Língua Brasileira de Sinais ��� Libras: uma introdu����o

O item n��o apresenta o texto completo, pois est�� passando por revis��o editorial

Inova����o na aprendizagem de língua portuguesa atrav��s dos contos populares

A investiga����o prop��e-se a expor o processo, desenhando as condi����es e motiva����es que envolvem a aprendizagem de Língua Portuguesa na educa����o brasileira. Tais aspectos apresentam-se relevantes na medida em que o maior desafio �� de incentivar o despertar para a leitura e escrita nos aprendizes das s��ries iniciais do Ensino Fundamental de maneira inovadora, rompendo com as pr��ticas pedag��gicas tradicionais. A quest��o que norteia a investiga����o �� a seguinte: �� inovadora a pr��tica pedag��gica baseada em contos populares? Para tanto, utilizou-se a literatura existente relacionada �� Inova����o Pedag��gica e aos contos populares. Como suporte te��rico, partiu-se desse ponto para melhor compreens��o tanto da linha de pesquisa como do objeto de estudo, contribuindo para o enriquecimento do conhecimento n��o s�� no meio acad��mico como tamb��m para a sociedade como um todo. O objetivo deste estudo �� descrever, interpretar e analisar o projeto em andamento ���Ler e Escrever: contos populares, um ponto a mais na aprendizagem de Língua Portuguesa���. Isso ser�� realizado a partir dos aprendizes e do professor polivalente, no momento em que se envolvem com a pr��tica pedag��gica baseada em contos populares, no ensino-aprendizagem de leitura e escrita de Língua Portuguesa, na norma-padr��o, nas s��ries iniciais do Ensino Fundamental. Esta pesquisa justifica-se por oferecer uma contribui����o original ao campo da Inova����o Pedag��gica atrav��s da investiga����o do referido projeto em andamento, pioneiro no munic��pio de Paudalho (Pernambuco, Brasil). Tal projeto �� desenvolvido na Escola Municipal Paulo VI, especificamente a sala de aula de 3�� ano do 1�� ciclo do Ensino Fundamental. O trabalho de campo se deu sob a ��tica da abordagem etnogr��fica. Os instrumentos inclu��ram as t��cnicas: observa����o participante, entrevista n��o estruturada, an��lise de documentos oficiais e pessoais e todos os registros feitos no di��rio de campo. Diante do exposto, a pr��tica pedag��gica baseada em contos populares se materializa em car��ter inovador.

Projetos de letramento e formA����O de professores de língua materna

O prop��sito do livro "Projetos de letramento e formA����O de professores de língua materna" �� contribuir para a compreens��o dos projetos de letramento, entendendo-os como uma pr��tica recontextualizada pelas atuais demandas sociais, ou seja, uma alternativa que promete priorizar a inclus��o, a participa����o social e o reposicionamento identit��rio do professor e do aluno, e destacar a import��ncia disso na forma����o docente e na ressignifica����o das pr��ticas de leitura e de escrita no contexto escolar.

Neoplasias de língua em cinco c��es

Este trabalho tem como objetivo relatar a ocorr��ncia de cinco casos de neoplasias de língua em c��es. Os sinais cl��nicos mais observados foram ptialismo, halitose e hiporexia. Ap��s bi��psia excisional para exame histopatol��gico, os resultados revelaram dois casos de melanoma, um caso de histiocitoma, um caso de fibrossarcoma e um caso de mastocitoma grau II, sendo que neste o propriet��rio n��o autorizou qualquer forma de tratamento. O tratamento para os demais foi a glossectomia parcial e, no caso de fibrossarcoma, associou-se a quimioterapia. Dois animais apresentaram deisc��ncia de sutura no p��s-operat��rio, n��o havendo necessidade da realiza����o de nova interven����o. em rela����o ao progn��stico, os pacientes com histiocitoma, fibrossarcoma e um com melanoma n��o apresentaram recidiva, nem met��stase da doen��a 12 meses ap��s a cirurgia. No outro caso de melanoma, o paciente apresentou met��stase na pele e nos pulm��es 30 dias ap��s a ressec����o cir��rgica.

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

Eventos de oralidade em aulas de língua portuguesa: um estudo de caso

Este trabajo tiene como objetivo investigar el tratamiento ofrecido al estudio de la lenguaje en la modalidad oral en clases de lengua portuguesa en los 3�� y 4�� ciclos del Nivel Fundamental a la luz de concepciones sociointeracionistas de lenguaje. Para tal, tomamos como referencia las contribuciones de Bakhtin (1992) Marcuschi (2005), Batista (2001), Antunes (2009), Bagno (2002), Suassuna (2009), Ramos (2002), Castilho (2000), Oliveira (2003), entre otros, como tambi��n tomamos como referencia los objetivos establecidos en los programas oficiales, entre los cuales est��n los PCN de lengua portuguesa, el PNLD y el regimiento escolar. El campo de pesquisa seleccionado fue una escuela p��blica de la ciudad de Parnamirim donde los datos fueran colectados en visitas, en las entrevistas grabadas con los sujetos y tambi��n durante las observaciones a las clases. Hecho estos procedimientos de coleta de datos se hizo su an��lisis que estuvo vinculada al referencial te��rico. Los resultados de la pesquisa indican caracter��sticas en el tratamiento ofrecido al lenguaje oral que refleja, principalmente, una concepci��n de lengua y lenguaje adoptada por los profesores a��n muy vinculada a las concepciones estructuralistas, sin lograr una pr��ctica que contemple la oralidad como objeto de estudio

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

O ambiente virtual na forma����o inicial de professores de alem��o como apoio para o ensino e a aprendizagem da língua e a reflex��o sobre a����es docentes

Estudiosos dos campos da Educa����o, da Lingu��stica Aplicada e da Forma����o de Professores de Línguas insistem hoje na grande import��ncia da inclus��o de Tecnologias de Informa����o e Comunica����o (TICs) na forma����o inicial, bem como na necessidade de promover o desenvolvimento do pensamento cr��tico-reflexivo dos futuros professores. Tomando como pressupostos te��ricos estudos acerca das caracter��sticas da sociedade de informa����o, dos ambientes virtuais e da forma����o de professores, este trabalho tem como objetivo discutir possibilidades oferecidas pela plataforma Moodle de aprendizagem na forma����o inicial de professores de alem��o. Para tanto, apresentaremos diferentes formas de uso de ambientes virtuais e de ferramentas neles dispon��veis, que demonstraram ser de grande valor no processo de forma����o de licenciandos, tanto em língua alem��, quanto durante suas pr��ticas iniciais. As experi��ncias apontam para um valor inestim��vel de ambientes virtuais no acompanhamento de licenciandos no processo de aprendizagem da língua e nas primeiras experi��ncias com a doc��ncia.

"Tudo" em Natal : definitude, implicaturas e contribui����es para o ensino de língua materna

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

A rela����o gramatical objeto direto : implica����es para o ensino de língua materna

This paper attempts to investigate the discourse manifestations of the grammatical relation direct object with respect to the syntactic, semantic and pragmatic properties that underlie this element. The research adopts theoretical orientation of the functionalism from North American and Brazilian schools inspired in Giv��n (1995, 2001), Hopper and Thompson (1980), Chafe (1979), Furtado da Cunha, Oliveira, Martelotta (2003) inter alia. From functionalism, the research uses principles of iconicity, markedness and informativity and it analize categories of transitivity, grounding and animacy. This research is anchored in prototype model (TAYLOR 1995); construction grammar model (GOLDBERG 1996, 2002). Both theoretical orientations share the view that language is a malleable living organism subject to socio-cultural context. Grammar is then the result of created, maintained, and systematized linguistic patterns developed from and used for language use. According to a functional linguistics and cognitivist linguistics verbs are stored in the speakers lexicon in syntactic-semantic frames which are more frequent. These frames carry information concerning obligatory and optional arguments and the semantic roles these arguments take in the clause. The analysis focuses on the semantic type of the verbs and its relationship with the argument encoded as a direct object observing the aspectual nature of verbs. Direct objects are classified according to their morphology (lexical or pronominal noun phrase), semantic role, informational content and animacy. This study discusses pedagogical implications with relation to how the grammatical concepts touched on this paper are treated in school textbooks. The empirical data come from Corpus Discurso & Gram��tica: a língua falada e escrita na cidade do Natal (FURTADO DA CUNHA, 1998). This corpus is composed of texts that contain spoken and written modalities. These modalities are in turn organized according to different types: personal narratives, retold narrative, description of preferred place, procedural place, procedural description and report on argumentation. The sample data totals 40 texts produced by four language consultants of the last graduation date. The paper shows that the same syntactic structures (formed through Subject-Verb-Object) correspond to different semantic-pragmatic structures in relation to specific communicative purposes even verb is an event, process or state. The argument structure are not aleatory but are related to experience; that is the way humans conceptualize the world and talk about it

O complemento de lugar dos verbos de movimento: implica����es para o ensino de língua materna

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico

A pr��tica de corre����o textual por professoras de língua portuguesa do ensino m��dio

Cette recherche analyse les pratiques de correction de textes de l'enseignement du 1, 2 et 3 ��me niveau. Nous avons parti de discutions avec les professeurs de Langue Portugaise des troisi��mes ann��es d���une ��cole appartenant au enseignement publique, situ��e �� la ville d���Assu RN. L'��tude a les postulats th��oriques de Cruz (2007), Dellagnelo (1998), Oliveira (2005), P��cora (1999), Ruiz (2001), Serafini (1989), et d���autres. La m��thodologie est de nature qualitative et d���interpretation, dont le mat��riel a ��t�� constitu�� �� partir des rapports des enseignants professionnels, ainsi que les 92 textes recueillies entre juillet et ao��t 2008. Les d��s montrent que la correction se configure comme un travail pratique, qui vise �� aider les ��tudiants �� am��liorer leur ��criture. Les professeurs font la correction d���une forme m��lang��e, c'est-��-dire dans le texte apparaissent les corrections orthographiques, lexicales, etc., mais la pr��dominance de la correction est par rapport aux id��es, pour le contenu du texte. Dans ce sens, les professeurs se rendent compte du valeur et de la hi��rarchisation des id��es discut��es par les ��l��ves, les reconna��tre comme l'organisation de la s��mantique et la s��quence du texte. Tous les autres aspects (structurelles, grammaticaux) sont importants, cependant, en g��n��ral, dans la pratique de correction des ��tudes, l���exposition les id��es occupent une place importante. Les marques de correction apparaissent sous la forme de petits billets, qui appr��cie ��galement toutes les ��tapes de l'��criture de texte

Do dizer te��rico ��s transposi����es did��ticas: por um exerc��cio da contrapalavra no ensino de língua escrita no PROJOVEM

This present work is going to show some results developed in the Master Degree research and the Post Graduation project in Language studies (PPgEL) at UFRN, under the orientation of Professor Maria da Penha Casado Alves. This research has questions showed by the Programa Nacional de Inclus��o de Jovens PROJOVEM. Concerned to methodology, the research is based on Applied Linguistics and it is qualitative and documental. The corpus of the research are the Manual de Orienta����es Gerais and the Guias de Estudo. The documents that were used for the research were Guide for general orientation and the Study Guides.The Manual de Orienta����es Gerais was chosen because is focused on the teacher and the Guias de Estudo was chosen because are focused on the students. The discussions and analysis were based on Bakhtin (1997; 2003), for his studies about the language in a dialogical point of view, Faraco (2001 and 2008) and Suassuna (2006) for their discussions about the Portuguese Language and Geraldi (1997; 2005 and 2006) and Antunes (2003) for their orientation and discussions about the teaching process of the written language. The analysis made in the Reference Topics point that however the program proposes a kind of rupture with the traditional way of teaching, it could not take this change to the Study Guides (Guias de Estudo). The result is a didactic material that reproduces activities based on a conception of a descriptive and prescriptive teaching. What is concerned about the proposals for the textual production, it is shown that it is given in an artificial way, without any expression and with no link to any communicative context and sometimes, with no relation to the topic it was supposed to be related to

O portf��lio na forma����o inicial do professor reflexivo de ingl��s como língua estrangeira: uma an��lise sist��mico-funcional

This research deals with the insertion of the portfolio as a resource to the development of the reflective action in training teachers of English as a Foreign Language (EFL). Its goal is to characterize linguistic marks that show the reflective process in learning narratives collected in portfolios following the considerations of the ideational metafunction of the Systemic-Functional Grammar (SFG) by Halliday (1994). Within the scope of analysis offered by SFG, the system of transitivity was chosen attempting to observe and study the lexicogrammatical choices made by participants to produce their learning narratives. The corpus was composed of twenty-six learning narratives produced by thirteen participants into two distinct modules, designated here as "First Assessment" and "Final Assessment. The analysis were performed using procedures related to Corpus Linguistics, with the aid of the computer resource WordSmith Tools 5.0 (Scott, 1999). The results seems to indicate that preservice teachers, when asked to reflect on activities written on the classroom, use in their narratives a significant majority of mental processes instead of material processes that are common in narratives from other nature. Meanwhile, the use of a portfolio in teacher training in EFL, can be considered as a trigger reflection tool, which allows future teachers' effective monitoring of all their learning process

Referencia����o anaf��rica :as an��foras n��o-correfereciais no livro did��tico da língua portuguesa

On recent years, it has been observed an increasing interest on referentiation processes, which involves an important field of Text Linguistics and Discourse Analysis studies. The existence of a significant number of international and national publications which focus on this perspective corroborate this finding. Given the textbook importance as a teaching instrument, and the relevance of the referentiation processes to text production and comprehension, we realize that the study of these two topics articulation is taken as a relevant research theme, with consequences to the improvement of Portuguese Language teaching. Taking this into consideration, we intend to analyze the non-coreference anaphors in texts of Portuguese Language textbooks from fifth to eighth grades, adopted in many schools of Pau dos Ferros RN, considering the frequency, genre, kind of anaphor and manifestation form. This study is classified as a documental and qualitative research. We have found out that the indirect anaphor was used in more than a half of the corpus. We have found out, as well, that the literary and press genres do not favor the use of labeling and metadiscursive anaphors. On the other hand, concerning the indirect anaphor, it is clear its abundant use in the literary genre. In what concerns the manifestation forms, we have verified that on labeling and metadiscursive anaphors it is significant the predominance of demonstrative pronouns working as determiners. On the indirect anaphor, we have verified that most of the occurrences do not present a determiner, and for the ones which present it, the majority occurs under the form of definite and indefinite articles. We believe that this work can contribute to the activities which involve questions related to text production and comprehension, since the referentiation processes are intimately related to them