Dicionário enciclopédico de topônimos do estado de Mato Grosso do Sul: uma proposta de modelo

Pós-graduação em Estudos Linguísticos - IBILCE

Desempenho ortográfico de escolares de 2o ao 5o ano do ensino privado do município de Londrina

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Desempenho de escolares de ensino público com e sem dificuldade de aprendizagem em habilidadefonológica, nomeação rápida, leitura e escrita

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Processos de leitura em escolares com transtorno do déficit de atenção/hiperatividade

This study aimed to characterize and compare the performance of students with Attention Deficit Hyperactivity Disorder and students with good academic performance on the readingassessment processes. Forty students ranging from 8 years and 2 months old to 10 years and 11 months old, from both genders, from 1st to 4th grades of elementary level, participated inthis study, distributed in two groups: GI, with 20 students with interdisciplinary diagnosis ofAttention Deficit Hyperactivity Disorder (ADHD), and GII, 20 students with good academic performance,paired with GI according to gender, age and school level. The students wereassessedthrough the Brazilian adaptation of the Assessment Process of Reading – PROLEC, composedof four blocks: identification of letters, lexical, syntactic and semantic processes. Statisticallysignificant difference occurred between GI and GII in the PROLEC tests, with the exception of thesame-different and lexical decision tests, indicating that the students from GI presented inferior performance when compared with students from GII. Regarding the classification of the resultsof PROLEC, there was a statistically significant difference in the lexical, syntactic and semanticprocesses and the letter and sound test, with the exception of same-different tests of identificationof letters process. The findings suggests that the group of students with ADHD showsinferior performance compared to the group without disabilities, highlighting that the attentionfactor affects the cognitive functions impairing the acquisition of skills necessary for reading.

Desempenho de escolares com dislexia e transtorno do déficit de atenção e hiperatividade nos processos de leitura

This study aimed to characterize and to compare the performance of students with an interdisciplinary diagnosis of dyslexia and attention deficit hyperactivity disorder (ADHD) in students with good academic performance on the reading processes. Sixty students from both genders, from 2nd to 4th grades of municipal public schools in Marília - SP participated in this study, they were distributed as follows: GI, 20 students with interdisciplinary diagnosis of dyslexia; GII, 20 students with ADHD and GIII, 20 students with good academic performance, paired according to gender, age and grade level with GI and GII. The students were submitted to the application of the assessment of reading processes (PROLEC) composed by four processes: letters identification, lexical, syntactical and semantic. The results highlighted that the students of GIII showed superior performance comparing with GI and GII. There was difference between GI and GII only in low frequency word reading and non words reading of the lexical process. The inferior performance from GI and GII in the PROLEC tests can be justified by the difficulty on the coding and decoding abilities. In ADHD students this difficulty was due to impaired interaction between the visual, linguistic, attention and auditory processing and in the dyslexic students was due to failure at the phonological mediation process, which depends on the knowledge of rules of grapheme - phoneme conversion to the acquisition of word reading. These changes affect the reading achievement and the comprehension of the read text.

Educandas do PEJA em conversas sobre a língua inglesa e sua influência no cotidiano

This paper was developed through literacy events (Barton, 2000) about English language, understood as a social practice of writing and reading. The subjects involved in this research were women, between forty and seventy years old, students of a Young and Adult Education Project (PEJA) that occurs at UNESP/Rio Claro, whose are looking forward to conclude basic school. We intended to see in their speeches reflections about the English language presence in our society and how they deal with this foreign language. Thus, we optimize this contact exposing those women to daily situations where English language was present. To foment dialog and ideas discussions, we brought to the classes common elements, materials such as street advertisements photos with words in English. We noticed that most students recognize the constant English presence and, even they never had formal English education, they were able to establish relations between the uses of English words in everyday Portuguese at most different spheres of life. And, at many times, foreign word comprehension is related to English words use instead of a native one leading to an English naturalization process in the Brazilians speeches world.

A variação sócio-cultural e o ensino de língua portuguesa no ensino fundamental: por uma pedagogia sensivelmente cultural

This study aimed to gather information about the social and linguistic reality of students 1. years of elementary school and community that came, in order to identify aspects of their lexical phonological levels, morphological and morphosyntactic and thus identify and describe the alternative variants of non-standard rule. The methodology chosen was that of variational sociolinguistics addressing quantitative and qualitative aspects in the treatment of the data collected through participant observation and audio recordings of speeches of the students. The results indicate that the level of phonological variants are the most frequent in the speech of students. Because the literacy phase, how the student speaks serves you a guide to the act of writing, so it is necessary to work with the students the difference between oral and written form and monitoring of these two modes according to the context of the discourse

Identificação de categorias retóricas sentenciais em abstracts de Química

Abstracts of scientific articles offer the first contact their readers have with the issues and results presented by the article, thus having a pivotal screening role. Due to their importance, they need to be well written, taking into account their genre-specific rules. Several studies have aimed at describing its particular textual structure, its rubric, though there is still much data to be amassed. The purpose of this work was to analyze a corpus of Chemistry abstracts, seeking the rhetoric categories that structure them in the sentence level and to describe its rubric. In order to do that, we have used lexical and grammatical evidence to categorise the rhetoric role each sentence has. We have found that the expected structure occurs, the main rhetoric focus being the presentation of results in the vast majority of cases. Furthermore, the occurrence of certain categories may depend on the size of the abstract, and certain rhetoric roles are embedded in others, especially the one describing method. The corpus has yet to be expanded to offer further results, two of them being to help non-native writers to better structure the textual level of their works and to build a software of automatic analysis of abstracts

O léxico da apicultura e da melinponicultura no Brasil: limites e flexibilidade para sua fixação em um dicionário terminológico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estudo contrastivo das emoções em expressões idiomáticas corporais do italiano e do português brasileiro: uma vertente cognitivista

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O ethos das obras de autoajuda para terceira idade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A elaboração de um repertório semibilíngue de somatismos fraseológicos do português brasileiro para aprendizes argentinos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Diferenças estilísticas do autotradutor João Ubaldo Ribeiro em Sergeant Getulio e An Invincible Memory

Este trabalho teve por objetivo analisar o estilo de João Ubaldo Ribeiro enquanto autotradutor e também compará-lo ao seu estilo enquanto autor, por meio de um corpus paralelo formado pelas obras Sargento Getúlio/Sergeant Getulio e Viva o povo brasileiro/An invincible memory. A fundamentação teórica apoia-se na abordagem interdisciplinar proposta por Camargo (2005, 2007) envolvendo os estudos de tradução baseados em corpus (Baker, 1996, 2000, 2004) e a linguística de corpus (Berber Sardinha, 2004). Para uma observação do seu perfil estilístico, procurei identificar usos linguísticos característicos e individuais, ou seja, traços de seu comportamento linguístico relacionados à variação vocabular. Quanto aos resultados, foi possível observar que, enquanto participante como autotradutor, Ubaldo Ribeiro revela um padrão estilístico distintivo e preferencial que apresenta menor variação lexical. Em contraste, na situação de participante como autor, Ubaldo Ribeiro mostra padrões estilísticos com maior variação. A diversidade de vocabulário já era esperada para o escritor João Ubaldo, uma vez que a crítica literária enfatiza a sua habilidade na exploração do verbo brasileiro. Ao considerar a forma padronizada como uma indicação do uso que o autotradutor faz da linguagem, pode-se destacar, apesar da influência de possíveis variáveis, que a diferença menor registrada para Sergeant Getulio (3,69) e acentuadamente mais baixa para An invincible memory (4,73) constituem marcas significativas da utilização dos padrões estilísticos próprios desse tradutor de si mesmo, revelando o impacto da extensão dessas diferenças em contraste com a escrita do autor, respectivamente em Sargento Getúlio e Viva o povo brasileiro.

Falsos cognatos francês-português entre termos de estatutos sociais

In this article we address the search for equivalents in the elaboration of a model dictionary for sworn translators of terms used in bylaws, in the Portuguese-French translation direction. We present, specifically, some cases in which the morphological similarity between the two languages can lead to errors, for example false cognates.

Proposta de um modelo de dicionário terminológico onomasiológico

The present paper aims at applying a model of bilingual onomasiological terminological dictionary, as proposed by Babini (2001b), for the development of an English-Portuguese and Portuguese-English electronic dictionary of the fundamental Artificial Neural Networks (ANN) terms. This subarea of Artificial Intelligence was chosen due to its use in several technological activities. The onomasiological dictionary is characterized by allowing searches of either lexical or terminological units from its semantic content. Our dictionary model allows two types of search: semasiological and onomasiological. The onomasiological search is made possible by a set of semes or semantic traits that make up the concept of each term in the dictionary.