Mecanismos de coesão referencial na produção escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

Mecanismos de coesão referencial na produção escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

Um estudo sobre bullying entre escolares do ensino fundamental

This research, of quali-quatitative nature. had the aim of characterizing the phenomenon of bullying in two state public schools of Presidente Prudente-SP through the use of questionnaires applied to two hundred eighty-three Students of 5(th) and 8(th) grades. It was taken into consideration frequency. gender. most common places and ages of bullying prevalence. students' place of living. effects on the behavior and the feelings of the victim, as well as the opinion of the participants about facing the problem. The questionnaire used was based on studies of Elliot (1992) and Olweus (1991). The results were likely to characterize the dimensions of bullying in the studied reality, what allowed Lis to confirm its presence in the school environment. requesting more attention from the education professionals concerning the phenomenon.

Um estudo no contexto da produção textual de um 9° ano do ensino fundamental

Cette recherche s'inscrit dans la linguistique de texte et vise à identifier, décrire, analyser et interpréter les événements de l'anaphore pronominale et de la répétition, exposer le montant et le pourcentage dês phenoménes respectifs dans Le corpus étudiés, que l accent sur le fonctionnement cohérente de ces phénomènes dans la construction du texte en termes de continuité et de progression thématique. Nous avons utilisé des procédures ethnographiques pour construire notre corpus d'enquête, composé essentiellement de textes produits par les étudiants de 9 ans d'école élémentaire de l'Etat, a la ville de Santa Cruz / RN. La recherche a été menée à partir des études sur l'anaphore pronominale faites par Milner (1982), Koch e Marcuschi (1998), Marcuschi (2000; 2005 e 2008), Koch (2002), Antunes (2005) e Adam (2008), et par des études sur la répétition présentés par Halliday e Hassan (1976), Beaugrande e Dressler (1997), Marcuschi (1992) et Antunes (2005). Comme le support technique, ont également utilisé les notions de cohésion définis par Halliday e Hasan (1976), Beaugrande e Dressler (1997), Marcuschi (2008) e Koch (2003). Dans l'analyse des textes, nous avons constaté que l'incidence de l'anaphore pronominale et de la répétition a été importante parce que les ressources étaient principalement utilisés par les étudiants pour promouvoir l'articulation cohérente des textes. Constaté que dans les textes narratifs ou argumentatifs anaphore pronominale promu l'entretien et la progression thématique prévu. Sur la répétition, nous avons observé que le maintien et la progression thématiques ont été conditionnés à la connaissance du sujet en discussion. Même si nous avons constaté que la répétition excessive de ces phénomènes dans le même texte, bien que la relation de promouvoir la cohésion, peut affecter le degré de caractere informatif

Crenças de professores do município de Caicó RN sobre o ensino de gramática nos anos iniciais do nível fundamental

Este trabalho tem como objetivo analisar as crenças de professores das séries iniciais do nível fundamental da cidade de Caicó-RN sobre o ensino de gramática. A partir da aplicação de um questionário, analisam-se as crenças manifestadas no discurso de 20 docentes da rede municipal de ensino do referido município. As questões formuladas visaram investigar as crenças dos informantes sobre o que é ensinar gramática e que dificuldades encontram para realizar o ensino dos conteúdos gramaticais, considerando aspectos teóricos e práticos, entre eles: a construção da concepção sobre ensino de gramática, a participação em projetos de formação continuada na especificidade de ensino de língua, a influência dessa formação sobre o seu fazer pedagógico, e a realização do planejamento de ensino de conteúdos gramaticais. Para fundamentar a reflexão, buscou-se apoio em autores como Abrahão; Barcelos (2006); Antunes (2009; 2007); Neves (2004a; 2004b; 2007; 2010) Silva (2004; 2007), Travaglia (2001; 2004); entre outros, a partir dos quais são abordados os conceitos de língua, linguagem e gramática, relacionando-os ao desenvolvimento da competência linguística/comunicativa no ensino de língua portuguesa. Os dados analisados revelam que a influência das crenças sobre o ensino de gramática no fazer pedagógico do professor se relaciona com sua formação acadêmica, desde a escolha do referencial teórico adotado pelos professores das disciplinas relacionadas ao tema até a metodologia utilizada para trabalhar os conteúdos, considerando as experiências pessoais concretizadas ao longo de sua vida. Além disso, percebeu-se que existe uma forte convergência entre crenças, conhecimentos e experiências práticas. O trabalho conclui-se com uma reflexão sobre as implicações que uma postura reflexiva pode ter no atual panorama de ensino de língua, em geral, e de gramática, em particular.

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

Conectores sequenciadores em artigos de opinião escritos por vestibulandos: uma questão de marcação linguístia com implicações para o ensino

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Conectores sequenciadores e e aí em contos e narrativas de experiência 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 AÍ, 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 AÍ 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 AÍ 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

Análise da reprodutibilidade de parâmetros no domínio da frequência do sinal EMG utilizados na caracterização da fadiga muscular localizada

The aim of this study was to analyze the reproducibility of the electromyography signal's parameters (EMG) in the frequency domain used in the characterization of localized muscle fatigue. Fifteen male subjects underwent a fatigue test based on isometric knee extension, being held at three different times at intervals of seven days. To assess the reproducibility of data between the tests we calculated the correlation coefficient (ICC) for the median frequency (MF) in total exercise time (MFT), MF obtained for every 10% of exercise time (MF10%) and the powers of the frequency bands obtained by dividing the power spectrum at windows of 20 Hz. The results showed: (1) excellent reproducibility for MFT, (2) good reproducibility for MF10%, and (3) greater variation in the signal EMG bands from 20 to 120 Hz, especially at the bands of 20-40 Hz and 40-60 Hz, which showed greater sensitivity to the process of muscle fatigue. We conclude that the MF is a variable that shows good reproducibility and that the fragmented analysis of the power spectrum, by means of frequency bands, showed that significant variations occur in the EMG signal during the installation of the fatigue process, having potential to become a new method for the characterization of localized muscle fatigue.

Índices geométricos de variabilidade da frequência cardíaca na doença pulmonar obstrutiva crônica

Background: It was already evidenced decreased heart rate variability (HRV) in chronic obstructive pulmonary disease (COPD) patients at rest.Objective: In order to insert new elements in the literature regarding this issue, we evaluated geometric index of HRV in COPD subjects.Method: We analyzed data from 34 volunteers, divided into two groups according to spirometric values: COPD (17 volunteers, FEV1/FVC = 47.3 +/- 10.2; FEV1 = 50.8 +/- 15.7) and control (17 volunteers, FEV1/FVC = 78.8 +/- 10.8; FEV1 = 100.1 +/- 14.7). For analysis of HRV indexes the volunteers remained in the supine position for 30 minutes. We analyzed the following indexes: triangular index (RRtri), triangular interpolation of RR intervals (TINN) and Poincare plot (SD1, SD2 and SD1/SD2). Student t test for unpaired samples and Mann-Whitney test were used for data analysis.Results: We observed statistically significant reductions in geometric indexes in the COPD group: RRtri (0.043 +/- 0.01 vs. 0.059 +/- 0.02; p = 0.018), TINN (105.88 +/- 51.82 vs. 151.47 +/- 49.9; p=0.014), SD1 (9.76 +/- 4.66 vs. 14.55 +/- 6.04; p = 0.014) and SD2 (34.86 +/- 17.02 vs. 51.51 +/- 18.38; p = 0.010). SD1/5D2 (0.30 +/- 0.11 vs. 0.28 +/- 0.07; p = 0.605) were not significantly different between groups. Patients with COPD presented a visual analysis of Poincare plot of lower dispersion of RR intervals both beat to beat and the long term.Conclusion: Subjects with COPD present reduction of geometric indexes of HRV, indicating reduced heart rate variability. (C) 2010 Sociedade Portuguesa de Pneumologia. Published by Elsevier Espana, S.L. All rights reserved.

Noções básicas de variabilidade da frequência cardíaca e sua aplicabilidade clínica

O sistema nervoso autônomo (SNA) desempenha um papel importante na regulação dos processos fisiológicos do organismo humano tanto em condições normais quanto patológicas. Dentre as técnicas utilizadas para sua avaliação, a variabilidade da frequência cardíaca (VFC) tem emergido como uma medida simples e não-invasiva dos impulsos autonômicos, representando um dos mais promissores marcadores quantitativos do balanço autonômico. A VFC descreve as oscilações no intervalo entre batimentos cardíacos consecutivos (intervalos R-R), assim como oscilações entre frequências cardíacas instantâneas consecutivas. Trata-se de uma medida que pode ser utilizada para avaliar a modulação do SNA sob condições fisiológicas, tais como em situações de vigília e sono, diferentes posições do corpo, treinamento físico, e também em condições patológicas. Mudanças nos padrões da VFC fornecem um indicador sensível e antecipado de comprometimentos na saúde. Uma alta variabilidade na frequência cardíaca é sinal de boa adaptação, caracterizando um indivíduo saudável, com mecanismos autonômicos eficientes, enquanto que, baixa variabilidade é frequentemente um indicador de adaptação anormal e insuficiente do SNA, implicando a presença de mau funcionamento fisiológico no indivíduo. Diante da sua importância como um marcador que reflete a atividade do SNA sobre o nódulo sinusal e como uma ferramenta clínica para avaliar e identificar comprometimentos na saúde, este artigo revisa aspectos conceituais da VFC, dispositivos de mensuração, métodos de filtragem, índices utilizados para análise da VFC, limitações de utilização e aplicações clínicas da VFC.

As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes

The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCAÇÃO, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship

Propriedades física de molécilas orgânicas e compostos do tipo perovskita CdSiO3 e CaPbO3

In the first part of this work our concern was to investigate the thermal effects in organic crystals using the theory of the polarons. To analyse such effect, we used the Fröhlich s Hamiltonian, that describes the dynamics of the polarons, using a treatment based on the quantum mechanics, to elucidate the electron-phonon interaction. Many are the forms to analyzing the polaronic phenomenon. However, the measure of the dielectric function can supply important information about the small polarons hopping process. Besides, the dielectric function measures the answer to an applied external electric field, and it is an important tool for the understanding of the many-body effects in the normal state of a polaronic system. We calculate the dielectric function and its dependence on temperature using the Hartree-Fock decoupling method. The dieletric function s dependence on the temperature is depicted by through a 3D graph. We also analyzed the so called Arrhenius resistivity, as a functionof the temperature, which is an important tool to characterize the conductivity of an organic molecule. In the second part we analyzed two perovskita type crystalline oxides, namely the cadmium silicate triclinic (CdSiO3) and the calcium plumbate orthorhombic (CaPbO3), respectively. These materials are normally denominated ABO3 and they have been especially investigated for displaying ferroelectric, piezoelectric, dielectrics, semiconductors and superconductors properties. We found our results through ab initio method within the functional density theory (DFT) in the GGA-PBE and LDA-CAPZ approximations. After the geometry optimization for the two structure using the in two approximations, we found the structure parameters and compared them with the experimental data. We still determined further the angles of connection for the two analyzed cases. Soon after the convergence of the energy, we determined their band structures, fundamental information to characterize the nature of the material, as well as their dielectrics functions, optical absorption, partial density of states and effective masses of electrons and holes

Força muscular respiratória, qualidade de vida e modulação autonômica da frequência cardíaca na distrofia miotônica

Background: The myotonic dystrophy (MD) is a multisystem neuromuscular disease that can affect the respiratory muscles and heart function, and cause impairment in quality of life. Objectives: Investigate the changes in respiratory muscle strength, health-related quality of life (HRQoL) and autonomic modulation heart rate (HR) in patients with MD. Methods: Twenty-three patients performed assessment of pulmonary function, sniff nasal inspiratory pressure (SNIP), the maximal inspiratory (MIP) and expiratory (MEP) pressure, and of HRQoL (SF-36 questionnaire). Of these patients, 17 underwent assessment of heart rate variability (HRV) at rest, in the supine and seated positions. Results: The values of respiratory muscle strength were 64, 70 and 80% of predicted for MEP, MIP, and SNIP, respectively. Significant differences were found in the SF-36 domains of physical functioning (58.7 ± 31,4 vs. 84.5 ± 23, p<0.01) and physical problems (43.4 ± 35.2 vs. 81.2 ± 34, p<0.001) when patients were compared with the reference values. Single linear regression analysis demonstrated that MIP explains 29% of the variance in physical functioning, 18% of physical problems and 20% of vitality. The HRV showed that from supine position to seated, HF decreased (0.43 x 0.30), and LF (0.57 x 0.70) and the LF/HF ratio (1.28 x 2.22) increased (p< 0.05). Compared to healthy persons, LF was lower in both male patients (2.68 x 2.99) and women (2.31 x 2.79) (p< 0.05). LF / HF ratio and LF were higher in men (5.52 x 1.5 and 0.8 x 0.6, p <0.05) and AF in women (0.43 x 0.21) (p< 0.05). There was positive correlation between the time of diagnosis and LF / HF ratio (r = 0.7, p <0.01). Conclusions: The expiratory muscle strength was reduced. The HRQoL was more impaired on the physical aspects and partly influenced by changes in inspiratory muscle strength. The HRV showed that may be sympathetic dysfunction in autonomic modulation of HR, although with normal adjustment of autonomic modulation during the change of posture. The parasympathetic modulation is higher in female patients and sympathetic tends to increase in patients with longer diagnosis

Estresse entre professoras do ensino fundamental de escolas públicas estaduais

O artigo relata pesquisa que visou, entre outros objetivos, identificar a presença do estresse, a sintomatologia e as fases apresentadas pelos professores de 1ª a 4ª série do Ensino Fundamental atuantes em escolas públicas estaduais de uma cidade do Interior de São Paulo. Participaram do estudo 175 professores, perfazendo, aproximadamente, 70% dos profissionais de Ensino Básico I (PEB-I) em atuação no município. Para obtenção dos objetivos foram utilizados dois instrumentos de coleta de dados: o ISSL (Inventário de Sintomas de Estresse) e um questionário para caracterizar a população pesquisada. A pesquisa revelou que 56,6% dos professores estão experimentando estresse, cujos principais sintomas presentes são: sensação de desgaste físico constante, cansaço constante, tensão muscular, problemas com a memória, irritabilidade excessiva, cansaço excessivo, angústia/ansiedade diária, pensar constantemente em um só assunto e irritabilidade sem causa aparente.