Gramaticalização de orações avaliativas completivas do verbo achar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O sintagma verbal em português: construções perifrásticas e não-perifrásticas

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A elaboração de um repertório semibilíngue de somatismos fraseológicos do português brasileiro para aprendizes argentinos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Clivagem e construções similares: contraste, foco e ênfase

This paper deals with so called cleft constructions and other similar structures in eight Portuguese varieties, aiming to show that the formal differences correspond to different functional strategies used by the Speaker to achieve his/her communicative intentions, i.e., Focus, Contrast and Emphasis, in accordance with the theory of Functional Discourse Grammar (Hengeveld and Mackenzie, 2008). This study takes as evidence real spoken occurrences extracted from a corpus organized by Linguistic Centre at the University of Lisbon, in partnership with the University of Toulousse Mirail and the University of Provence-Aix-Marseille. The results show the following distribution: cleft construction is a strategy for pragmatic function Contrast marking; Focus-ser constructions are used to highlight a constituent and (é) que is used as an operator of emphasis showing the speaker’s desire to intensify certain pieces of information.

Atos discursivos interativos nas variedades do português falado

This paper aims to analyze and to characterize the structure of some linguistic expressions that, in the view of Functional Discourse Grammar (HENGEVELD; MACKENZIE, 2008), are called Interactive Acts because they show the Speaker, the Addressee and the Illocution positions filled in. To do so, we analyse data composed of representative texts of Portuguese spoken in Portugal, in Brazil, in African countries (those that have Portuguese as official language) and in East Timor

Análise Prosódica de segmentações não-convecionais de palavras em textos do sexto ano do EF

This paper analyzes unconventional segmentation of word found in texts of the sixth grade of Elementary School. Through quantitative and qualitative analysis, we describe the prosodic characteristics that may be motivated the hyper and hippossegmentation of words found in 27,4% of 606 investigated texts. We identified a tendency toward a more text with hippossegmentation than hypersegmentation, characteristic similar to what is reported about children’s text. Taking into account the theoretical framework of Prosodic Phonology, we argue about the relevance of prosodic word and clitic group in the description of the regularities observed in data of unconventional segmentation of word. We note that (i) in cases of hipposegmentation, it predominates the hollow of a clitic followed by a phonological word, (ii) in cases of hypersegmentation, it predominates a segmentation of a prosodic word into a clitic group. We present evidences to be the spelling of clitic elements a challenge to students analyzed. By investigating in the grammatical class that owned the clitics spelled unconventionally, we verified that they are prepositions (“em, de, com”) and pronouns (“me, lhe, lo”), a characteristic that particularize these data in relation to data from students in the early stage of language acquisition.

As orações subordinadas substantivas em função de sujeito: questões de ensino

This paper attempts to answer how the descriptive analysis of the substantive subordination clauses made within the realm of academic research can contribute to the effective teaching of those structures in the Elementary School. After showing how the subordination has been treated in grammar school and textbooks and pointing at some recurring problems in the presentation of the subject, we present the treatment of subordinate clauses with the function of subject in two descriptive grammars of Portuguese, in order to ascertain to what extent the relevant aspects of the description of those clauses are related to the traditional way of teaching. From those descriptive works, we selected some functional features considered to be essential for the treatment of the subject in the Elementary School.

Oficinas de leitura, interpretação e produção textual no ensino fundamental

This paper describes a project called “Development of educational workshops on text reading, interpretation and writing in elementary school”, which took place at the São Paulo State University (UNESP) with financial support given by the PROEX-UNESP (Pro-Rectorate of Extension). This project aimed to organize and run educational workshops on reading, interpreting and writing different genres for students enrolled at a public elementary school in São José do Rio Preto, São Paulo state. The analysis of the texts produced by the students unfolded the project into two essential approaches. In the first one, it was possible to identify problems and inaccuracies in language usage, which was the starting point to prepare the minicourses that would be offered. These mini-courses promoted a deep involvement of undergraduate students (in Portuguese Language and Literature) with the practice of Portuguese teaching at the school. In the second one, 5.468 texts, which were produced during the four-year project, founded researches whose goal is to describe processes in which there is a relation between speech and writing, and are based on a theoretical framework that values the multiplicity of literacies associated with social practices experienced by the students. Thus, this extension project aimed to articulate the service to the external community – in this case, public school students - to the internal community – undergraduate students in Portuguese Language and Literature.

O fantástico traduzido: uma análise baseada em corpus paralelo e reflexões para uma pedagogia da tradução

This paper presents the analysis and the methodological procedures adopted in order to compile a parallel corpus comprised of two short stories by David Roas (2007; 2010), originally written in Spanish “Tránsito” and “Das Kapital”, and their translation into Portuguese carried out both by a native speaker of Spanish (fluent in Portuguese) and a native speaker of Portuguese (fluent in Spanish). We analyzed the texts translated by them, focusing on the most frequent vocabulary and its semantic implications on their respective contexts. The theoretical and methodological approach was based on corpus linguistics, corpus based translation studies (BAKER, 1996; HUNSTON, 2002; LAVIOSA, 2002; BERBER SARDINHA, 2004; MEYER, 2004; OLOHAN, 2004) and some concepts from Fantastic Literature (ROAS, 2001, 2011; TODOROV, 2003; ALAZRAKI, 2001). The data were extracted by using the WordSmith Tools Suite®. Results show that dialogue and focus on lexicon, making use of computer corpus, play an important role in understanding the translation process. It is also important to mention that while exploring translation possibilities presented by the two translators this approach unlocked a window to reflect on translation pedagogy based on corpus.

O ensino de expressões idiomáticas à luz da lexicografia pedagógica

In the current context of lexicographical studies, there have been increasing discussions concerning the issue of the relationship between theoretical knowledge of the lexicon and pedagogical practices involved in its teaching. However, in this context, the special lexicon of Portuguese such as neologisms, foreign words, slang and idioms has received little attention from researchers. There are many theoretical studies on each one of these phenomena, but few studies aim at an organization and inclusion of special units in the teaching of Portuguese. For this reason, this article presents a reflection on the teaching of idioms, and, despite the widely held belief that dictionaries are only needed for the teaching of foreign languages, the article suggests the implementation of special dictionaries for the teaching of Portuguese Language in elementary education.

O discurso sobre a concisão na Revista Língua Portuguesa

The objective was to seek positive and negative values that guide the discourse on conciseness and understand how this concept is understood in speeches in the media when taking the theme of text production. The corpus of work consists of two materials of Portuguese Language Magazine on this topic. The analysis of the corpus was made from Bakhtinian discourse studies, especially considering the concepts of dialogue, utterance and speech genres. The research considers mainly as Bakhtin Circle conceives the production of meaning. At the end, we believe it is important to reflect on the definitions that guide the discourse of conciseness, far in practice they are consistent with our reality of writing

Estudo acústico das vogais do português brasileiro

In the area of Phonetics, current studies are mainly geared toward acoustic analysis of the speech. The technology of personal computers and available software made these analyses easier to be carried out. The following work used the software called PRAAT. Besides showing how it helps the researcher, the aim of this work is to bring new data for future consultation in this field, allowing comparisons and discussions about this subject. At FONAC, a place where a Project of Departmental Traineeship is run, coordinated by Prof. Dr. Luiz Carlos Cagliari and aimed at training on Acoustic Phonetics for undergraduates and graduates, there is a good quality recording, in which a speaker of the paulista dialect reads an excerpt of Michael Ende and Annegert Fuchshuber’s book named ‘The Dream-eater’ twice. The data obtained through it were analyzed directly or by statistic procedures. Tables and charts, created from these data, helped to visualize the similarities and differences between the vowels allowing an easier comprehension of the articulatory phenomenon. With the formants, specifically, prototypical values for the vowels of Portuguese and the dialect in study were obtained

Análise discursiva de blogs de professores: a produção da identidade na internet

This paper proposes a discursive analysis of teachers‘s blogs , particularly those accessible from the MEC site : http://portaldoprofessor.mec.gov.br/links.html . The aim is to analyze , dialogically, based on Bakhtinian discourse studies the speech of Portuguese language teachers on the internet , and to investigate aspects of the discourse genre blog , this specialized sphere of circulation :whether it is a means of exposing themselves, whether they are professional media extent , reflect about how to produce the identity of the Portuguese language teachers in such discourse . The axes of reflection on identity , in this case , are four: the subject‘sthe discourse about themselvesand their peers , how the subject shows itself tothe analyst - researcher in dialogue with others in history ( teachers , students , interested in issues of language , official documents ), how it can be seen by the analyst - researcher considering using resources ( videos , photos , literary genres, etc. ), how it is seen by those who comment your say

Vozeamento na pronúncia de uma língua estrangeira: descrição de desvios comuns e como eles afetam o aprendizado do inglês

This paper analyzes voicing occurrences on the coda of Portuguese and English words pronounced by Brazilian speakers. The aim of this kind of analysis is to describe how voicing occurrences affect the realization and perception of foreign words. It was noted that there is a recurrence on the use of unvoiced coda in Portuguese, which was assumed to happen also in English when Brazilian Portuguese speakers uses it as a second language. The recordings were analyzed through Praat, software that generates waveforms and spectrograms, allowing segments to be divided and phonetically transcribed. The analysis proved the assumption to be true, concluding that speakers who had their speeches recorded produced unvoiced codas in fact. Conclusions concerning this take into consideration that, considering how minimal pairs in English can be produced based on coda voicing, there is a possible communication difficulty Brazilians may face due to this fact. But it goes by unnoticed, because this process sounds so natural it hardly is taken as a problem source

Contos de fadas e sequências didática: uma abordagem no ensino fundamental II

The proposal of this work is based on the elaboration of didactic sequences from fairy tales, for students of Elementary School, during reinforcement classes of Portuguese language. It is deemed appropriate to use this genre, because it gives to the child and to the adolescents a pleasurable reading, approaching them of playful situations. As a main goal of this work, this research aimed the preparation of didactic sequences using fairy tales in the classroom, as well as encouraging the reading for these students. The intention was also the internalization of the narratives and the messages conveyed by them, associating them to everyday situations. We used the deductive method, in which we initially organized the approach in the classroom and the teaching sequences from theoretical assumptions and materials already designed