Uma ação reflexiva sobre o processo de (re)escrita de textos: a prática pedagógica da professora Maria

T he reflexive action on the process of texts (re)writing, central topic of this study, is still a challenge within the elementary school. What made this issue a special theme of study was the fact that the chosen focus is based on a lived experiences with (re) writing activities where the uniqueness of the professional practice would be transformed into a place of knowledge production, offering theoretical and a practical support to a teacher, in order to understand the interactive nature of language as a space for recovery of the individual (as a historical, social, and cultural being). The empirical field research, structured in the light of assumptions of qualitative research into the action research format, was a public school in Bahia, in a third grade classroom. The instruments of data collection were open questionnaire, semistructured interviews, observations with video recording, documentary analysis of texts produced by students, and reflective sessions. The objectives that supported the research study were: 1) Investigate, in the pedagogical action of teacher Maria, activities on the writing process, 2) Interact with the teacher, in the form of action inquiry to: a) reflect on the procedures for theoretical and methodological development of reflective practice on the process of the (re) writing of the text, b) intervene in the construction of didactic situations that enable the learning and the development of reflexive actions in the (re) writing of texts. To accomplish these goals, it was established as a commitment a dialogic communication with the protagonist, providing reflection sessions so she could examine her teaching practices. The most relevant theoretical arguments to the establishment of this research came from the theoretical and methodological approaches of Bakhtin s theory of enunciation-discourse (2003, 2004) and Vygotsky s socio-interactionist theory (1989, 1998), as it is believed that both theories, through a paradigm shift, in which the constitution of the individual and the participation of others in the actions of analysis and reflection on the language, would give opportunities for internalization and construction of knowledge. The systematic and critical pondering led the participating teacher into reviewing her teaching praxis, compelling her to promote a more insightful understanding of the writing process of her students. That experirence brought into evidence three categories of actions: 1) actions that reflect the technical rationalism, 2) actions that reflect an emancipatory metamorphosis, and 3) actions that reflect empowerment and awareness. The results confirm that the action / reflection on the process of the (re) writing of a text has a dimension of increasing levels of awareness and self criticism, reproducing other meanings for teaching praxis

Avaliar na alfabetização: uma reflexão sobre as dificuldades docentes

Our work leads up to the context of evaluation during alphabetization process as a moment of an educational action cycle that requires planning, teaching and learning of reading and writing. It aimed to research the difficulties lived by teachers of a public elementary school during the specific task of evaluating children in the alphabetization process. This qualitative research took place as a case study at Emília Ramos Municipal School, in Natal, capital city of Rio Grande do Norte State, Brazil. Semi-structured interview and questionnaire were used as fact-gathering proceedings. Two pedagogical advisers and seven teachers formed the group of research subjects. All of them worked with elementary school first cycle classes, in that school, in the year of 2003. The analysis shows that teachers difficulties concern to theoretic questions of conceptual and methodological orders, although these questions indicate an important knowledge of teachers about alphabetization and evaluation. Our reflection about these problems articulates two points: alphabetization and evaluation. Concerning alphabetization, we took reference on Psychogenetic studies of Ferreiro and Teberosky (1985) which emphasizes fundamental points for a coherent evaluation practice: a) objective knowledge is not a beginning data; it is a construction process, which the learner does not conquest step by step on a linear way; b) objective knowledge acquisition happens through a global re-construction, and some of them may seem mistakes if we consider conventional writing but these mistakes are constructive and necessary. We also took reference on Interactionist-constructivist theory. Here, Vygotsky (1984) proposes that writing must be specially understood as language, symbolical activity, cultural practice. So, acquisition of writing process, as language learning, must be understood as a development of abilities relative to symbolical and communicative activity of sense production. On this way, Hoffmann (1994) advises that is necessary to overtake current evaluation practices, limited by their terminality character, only pointing right or wrong questions. According to a new paradigm, valuation appears as one of the mediations by which teachers must indicate re-ordination of pupil s knowledge, and re-organize their own practices too. The comprehensions of these questions plays decisive part in order to overtake our difficulties in evaluating. Besides, it points a way to build a coherent valuate practice, with an emancipating character and able to create new teaching-and-learning situations, leading to a better alphabetization Pedagogy

Fast dynamics in the optical storage with Langmuir-Blodgett films of a diazocrown ether molecule

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

O Uso de operações linguístico-discursivas da crítica genética na reescritura de textos

As a professor in Curso de Licenciatura em Letras, from Campus Avançado Profa Maria Eliza Albuquerque Maia (CAMEAM),do Estado do Estado do Rio Grande do Norte (UERN), in the town of Pau do Ferros, in the state of Rio Grande do Norte, we had the chance to carry out several writing activities , as well as guiding re-writing activities for the texts produced. From this experience, we started looking at the need of reflecting upon the writing process in higher education. Thus, we aim at analyzing, in this research, the methodology used in the moment of carrying out the writing practices activities in higher education, investigating, in particular, the rewriting practices, concerning the operations used for carrying out such activities, as well as the sense effects produced from the alterations which were made in the texts. Our theoretical foundation is grounded on a conception of text as a verbal action , what reveals a socio-interactional view of the language (MARCUSCHI, 2008; SAUTCHUK, 2003). As the production of written texts, our research focus, we assume that, for this activity, we deal with distinct figures (active writer and internal reader), so that we can, apart from writing, reflecting upon our writing and, this way, deciding about operations which are carried out to make the alterations which are necessary to the rewriting of our texts (SAUTCHUK, 2003). Still about the theoretical foundations used in this research, we made use of the theories from the Textual Analysis of Discourse (TAD) which discusses the belief on the evidence on the existence of the texts, which is opposite to the fixist view of textuality which believes that the texts exist by themselves. (ADAM, 2008; [2005]2010). Under this perspective, we have also adopted, the concepts which come from genetics criticism which is concerned about the relation between text and genesis, using as objects documents which bring traits of the text in progress, on the ground that the text is the result of work in progress, and the writing practice, on the other hand, as an activity in a continuous movement (HAY, [1975]2002; DE BIASI, [2000]2010; GRÉSILLON, 1989; [1990]2008; [1992]2002; SALLES, 2008a). The methodology in this research is an ethnography-based one, an approach which focuses on the process, as well as is meaning-based. To understand the objectives proposed in our research, we made use of different procedures of collecting data which include an ethnographic study, such as: observation, note-taking, document analysis. The data which were analyzed were collected during the semester of 2008.2, in a first term classroom of Curso de Letras from CAMEAM, when we were able to collect twenty-one written texts and all of them were rewritten based on rewriting activities, what provides a corpus of forty-two texts which will be analyzed based on the linguistics operations identified by Generative Grammar and adopted by Lebrave and Grésillon (2009). From these analyses, we were able to confirm that writing is a process, and rewriting has become an extremely important activity for this process. Still due to these data, we observed that substitution was the most used operation by text authors. We believe that this result is justified by the fact that the substitution, according to what proposes the Genetic Criticism, constitutes the source of all erasure, from which one can easily make a change in writing. Regarding the operations of addition and deletion, we found that they were used in quantitative terms, almost equivalently, which can be explained when we see that the two operations require, by the author of the text, different strategies from those used for the replacement, what includes , respectively, adding or removing a segment. Finally, we found out that the shift operation was the least used, since it works with a segment that will not be replaced, added or deleted, but transferred to another place of text, which requires a greater ability of the author to perform this operation and not compromising the meaning of his/her writing. As a result, we hope to contribute to the reflection on the teaching of writing, considering, in a particular way, those with a Bachelor in Arts. Our analysis will contribute to the teaching of Portuguese language, specifically for activities that guide the production of texts in order to explore with students the ability to rewrite their own text

Leitura e escrita na educação infantil: as configurações da prática pedagógica

Pós-graduação em Educação - IBRC

Atividades mediadoras nas aulas de linguagem escrita

Pós-graduação em Educação - FFC

Leitura: algumas reflexões sobre teoria e prática no contexto escolar

Pós-graduação em Letras - FCLAS

Mitologia dantesca: a referência aos mitos greco-romanos na divina comédia pelo viés da (re)criação poética de Dante Alighieri

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

As máscaras do narrador realista: uma leitura de Jacques le fataliste de Denis Diderot

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O Brasil na historiografia inglesa dos anos joaninos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A escrita feminina e feminista de Maria Teresa Horta

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Práticas de leitura e escrita em contexto acadêmico: relações (hiper)textuais singulares

The present article aims at reflecting about the discursive practices of writing and reading on the net, more specifically about the writing and reading methods used by the undergraduate and graduated teachers, based on an internet search engine. It’s of interest to investigate: i) the (hyper) textual relations established in the context thought as permitted by the electronic resources; ii) the discursive marks that arise (are arisen) in a singular way of reading (and/or writing). The set of material was produced during a university extension course about reading and cyberspace, whose context consisted of a drawing production of the reading process on an internet search engine, on the basis of the signifier “apple”. Based on the French Discourse Analysis and assumptions from the New Literacy Studies, we intended to discuss the operating procedures of the internet search and the effects of meanings produced by the subject during his/her reading/writing process.

Em viagem: o proceso de composição de romances de Mia Couto

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Optical storage in azobenzene-containing epoxy polymers processed as Langmuir Blodgett films

In this study, azocopolymers containing different main-chain segments have been synthesized with diglycidyl ether of bisphenol A (DGEBA, DER 332, n=0.03) and the azochromophore Disperse Orange 3 (DO3) cured with twomonoamines, viz. benzylamine (BA) and m-toluidine (MT). The photoinduced birefringence was investigated in films produced with these azopolymers using the spin coating (SC) and Langmuir Blodgett (LB) techniques. In the LB films, birefringence increased with the content of azochromophore and the film thickness, as expected. The nanostructured nature of the LB films led to an enhanced birefringence and faster dynamics in the writing process, compared to the SC films. In summary, the combination of azocopolymers and the LBmethod may allow materials with tuned properties for various optical applications, including in biological systems were photoisomerization may be used to trigger actions such as drug delivery.

New Philology and the Biogenetics of Texts

The discussion on the New Philology triggered by French and North American scholars in the last decade of the 20th century emphasized the material character of textual transmission inside and outside the written evidences of medieval manuscripts by downgrading the active role of the historical author. However, the reception of the ideas propagated by the New Philology adherents was rather divided. Some researchers considered it to be the result of an academic “crisis” (R.T. Pickens) or questioned its innovative status (K. Stackmann: “Neue Philologie?”); others appreciated the “new attitudes to the page” it had brought to mind (J. Bumke after R.H. and M.A, Rouse) or even saw a new era of the “powers of philology” evoked (H.-U. Gumbrecht). Besides the debates on the New Philology another concept of textual materiality strengthened in the last decade, maintaining that textual alterations somewhat relate to biogenetic mutations. In a matter of fact, phenomena such as genetic and textual variation, gene recombination and ‘contamination’ (the mixing of different exemplars in one manuscript text) share common features. The paper discusses to what extent the biogenetic concepts can be used for evaluating manifestations of textual production (as the approach of ‘critique génétique’ does) and of textual transmission (as the phylogenetic analysis of manuscript variation does). In this context yet the genealogical concept of stemmatology – the treelike representation of textual development abhorred by the New Philology adepts – might prove to be useful for describing the history of texts. The textual material to be analyzed will be drawn from the Parzival Project, which is currently preparing a new electronic edition of Wolfram von Eschenbach’s Parzival novel written shortly after 1200 and transmitted in numerous manuscripts up to the age of printing. Researches of the project have actually resulted in suggesting that the advanced knowledge of the manuscript transmission yields a more precise idea on the author’s own writing process.