Mecanismos de coes��o referencial na produ����o 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 coes��o referencial na produ����o 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

Linguagem e argumenta����o na produ����o escrita de vestibulandos

In this study, we analyzed the argumentative processes of written texts produced by UERN (Federal University of Rio Grande do Norte) vestibulandos : (students who apply for University Entrance Examinations in Brazil). It has as its corpus twenty compositions by such students. These compositions, collected in UFRN COMPERVE (Permanent Commission of vestibular examinations) and written in 2005 examination, were selected in a random way. The theoretical support is based on Perelman & Olbrechts-Tyteca (1999; 2002), Reboul (2004), Bakhtin (1992), Faraco (2003), Plat��o e Fiorim (2003) e Geraldi (1997), and other scholars. The work aimed to investigate how vestibulandos make use of argumentative techniques in order to construct their arguments in the vestibular examination. In the analysis of the corpus we considered that the used argumentative techniques, the relationship with the thesis, the sense effects students wanted to produce and the type of the required speech. It showed that in the, discourse construction of argumentative texts, students made use, with more frequency, of the following argumentative techniques: pragmatic arguments, arguments of the definition, comparison arguments, division arguments, example arguments, argument of the model and authority arguments as means to support their theses. However it was not carried out in a conventional way, reason why it leads us to believe that schools, as part of human activity, responsible for education and for the insert of learners in the literate world, have a fundamental role concerning the offer of conditions, so that, the teaching of Portuguese Language leads students to a systematic and explicit preparation of the knowledge, regarding the social and functions of the language, as well as of the strategies of the construction of argumentative texts. This can lead learners to develop communicative competence and to feel more confident when working with text production

Forma����o docente e g��neros discursivos:o dizer, o saber e o fazer

This master dissertation presented to the Language Studies Post-Graduation Program of the Federal University of Rio Grande do Norte aims present an analysis about the initial teacher training, the knowledge about discursive genres and its usage in basic education professional classrooms. Therefore, it was analyzed, from teachers of fourth and fifth grades of elementary schools, if the initial training provides enough useful tools to be applied in Portuguese classes, i.e., if during the teacher training process concepts of discursive genres emerge, which of these concepts can be noticed and how this knowledge helps teachers in their classrooms. In order to achieve this aim, it was taken into account studies about the initial teacher training, about the knowledge diversity that is part of the teaching knowledge and also about discursive genres based on Bakhtin‟s conception, which is used in the Par��metros Curriculares Nacionais (PCN). This research is qualitative of interpretative basis and has taken an opened questions questionnaire and classroom observations with audio recording data as corpus of analysis. As results of this investigation, it is possible to emphasize that the initial teacher training has left some gaps in discursive genres concepts and usage in Portuguese classes, that it is not only one kind of knowledge that compound the teacher knowledge and, because of this, working with disciplinarians knowledge, specially about discursive genres, is to emphasize one among many others.

Cren��as de professores do munic��pio de Caic�� RN sobre o ensino de gram��tica nos anos iniciais do n��vel fundamental

Este trabalho tem como objetivo analisar as cren��as de professores das s��ries iniciais do n��vel fundamental da cidade de Caic��-RN sobre o ensino de gram��tica. A partir da aplica����o de um question��rio, analisam-se as cren��as manifestadas no discurso de 20 docentes da rede municipal de ensino do referido munic��pio. As quest��es formuladas visaram investigar as cren��as dos informantes sobre o que �� ensinar gram��tica e que dificuldades encontram para realizar o ensino dos conte��dos gramaticais, considerando aspectos te��ricos e pr��ticos, entre eles: a constru����o da concep����o sobre ensino de gram��tica, a participa����o em projetos de forma����o continuada na especificidade de ensino de língua, a influ��ncia dessa forma����o sobre o seu fazer pedag��gico, e a realiza����o do planejamento de ensino de conte��dos gramaticais. Para fundamentar a reflex��o, buscou-se apoio em autores como Abrah��o; Barcelos (2006); Antunes (2009; 2007); Neves (2004a; 2004b; 2007; 2010) Silva (2004; 2007), Travaglia (2001; 2004); entre outros, a partir dos quais s��o abordados os conceitos de língua, linguagem e gram��tica, relacionando-os ao desenvolvimento da compet��ncia lingu��stica/comunicativa no ensino de língua portuguesa. Os dados analisados revelam que a influ��ncia das cren��as sobre o ensino de gram��tica no fazer pedag��gico do professor se relaciona com sua forma����o acad��mica, desde a escolha do referencial te��rico adotado pelos professores das disciplinas relacionadas ao tema at�� a metodologia utilizada para trabalhar os conte��dos, considerando as experi��ncias pessoais concretizadas ao longo de sua vida. Al��m disso, percebeu-se que existe uma forte converg��ncia entre cren��as, conhecimentos e experi��ncias pr��ticas. O trabalho conclui-se com uma reflex��o sobre as implica����es que uma postura reflexiva pode ter no atual panorama de ensino de língua, em geral, e de gram��tica, em particular.

��FRICA(S), MO��AMBICANIDADE, MIA COUTO: uma varanda para o ��ndico

Always seen by others eyes, unknown of the languages and other "realities" that constitute, the Africa, specially Mozambique, now (re)invent itself, palimpsestly, in narratives of your griots, narrators and/or storytellers. Our thesis intend, by the review of novel Under the frangipani, to demonstrate that the mozambican writer Mia Couto intends to participate the (re)construction of a devasted nation by war and conflicts, based on belief that the role writer "is to create requisites of a more african thought, to the assessment of your place and your time won't be done from categories created by others" (COUTO, 2005). At first, we show how the mozambican literary system consists itself; then, the insertion of coutian narrative against the prevalence tradition and, also, by the analysis of the constituent elements of the chosen novel, the way how made piece of resistance to reification, objectification of the individuald in the contemporary world , your writing will be present in this sharing of the sensitive. Besides Mia Couto, in our work we'll counting on the lessons of Candido, Noa, Hernandez, Adorno, Paz, Fonseca, Secco, among others studious of african narrative and, specially, Mozambique narrative

"Eu pensei que ia sair daqui falando ingl��s": um estudo sist��mico-funcional sobre pap��is sociais atribu��dos por alunos de um curso de Letras/Ingl��s

Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH��O, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALH��ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom

Conectores sequenciadores em artigos de opini��o escritos por vestibulandos: uma quest��o de marca����o lingu��stia com implica����es para o ensino

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

A Transposi����o Did��dica dos G��neros do dom��nio do discursivo publicit��rios nos livros did��ticos

Advertising text has been a subject of many investigations, because of its multimodal universe. Embodied by a linguistic and discursive materiality laying on scene persuasion, argumentation and power imagery of multissemiotics elements, the advertising text acts as an instrument of power, creating and destroying, promising and denying (CARVALHO, 2007). Advertising not only invites us to act for it, but directs us to look at it. It was under this moving look - of charm and interrogations - that discussions raised in this research were born. Investigations are directed to the school environment, in special, for the discursive advertising domain in Portuguese Language Textbook. It is from this environment that was born our research whose main objective is to analyze how does the didactic transposition of textual genres, described by Marcuschi (2008) as belonging to the "advertising" discourse domain (focusing on advertising genre) in didactic books teaching Portuguese Language before and after the advent of the PCN. Textbooks taken as reference for the study are historically situated in the 90s of the twentieth century and 10 century. Such books refer to elected 7th and 8th grades, currently corresponding to the 8th and 9th grades of elementary school. The choice is justified by the fact that in these Textbook teaching series the presence of advertising domain is recurrent and "didactized". In addition, we are also concerned in analyzing books that circulated around us and our regional reality. Hence, we elected books that were used by two public high schools: Municipal School Clementina Ana da Concei����o in Ja��an�� city in the Rio Grande do Norte state, State School for Elementary and High school Carlota Barreira in Areia city, Para��ba state. In our research the following categories of analysis were highlighted: (1) presence of advertising in DB, (2) fluctuation terminology: concepts and classifications; (3) The complexity of concepts facilitation, (4) what they propagate, and from which nature are the explored advertisements. From our analysis, we observe how the treatment of textual "advertising" genres have been inserted into Textbooks, and how occurs, in general, their didactic transposition. Focusing on the issue of fluctuating terminology, we noted the difficulty in drawing boundaries between the genres of advertising domain in the Textbooks. However, this also would result in the complexity - in the field of scientific knowledge - of delimiting genres of the same domain. To accomplish our studies, it was required a thorough and systematic dialogue with theories regarding the concept of "Didactic Transposition", due to the theoretical Chevallard Yves (1991), research on the textual genres - Bezerra (2005), Marcuschi (2008), Bazerman (2005), Swales (2004), among others - and studies involving the field of "Advertising" - Sandmann (2002), Carvalho (2007) and others

Pr��ticas de letramento digital de professores em forma����o: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; D��RNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

Se inicia ora����o com pronome cl��tico? Atitudes lingu��sticas, na escola, em rela����o aos padr��es brasileiros de coloca����o pronominal

Focusing on the empirical assessment issue, proposed by Language change theory (cf. cf. WEINREICH; LABOV; HERZOG, 2006; LABOV, [1972] 2008), this research assists to clarifying Portuguese teacher s attitudes in Natal- RN, regarding (a) to proclisis in three specific contexts: in the beginning of a simple/compound sentence (V1), after the subjects (SV), and proclisis after the secondary verb in complex verbal structures (V1V2); (b) to students who use such patterns in usage. Specific contexts were gathered thanks to their representing of the standard variety, as many studies have proven (Martins, 2012; Schei, 2003; Biazzoli, 2010, 2012). The research aims at: (i) verifying by means of a classroom assessment test, whether Portuguese teachers correct proclisis on referred contexts; (ii) identifying, via attitudinal tests what actions teachers take regarding to the usage of standards above mentioned, as well as students as users of those. Twenty Portuguese teachers, picked at random out of different of public schools in Natal-RN, responded to a classroom assessment test in addition to other two attitudinal ones. Results achieved point to a recurring high proclisis correction index of 50% in simple/compound sentences, even though such variety has been implemented to pronominal usage standards in Brazilian Portuguese. This setting of usage was generally assessed negatively, having no commonality between this assessment and the neutral one used by students. Unlike previous setting, the proclisis after subject did not receive any correction of the twenty teachers, what proves coherence with the positive evaluation both the varieties and the students attained. As for the second verb of complex verbal structures, proclisis correction went negative on presenting single results, despite their proximity, with correction indexes of 20% (infinite structures), 10% (present progressive structures) and 25% (participle structures). The assessment on these contexts of proclisis ranged between positive and neutral, also valid for the one students utilized. It means that proclisis in the beginning of simple/compound sentences are yet seemingly spotted in writing school scenario, much likely due to the negative evaluation, opposite to students . Later to subjects and earlier to secondary verbs in structures, proclisis appears to be acknowledged in writing school scenarios, which reflects on teachers assessment as compared to students who use proclisis in these contexts; being in general either positive or neutral

A leitura e o leitor presumido nas avalia����es oficiais

Este estudio se refiere a una investigaci��n a cerca de la concepci��n de la lectura que subyace en la Matriz de Referencia de la Prueba Brasil, y, mediante las an��lisis del modelo 2009, entender lo que el lector se supone que responder en las preguntas de esta prueba. El estudio tiene como objetivo satisfacer se presume lector general para responder a las preguntas de prueba de Brasil y el mapa de la concepci��n de la lectura que subyace en la matriz de referencia tal prueba. Los objetivos espec��ficos apuntan a examinar los temas de Prueba Brasil, identificando qu�� descriptores se materializan en el mismo, que son los m��s recurrentes. El estudio tiene como fundamentos los estudios bakhtinianos a cerca de los di��logos del linguaje (Bakhtin, 2003, 2008; Voloch��nov/Bakhtin, 1993) y la concepci��n de la lectura defendida por Geraldi (2007), Larossa (2001) y DeCerteau (1994). La investigaci��n ��s caracterizada como cualitativo-interpretativo, con enfoque socio-hist��rico, y se encuentra dentro del campo de la Ling����stica Aplicada, que en las ��ltimas d��cadas ha demostrado contribuciones para la ense��anza de lenguas y formaci��n docente. Para hacer el an��lisis de las pruebas, inicialmente construido una tabla (Tabla 1), que contiene los seis macrot��picos Matrix lengua portuguesa en la que est��bamos repartiendo los descriptores presentes en las cuestiones de prueba referenciada relacion��ndolos con sus temas. Tras analizar la cuesti��n, con el fin de identificar al presunto lector a responder a estas preguntas. Mediante an��lisis de la Matriz de Referencia de la Prueba Brasil, entendemos que ella est�� de acuerdo con los Par��metros Curriculares de la Lengua Portuguesa. As��, la concepci��n que subyace en la lectura es que la lectura es una actividad que depende del proceso individual, pero que ��s parte de un contexto social e involucra a habilidades relacionadas con la comprensi��n y producci��n de sentido. Mediante la observaci��n de la prueba, afirmamos qu�� el lector con la capacidad de responder a las preguntas es lo que desarrolla actitudes favorables a cerda de la lectura. A saber: (i) reconocen ampliamente las palabras, (ii) identifican los objetivos y funciones de la lectura, en reconocimiento de la funci��n de apoyo de g��nero y el contexto del texto, (iii) predice el contenido de los textos a se lee a la luz de su apoyo, su g��nero y su contexto; (iv) plantea hip��tesis sobre el contenido del texto que se lee, (v) es capaz de buscar ideas textual e intertextual. Es decir, hace inferencias, aumentando la comprensi��n, la asociaci��n de diversos elementos presentes en el texto y que son parte de sus propias experi��ncias personales, (vi) construye la comprensi��n global del texto le��do por la unificaci��n de la informaci��n expl��cita e impl��cita, (vii) tiene la capacidad de evaluar la lectura de forma ��tica y afectiva, o de hacer extrapolaciones coerentes sin escapar de la tem��tica del texto. Por ��ltimo, podemos decir que las implicaciones pedag��gicas de este trabajo para mi actividad profesional es de gran importancia, ya que desde la detecci��n de lo que se requiere de los estudiantes y, en consecuencia, un nuevo enfoque para la ense��anza de la lengua materna como podemos reflexionar sobre eso y encontrar maneras de mejorar nuestro desempe��o. Tanto nuestro entrenador como nuestros compa��eros. Dejando a un nivel puramente descriptivo de los problemas de acci��n conjunta m��s eficaz, entendiendo que la ense��anza de lectura tiene un car��cter complejo. En este sentido, tenemos que ser menos intuitivo y m��s reflexiva. Nos gustar��a hacer hincapi�� en que tenemos la intenci��n de socializar esta investigaci��n con nuestros compa��eros, ya que entendemos que es un material que puede contribuir a un nuevo aprendizaje para la pr��ctica de los profesores que se inclinan. Adem��s indic�� que la principal contribuci��n de este trabajo es nuestra mirada en el proceso de la lectura en el aula, la comprensi��n de que el estudiante de ofertas diarias con textos localizados, derechos de autor, hist��rico y representativo de las diferentes interacciones en el mundo. Por lo tanto, es el momento de ser gestado las pr��cticas de lectura hacia una educaci��n m��s significativa

A tessitura da mem��ria em o vendedor de passados de Jos�� Eduardo Agualusa

In the study of African literature in Portuguese language, the theme importance of memory is done by contact those literary works have with the context in which they operate. This study aims to reflect how memory as social element becomes an agent of the composition of literary structure in the O Vendedor de Passados (2004), by Jos�� Eduardo Agualusa. Therefore, we have as reference the critical method developed by Antonio Candido (1976), regarding the critical dialectic, in order to understand how such a throwback acts in the structuring of the romance in a relationship with both structural and thematic elements. Firstly, it presents a panoramic reading the Angolan literary scene in the post-independence, relating this context with the route of writing of Jos�� Eduardo Agualusa. Then it performs the analysis of the relationships between narratives categories - narrator, characters, space, time - and the memorial element, keeping in mind that these categories would be constructed in dialogue with the memory. Lastly, there is the reflection on the dynamics between fiction and reality apprehended in novelistic discourse in which a seller of past figures in an analysis that takes place from the skeptical look on this work. As a theoretical approach, we highlight mainly readings: Hampat��-B�� (2010), Laura Padilla (2007), Tania Mac��do (2008) for the observation of the specific African context quickened in the novel; Tedesco (2004), Halbwachs (2006), Le Goff (2003) regarding the conceptualisation of memory; and Landesman (2006), Krause (2004), Gai (1997) in cutting the skeptical outlook with which the romance dialogues

A organiza����o da intera����o professor-aluno em sala de aula: turnos e o par pergunta-resposta

Este trabalho tem como foco principal a intera����o em sala de aula, especificando aspectos da organiza����o lingu��stico-discursiva, na produ����o conjunta da fala da professora e dos alunos, materializada em turnos, ressaltando o par pergunta-resposta na aula de Língua Portuguesa. Para alcan��armos esse objetivo, inspiramo-nos em alguns trabalhos acerca da organiza����o da intera����o que adotaram a perspectiva dos estudos interacionais e a abordagem etnogr��fica, a fim de explicitar o conhecimento nos espa��os de ensino e aprendizagem. Entre eles, citamos as pesquisas de Galv��o (1996, 2004) e de Mat��ncio (2001). Nessa dire����o, descrevemos o processo de intera����o em sala de aula em uma escola p��blica, analisando e interpretando as a����es de linguagem realizadas pela professora e pelos alunos. Teoricamente, embasamo-nos, principalmente, na An��lise da Conversa����o, ancorando-nos no estudo pioneiro de Sacks, Schegloff e Jefferson ([1974] 2003); nos postulados de Marcuschi ([1986] 2007a); nas pesquisas de Kerbrat-Orecchioni (2006), dentre outros. Explicitamos uma tipologia de perguntas e respostas em sala de aula, quanto �� sua forma e fun����o, conforme os postulados te��ricos de Stubbs (1987), Ara��jo (2003), F��vero, Andrade e Aquino (2006), Silva (2006) e Koshik (2010). Analisamos a organiza����o da tomada de turno, seguida de uma investiga����o sobre perguntas e respostas no discurso desenvolvido face a face. Na tentativa de compreendermos o cotidiano dos envolvidos no cen��rio de sala de aula, adotamos a abordagem etnogr��fica e o m��todo indutivo, nas perspectivas de Andr�� (2010) e Chizzotti (2006). Os dados foram gerados atrav��s de pesquisa de campo, por meio de grava����es (em ��udio) de aulas de Língua Portuguesa, posteriormente transcritas e transformadas no corpus de pesquisa. As an��lises demonstraram que a intera����o entre professora e alunos organizou-se em trocas de turnos, na maioria das vezes, controladas pela professora, evidenciando-se uma rela����o de assimetria entre os participantes. Esses turnos concretizados, geralmente, no par adjacente pergunta-resposta revelaram como a constru����o do conhecimento se realiza em sala de aula. Por fim, observamos que a intera����o em sala de aula de Língua Portuguesa �� organizada por aspectos sociais e pedag��gicos intrinsecamente imbricados

A transitividade na conversa����o: uma abordagem funcional centrada no uso

This work investigates the phenomenon of transitivity in the conversation. We examined the behavior of complements in Brazilian Portuguese speech, and then compared the results with previous researches in the English language by Thompson and Hopper (2001) and in the Spanish language by V��zques (2004). In Brazil, there are no researches that treat this phenomenon in the discursive conversation, for that reason it justifies and reveals the importance of this research that aims to answer questions related to the transitivity of ordinary conversations. Thus, we describe, explain and analize the transitivity based on concrete linguistic data, provided by native speakers of Portuguese language, specifically, spontaneous talk of people from Natal-RN. We have used as theoretical assumptions the Functional Linguistics usage-based (LFCU), which gathers academics of North-American Functional Linguistics, inspired by Chafe (1979), Hopper and Thompson (1980), Thompson and Hopper (2001), Giv��n (2001), Bybee (2010), Traugott (2009, 2011), among others, as well as Cognitive Linguistics, presented by Langacker (1987), Taylor (1995), Tomasello (1998) and Goldberg(1995), among others. This data consists in conversations extracted from the corpus Banco Conversacional de Natal (FURTADO DA CUNHA). The results obtained from this work confirm the assertions defined by prior conducted studies on the transitivity in the conversation. The research showed that these three idioms, Spanish, Portuguese and English, despite the differences, they present a uniform behavior regarding their transitivity in the conversation. We intend, by this work, to contribute, in some way, to the comprehension of the focused linguistic phenomenon, likewise to build a finer scenario around of the transitivity in the Brasilian Portuguese