Pol��ticas lingu��sticas e o ensino de língua portuguesa

Grande preocupa��ao para o ensino de língua materna tem sido a questao dos estudos lingu��sticos, no que se refere �� Pol��tica de Língua, cujas bases alicer��am-se nas discussoes sobre a identidade cultural, ideol��gica e lingu��stica de um povo. Objetivamos, assim, discutir pol��ticas lingu��sticas implementadas em diversos momentos no que tange �� questao cultural lus��fona. Por isso, julgamos necess��rio apresentar as concep��oes de Pol��tica Lingu��stica, de Cultura, de Ideologia e de Lusofonia numa acep��ao mais ampla dos termos. Observa��oes atinentes ��s Pol��ticas de Língua presentes no cotidiano de uma na��ao em movimento num mundo lus��fono crescente, leva-nos aos instrumentos tecnol��gicos referentes �� linguagem (gramatiza��ao: gram��tica e dicion��rio) e �� hist��ria do povo que fala. Assim, consideramos como Calvet (1996:3) que a Pol��tica Lingu��stica, sendo uma rela��ao imposta pelo Estado a um dado povo, estabelecendo uma planifica��ao ling����stica que leva uma maioria a adotar a língua de uma minoria, impoe se pela responsabilidade do Estado com a assun��ao de uma determinada língua e de uma nova identidade, o que provoca a consolida��ao do processo de nacionaliza��ao de um grupo. Uma unidade lingu��stica foi prescrita por Portugal que determinou uma Pol��tica Lingu��stica Brasil/Portugal, trazendo para territ��rios de "al��m-mar" uma língua nacional portuguesa que acabou identificando o brasileiro como povo. Determinados pelo princ��pio "uma língua, uma na��ao", que fortalece a sobreviv��ncia do Estado, fundamo- nos na necessidade de aprendizagem e de uso de uma língua oficial como obriga��ao para os cidadaos e na obrigatoriedade da sistematiza��ao, isto ��, de gramatiza��ao (Auroux 1992, p. 65). Esse fen��meno foi generalizado no s��culo XVI quando houve a gramatiza��ao dos vern��culos europeus, determinando, assim, a instaura��ao de uma Pol��tica Lingu��stica

Pol��ticas lingu��sticas e o ensino de língua portuguesa

Grande preocupa��ao para o ensino de língua materna tem sido a questao dos estudos lingu��sticos, no que se refere �� Pol��tica de Língua, cujas bases alicer��am-se nas discussoes sobre a identidade cultural, ideol��gica e lingu��stica de um povo. Objetivamos, assim, discutir pol��ticas lingu��sticas implementadas em diversos momentos no que tange �� questao cultural lus��fona. Por isso, julgamos necess��rio apresentar as concep��oes de Pol��tica Lingu��stica, de Cultura, de Ideologia e de Lusofonia numa acep��ao mais ampla dos termos. Observa��oes atinentes ��s Pol��ticas de Língua presentes no cotidiano de uma na��ao em movimento num mundo lus��fono crescente, leva-nos aos instrumentos tecnol��gicos referentes �� linguagem (gramatiza��ao: gram��tica e dicion��rio) e �� hist��ria do povo que fala. Assim, consideramos como Calvet (1996:3) que a Pol��tica Lingu��stica, sendo uma rela��ao imposta pelo Estado a um dado povo, estabelecendo uma planifica��ao ling����stica que leva uma maioria a adotar a língua de uma minoria, impoe se pela responsabilidade do Estado com a assun��ao de uma determinada língua e de uma nova identidade, o que provoca a consolida��ao do processo de nacionaliza��ao de um grupo. Uma unidade lingu��stica foi prescrita por Portugal que determinou uma Pol��tica Lingu��stica Brasil/Portugal, trazendo para territ��rios de "al��m-mar" uma língua nacional portuguesa que acabou identificando o brasileiro como povo. Determinados pelo princ��pio "uma língua, uma na��ao", que fortalece a sobreviv��ncia do Estado, fundamo- nos na necessidade de aprendizagem e de uso de uma língua oficial como obriga��ao para os cidadaos e na obrigatoriedade da sistematiza��ao, isto ��, de gramatiza��ao (Auroux 1992, p. 65). Esse fen��meno foi generalizado no s��culo XVI quando houve a gramatiza��ao dos vern��culos europeus, determinando, assim, a instaura��ao de uma Pol��tica Lingu��stica

Pol��ticas lingu��sticas e o ensino de língua portuguesa

Grande preocupa��ao para o ensino de língua materna tem sido a questao dos estudos lingu��sticos, no que se refere �� Pol��tica de Língua, cujas bases alicer��am-se nas discussoes sobre a identidade cultural, ideol��gica e lingu��stica de um povo. Objetivamos, assim, discutir pol��ticas lingu��sticas implementadas em diversos momentos no que tange �� questao cultural lus��fona. Por isso, julgamos necess��rio apresentar as concep��oes de Pol��tica Lingu��stica, de Cultura, de Ideologia e de Lusofonia numa acep��ao mais ampla dos termos. Observa��oes atinentes ��s Pol��ticas de Língua presentes no cotidiano de uma na��ao em movimento num mundo lus��fono crescente, leva-nos aos instrumentos tecnol��gicos referentes �� linguagem (gramatiza��ao: gram��tica e dicion��rio) e �� hist��ria do povo que fala. Assim, consideramos como Calvet (1996:3) que a Pol��tica Lingu��stica, sendo uma rela��ao imposta pelo Estado a um dado povo, estabelecendo uma planifica��ao ling����stica que leva uma maioria a adotar a língua de uma minoria, impoe se pela responsabilidade do Estado com a assun��ao de uma determinada língua e de uma nova identidade, o que provoca a consolida��ao do processo de nacionaliza��ao de um grupo. Uma unidade lingu��stica foi prescrita por Portugal que determinou uma Pol��tica Lingu��stica Brasil/Portugal, trazendo para territ��rios de "al��m-mar" uma língua nacional portuguesa que acabou identificando o brasileiro como povo. Determinados pelo princ��pio "uma língua, uma na��ao", que fortalece a sobreviv��ncia do Estado, fundamo- nos na necessidade de aprendizagem e de uso de uma língua oficial como obriga��ao para os cidadaos e na obrigatoriedade da sistematiza��ao, isto ��, de gramatiza��ao (Auroux 1992, p. 65). Esse fen��meno foi generalizado no s��culo XVI quando houve a gramatiza��ao dos vern��culos europeus, determinando, assim, a instaura��ao de uma Pol��tica Lingu��stica

A aprendizagem da língua portuguesa pela comunidade chinesa a residir em Portugal: um estudo sobre diferentes gera����es

Considerando o aumento do n��mero de imigrantes oriundos da Rep��blica Popular da China que procuram Portugal como pa��s de destino, prop��e-se um estudo sobre a forma como este grupo de imigrantes, em particular, aprende a língua portuguesa como língua de acolhimento. A an��lise ser�� de natureza hist��rica, uma vez que ir�� descrever a hist��ria da imigra����o Chinesa para Portugal, em articula����o com a procura e o interesse crescente na Rep��blica Popular da China de cursos de PLE e do estudo da cultura portuguesa. A esta vis��o de um ponto de vista hist��rico ir�� contrapor-se o estudo da situa����o atual da forma como os imigrantes chineses fazem a aprendizagem da língua de acolhimento, em Portugal, atrav��s de an��lise de entrevistas realizadas a imigrantes a residir na ��rea de Lisboa. Um outro aspeto importante que ir�� ser considerado no meu estudo �� a quest��o da diferen��a geracional. A minha pesquisa procurar�� averiguar se a perten��a a diferentes gera����es, contrastando adultos/idosos e jovens, determina motiva����es, pr��ticas e resultados diferenciados na aprendizagem da língua portuguesa como língua de acolhimento. Ser�� importante considerar-se neste estudo os diferentes contextos em que �� feita a aprendizagem da língua de acolhimento: o formal, o n��o formal e o informal. Al��m disso, iremos tamb��m abordar a quest��o da integra����o lingu��stica e cultural dos imigrantes, em Portugal. A metodologia de pesquisa adotada �� a da recolha de dados por entrevista.

A aprendizagem da língua portuguesa, como língua n��o materna em sala de jardim-de-inf��ncia

Nos ��ltimos anos, a popula����o portuguesa tem vindo a sentir o aumento do n��mero de imigrantes provenientes dos mais variados pa��ses, nomeadamente da Europa do Leste, Brasil, China e Africa. Este facto motivou nas escolas e demais entidades competentes a preocupa����o por garantir o sucesso e uma boa integra����o dos alunos estrangeiros que ingressavam no sistema de ensino portugu��s. Com efeito, as escolas portuguesas t��m entre os seus alunos uma diversidade lingu��stica e cultural muito alargada. Dentro de uma sala, podemos encontrar crian��as com varias línguas n��o maternas de origem que interagem entre si e s��o desafiados a realizar as suas aprendizagens escolares em língua portuguesa. Perante essa heterogeneidade de crian��as, �� necess��rio que a preocupa����o dos docentes pelas aprendizagens dessas crian��as passe tamb��m pelo recurso a estrat��gias que contribuam e facilitem nelas a aprendizagem de uma língua n��o materna. Certamente, �� decisivo que uma crian��a seja capaz de descodificar e compreender o c��digo da língua do pa��s onde est�� inserida, para alcan��ar aprendizagens significativas, para a aquisi����o de compet��ncias nas ��reas transversais. O presente trabalho de investiga����o tem como objetivo conhecer de que forma os educadores podem contribuir e facilitar a aprendizagem da língua portuguesa em contexto de jardim-de-inf��ncia, em crian��as para quem o portugu��s n��o �� a sua língua materna. Trata-se de um trabalho de natureza qualitativa, realizado atrav��s de entrevistadas semiestruturadas e na pesquisa de literatura, de forma a descrever a situa����o em an��lise, para posteriormente avaliar. Os resultados obtidos com este trabalho, apontam para a necessidade de realizar mudan��as relativamente de pr��ticas pedag��gicas e no sistema de ensino portugu��s, face ��s dificuldades de integra����o dos alunos oriundos de outros pa��ses. Constat��mos tamb��m uma absoluta aus��ncia de pe��as legais e normativas que visem a especificidade da aprendizagem da língua portuguesa como segunda língua. Em suma, podemos concluir que �� fundamental e necess��rio alertar as entidades competentes para a aus��ncia da legisla����o referida anteriormente, como tamb��m no ��mbito da forma����o dos docentes para o ensino e aprendizagem de uma língua n��o materna.

A escrita dos professores de língua portuguesa: desvelando dizeres e saberes

This documental research in a qualitative and interpretative nature is inserted in the field of Applied Linguistics and its object of study is teachers��� writing in a literacy event (public exam) held for teachers of Portuguese Language by municipality in Natal city - RN in 2008. Overall, we have aimed to investigate the textual production of these teachers, considering their knowledge about writing, their sayings in relation to themselves and their views on new technologies and teaching. Specifically, we have chosen the following objectives: a) identifying what knowledge about writing have emerged from teachers' written text; b) analyzing the written text production of teachers, considering the knowledge they have revealed about themselves; c) mapping the sayings of the teachers about the teaching profession and new technologies. Our discussion is grounded theoretically by Bakhtin studies of language (BAKHTIN [1934], 1990; [1952-1953], 2000; BAKHTIN; VOLOSHINOV [1929], 1999); in studies of critical literacy as formulated by STREET (1984, 1995, 2006, 2010, 2014); KLEIMAN (1995, 2005, 2006, 2008); (BARTON, HAMILTON, 1998; BARTON; Ivanic, 1991); studies on teacher training in critical educational perspective (GIROUX, 1986; 1987; 1997; 1999) FREIRE, 1999; 2001). The corpus of this study is consisted of written texts by participants of this examination about the Writing Test, in which they were asked to produce an opinion paper. The research has allowed us to realize that, in relation to the writing, despite the recurring negative discourse on literacy teachers, especially the Portuguese ones, these, in the fabric of their texts, both have revealed to have dominion over the formal structure, particularly in respect to prototypical schema of argumentative sequence, as proposed by Adam (1992, 2008) and the mechanisms of textualization postulated by Bronckart (2007), and on those enunciation-discursive strategies relating to opinion genre. The relevance of this research is justified by seeking to understand the teacher���s writing beyond the language system, i.e, writing as speech, assuming it as a contrapalavra (BAKHTIN, [1934], 1990) to those voices that insist on underestimating literacy teachers and they do so much harm to society, to the extent that foster a sense of disbelief in the qualification of teachers' work and distrust of the social role of these professionals in the preparation of future generations

Consumo c(l)iente: abordagem do g��nero an��ncio publicit��rio em livros did��ticos de língua portuguesa do ensino m��dio

Portuguese language textbooks, according to what has been preconized on the official document to education, have been configured on discursive genres imported from diverse spheres of human activity. Adverts, genre of ample social circulation, spread from the Advertising sphere to the schools and started being approached by these collectaneas as an object and a tool for teaching. Therefore, this research deals with the approach of ads in Portugese textbooks. These discursive practices matter for the impact or appeal they exert over the (new) consumers, among which High School students; for their representation in the capitalist system, which guides us on our relationships and social practices; and for the mix of languages that end up at their composition, once they encapsulate the spirit of our time, par excellence, the one from the verbal-visual genres. To understand the treatment given to these advertising pieces, from questions/commentaries related to them, two collections were selected by the Programa Nacional do Livro Did��tico ��� Textbook National Program (PNLD 2012) among the ones more used by public High Schools in Natal/RN. From Applied Linguistics, from mestizo, nomadic and inter/transdisciplinary identity (MOITA LOPES, 2009), this study falls within the discursive chain of the interpretive tradition of historical-cultural approach (FREITAS, 2010) and names the Bakhtin Circle and its language���s dialogical conception as inescapable partners. The data of the colletaneas show that the genre approach can happen as concrete utterance, as linguistic artifact and as hybrid, at work with questions and without questions, with the predominance of its occurrence in the portion of the volume devoted to the study of grammar. In the literature chapters and production/interpretation of compositions, it insert is incipient or it doesn���t happen in the volume. Such a provision has implications for multiliteracies (ROJO, 2012) of the citizen student, once the lack or the abundance of critical reading proposals for this genre, that demand from the student the exercise of knowledge that is necessary to the construction of linguistic and social meanings, can be responsible for guide to a more conscious consumerism (material and cultural) by the chief customers of the work under review. The approaches of the genres seems to indicate a gradual transition that such material have undergone, which means, from the focus on clauses to the focus on utterances, or even the approach as linguistic artifact to hybrid and the concrete utterance, in search of overcoming the traditional tendency of taking advantage of formal aspects of the language, to the detriment of enunciative ones, and for coming into harmony with the guidelines and parameters of teaching in contemporary times, bringing the school duties close to the rights in life.

A injun����o em livros did��ticos de língua portuguesa do 4�� e 5�� anos do ensino fundamental

This investigation aims at identifying, describing, analyzing and interpreting how textbooks on Portuguese Language approach, beginning with the linguistic material, the effects of sense in texts that predominately employ injunctives. The corpus of this study is comprised of six collections of textbooks on Portuguese Language, which are part of the National Program Guide for Textbooks (PNLD) from 2010, adopted by the public schools in the city of Natal and the object of study for the Read/Tell Project of the Educational Observatory of the Federal University of Rio Grande do Norte (UFRN). Textbooks from the 4th and 5th grades, Elementary School, were analyzed ��� 12 copies total. For the analysis, we selected 16 writing proposals of injunctive texts. Our study is based on theoretical discussions by Adam (2001a, 2001b) with regard to the genre of: inciting to action. In addition, we consider the work of Koch and F��vero (1987), Koch and Elias (2009), Marcuschi (2003, 2008) Pery-Woodly (2001), Rodrigues (2013), Travaglia (1992, 2007) and Rosa (2007). With respect to discussions on textbooks, we refer to Choppin (2004, 2009), Batista (2003, 2009), Rojo e Batista (2005), and with regard to Portuguese Language textbooks specifically, we consider Soares (1998, 2001, 2004) and Bunzen and Rojo (2005). The proposals for writing in injunctive texts, in the collections analyzed, are tips/recommendations, instructions on making toys and/or games, travel itineraries and cooking recipes, such that 69% of them appear in the 4 th grade textbooks and only 31% appear in the 5th grade textbooks. With respect to the linguistic elements responsible for the construction of directive speech acts and the effects on sense produced by them, the data shows that 50% of the writing proposals do not exploit linguistic categories that implicate the effects on sense using injunctives, or rather, there is no work done dealing with linguistic analysis, while 33% mention the imperative mode and 17% investigate infinitive verbs. In this dissertation, the textual plans of incitation to act genres were studied and in them the linguistic materiality that vehicles injunction. This study might contribute to the improvement of Portuguese language teaching in what concerns the articulation of grammatical studies to textual sequences/types, mainly in the case of Portuguese language textbooks for the 4th and 5th grades of Elementary School.

A (n��o) assun����o da responsabilidade enunciativa em livros did��ticos de língua portuguesa dos 4�� e 5�� anos

Portuguese textbook has been the focus of many investigations, nevertheless, the theme still has much to be discussed, reflected and broadened. This conviction mobilized us to perform this research, seeking to answer three questions: (1) how does the author of the textbook induce the student to give his opinion in comprehension questions of text in Portuguese textbook of 4th and 5thgrade? Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the assumption of enunciative responsability? And (3) Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the non assumption of enunciative responsability? In this direction, we define as objective to id entify, describe, analyze and interpret how the (non) assumption of enunciative responsibility materializes itself in Portuguese textbooks. The theme is echoed in the guidelines of the Par��metros Curriculares Nacionais PCN (1998; 2001), who assume that all education committed to citizenship need to create conditions in order the student can develop his discursive competence" (BRAZIL, 1998, p. 23). This assertion of PCN (1998; 2001) is closely related to our research object, and therefore, it has corroborated to the accomplishment of this study. So, we analyze the comprehension questions of the texts that are elaborated by the authors of Portuguese textbooks of the 4th and 5th grade, used at public schools in the city of Natal-RN in 2010. As a theoretical basis, we have considered the postulates of Textual Analysis of Discourses ATD and Enunciative Linguistics. Our research was mainly based on the studies of Adam (2011), N��lke (1994; 2001; 2006; 2009; 2013), N��lke, Fl��ttum e Nor��n (2004) Rabatel (2004; 2005; 2008; 2009), Guentch��va (1994; 1996). Our data analysis revealed that the authors of Portuguese textbooks explore the reading comprehension, inducing students to answer questions that may be categorized like: (1) induction to the assumption of enunciative responsibility, (2) induction for non assumption the enunciative responsibility, (3) orientation for the study of vocabulary and grammar and (4) orientation of extra themes. The results from the comparison of the books of 4th and 5th grade of the two analyzed collections, we observed through the links of (non) responsability N��lke (1994; 2001; 2006; 2009; 2013), N��lke, Fl��ttum e Nor��n (2004), which in 79% of the questions, the authors induce the decoding of a content objectively inscribed in the text. In this sense, the notion of understanding a text is compromised, since it is limited to copying contents or transcription exercises, failing to consider the interactive use of language, or rather, failing to expand the student's knowledge in the (re)construction of the text of the meanings. This shows that there is a lack in the deal with the text that includes the textual discursive resources in the reading activities in Portuguese textbooks. We recall, in this direction, the works of Marcuschi (2005), Antunes (2003, 2005), and Bunzen Rojo (2008), among others authors who contributed greatly to orient the choice of Portuguese textbooks. Finally, we believe that the study about the enunciative responsibility phenomenon in Portuguese texto oks offers, above all, instruments in order to the interlocutors identify the elements present in the enunciation and the effects that these elements bring to the (re) construction of the meanings in texts that they read and write in the classroom.

A oralidade no ensino de Língua Portuguesa em livros did��ticos para educa����o de jovens e adultos (EJA): reflex��es e proposi����es

This work appears as a reflection on the oral modality of the language in the teaching of Portuguese Language from textbooks proposed for the elementary school. It has as main aim to analyze the textbooks for the Youth and Adult Education - EJA (6th and 7th grade), the collection "It is time to learn", specifically in regard to educational activities focusing on oral proposals in their constituent units. It is a process of reflection with a view to submitting suggestions arising from the discussions held, given the fact that the writing mode has been identified by some scholars, between these Marcuschi (2005), as the most privileged in the classroom and in most manuals that guide the teaching of Portuguese Language. In this work, we start from a broader vision from the principles of dialogic pedagogy by Paulo Freire perspectives towards pedagogical practices that favor the development of linguistic and discursive student skills. In this sense, we emphasize the formation of a critical subject, who can argue and defend points of view, using oral or written language, in various social situations. In this view, this paper set up aims to identify, describe and interpret the activities proposed to the oral modality of Portuguese Language, from interactional theoretical bases, based on authors as Marcuschi (2005, 2010), F��vero, Andrade and Aquino (1999) Schneuwly and Dolz (2004), Antunes (2009), among others. In addition, the objective was to suggest other educational activities, as a way of expanding the existing ones, in order that addressed more efficiently, to aspects of orality been proposed and aspects of formal oral genres. Methodologically, it is a qualitative research, in which, from the teaching materials used in the classroom, there was a reflection on the orality and the oral teaching of the Portuguese language and has been proposed an expansion of activities one oral mode. In this reflection, analysis of the results revealed that the books investigated, used in Portuguese classes in EJA, include in their proposals orality as an object and teaching axis. However, we appoint the need to expand the teaching proposals with the existing activities in order to give greater emphasis to important aspects of orality already prioritized, and also to address to the formal public genres. In seeking to make suggestions and educational proposals that integrate with existing, we postulated the most effective development for oral skills for the EJA student, in Freire's perspective, as also we thought in a way to provide subsidies which could guide teachers of the Portuguese Language area at the fundamental level of education.

Olimp��ada de Língua Portuguesa: ressignifica����o de pr��ticas de leitura e escrita

The search for new meanings in the basic education teaching-learning process has caused the development of public policies for mother language teaching, such as the Portuguese Language Olympics (OLP). To contribute to this search, this intervention project has as object of study reading and writing practices developed in the OLP through the educational model arising from literacy projects (TINOCO, 2008). In working towards, the general aim of reframing reading and writing practices through the PLO, developed from the teaching model that comes of literacy projects, we established three specific objectives: a) reflect on a national writing contest; b) to realign conceptual and methodological the Portuguese classes of the 7th grade school due to the developed project; c) to improve the reading and writing practices of the students in 7th grade of school where we operate. Therefore, we base ourselves in the history of Portuguese teaching in Brazil (SOARES, 2002; GERALDI, 2008), the dialogical conception of language (BAKHTIN, VOLOCH��NOV [1929] 2009; SOARES, 1998; FARACO, 2009) in Literacy Studies (KLEIMAN, 2001, 2005, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014), the learning community concept (AFONSO, 2001), in studies of retextualization (OLIVEIRA, 2005; MARCUSCHI, 2010), gender discursive literary memories (CLARA; ALTENFELDER; ALMEIDA, 20--), in written evidence (POSSENTI, 2002) and Textual Linguistics (MARCUSCHI, 2008; ANTUNES, 2009; KOCH, 2011; SILVA [et. al.], 2013). Methodologically, this qualitative research (L��DKE; ANDR��, 1986; ANDR��, 2005) is anchored in Applied Linguistics (MOITA LOPES, 1996). This research was supporting by students in the 7th grade, teachers, management team and parents, as well as people outside of school community. The instruments used for the generation of data were semi-structured interview, students��� texts, audio recordings and video, photos, OLP material (teacher's book, a collection of texts and CD-ROM). The data generated allowed us to establish the following categories of analysis in relation to the texts produced: authorship, in formativeness, discursive progression, compositional structure, content, style, and language aspects. In addition, throughout the project, the collaborators have produced texts of various genres: oral interview and written request letter, legal, literary memories, oral and experience report. Also experienced a local award and participated in a national competition. They produced a video and a book with stories and student authorship of illustrations. The results achieved show that the literacy project developed also allowed macro changes: reading and writing practices, once considered strictly school studied, they were transformed into broader social practices, through which various literacy agents were able to collaboratively act. In short, they experienced writing practices that go beyond the classroom and the teacher-student relationship.

Amplia����o vocabular: gloss��rio de textos do livro did��tico de língua portuguesa "Vontade de saber portugu��s" do 9�� ano

This research aimed to verify the vocabulary difficulties faced by 9th year students while understanding the didactic book of Portuguese Language (DBPL) ���Vontade de Saber Portugu��s���, used at the Municipal School Sebasti��o Rangel. We noticed the students had some doubts concerning the unknown vocabulary in the texts and, therefore, in text comprehension. The hypothesis is that one ���difficult��� word and the lexicon used by DBPL author can disturb student comprehension. We adopted some action which could simplify the little vocabulary understanding and contributed to extend it. For that reason, the job was theoretically based on Biderman (1999), Barbosa (1989), Dias (2004), Krieger (2012), Coelho (1993) and on National Curriculum Parameters of Portuguese Language, aiming to ally theory and practice. The application methodology of the proposal was done in order to the students understand that the word needs to be adapted to its context. At the begging of the job, the students read the texts and took notes of the ���difficult��� words, selecting, corpus. We analyzed the doubts, registering them. Then, we showed to the students the classification of abbreviated words after each entry. The students separated the words for grammar classes ��� lexical words��� (KRIEGER, 2012). Such words have a very significant meaning to the comprehension of the read texts, being interesting to take a look in online dictionaries. In the creative glossary, done by the students, the words were spread in alphabetical order. They transcript the part where was the word and copied again, substituting the word to a clearer word. Finally, we asked the students a writing production using five words from the glossary; we showed them that the meaning of the words is not found only in the dictionary, but they can be used in different contexts. In the analyzes, was discovered that there is one necessity of a pedagogic didactic work more effective with elementary school lexicon. Thus, this proposal is not a closed receipt, but the infield location allowed a reflexive pedagogic practice about lexicon education.

Tradu����o e adapta����o transcultural do dom��nio fun����o f��sica do Patient-Reported Outcomes Measurement Information System ��� PROMIS�� - vers��o para a língua portuguesa

In 2004, the National Institutes of Health made available the Patient-Reported Outcomes Measurement Information System ��� PROMIS��, which is constituted of innovative item banks for health assessment. It is based on classical, reliable Patient-Reported Outcomes (PROs) and includes advanced statistical methods, such as Item Response Theory and Computerized Adaptive Test. One of PROMIS�� Domain Frameworks is the Physical Function, whose item bank need to be translated and culturally adapted so it can be used in Portuguese speaking countries. This work aimed to translate and culturally adapt the PROMIS�� Physical Function item bank into Portuguese. FACIT (Functional Assessment of Chronic Illness Therapy) translation methodology, which is constituted of eight stages for translation and cultural adaptation, was used. Fifty subjects above the age of 18 years participated in the pre-test (seventh stage). The questionnaire was answered by the participants (self-reported questionnaires) by using think aloud protocol, and cognitive and retrospective interviews. In FACIT methodology, adaptations can be done since the beginning of the translation and cultural adaption process, ensuring semantic, conceptual, cultural, and operational equivalences of the Physical Function Domain. During the pre-test, 24% of the subjects had difficulties understanding the items, 22% of the subjects suggested changes to improve understanding. The terms and concepts of the items were totally understood (100%) in 87% of the items. Only four items had less than 80% of understanding; for this reason, it was necessary to chance them so they could have correspondence with the original item and be understood by the subjects, after retesting. The process of translation and cultural adaptation of the PROMIS�� Physical Function item bank into Portuguese was successful. This version of the assessment tool must have its psychometric properties validated before being made available for clinical use.

As pr��ticas pedag��gico-did��cticas desenvolvidas por professores de língua portuguesa, do terceiro ciclo do ensino b��sico, resultantes da entrada em vigor do tempo lectivo de 90 minutos

Remontaremos �� introdu����o do Projecto da Gest��o Flex��vel do Curr��culo e a tempos anteriores a ele, partindo, assim, para uma investiga����o sobre o modo como as pr��ticas pedag��gico-did��cticas se mantiveram, se alteraram porventura, ou mesmo inovaram aquando da transi����o dos tempos lectivos de 50 para 90 minutos. Com este trabalho pretendemos tamb��m fazer uma an��lise da Reorganiza����o Curricular dos Tempos Lectivos, tentando compagin��-la com as no����es de aten����o, fadiga e mem��ria. /R��SUM��: Nous nous rapportons �� l���introduction du Projecto da Gest��o Flex��vel do Curr��culo (Projet de la Gestion Flexible du Curriculum) et aux temps qui l'ont pr��c��d��e, partant, ainsi, �� la recherche de la fa��on dont les pratiques p��dagogiques et didactiques se sont maintenues, se sont, possiblement, modifi��es, ou m��me comment elles ont innov��, lors de la transition des temps scolaires de 50 pour 90 minutes. Ce travail pr��tend aussi faire une analyse de la Reorganiza����o Curricular dos Tempos Lectivos (R��organisation Curriculaire des Temps Scolaires), en essayant de la mettre en r��lation avec les notions d'attention, de fatigue et de m��moire. /ABSTRACT: Pedagogic-didactic practices developed by Teachers of Portuguese, in the Third Cycle of Basic Education, resulting from newly implemented 90-minute teaching classes. We will retrace to the introduction of the Projecto de Gest��o Flex��vel do Curr��culo (Flexible Curriculum Management Project) and to times prior to it, as a starting point for an investigation about the way pedagogic-didactic practices have been kept, have, eventually, changed or have even innovated when the transition from 50 to 90-minute teaching time has taken place. With this work we also intend to analyse the Reorganiza����o Curricular dos Tempos Lectivos (Curriculum Reorganization of Teaching Times), trying to compare it with the notions of attention, fatigue and memory.

Norma e varia����o na aula de língua portuguesa

Nesta disserta����o estudou-se a rela����o entre a Norma e a Varia����o no Ensino do Portugu��s. No Cap��tulo I realiza-se uma revis��o cr��tica da bibliografia relativa aos conceitos e aos pressupostos te��ricos relativos ao tema. No Cap��tulo II procede-se �� an��lise das diversas dimens��es e dos n��veis de regula����o do ensino do Portugu��s, avaliando primeiro o papel dos programas, as suas linhas orientadoras e a fun����o dos manuais escolares que os apoiam, para em seguida se proceder �� an��lise desses materiais com vista �� identifica����o de uma dimens��o normativa do ensino do Portugu��s e do modo como este atende �� varia����o lingu��stica. Com a an��lise dos manuais, no Cap��tulo III, pretendeu-se identificar, quantificar e avaliar, por um lado, o peso de mat��rias e conte��dos que j�� n��o prov��m da gram��tica tradicional, mas de diferentes ��reas da Lingu��stica e, por outro lado, verificar a exist��ncia de refer��ncias expl��citas ou impl��citas quer �� norma quer �� varia����o lingu��stica. Tal an��lise permitiu comprovar e concluir que, atendendo ��s directrizes program��ticas e �� orienta����o geral do ensino da língua materna, o ensino da Língua Portuguesa, fornecendo embora uma perspectiva mais abrangente do fen��meno lingu��stico, no conjunto dos ciclos e anos aqui analisados, se caracteriza pela fraca progress��o no que diz respeito �� explicita����o do Funcionamento da Língua e ao desenvolvimento de efectivas compet��ncias (meta)lingu��sticas. /ABSTRACT: This dissertation is about the relationship between the linguistic norm and the Variation in the teaching of the Portuguese Language. ln chapter I there is a criticai review on the literature of the theoretical concepts and assumptions relating to this subject. ln chapter II you can find an analysis on the several dimensions and levels of regulation in the teaching of the portuguese language by first evaluating the role of the school programs, their guidelines and the role of the school textbooks which support them and to then analyse these material so as to identify the normative dimension in the Portuguese Language teaching and the way it meets the linguistic variation. The analysis of school textbooks in chapter III sought to identify, quantify and evaluate, on the one hand, the weight of themes and contents which don���t come from the traditional grammar but from different areas of linguistics and, on the other hand, to check the existence of explicit as well as implicit references not only to the linguistic norm but also to the linguistic variation. Considering the program guidelines and the general orientation of the mother-tongue teaching, this analysis has demonstrated and concluded that the Portuguese Language teaching, although within a boarder perspective of the linguistic phenomenon and all the cycles and years which were here analysed, can be characterized by its slow progression concerning the explicitness of the workings of the Language and the development of effective (meta)linguistic skills.