplo lugar da determina����o e da contradi����o

A presente pesquisa, filiada �� An��lise de Discurso de linha francesa, trata dos processos de determina����o na regulamenta����o das quest��es de ensino de língua portuguesa no Brasil no per��odo hist��rico compreendido entre a 1�� e a 2�� Rep��blicas (1889-1945). Por estar filiado �� referida teoria, este trabalho n��o busca esgotar o recorte cronol��gico e nem tampouco abarcar a totalidade das enuncia����es que foram feitas, nessa ��poca, em torno da quest��o selecionada para estudo. Os gestos de an��lise ora desenhados recortaram as enuncia����es em torno das quest��es de ensino e de língua, tecidas a partir de quatro forma����es discursivas diferentes, desdobradas em suas contradi����es, atrav��s: a) da posi����o-sujeito dos oper��rios-anarquistas, identificada �� Forma����o Discursiva Libert��ria (FDL); b)da posi����o-sujeito das enuncia����es das propostas de Reforma do Ensino na 1�� Rep��blica, identificada �� Forma����o Discursiva Estatal (FDE); c) de enuncia����es da posi����o sujeito situada no ��mago das formula����es jur��dicas elaboradas no Governo Vargas, identificada �� Forma����o Discursiva Ministerial (FDM); d) e por ��ltimo as enuncia����es constantes em gram��ticas, identificadas �� a Forma����o Discursiva Pedag��gica (FDP). As an��lises deste trabalho de investiga����o est��o articuladas de modo que os saberes das FDs em quest��o s��o olhados de formas diferentes, no sentido de que se situando em lugares de antagonismo e de contradi����o, em muitos momentos faz-se poss��vel observar essas rela����es que, no interior de uma dada FD, remetem aos saberes do discursooutro. No recorte espec��fico dos saberes sobre a língua privilegiamos a constitui����o de um imagin��rio de língua derivado do imagin��rio de na����o, buscando investigar em que medida e de que formas eles (re) produziram posturas xenofobistas que ressoaram nos modos como foi tipificado o sujeito imigrante oper��rio, a partir de sua língua e de sua pr��tica pol��tica. Assim, recorremos ao interdiscurso, lugar onde os enunciados se articularam, descrevendo os diferentes modos como esses foram linearizados e, assim, produziram sentidos, no embate tenso entre os jogos de alian��a e refuta����o. Para proceder �� fundamenta����o te��rica que deu suporte ��s an��lises, tecemos di��logos com outras regi��es do conhecimento, desde o campo da filosofia, nas discuss��es envolvendo as quest��es de designa����o e determina����o, passando pelo olhar das gram��ticas (cartesiana, filos��fica, hist��rica e normativa) sobre a língua, para ent��o chegarmos �� ordem do discurso, lugar onde conceitos foram ressignificados, para podermos tratar da língua, enquanto objeto nunca imune ��s condi����es de produ����o dos discursos por ela materializados.

Novos contextos de aprendizagem : processos de letramento a partir dos g��neros digitais

Num mundo em constante transforma����o e cercado de novas tecnologias, �� necess��rio que os estudantes desenvolvam habilidades que v��o al��m do letramento alfab��tico, �� urgente ser digitalmente letrado. No entanto, contrariando as mudan��as aceleradas que acontecem na sociedade, a escola contempor��nea insiste na manuten����o do paradigma educacional adotado desde a Revolu����o Industrial, ancorado no modelo instrucionista da educa����o de massas. Considerando que o pleno dom��nio da língua �� algo essencial para nos tornarmos cidad��os ativos, este estudo pretende investigar processos de letramento a partir dos g��neros textuais que circulam na sociedade, dando relevo aos g��neros digitais e suas contribui����es ao desenvolvimento lingu��stico-cognitivo do educando. Como o desenvolvimento das habilidades de leitura e escrita ainda �� um problema nas escolas, e sendo os g��neros digitais pouco explorados nas aulas de língua materna, temos por objetivo analisar como pr��ticas pedag��gicas voltadas para a produ����o de g��neros textuais digitais e n��o digitais, nas aulas de Língua Portuguesa, contribuem para a forma����o de leitores e escritores proficientes no Ensino Fundamental. A pesquisa realizada foi de natureza etnogr��fica, pesquisa-a����o, e aconteceu em uma turma do 8�� ano de uma escola p��blica do munic��pio de Recife ��� PE/Brasil. Para coleta de dados utilizei a observa����o participante completa, a entrevista etnogr��fica semiestruturada e a an��lise documental. Os resultados obtidos apontam que os contextos criados para que os alunos se tornem cidad��os letrados facilitaram o debate e a intera����o, estimularam a autonomia e a aprendizagem colaborativa e promoveram a constru����o do conhecimento, sendo, mesmo que a n��vel micro, Inova����o Pedag��gica.

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

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

Uma solu����o para gera����o autom��tica de trilhas em língua brasileira de sinais em conte��dos multim��dia

Deaf people have serious difficulties to access information. The support for sign languages is rarely addressed in Information and Communication Technologies (ICT). Furthermore, in scientific literature, there is a lack of works related to machine translation for sign languages in real-time and open-domain scenarios, such as TV. To minimize these problems, in this work, we propose a solution for automatic generation of Brazilian Sign Language (LIBRAS) video tracks into captioned digital multimedia contents. These tracks are generated from a real-time machine translation strategy, which performs the translation from a Brazilian Portuguese subtitle stream (e.g., a movie subtitle or a closed caption stream). Furthermore, the proposed solution is open-domain and has a set of mechanisms that exploit human computation to generate and maintain their linguistic constructions. Some implementations of the proposed solution were developed for digital TV, Web and Digital Cinema platforms, and a set of experiments with deaf users was developed to evaluate the main aspects of the solution. The results showed that the proposed solution is efficient and able to generate and embed LIBRAS tracks in real-time scenarios and is a practical and feasible alternative to reduce barriers of deaf to access information, especially when human interpreters are not available

A�� marcador de especificidade de SN indefinidos: um estudo funcionalista com implica����es para o ensino

This body of work aims to describe and analyze the behavior of the A�� specificity marker of indefinite Noun Phrases (NP), one of the many functions this linguistic item is developing in contemporary Brazilian Portuguese. From the Functional Linguistic theory perspective, the North American declivity, this project intends to outline the possible grammaticalization trajectory taken by the A�� specificity marker. It will be followed from its function as a spatial deitic up to its integration of indefinite NP, and the action of the fundamental principles of the theory, such as iconicity and informativity, will be observed on the use of this item. Following this, A�� specificity marker behavior will be described in respect to various linguistic and social factors: type of text where the occurrence is encountered, language modality in which the latter is produced, syntactic function developed by the NP specified by A�� , the existence or lack of material intervening between A�� and the NP nuclear noun, informational status of the NP adjugated to A�� , and finally, sex, education and age of the speaker. The occurrence of conversational implicatures will also be verified (GRICE, 1982) within the contexts of A�� specificity marker use. Reflections on the teaching of grammar will be made, as well as on the possibility and validity of working with noun phrase specificity markers in elementary and high school Portuguese language classes. The data used in this research project stem from Corpus Discurso & Gram��tica A língua falada e escrita na cidade do Natal (FURTADO DA CUNHA, 1998), and from Corpus Discurso & Gram��tica A língua falada e escrita na cidade do Rio de Janeiro (VOTRE; OLIVEIRA, 1995)

Marcas da escritura oralizada em Sagarana

This work presents a surveyabout the short stories of Sagarana. first book by Guimar��es Rosa, publishedin 1946, and that marked the Brazilian litterature definitely, since we are in front of a new construction of the language, linked to the establishment of a new Portuguese, trough the association between the cult speech and the speech from the sert��o, always with a pretence sensitivity that rouses when joins archaisms, neologisms, regional expressions and literary language. Among the nine short stories that made up the work, we will select the following ones, to be analysed: "O Burrinho Pedr��s", Tra��os Biogr��ficos de Lalino Sal��thiel ou A volta do marido pr��digo , "S��o Marcos" and A hora e vez de Augusto Matraga". Among the hypothesis that organize and surround this work, we will approach the narrative aesthetics, the creative process and the orallity, i.e., how Rosa trans1ate the oral world, rescuing the archaizing speech in the written narrative construction.We will choose for the establishment of developed questions in this ressearch the theories of Paul Zumthor, C��mara Cascudo, S��lvio Romero, Antonio Candido and Alfredo Bosi, among others. Therefore, we will see, through the narrative reading, how the popular parlances are used, which they are linked. The citations that show the popular tradition presence will be pointed out, through anecdotes, folk songs, legends, myths, folktales and proverbs. Therefore, we, readers, will see the popular tradition presence, that will show itself, and the Rosa's thinking will be known through language art, what is the result of the writer's deliberate choice. We will see the popular experience turned to art

Conectores adversativos na fala do natalense: uma an��lise funcionalista com implica����es para o ensino

This work analyzes the behavior of the adversative connectors in the speech of the user of Natal, with views to suggest implications for the grammar teaching in the high school Portuguese languages classes. It is an investigation that sits on the functionalist paradigm, specifically in the protected ideas for Giv��n. For so much, data of situations of speech from the corpus Discurso e gram��tica lingual falada e escrita da cidade do Natal (FURTADO DA CUNHA, 1998). The sample embraces a total of forty interviews, of which the occurrences are cut out whose registrations mark the existence of adversatives constructions in narratives of personal experience and in the opinion reports, modality of oral language, of the mentioned database. The work revisits authors of the grammar, Cunha (1986); Bechara (2006); Perini (2006), among others; authors that contemplate referring approaches to the use of opposition connectors as: Barreto (1999); Tavares (2003); Longhin (2003); Silva (2005); Rocha (2006); Neves (2000, 2006). The results of the panoramic analysis reveal as adversity connectors in use for the habitant of Natal, for recurrence order, the mas, e, a��, agora, s�� que, no entanto and j��. Analyzed the results, the same ones are compared with the treatment presented by the traditional grammar, with application of functional iconicity principle, markdness principle and the prototype of the category is chosen. In the differentiated analysis of the item " agora ", structural profile of the constructions is analyzed that involve the item, semantic profile, times, manners and aspects of the verbs that they wrap up in the constructions in reference, trajectory of grammaticalization and comparison with the prototype of the category. Finally, they are suggested implications of whole the study for the teaching of Portuguese language, in the high school classes

Se inicia ora����o com pronome cl��tico? Atitudes lingu��sticas, na escola, em rela����o aos padr��es brasileiros de coloca����o pronominal

Focusing on the empirical assessment issue, proposed by Language change theory (cf. cf. WEINREICH; LABOV; HERZOG, 2006; LABOV, [1972] 2008), this research assists to clarifying Portuguese teacher s attitudes in Natal- RN, regarding (a) to proclisis in three specific contexts: in the beginning of a simple/compound sentence (V1), after the subjects (SV), and proclisis after the secondary verb in complex verbal structures (V1V2); (b) to students who use such patterns in usage. Specific contexts were gathered thanks to their representing of the standard variety, as many studies have proven (Martins, 2012; Schei, 2003; Biazzoli, 2010, 2012). The research aims at: (i) verifying by means of a classroom assessment test, whether Portuguese teachers correct proclisis on referred contexts; (ii) identifying, via attitudinal tests what actions teachers take regarding to the usage of standards above mentioned, as well as students as users of those. Twenty Portuguese teachers, picked at random out of different of public schools in Natal-RN, responded to a classroom assessment test in addition to other two attitudinal ones. Results achieved point to a recurring high proclisis correction index of 50% in simple/compound sentences, even though such variety has been implemented to pronominal usage standards in Brazilian Portuguese. This setting of usage was generally assessed negatively, having no commonality between this assessment and the neutral one used by students. Unlike previous setting, the proclisis after subject did not receive any correction of the twenty teachers, what proves coherence with the positive evaluation both the varieties and the students attained. As for the second verb of complex verbal structures, proclisis correction went negative on presenting single results, despite their proximity, with correction indexes of 20% (infinite structures), 10% (present progressive structures) and 25% (participle structures). The assessment on these contexts of proclisis ranged between positive and neutral, also valid for the one students utilized. It means that proclisis in the beginning of simple/compound sentences are yet seemingly spotted in writing school scenario, much likely due to the negative evaluation, opposite to students . Later to subjects and earlier to secondary verbs in structures, proclisis appears to be acknowledged in writing school scenarios, which reflects on teachers assessment as compared to students who use proclisis in these contexts; being in general either positive or neutral

A tessitura da mem��ria em o vendedor de passados de Jos�� Eduardo Agualusa

In the study of African literature in Portuguese language, the theme importance of memory is done by contact those literary works have with the context in which they operate. This study aims to reflect how memory as social element becomes an agent of the composition of literary structure in the O Vendedor de Passados (2004), by Jos�� Eduardo Agualusa. Therefore, we have as reference the critical method developed by Antonio Candido (1976), regarding the critical dialectic, in order to understand how such a throwback acts in the structuring of the romance in a relationship with both structural and thematic elements. Firstly, it presents a panoramic reading the Angolan literary scene in the post-independence, relating this context with the route of writing of Jos�� Eduardo Agualusa. Then it performs the analysis of the relationships between narratives categories - narrator, characters, space, time - and the memorial element, keeping in mind that these categories would be constructed in dialogue with the memory. Lastly, there is the reflection on the dynamics between fiction and reality apprehended in novelistic discourse in which a seller of past figures in an analysis that takes place from the skeptical look on this work. As a theoretical approach, we highlight mainly readings: Hampat��-B�� (2010), Laura Padilla (2007), Tania Mac��do (2008) for the observation of the specific African context quickened in the novel; Tedesco (2004), Halbwachs (2006), Le Goff (2003) regarding the conceptualisation of memory; and Landesman (2006), Krause (2004), Gai (1997) in cutting the skeptical outlook with which the romance dialogues

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

Constru����es com t��pico marcado em cartas pessoais brasileiras dos s��culos XVIII, XIX E XX

This dissertation is a research on the marked topic construction (CT) in Brazilian personal letters from eighteenth, nineteenth and twentieth centuries. The goal of our research is to verify if CT are present in the writing of Brazilians born in the centuries in question. Our research focus is based on the assumptions of generative theory (CHOMSKY 1981; 1986), which states that grammar is internalized in the mind / brain of the writers, with the emphasis on studies of grammatical change, as pointed texts by Paix��o de Sousa (2004), Carneiro (2005); Galves, Namiuti and Paix��o de Sousa (2006) and Martins (2009). Our corpus was extracted from Projeto Para a Hist��ria do Portugu��s Brasileiro (PHPB) and Cartas Brasileiras colet��nea de fontes para o estudo do portugu��s. We selected forty-six correspondents who should be inserted into the two criteria set out in this research: to be Brazilian and be born in the centuries mentioned above, so that we could find legitimate topic constructions of PB. This work is based on researches by Pontes (1987), Mateus et al. (2003), Araujo (2006, 2009), Berlinck, Duarte and Oliveira (2009), which actively support us in the study of this linguistic phenomenon in Portuguese. The results show that the marked topic construction in our corpus appear on the writing of Brazilians since the second half of the eighteenth century, while the typical constructions in Brazilian Portuguese locative topic, subject topic and copy topic - are already reflected in the I-language of the writers born in the second half of the nineteenth century and the first of the twentieth century

O Uso de opera����es lingu��stico-discursivas da cr��tica gen��tica na reescritura de textos

As a professor in Curso de Licenciatura em Letras, from Campus Avan��ado Profa Maria Eliza Albuquerque Maia (CAMEAM),do Estado do Estado do Rio Grande do Norte (UERN), in the town of Pau do Ferros, in the state of Rio Grande do Norte, we had the chance to carry out several writing activities , as well as guiding re-writing activities for the texts produced. From this experience, we started looking at the need of reflecting upon the writing process in higher education. Thus, we aim at analyzing, in this research, the methodology used in the moment of carrying out the writing practices activities in higher education, investigating, in particular, the rewriting practices, concerning the operations used for carrying out such activities, as well as the sense effects produced from the alterations which were made in the texts. Our theoretical foundation is grounded on a conception of text as a verbal action , what reveals a socio-interactional view of the language (MARCUSCHI, 2008; SAUTCHUK, 2003). As the production of written texts, our research focus, we assume that, for this activity, we deal with distinct figures (active writer and internal reader), so that we can, apart from writing, reflecting upon our writing and, this way, deciding about operations which are carried out to make the alterations which are necessary to the rewriting of our texts (SAUTCHUK, 2003). Still about the theoretical foundations used in this research, we made use of the theories from the Textual Analysis of Discourse (TAD) which discusses the belief on the evidence on the existence of the texts, which is opposite to the fixist view of textuality which believes that the texts exist by themselves. (ADAM, 2008; [2005]2010). Under this perspective, we have also adopted, the concepts which come from genetics criticism which is concerned about the relation between text and genesis, using as objects documents which bring traits of the text in progress, on the ground that the text is the result of work in progress, and the writing practice, on the other hand, as an activity in a continuous movement (HAY, [1975]2002; DE BIASI, [2000]2010; GR��SILLON, 1989; [1990]2008; [1992]2002; SALLES, 2008a). The methodology in this research is an ethnography-based one, an approach which focuses on the process, as well as is meaning-based. To understand the objectives proposed in our research, we made use of different procedures of collecting data which include an ethnographic study, such as: observation, note-taking, document analysis. The data which were analyzed were collected during the semester of 2008.2, in a first term classroom of Curso de Letras from CAMEAM, when we were able to collect twenty-one written texts and all of them were rewritten based on rewriting activities, what provides a corpus of forty-two texts which will be analyzed based on the linguistics operations identified by Generative Grammar and adopted by Lebrave and Gr��sillon (2009). From these analyses, we were able to confirm that writing is a process, and rewriting has become an extremely important activity for this process. Still due to these data, we observed that substitution was the most used operation by text authors. We believe that this result is justified by the fact that the substitution, according to what proposes the Genetic Criticism, constitutes the source of all erasure, from which one can easily make a change in writing. Regarding the operations of addition and deletion, we found that they were used in quantitative terms, almost equivalently, which can be explained when we see that the two operations require, by the author of the text, different strategies from those used for the replacement, what includes , respectively, adding or removing a segment. Finally, we found out that the shift operation was the least used, since it works with a segment that will not be replaced, added or deleted, but transferred to another place of text, which requires a greater ability of the author to perform this operation and not compromising the meaning of his/her writing. As a result, we hope to contribute to the reflection on the teaching of writing, considering, in a particular way, those with a Bachelor in Arts. Our analysis will contribute to the teaching of Portuguese language, specifically for activities that guide the production of texts in order to explore with students the ability to rewrite their own text

Did��tica do plurilinguismo: efeitos da intercompreens��o de línguas rom��nicas na compreens��o de textos escritos em portugu��s

This exploratory study aims to present some readings as Doy�� (2003), Carrasco Perea (2003), Melo Ara��jo e S�� (2004), Chavagne (2009) and Alas-Martins (2010; 2011) which helped to confirm some ways for showing that a plurilingual environment can enable a trend in improving the understanding of written texts in the mother tongue, and can collaborate on a better perception of the world around a person with all their different nuances. The study describes the methodology and some results of our doctoral research that resulted in the insertion of the experimental discipline called Intercomprehension of Romanic Languages (ILR) in the curriculum in the city of Natal / RN / Brazil, and it was justified because of high functional illiteracy degree among young people up to 15 years old according to the educational data from IBGE research on 2010. The results were verified through an experimental action-research which was characterized by Lewin (1946); Nunan (1992); Thiollent (1994) and Trip (2005) in two schools: Professoara Terezinha Paulino de Lima (municipal school) and Professora Ana Julia de Carvalho Mousinho (State of Rio Grande do Norte), with 95 students from the final years of primary education. The corpus of this research was subjected to a series of condensed techniques like the nonparametric test from Kruskal and Wallis (1952) and the parametric test ANOVA as an effort to provide statistical significance to the analysis of the results indicated in the book of ILR activities. The research presented some skill views about reading comprehension of written texts according to perspective of Ringbow (1987), Giacobbe (1990), Alarc��o (1991; 2009a and 2009b), Corder (1992), Castellotti (2001) and Degache (2003), and the possibilities of transfer these skills for learning Portuguese as pointed out by Meissner, Klein and Stegmann (2004); it indicates a positive trend towards the understanding of LM according to analyzing the scores of written tests and texts by participants in solving tasks