Do teatro Elisabetano ao sertão do século XIX: a presença de Shakespeare em Inocência

The Shakespearean theater is a result of the genius of this playwright alongside the material provided by the period in which they came out the Elizabethan Age. Most of his works bring up themes and elements which keep them up-to-date, arousing an ongoing interest of readers and theatergoers, and also serving as inspiration for other writers to create their own works. Taking these ideas into account, this work aims to bring up questions concerning the presence of Shakespeare in a nineteenth-century Brazilian novel, Inocência, by Viscount of Taunay. In this novel, Taunay makes references to this playwright, using some epigraphs taken from Romeo and Juliet, from which we seek to understand how the novel dialogues with this Shakespearean drama. In order to develop such a study, we take into account some theoretical assumptions of hypertextuality, as proposed by the French scholar Gerard Genette, whose ideas about the dialogue between literary works support the analysis of the relationship between Taunay s novel and the above-referenced play of Shakespeare.

Autoria e escrita: uma reflexão acerca do autorar em memórias de leituras de alunos de 9º ano do ensino fundamental

This paper presents results concerning studies conducted during the master's research in the area of Applied Linguistics of the Graduate Program in Language Studies - PPgEL, linked to the Federal University of Rio Grande do Norte. We approached this study the question of authorship, which has gained ground increasingly important in academic research, because the act of authoring, in view of the amount of circulating discourses socially, becomes increasingly questionable. We understand authorship as related to a positioning of the subject than to take responsibility, in the Bakhtinian sense, by its text, it makes their views, ideologies, beliefs and values, from ownership and restructuring of the speech of others. This research is methodologically inserted in a qualitative, interpretive in nature and has a corpus analysis of the ten productions written memoir genre of readings produced by students in 9th grade in elementary school. Research aimed to analyze the students' written productions held in the school environment, to identify these texts marks or evidence of authorship and investigate how the restructuring of ownership and voices of others in the process of authoring. We adopt a concept of language from bakhitinianas concepts and understand the text in a vision Geraldiana. The analyzes in this study showed that in most texts there is the strong presence of voices of others, either implicitly and/or explicit. That is, students, to build their sayings, if embraced the voices of others in various formats, in particular styles, namely, by what Bakhtin names as linear style and pictorial style. Some proved his statement highlighting their positions through direct quotes from authors of books, family, teachers, showing us that their voices are filled with voices of others with whom they approve, deny, analyze, think and reflect. We therefore conclude that students were constituted as subjects of their texts, authors, since they leave marked the voices of others so presentified and restructured voices of others who do not actually sounded like voices of others, but as present voices from a discursive restructuring producer

A (não) assunção da responsabilidade enunciativa no gênero acadêmico artigo científico produzido por alunos do curso de Letras

This research is inserted in Textual Analysis of Discourses (from now on, TAD), elaborated by linguist J-M Adam and developed nowadays by scholars from Brazilian textual linguistic. ATD consists of a theoretical and descriptive perspective from Textual Linguistics that is concerned about a theoretical and methodological position which sets Textual Linguistics in the most extensive Discourse Analysis panorama. In this work, on the enunciative level of text we investigate: the enunciative responsibility (ADAM, 2008) in 14 examples of the academic genre paper published in the journal Ao Pé da Letra and written by university students from degree in Language. The research is oriented by the studies about enunciative responsibility by Adam (2008, 2010), Rabatel (2010), Guentchéva (1994), the perspective of discursive heterogeneity by Authier-Revuz (2004). We established as general objective: (1) Analyzing the occurrence of the (not) assumption of enunciative responsibility in the academic genre paper . The analysis followed the qualitative paradigm on an interpretative basis. The conclusions show, therefore, the excerpts of the discursive genre used to present the analysis reveal a particular nature of using the recourse to the discourse of several knowledge sources that many times can (not) be assumed by the enunciator.

A tirinha cômica em questão: atividades de leitura no livro didático de língua portuguesa

You can see nowadays a more constant questioning about the validity and effectiveness of the practices of teaching reading currently introduced in elementary school. The intelligibilities generated from many voices, and built on the border between many consciences, it can contribute to understand and to some extent, alleviate skewed or outdated understandings about the teaching of reading and its goals in the school environment. By understanding the dynamics of these practices, which always need to be modified because of new social demands, we recognize the validity of working with the prospect of reading in its historical, social and dialogic dimension (Bakhtin, 1981, 2003). The Portuguese language textbook (LDP), in turn, being one of the fundamental bases of reading in school, makes a justified and necessary active production of knowledge about the theoretical and methodological conceptions that underlie the work with reading and on how that work is effectively routed. Our aim in this essay is precisely analyze reading activities in four Portuguese textbooks (Teacher s Manuals) for the 6th grade of elementary school, focusing on the proposed activities from a specific discursive genre, in this case, the comic strip. Through this research, we retrieve and list the goals that guide the development of reading activities in the LDP, and then verify a compliance or not of these objectives in directing the activities. Finally, we describe how the reading practices that involve the strip in the textbook can legitimize or reject the reading as an area of construction and circulation of meanings between socio-historically located subjects. We take account of studies on the nature and constitution of language (BAKHTIN, 1981, 2003, 2010; BAKHTIN/ VOLOSHINOV, 2006; SOUZA, 2002; GERALDI, 1996, 1997, 1999, 2006; ROJO, 2008a, 2008b, among others), as well especific studies about the activities in Portuguese textbooks (MARCUSCHI, 2010; BELMIRO, 2006; MENDONÇA, 2006, among others)

O riso irônico na obra poética de Cruz e Sousa

This work brings up a review on the poetic works of Cruz e Sousa, a nineteenth-century Brazilian poet. Laughter has been chosen as an analytical category, because it is a pertinent theme which makes possible a more accurate comprehension of the lyric content of Cruz e Sousa s poetic works. The laughter manifested in his verses is seen as a mechanism which compensates both normativeness and seriousness, as well as turns inside out whatever society establishes as being natural or an absolute truth. Amongst his poems, we will focus on the ones which express their lyric nature both through laughter and irony, since these elements serve as a means to criticize the Brazilian society in the late nineteenth-century and early twentieth-century. This study is guided by theories of laughter proposed by Minois (2003), Bakhtin (1993), Bergson (2007), as well as Adorno s (2003) and Antonio Candido s (2010) theoretical assumptions concerning lyric poetry and society

O leitor universitário e a construção das práticas de ler e escrever textos impressos e digitais

The construction of a mapping of the practices of reading and writing printed and digital texts, declared by graduating students from the Bachelor s degree in Science and Technology (BCT), has provided us the analysis of the course they are making in such a socio-historical moment characterized by the revolution of the post-paper. In this sense, the general objective of this research is to understand how that construction works under the point of view of those graduating students. For this, our reflection has been guided by the search of answers for some questions which have presented to us: what reading and writing conceptions BCT graduating students have; what reading and writing practices those collaborators develop; what collections they declare to have access to; what differences they declare to have between printed and digital reading and writing along the different social roles they develop; what the reader/writer identity relations of those collaborators are. To achieving the plausible answers, we have gathered a corpus composed by texts of three genres of the argument order: academic profiles (or self-portrait), opinion articles and argumentative letters. Besides, we have made semi-structured interviews and questionnaires in the online tool of the Google Docs. The methodology which supports this academic work is the qualitative research (SIGNORINI; CAVALCANTI, 1998)of ethnographic direction (THOMAS, 1993; ANDRÉ, 1995) in Applied Linguistics (CELANI, 2000; MOITA-LOPES, 2006) and the theoretical contribution comes from the bakhtinian perspective of language conception (BAKHTIN [1929] 1981); the socio-historical writing construction (LÉVY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARAÚJO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); from the studies of the pedagogy of the writing (GIROUX, 1997); from the literacy studies understood as sociocultural practice, plural and situated (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), from the studies about identity in postmodernity (HALL, 2003; BAUMAN, 2005). The results of the analysis have pointed at a multiplicity of reading/writing practices of printed and digital texts developed by the BCT graduating students due to the coexistence of the modality printed and that one derived from the new mobile devices. In that multiplicity, the prevalent idea of the collaborators is that there is a continuum between printed texts and digital texts (not a dichotomy), since the option of reading/writing printed texts or digital ones is always linked to specific communication situations, which involve participants, objectives, strategies, values, (dis)advantages, besides (re)creation of discursive genres in function of the mobile devices to which those collaborators have access in the different spheres of activities that they participate. All of that has caused a deep intersection in the identity traces of college students readers/writers in the 21st century which cannot be ignored by academic formation

Práticas de leitura e escrita na formação em ciências e tecnologia

The discussion about the need of improving the reading and the writing practices of professionals from the most different knowledge areas has caused, in Brazilian and foreign institutions of higher education, a movement of insertion of curricula components whose focus is the reading and the writing in academic formation. To contributing with the reflection about that discussion, this master s degree dissertation has as object of study the situated linguistic formation. Our general objective is to analyze a linguistic formation proposal to graduating students from the Bachelor s degree in Science and Technology (BCT) of the Federal University of Rio Grande do Norte (UFRN). To constructing that analysis, we have established four specific objectives: a) verifying if the ten brazilian Institutions of Higher Education which offer the BCT have curricula components of reading and writing directed to that formation; b) describing how these Bachelor s degree reading and writing curricula components are presented; c) examining differences and similarities which, in general, exist among curricula components related to reading and writing in each one of the researched institutions; d) revealing which categories delineate the linguistic formation developed in the BCT of the UFRN. In order to reaching our goals, this work has been based on the dialogical conception of the language (BAKHTIN [1952-1953] 2010), on the literacy studies (KLEIMAN [1995] 2008; TINOCO, 2008) and on the critical pedagogy (FREIRE, 1980; 2007). Methodologically, this qualitative research of ethnographic direction (ANDRÉ, 1995) is grounded in Applied Linguistics (PEREIRA; ROCA, 2009; PASCHOAL; CELANI (Orgs.), 1992). This research has the contribution of professors, scholars and monitors of the field of Reading and Writing Practices (PLE) and also graduating students from the UFRN BCT which had already studied PLE-I and/or PLE-II. The tools used for data collection/generation were: curricula components programs related to reading and writing in the BCT in the researched higher education institutions (IES), questionnaires, semi-structured interviews and profiles. The generated data allowed us to establish the following analysis categories: situationality (real situation, thematic contemporaneity and thematic focalization) and literacy projects (learning community and protagonism). The results achieved show that most IES which offer BCT worry about improving the reading and writing competences of their graduating students; however, there is still a lot to be done (increase of the number of class hours, contents and methodological aspects review, theoretical referential sophistication) so that the curricula components can be configured as a situated and significant linguistic formation. Finally, we make some suggestions for improving the work which has been made in the BCT of the UFRN, making then the mother tongue teaching in courses of the area of exact and technological sciences stronger

Um ser (tão) de vozes: o estilo e o acabamento estético na poesia de Patativa do Assaré

The present study aims at investigating the style of the Cearense 1poet Patativa do Assaré in his poetic discourse Cante lá que eu canto cá (2004). Such choice is due to the fact that Assaré‟s poetry is full of regional identities as well of different voices. In other words, our purpose is to analyze the way the author aesthetically expresses his own voice and the voice of others in his work. This study is based on a social and historical model of language, with language construed as a discourse practice with emphasis on the key concepts of style, voices, subject and dialogic relationships (BAKHTIN, 1992, 2003, 1995). Our documental research is situated within the area of Applied Linguistics and presents an interface with Literature. We start out with the premise that in this type of investigation knowledge is built from language. In this sense, we must consider the social relationships in which language is produced, as well as the world which (in) determines, interferes, represents, interpenetrates or else, reformulates language and the indisciplinary character of the research

A letra escarlate como romance histórico: uma história de fragilidade humana e tristeza

The objective of this paper is to analyze the work of the American writer Nathaniel Hawthorne (1804 - 1864), The Scarlet Letter (1850), in the light of the contributions of Literature and History of the American people in the context of New England. Accordingly, we highlight aspects that justify the inclusion of the work as a historical novel, especially based on the reading of The Historical Novel (1936-37) written by Georg Lukács. The diversity of voices and social interrelationships that come out of the main characters of the plot of the novel, as well as their contextual buildings, constituted as important traces to understanding the novel as being of historical value. During our study, we found out that it is in the plots of the novels that the characters reflect, at the same time, the specific conditions of their singularities, the general trends of the historical process and the social conditions from which they arise. We also could see that it is in their singularities that lie special tendencies of human beings. Our references to this study came from scholars as Howard (1964), Bakhtin (1998), Eagleton (2006), Todorov (2009), Zabel (1947), Sellers (1985), Cunlife (1986), Candido (1993) and Schwarz (1981)

A heterogeneidade discursiva em revistas de divulgação científica

This research aiming at show an interpretative description about the form and function of Scientific Publication (SP) discursive genre, in two magazines of national circulation. We analyzed subjects published from 2004 to 2006, in the magazines Revista do Professor and Revista Nova Escola. We see at SP subjects reported discourses, into its two main presentation forms of other voices: direct discourse and indirect discourse. We have established some aims, first, we analyzing different forms to mark the discursive heterogeneity, by the reason the writer conceptualize an image of his/her interlocutor. The second one, we intend to look at the differences between marked heterogeneity according to the writer production, journalists and researchers, and finally, we investigate more or less occurrence of cited discourse, in what is concerned with different perspectives at communities that produce this kind of text. As theoretical background to our discussions we followed socio-historical perspective, its language and subject discourse conceptualizations. We did it mainly based on Bakhtin s works (1929; 1995; 2003). We were also based on theoretical discussions about discursive heterogeneity by Authier-Revuz (1990; 1998; 2004) and Maingueneau (1993; 2001). At analyzing the social dimensions of our data, we identified as relevant elements in the construction of the subjects (stories) the image that the writer (reporter) did/construct about his/her interlocutor as well as the use of different strategies, for example: the text produced by the journalists frequently use of direct discourse forms, while texts produced by researchers are almost fulfilled by indirect discourse. Beside this, texts are different in their social voices that are in their discourse. In the case of text produced by journalist are predominant the discursive scene of the school agents: teachers, students, parents, among others. Otherwise, in the texts produced by researchers already-said utterances, that in their majority of times, come from scientific discourse

A construção da imagem de leitor em memórias de leitura

In this work, we analyzed reading memories of mother language teachers in continuing education context. Our objective was to understand how each individual has built his/her reader image. Our theoretical approach to the construction of selfimage was based on the concept of discursive ethos, understanding it with Charaudeau (2006) as something constructed in the intersection of glances (of the self and the other). To understand how each teacher has built his/her reader image in that intertwining of glances (of the self and the other) we are on the contributions of Bakhtin (2003, 2010b) on exotopic glance or distant/external glance. Therefore, in the analysis, we tried to capture the exotopic glance of the teachers about themselves in the various stages of their reader formation and from our exotopic look of researcher; we gave provisional finish of the reader image that teachers built of themselves. For the analysis, we adopted other theoretical assumptions: about genres, theme, composition and style, statement and social voices we based on Bakhtin (1997, 2003, 2010a, 2010b); on the notion of the discursive ethos we anchored in studies conducted by Maingueneau (2008a, 2008b); about reading, we adopted the theoretical references of Rojo (2005, 2008, 2009a, 2009b, 2009c, 2009d), Garcez (2002), Freire (2008) and Silva Neto (2007). For the discursive genre reading memories makes reference to the theme memory as well as is related to the context of teacher training, the study was supported in Aragão (1992) and Nóvoa`s (2007) theory. Situated in the area of Applied Linguistics, the research aligns with qualitative-interpretative approach of socio-historical basis. Finally, from the analysis of the corpus, data that emerged from the findings, we conclude by stating that readers have created images of themselves as active readers, readers interested in both readings, the ones respected and the ones unappreciated by the official culture

O discurso do grotesco na mídia digital

This study presents our research on the discourse of the grotesque in digital media, specifically in two blogs. We rely on the theoretical-conceptual and methodological discourse analysis of the French School. We analyzed a set of posts in the following blogs: Eu Sou Ryca and Cleycianne, and we did it based on some propositions on the discourse of the grotesque by Mikhail Bakhtin (1999a), Muniz Sodré and Raquel Paiva (2002), Wolfgang Kayser (2003) and Mary Russo (2000). The expressions of the grotesque analyzed in the blogs Eu Sou Ryca and Cleycianne result predominantly in humorous effect, obtained by means of irony and parodization, which calls for ridicule and relegation, through a strong tension between the beautiful and the ugly, the socially acceptable and the aberration, the taste for the strange and the aesthetically striking. The grotesque appears initially as a significant feature of ornamental paintings found in Roman caves in the late fifteenth century, and today it can be seen permeating from sculptures, paintings, literary works, talk shows for television, videos hosted in cyberspace, specifically in the collective domain of weblogs. This work seeks to analyze how the discourse of the grotesque constitutes the humorous process in its insertion in cyberspace

Um ser de lá do sertão e a construção da(s) suas(s) identidade(s) no discurso cancionista nordestino

This work was formulated in order to study the use of words in a specific sphere of human communication - the world of music. From a selection of compositions by Luiz Gonzaga (1912 -1989) and partners, the research goes in search of the identity(ies) of the migrant from Brazilian Northeast's "sertão". The work uses a discursive analysis based on a theoretical framework strongly supported by Mikhail Bakhtin's reflections and whose thread is the theme of migration discussed by Zygmunt Bauman. Thus, this qualitative and interpretivist research focuses on a particular type of text, originating from a specific sphere of human communication that is roughly known as "lyrics" ("words of songs")

O exílio no romance primavera com una esquina rota de Mario Benedetti

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

No céu da boca das gentes, tem estrela e maravilhas: atualização e permanência das narrativas populares nos contos de enganar a morte

This current study consists in an analysis of the work Contos de enganar a morte (2004), of the novelist, illustrator and researcher of popular culture Ricardo Azevedo, aiming to highlight aspects and elements present in this work which show the update and the permanence of traditional popular narratives, widespread by orality, especially those collected by the Luís da Câmara Cascudo in Literatura oral no Brasil (1984), linked to the category of the Cycle of the Death and Tales of the Deceived Demon. It is argued that the symbolic, playful, humor and aspects of orality, evident in these narratives are cultural possessions own of a popular tradition that diffuses, is updated and maintained by the memory of handmade anonymous narrators (BENJAMIN, 1994), poets and brazilian singers of cordel, holders of the traditional knowledge not established, but polyphonic, dialogical and democratic in essence (BAKHTIN, 1996). Still, alongside the people who know and counts the stories of Trancoso and Fairies, the tale, as a written literary genre, has allowed to maintain outstanding the same subjects successively renewed, enabling the resistance of popular narrative tradition and understanding and appreciation of popular orality (ZUMTHOR, 1993; 2000) and of the updates performed in the contemporarity (CANDIDO, 1976), without losing sight of the singularity and autonomy of the literary work