Complexidade textual e progress��o escolar em dois registos : um estudo de correla����o baseado em um corpus quasi-longitudinal

Tese de doutoramento, Lingu��stica (Lingu��stica Educacional), Universidade de Lisboa, Faculdade de Letras, 2016

Complexidade pros��dica : Tarefas de consci��ncia fonol��gica em crian��as do 1�� ciclo do ensino b��sico

Tese de doutoramento, Lingu��stica (Lingu��stica para o Diagn��stico e Interven����o), Universidade de Lisboa, Faculdade de Letras, Faculdade de Medicina, 2016

Processos metaf��ricos no desenvolvimento da escrita em aprendentes chineses de PLE

Esta �� uma investiga����o em lingu��stica aplicada que, ao procurar perceber melhor o modo como o processo de aprendizagem do aprendente chin��s de portugu��s como língua estrangeira(PLE)pode ser afetado pela aquisi����o do significado metaf��rico, assume um pendor lingu��stico, n��o deixando de se situar no ��mago do ato pedag��gico. Admitindo a hip��tese da exist��ncia de uma correla����o positiva entre a frequ��ncia do uso da met��fora gramatical e o n��vel de profici��ncia dos aprendentes na express��o escrita, esta disserta����o pretende aprofundar a compreens��o dos mecanismos de aquisi����o do Portugu��s por aprendentes (PLE/PL2) que t��m como língua materna o Chin��s, designadamente os que se prendem com a aquisi����o de processos metaf��ricos. Neste estudo, teremos como refer��ncia a teoriza����o sobre o significado metaf��rico proposto por Halliday (1985, 1994, 2004). A ocorr��ncia de met��foras gramaticais foi escrutinada emdois manuais de ensino de PLE concebidos para os n��veis A2 e B1 do QECR, de forma a poder identificar, qualitativa e quantitativamente, os padr��es textuais metaf��ricos com que os aprendentes t��m que lidar nestes momentos espec��ficos do processo de aprendizagem. Para compreender a produ����o escrita de pendor metaf��rico dos aprendentes, �� realizada an��lise sistem��tica de amostras da express��o escrita de alunos de PLE chineses dos mesmos dois n��veis, constantes no Corpus de Portugu��s Língua Estrangeira/Língua Segunda, COPLE2. Do confronto dos dados dos dois planos de an��lise, foi poss��vel confirmar que a transi����o entre os dois n��veis subsequentes escolhidos (A2 e B1) representa uma mudan��a crucial no padr��o metaf��rico, quer dos textos propostos aos aprendentes, quer dos textos por estes produzidos, mudan��a esta que pode explicar alguns dos bloqueios de aprendizagem associados ao n��vel B1 e seguintes. Foi poss��vel, entre outros aspetos, identificar a primazia da met��fora ideacional na acomoda����o da express��o metaf��rica, compreender como o aprendente evita o recurso metaf��rico, tornando a sua escrita menos abstrata e densa, como o aprendente aborda a met��fora interpessoal, restringindo o seu uso a g��neros discursivos muito espec��ficos. Sendo, embora, um estudo explorat��rio, permite confirmar que esta linha de investiga����o oferece dados inestim��veis aos professores de PLE e agentes de ensino, em geral.

Motiva����es sem��ntico-cognitivas e discursivo-pragm��ticas no uso de sufixos graduadores nominais

We study the use of nominal suffixes of degree, such as -inho, -��o, -��ssimo, -��limo, -��rrimo in written texts in Brazilian Portuguese, by focusing on semantic, cognitive, pragmatic and discourse aspects involved in using these suffixes. In general, we aim to identify semanticcognitive and discourse-pragmatic factors that motivate the usage of nominal suffixes of degree and to contribute for the study of degree in Portuguese class in Basic Education. The theoretical perspective underlying our research is the Lingu��stica Funcional Centrada no Uso, as conceived by group of researchers of Discurso & Gramática (FURTADO DA CUNHA, BISPO, SILVA, 2013; MARTELOTTA, 2011). According to this theoretical model, language model uses the shape of the grammar of a language at the same time they are provisioned for it. In this sense, speech and grammar influence each other. In terms of methodology, we make an eminently qualitative research with quantitative support as evidence of use of trend. It is characterized also by descriptive and interpretive bias of the phenomenon under study. Empirical evidence from our analysis come from a corpus consisting of written texts from Veja magazine, January to June 2011 issues, particularly Carta do Leitor e Gente sections, the latter representative of the Coluna Social magazine. The results of our analysis showed that the use of nominal graders suffixes are related to semantic-cognitive factors (construction of certain text directions, the association more grounded aspects of concrete experience or the more abstract meanings, for example), the discourse-pragmatic issues (range certain communicative purposes, as critique, judge, mock, claim, involving the reader, seeking her membership of a particular point of view). In addition, we found that the use of these morphic elements in genres of the sample analyzed were related to the subjectivity of the writer and the inter-subjective issues involving writer and reader, as Traugott and Dasher (2002). Finally, we contemplate discussion about the approach of our object of study in Portuguese classes in Basic Education.

A escrita no ensino fundamental II: uma an��lise dos desvios ortogr��ficos e sugest��es de estrat��gias de interven����o

Why students of 6th year still present oral marks in written? To answer this question our paper presents what they are and how writing and grammatical deviations occur and emerged in an attempt to expand on these studies. The same objective to evaluate the presence of these deviations in genres produced by students of the 6th year of the Municipal School Manoel Catarino Filho and check if there are more variation deviations or grammatical deviations. It also aims to improve the linguistic and discursive ability of students in various traffic environments of certain genres and consequently the formation of active readers and writers. In order to better understand how this process occurs, the text starts of the socio discursive conception of gender, with the theoretical background studies of Bakhtin (1992) and Marcuschi (2002) about this conception and the rhetoric conception of Aristoteles and Plat��o. The text underlies even the works of Callou (2007), Neves (2003), Faraco (2002), Franchi (2006) and Cagliari (2005) on the Grammar School, linguistic variation as also on the sociolinguistic parameters as well in research on the phonetics and phonology of Oliveira e Nascimento (1990), Seara (2009), Hora (2009) and in the PCN. To compose the corpus of this study we collected 23 texts produced by students to serve as a data source for analysis of the presented deviations by quantitative and qualitative research method, in which categorize the deviations found in two groups: oral and linguistic variation deviations and writing and grammar deviations. The results showed that there was a rate of occurrence of oral and variation deviations greater of writing and grammar deviations. We concluded that the orality has a great influence on the written production of students. Finally, we propose some activities aimed at minimizing the occurrence of deviations in written productions of the students.

Opera����es lingu��stico-discursivas em relatos retextualizados por alunos do ensino fundamental

The following paper attempted to investigate and discuss the possible improvements in the writing of students from the public network in the 6th grade of elementary school. This research was run in the professional master degree In Portuguese Language. Also based upon Genetic Criticism, this study attempting to analyze in which way and in which proportions the alterations done in the texts reveal and perspective capacity in the students as they replace, broad, remove or just move terms in their assignments. We tried to develop our analysis in the pragmatic perspective in which Textual Linguistic is included, investigating the texts and appreciating them as a construction process of meaning. Our theoretical discussion will be based on and socio-interactional conception of language (MARCUSCHI, 2008), as well as in the postulates of Analyze of Discursion (ADAM, 2010, 2008). It has also been used the theoretical assumptions taken from Genetic Criticism which regard the relation between text and genesis, due to the fact that it considers the text and a the result of a construction of progressive elaboration and the writing as an activity of constant movement (DE BIASI, [2000] 2010; GR��SILLON, 1989; [1990] 2008; [1992] 2002; SALLES, 2008a). To assemble the data in this research we took into consideration the social variables related to the students and the sociocultural context. Nonetheless, this investigation point towards a real classroom situation where we tried to analyze the language functioning in application conditions, thus, giving us authority to describe more precisely the reality we lived in, which provided us with a more attentive look to the observed particularities. This description of the reality appreciated built a path that point to a research of qualitative data approach to which meanings deriving from interpretation were attributed. To conduct this research we resourced to the Action-Research process. The data are comprised of ten personal reports that were created from rewriting assignments, which constitutes a range of twenty texts assessed starting from the linguistic operations acknowledged by Generative Grammar and continued by Lebrave and Gr��sillon (2009). As result of this analysis, we identified the operation of adding more often than the other ones. The replacement and removal operations display a very close offspring. Nevertheless, the moving operation was scarcely used. These results, besides demonstrating linguistic creativity of the students, revealed that for a text to be seen as ���concluded���, the writing student articulates new elaborations through these linguistic operators and that these movements of coming and going, of erasures and amendments contribute significantly for the teacher to approach the relationship the student keeps with his textual and discursive expression, and then, with that, to hold information that eventually provides individual and collective directions in school productions.

Os youtubers e a representa����o do certo, errado, adequado e inadequado no trabalho com a varia����o lingu��stica em sala de aula

Some of the current discussions in the teaching of Portuguese Language (LP) pertain to how the school should deal with the phenomenon of language variation in the classroom. In 2010, for example, an explosion of talk took over the academic corridors: a book, entitled "Por uma vida melhor", the collection "Viver, Aprender", published by the MEC (Ministry of Education and Culture) to students EJA (Youth and Adults) brought notions regarding linguistic variation, even in their first chapter. In it is clear the notion that it is possible to make use of structures as "pretty boy", instead of "pretty boys", depending on the context in which such use is insert. Therefore, the discussions focused around the notions of variety cultivated, standard and popular measuring them to the possibilities of linguistic appropriateness. The community was surprised by the defense of the "power" to use, since it would be the school space to teach a standard "default", and not the possibility of legitimate use of grammatical patterns that clashed with those recommended in traditional grammars. The television media has been responsible for a major blaze that MEC had endorsed the use in schools of a book that legitimized such linguistic patterns. The quarrel was released on Youtube and in that space, netizens expressed themselves for or against the proposal of LD often directing the discussion to questions of a purely political. We observed that, on one side, loomed arguments related to Sociolinguistics (BAGNO , 2002, 2003, 2007, 2009; BAGNO, M.; STUBBS, M., Gagne, G., 2006; Bortoni - RICARDO, S.M., 2008; Tarallo, F., 1982; U. Weinreich, MARVIN I. HERZOG, Labov, W., 1968, Labov 1972, etc.); another, arguments concentrated on defending the school is the area of language teaching standard, and not fit to bring certain discussions within an LD. It was from these words, that this research was born. Interested in the particular way that the community media, which seemed to have no training in linguistics, understand the concepts of right, wrong, appropriate and inappropriate, so intimate in academic circles. Our thoughts take as reference the theoretical studies on the question of sociolinguistic variation and education, official documents that guide the "work" with the Portuguese language in the classroom, like the NCP (National Curriculum) and Curriculum Proposal for Education Youth and Adult (PCEJA). In our analysis, we found that LD" For a better life "makes no apology for teaching the "error", but it raises discussions about the possibility of "change", linked to factors and different order. We realize how significant it is to observe how speakers of a language are positioned in relation to language teaching which they are not speakers and scholars. Our study showed that certain issues regarding the teaching of the Portuguese language, as is the case of linguistic variation, points are far from being resolved, either for linguists and/or grammarians, whether for language speakers.

Educa����o bil��ngue para surdos : um estudo acerca de pr��ticas de letramento cr��tico com alunos surdos usu��rios da Língua Brasileira de Sinais

At a time when the issue of the inclusion of hearing-impaired students in regular schools has been discussed, it becomes necessary to reflect upon the relevance of a recurrent educational process in schools specialized in education for the hearing-impaired: the bilingual schools. Such institutions, still scarce in Brazil, offer an oriented and specialized education to hearing-impaired children and adolescents, since they have the Brazilian Sign Language as a language of instruction in all subjects, and the Portuguese written language as an additional language, which gives them the bilingual status. This research aims to investigate how the practices developed in my Portuguese classes in a bilingual school have contributed to the development of student���s literacy, specifically the Critical Literacy (STREET, 1985, 1990, 1998), in two classes of hearing-impaired students enrolled in the final grades of elementary school. It is a qualitative, ethnographic research, which uses the triangulation system for analyzing data: (i) the pedagogical sequences; (ii) the students��� activities and (iii) the teacher���s and students��� written accounts registered as field notes. Through the intersection of the data, this work evaluates whether students have achieved some level of Critical Literacy, and what kind of collaboration and/or activity is relevant during this process. This research is justified by the need to evaluate practices at bilingual schools that, although supported by current law in Brazil, are still a minority whose work is still not acknowledged or valued. The results show that activities using real texts of different genres can contribute to the development of Critical Literacy, and also to dynamic classes, with discussions about relevant topics to society in Sign Language. Also, activities that encourage students to do research and that provide to the hearing-impaired student, the understanding of the real usefulness of Portuguese as an instrument for the social inclusion of the hearing-impaired providing opportunities for them to change their social position can collaborate to this process.

Tradu����o e valida����o da Multidimensional Outcomes Expectations for Exercise Scale para a popula����o portuguesa

Introdu����o: A pr��tica de exerc��cio f��sico, para al��m de combater o sedentarismo, contribui de forma significativa para a manuten����o da aptid��o f��sica nos idosos, seja na sua vertente de sa��de, como nas capacidades funcionais, e na melhoria das fun����es org��nicas e cognitivas, garantindo maior independ��ncia pessoal e prevenindo doen��as. �� essencial a tradu����o, adapta����o e valida����o de instrumentos para Portugal que considerem a perce����o do idoso em rela����o ao exerc��cio f��sico, uma vez que n��o existem escalas que avaliem esta vertente na popula����o portuguesa. Objetivos: Traduzir a MOEES para a língua portuguesa (portugu��s europeu); Adaptar transculturalmente a MOEES para a popula����o portuguesa; Determinar as propriedades psicom��tricas da vers��o portuguesa da MOEES; Comparar as propriedades psicom��tricas da vers��o portuguesa da MOEES com a MOEES original; Verificar as expectativas dos idosos em rela����o aos resultados do exerc��cio f��sico na melhora da sua qualidade de vida. Metodologia: A Adapta����o transcultural da MOEES foi realizada segundo as guidelines da American Academy of Orthopaedic Surgeons, que consistiu em tradu����o inicial, s��ntese de tradu����es, retrovers��o e MOEES-VPT, e an��lise psicom��trica (validade e fiabilidade). Foram inclu��dos no estudo 88 indiv��duos, idosos, fisicamente ativos, maioritariamente do g��nero feminino. Resultados: Segundo a an��lise estat��stica, a MOEES revelou ��tima validade de constructo (KMO=0,879, TEB X2=1094,253 e vari��ncia total explicada=61,7%), muito boa consist��ncia interna (��-Cronbach Geral= 0,928, ��-Cronbach Dimens��es entre 0,829 e 0,897) e reprodutibilidade (p=0,000 para todas as dimens��es), tornando-se num instrumento v��lido, fi��vel e eficaz para a popula����o portuguesa. Conclus��o: A MOEES revelou ser um instrumento com boas propriedades psicom��tricas para a popula����o portuguesa, uma vez que se obtiveram resultados iguais e superiores que a escala original.

Caracteriza����o do sistema voc��lico do portugu��s culto falado em angola

O presente artigo situa-se nos dom��nios de especialidade da Fon��tica e Fonologia. Pretende-se, com efeito, destacar algumas caracter��sticas fon��tico-fonol��gicas do portugu��s culto falado em Angola, nomeadamente no dom��nio do vocalismo, identificadas e recolhidas de enunciados orais de cidad��os angolanos e residentes em Angola, estudantes e profissionais com n��vel de instru����o m��dio-alto. No falar portugu��s desses indiv��duos constam elementos que se op��em a determinados usos e h��bitos lingu��sticos normativos do Portugu��s europeu, recomendados como usos e h��bitos oficiais. Procura-se, assim, demonstrar que, pelo menos em rela����o ao sistema voc��lico, o portugu��s angolano das camadas cultas da popula����o difere do Portugu��s europeu.

Literaturas africanas de express��o portuguesa : forma����o e desenvolvimento das literaturas

Foca-se o surgimento das cinco literaturas africanas, sobretudo a partir de meados do S��c. XIX, com o surto da imprensa e, depois, do ensino, seguindo-se a literatura colonial e, depois dos anos 40-50, a vig��ncia do Neorrealismo e da Negritude, passando pela tem��tica da guerra (anos 60), at�� �� p��s-independ��ncia.

Literaturas africanas de express��o portuguesa : fortuna do modernismo e do realismo social

Circula����o dos modernismos e neorrealismo (Brasileiro e Portugu��s) na Literatura Africana. Inclui excerto de Confer��ncia proferida por Luandino Vieira, Porto, 1995.

Literaturas africanas de express��o portuguesa : o movimento da claridade

Enquadramento do movimento e da revista Claridade. Constitui����o do grupo. Suas principais obras. Incid��ncias socio-hist��ricas na est��tica do grupo. Principais vertentes tem��ticas. Depoimentos do escritor Manuel Lopes, da investigadora Elsa Rodrigues dos Santos e do Professor Alberto Carvalho.

Literaturas africanas de express��o portuguesa : o s��culo XIX : belas-letras e realismo

As influ��ncias do Romantismo, do Realismo, do Simbolismo e de outros ismos nas literaturas africanas oitocentistas, nomeadamente na angolana, cabo-verdiana, s��o-tomense e mo��ambicana. Alguns exemplos de textos e tem��ticas. Depoimento de Ana Mafalda Leite, professora da Faculdade de Letras de Lisboa.