O império do desentendimento humano: representações da realidade em textos de dalton trevisan

This work has the general proposal of studying the composition of the trevisanian fictional universe, the aesthetic expression engineered to formulate this universe, and last, the representations of reality that emanates from this aesthetic-narrative construction. It seemed to us, however, that it would be impossible to cover, even superficially, so vast and voluminous set of texts as the trevisanian. Therefore, so that we could accomplish this task, and still do it in a way that was, at the same time, plausible and thorough, it was necessary an objective cut within that library. Then we selected a book, representative of the whole trevisanian work, which served as the object of study: Cemitério de Elefantes, 1964, one of the first books of short stories by this author. Within this one, we focused even more our sight, then moving towards what we call a reality forked in paralytic world and world in violence . Supported by the theories and methodologies of Auerbach (2011), Candido (2002, 2006), Adorno (2003), Gennete (1995), Friedman (2002), and still moved by the spirit of Russian Formalism (1973), we built our criticism. Our approach was based then in three steps: first we are dedicated to comment the general context of the trevisanian work, supported strongly by reading two of the biggest critics of his literature, Miguel Sanches Neto and Berta Waldman, secondly, we turn us to comment on the detailed formal construction of language and narrative elements of the trevisanian prose; finally we raised our criticism to the level of reading representations of reality, and then we started to comment the construction of the trevisanian fictional universe, focusing in splitting this universe in paralytic world and world in violence

Conectores sequenciadores e e aí em contos e narrativas de experiência pessoal escritos por alunos de ensino fundamental: uma abordagem sociofuncionalista

In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and AÍ, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and AÍ in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and AÍ in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results

As construções adverbiais em mente: análise funcionalista e implicações para o ensino de língua materna

This research aims at investigating the constructions with adverbials in ly, based on the view of contemporaneous linguistic functionalism, such as proposed by Givón, Hopper, Thompson, Traugott, Furtado da Cunha, as well as the cognitivist notion of language, through construction grammar support upon the patterns of Goldberg and the prototypes theory. The cognitive functional approach adopted here considers the change as a proper and inherent phenomenon of language and understands the linguistic phenomenon as resulting from effective use of language. Another aspect to be considered to the realization of this study is the fact that the formation adjective + ly is a word construction mechanism really productive, which generates interests on linguistic description. In a particular way, our leading objective is to exam the constructions with adverbials in ly in the context of language in use, in its oral and written forms, looking for to apprehend the meaning multiple manifestations forged in the use. Bearing this in mind, we worked with data from the Corpus Discurso & Gramática (Natal). There are, in the data, adverbs ended in ly that take the signification of mode, as foreseen in traditional models, but there are also other significations, for instance, the modalizador in its different manifestations. The results show that this adverb is a linguistic mark that carries in its constitution the multissêmico and multifunctional character, which interferes extremely in the ordination of this category, assuming a position sometimes pre-verbal, sometimes post-verbal. Other aspect observed refers to the relationship between the adverb and the verb, with emphasis on the compatibility or restriction between them, option which is related to the semantic aspect. The data in analysis legitimate the use in different constructions with adverb ended in ly in various genres, as follows: personal experience narrative, retold narrative, local description, proceeding account, opinion account, both in oral as in written language

As sentenças com é ruim que no português brasileiro

Based on studies on the structure of copulates sentences in Brazilian Portuguese (PB), according to grammar theory, it s analyzed on this dissertation, the complex copulate sentences what, in the PB, initiated by the formation é ruim que in the PB, bringing the hypothesis that they can have one predicacional reading (PRED) and other especificacional reading (ESP). It s revealed what, though they are similar slightly, that makes the different that are triggered is structural configuration of sentence and the form as come emerged the its constituents: that of PRED interpretation, that we defined as Common Copulate Sentence (or SCC), it s checked that the constituent ruim, and only it, is predicate of a Small Clause, and appears in the structure on even position wherein is pronounced, not passing by the method of movement, from where introduce wide predication on all subject, that is the CP built-in; those sentences é ruim que understanding ESP, that denominate of Negative Copulate Sentence (or SCN), whereas the fixed expression contradict or right what is asserted in built-in, it s perceived what the ruim is a part of this fixed expression, and surely crystallized, which appears in structure per movement, germinated as adjunct of Inflexional Phrase (IP) and being elevation to specifier to FocP (or SpecFocP), where acquires discursive interpretation of focus. Besides the mode as the ruim or the fixed expression emerge in that sentences, the relation between the copula and main verb likewise contribute to distinguish the sentences: 1) regarding flexion of mode, when is a SCC, the copula must be in the mode indicative, and the main verb, in the subjunctive; when is a SCN, copula and main verb must be always on indicative; 2) regarding flexion of temp, both the copula as main verb of the SCC can be flexed, whereas at the SCN, the main verb can vary in present, past and future, but the copula should appear, necessarily, in third persona of present of indicative, what confirms our hypothesis that there is an fixed expression at the copulate sentences with é ruim que ESP. Other two evidences are pointed as characteristics that distinguish the sentence with é ruim que PRED of sentence with é ruim que ESP: 1) in semantics, the constituent ruim equals not good, that has appreciation, when the reading will PRED; already the pair é ruim equals not, at the ESP; 2) in prosody, there discrete sound elevation the ruim on the other constituents of SCC, PRED, while there is accentuated acoustic elevation on the ruim of SCN, ESP. Our search it is grounded in authors as Zanfeliz (2000), Modesto (2001), Mioto (2003), Kato & Ribeiro (2006), Lobo (2006), Quarezemin (2006, 2009, 2011, 2012) e Resenes (2009), researchers that devoted their attention on studies the formation and organization of the constituents of cleaved sentences and focalization of constituent, basing itself in approach generative of linguistic

Abordagem cognitiva da construção deverbal x-dor: contribuições para o ensino do português

This work analyzes deverbal nominalizations with the sufix dor in Brazilian Portuguese, under the perspective of Cognitive Linguistics, more specifically, the Construction Grammar. The aim is to determine the general features of interpretation that characterize this deverbal construction and its use in formal writing. Based on the cognitive assumption that grammatical structure is motivated, explained, and determined by the structure of cognitive patterns, created from our experience in the world, and by the communicative function of language, the dor deverbal is treated as a polysemic grammatical construction. In the composition of V+dor, the relation rootsuffix is focused, through a characterization of the syntactic-semantic nature of the verb and the values of the suffix. Among the different values conventionally related to the XDOR construction, the agentive is considered as the prototypical sense. The relation between the other values and the prototype is explained by cognitive abilities and discourse motivations. The deverbal construction X-DOR is also interpreted as a valency noun that, like an action nominal, retains the argument structure of the deriving predicate. It is also intended to demonstrate the textual function of this deverbal construction, as a device of information condensing and anaphoric recovery. The data were taken from Veja magazine and the approach is qualitative (explicative), with quantitative support

Efeitos de sentido das não coincidências do dizer na escrita acadêmica

Universidade Federal do Rio Grande do Norte

Construções com tópico marcado em cartas pessoais brasileiras dos séculos XVIII, XIX E XX

This dissertation is a research on the marked topic construction (CT) in Brazilian personal letters from eighteenth, nineteenth and twentieth centuries. The goal of our research is to verify if CT are present in the writing of Brazilians born in the centuries in question. Our research focus is based on the assumptions of generative theory (CHOMSKY 1981; 1986), which states that grammar is internalized in the mind / brain of the writers, with the emphasis on studies of grammatical change, as pointed texts by Paixão de Sousa (2004), Carneiro (2005); Galves, Namiuti and Paixão de Sousa (2006) and Martins (2009). Our corpus was extracted from Projeto Para a História do Português Brasileiro (PHPB) and Cartas Brasileiras coletânea de fontes para o estudo do português. We selected forty-six correspondents who should be inserted into the two criteria set out in this research: to be Brazilian and be born in the centuries mentioned above, so that we could find legitimate topic constructions of PB. This work is based on researches by Pontes (1987), Mateus et al. (2003), Araujo (2006, 2009), Berlinck, Duarte and Oliveira (2009), which actively support us in the study of this linguistic phenomenon in Portuguese. The results show that the marked topic construction in our corpus appear on the writing of Brazilians since the second half of the eighteenth century, while the typical constructions in Brazilian Portuguese locative topic, subject topic and copy topic - are already reflected in the I-language of the writers born in the second half of the nineteenth century and the first of the twentieth century

Vozes em diálogo na escola : uma análise de posicionamentos sobre a disciplina língua portuguesa no ensino médio integrado à educação profissional do IFRN

Esta investigación toma como tema la asignatura Lengua Portuguesa en el contexto de la enseñanza media integrada a la educación profesional, implementado en el año de 2005, en el Instituto Federal de Educação, ciência y tecnología del Rio Grande do Norte. En el ámbito general, objetiva analizar las voces reveladas en posicionamientos sobre la asignatura Lengua Portuguesa en este contexto. En este estudio, el uso del adjetivo integrado es comprendido como revelador de una formación escolar no basada en investigaciones dicotómicas, sobre todo en aquellas que evidencian una separación entre el conocimiento y el ejercicio profesional. Se buscó aporte teórico en los debates del área de educación, sobre formación integrada, en la visión de contemporaneidad de Bauman y en la concepción de lenguaje de M. Bakhtin. El corpus se compone de material empírico de la naturaleza cuantitativa y cualitativa, obtenido por medio de aplicación de cuestionarios con alumnos y profesionales, además del análisis documental de los PCNEM y de las OCEM, a lo que se refiere a asignatura Lengua Portuguesa. El direccionamiento metodológico es guiado por el paradigma cualitativo inserido en una perspectiva socio-histórica y eligió como categoría de análisis el concepto de voces sociales. Los resultados indican que la asignatura Lengua Portuguesa, en la perspectiva de integración con el mundo del trabajo, adquiere, en mayor o menor grado, en lo observado en los documentos oficiales y en los posicionamientos de alumnos y profesionales de la enseñanza media integrada a la educación profesional del IFRN, un perfil cuya esencia, lejos de asumir características de una enseñanza instrumental reductora, requiere una concepción de lenguaje que esté en sintonía con el mundo del trabajo de la sociedad contemporánea, una sociedad cada vez más abierta a la pluralidad de opiniones y a la ambivalencia de sentidos

Entre Millôr e Derrida: o humor enquanto experiência da alteridade e do impossível

Brazilian humorist Millôr Fernandes has a widespread work, from literature to visual arts and journalism. Yet there is the indelible mark of humor, wherever it is. In this dissertation, I propose a reading of his work by deploying French philosopher Jacques Derrida, emphasizing how the construction of the other happens. I aim at Millôr Definitivo: A Bíblia do Caos, but other works will be contemplated when necessary. In order to carry out the analysis, I will offer a general exposition of Millorian work (especially Millôr Definitivo:A Bíblia do Caos) and a general sketch of Derridian philosophy, centered on his discussion on Western philosophy, literature and alterity. At the analysis itself, I will set the methodological axis on the quasi-concept of invention. The analysis shall stress the hypothesis of humor as the experience of alterity and impossible, showing off the humorist as the totally other. In the Millorian text, that experience is characterized by conflictivity, without possibility of resolution

Modelos de realizações discursivas nos benditos populares e nas novenas

With the purpose of contribute to the understanding of oral texts constituent processes, we seek, with this work, verify how formulaicity processes in the benditos and novenas , religious intangible heritage, are established. For this, we made an overview on the performance of repetitions which are established in the corpus collected for the study, considering the presence of Discourse Traditions in the analyzed texts. It is noteworthy that the corpus consists of benditos and novenas collected in the municipality of Lajes, Rio Grande do Norte. This material is part of the differential corpus of the Project for the History of Brazilian Portuguese (PHPB-RN). Regarding the theoretical framework used to guide the research, we based our analysis on Discourse Traditions (DTs) theoretical assumptions, with the ideas defended by Johannes Kabatek, besides taking into consideration the assumptions of Paul Zumthor about orality in popular religious texts, among other authors cited throughout the work. In the context of popular cultures, the existence of oral texts serves to various interactive objects and this is not different in popular benditos and novenas (cf. Sá Júnior, 2009). In this sense, focusing the gaze through Discourse Traditions (DTs), we can verify that the texts/discourses present discursive regularities or textual forms already produced by society, in earlier times, which remain or are modified throughout its existence, as shows Johannes Kabatek (2001, 2003, 2005 and 2006). Also in this sense, Paul Zumthor (1993) presents us the idea that talk about using "word" in memory, in its real sense, implies admitting it as something which has an immeasurable power, which is able to decide directions in world, and from that is established the "wealth of oral traditions"

Ambiente de textualização no ensino a distância: o caso do fórum educacional

This research deals with textualization issues present in educational forums in distance learning environment. The research aims to analyze textualization regarding communication practices between tutors and distance learning students. Specifically the research aims to verify if the educational forum is considered pertinent for knowledge construction as well as identify subject´s behavior in e-Proinfo environment. The research also aims to understand the dynamics of the teaching and learning techniques related to the forum´s printed material. This is done in order to acknowledge discourse on behalf of subjects through the presented educational assignments. In order to address the issue, the work dealt with the relations present in distance learning forums, the forms in which the assignments are made, the way social actors interact and how this debate happens in the virtual environment. The research emphasized an educational forum used in a higher education institution at Rio Grande do Norte/Brazil. Thus the research corpus is composed by messages that were posted in the forum in the module called computer material . This module is one of the last in a set of six modules that are part of The Basic Cycle for Media Training promoted by the Center for Distance Learning in a public university at Rio Grande do Norte/Brazil. The research deals with a qualitative type approach in the perspectives of Merriam (1988), Cresswell (1994) and Minayo (1996). In order to achieve this analysis, the research dealt with theoretical landmarks related to distance learning present in (Silva, 2008; Brait, 1993; Sperbe and Wilson, 1986; Marquesi and Elias 2008 as well as Xavier, 2005, amongst others. As for aspects related to media and technological perspectives present in the forum, the research dealt with (Baranov, 1989; Neuner, 1981; Kearsley and Moore, 1996). Textualization was dealt according to (Marcuschi, 2008; Costa Val, 2004) and the conceptions and functions regarding tutors was seen according to (Salgado, 2002). In the conclusion and recommendations it was seen that these discussions present relevant contributions to distance learning and go beyond the practical universe present in electronical interaction. In the final considerations it is pointed out that this research is relevant for areas such as applied linguistics and presents guidelines for those involved in continuous education and aim meaningful knowledge that is coherent with distance learning education

Eensino de língua portuguesa: da formação do professor à sala de aula

La reflexión crítica sobre la escuela y los quehaceres docentes ha favorecido la producción y la sistematización de nuevos saberes basados en fundamentos científicos, principalmente sobre las prácticas pedagógicas. En la enseñanza de Lengua Portuguesa, las investigaciones buscan comprender lo qué y cómo se enseña y se aprende durante la escolarización. En esa perspectiva, realizamos un estudio sobre la formación del profesor de Lengua Portuguesa y sus implicaciones en la clase, buscando observar la actuación de los alumnos-maestros en el contexto escolar, durante la realización de las Prácticas. Para tanto, elegimos como objetivo general, investigar cómo la carrera de Filología de la UFRN/CERES/Campus de Currais Novos promovía la formación de futuros profesores para atender a las expectativas de las políticas públicas para la enseñanza de Lengua Materna. Como referencial teórico, estudiamos los PCN, el proyecto político pedagógico de la carrera y autores del área de enseñanza de Lengua Portuguesa y de Educación, entre ellos, Geraldi (1996), Travaglia (1996, 2003), Antunes (2003, 2007, 2009 y 2010), Lomas (2003), Figueiredo (2005), Marcuschi (2001, 2008), Oliveira (2010), Riolfi et al. (2008), Possenti (2003), Alarcão (1996, 2001) Imbernón (2011), Pimenta y Lima (2010) y Schön (1993). El estudio está situado en el ámbito de la Lingüística Aplicada y se caracteriza como investigación cualitativa de naturaleza interpretativista, a partir de un abordaje de inspiración etnográfica del ambiente de las Prácticas. En los resultados constatamos que los alumnos-maestros privilegian la enseñanza prescriptiva, fundamentado en una concepción de lengua como sistema, direccionando la enseñanza de la lengua para la dirección contraria al abordaje funcionalista (lengua / uso), distanciándose considerablemente de la propuesta de formar un alumno crítico y agente de transformación. Respecto a la visión de los alumnos-maestros sobre la carrera, fueron listadas algunas cuestiones relevantes, entre ellas, los contenidos que hacen parte de la carrera, la distribución de la carga horaria de los componentes curriculares, la revisión de las ementas, la oferta de asignaturas de inclusión social, la reorganización de las actividades de la práctica en relación al acompañamiento y orientación a los alumnos-maestros y, especialmente, la desarticulación teoría / práctica que fue considerada como responsable por muchas de las dificultades encontradas por los referidos alumnos en la fase de regencia de clase en la enseñanza de Lengua Portuguesa en los niveles de enseñanza fundamental y media. De ese modo, a partir del análisis de estos significados construidos por los alumnos-maestros sobre el proceso de formación en esa carrera de Letras, constatamos la necesidad de una revisión del proyecto de la carrera, pues éste presenta esas fragilidades que necesitan ser analizadas en función de la mejoría de la calidad de la enseñanza de la graduación

Entre a fé, a obra social e a publicidade: uma análise crítica do discurso da responsabilidade social da Igreja Universal do Reino de Deus

Situated on Applied Linguistics (PENNYCOOK, 1998; MOITA LOPES, 2003, 2006, 2008, 2009), this thesis, which is inscribed in a qualitative-interpretative approach of a critical analysis perspective , lies on the speech of social responsibility and the way like that is employed in seeking for legitimacy and prestige within the neopentecostal brazilian religious field, more specifically of the Universal Church of the Kingdom of God. The general goal of this research is t reflect upon the speech on social responsibility and the rethoric of selfpromotion of the Universal Church through the role of social actors in the making of his her identities, materialized in the newspaper Folha Universal. In order to achieve that, we have conjugated, in this research, social and discursive analysis. On the linguistic-discursive approach, the research is based on the Critical Analysis of Discourse (ACD), specially in Fairclough (2001, 2003, 2006), a proposal that provides theoretical-methodological tools to investigate the language beyond the linguistic structures , that is, the discourse, social practices in which it occurs and more ample structures. Theoretical assumptions were also used of Sistemico-Functional Linguistics(LSF), matching with categories of the Transitivity System of Halliday (1994, 2004), of the forms of representation of social actors in the socioeconomic perspective by Van Leeuwen (1997, 2008) and of the Appraisal system by Martin and White (2005). As we develop the argumentation on thesobre social role of religion in this thesis, we make use of the authors such as Freston (1994), Oro (1997, 2003), Campos (1996, 1999), Mariano (1999), Meneses (2008), among several ones. We have also used a series of concepts and categories coming from the field of communication and marketing on the business social responsability and social marketing . In this area, we take as references the contributions of Bueno (2003), Fossá and Sartoretto (2003) and Zenone (2006). The corpus of the work is framed by news taken at the newspaper Folha Universal, in which are given the social responsibility actions of the church . The timeframe used was on the editions of 2010 thru 2012. Results found at he analysis of the News lead to semantic features of Assessment of Affection, Judgment and Appreciation, many times followed by Gradation, and the Attribution, one of the subsystems of the Attachment, are evidence of positive assessments for the Universal Church and its agents and make up rethorical elements which provide structure for the discourse of the Universal Church at the newspaper Folha Universal consisted of its image (style) of social responsibility . Results show that the most frequente social actors of the discourse are, on one hand, the Universal Church itself and its volunteers, famous (actors, actresses, presenters), politicians and authorities, on the other hand, the population which was helped by the Church social projects . The first group seems to be Always activated, however the second one, most of the time rather passive. These are also represented by assimilation in most of the occurrences, however the other ones by individualization and nomination entitled by honorification, except for the volunteers that are represented either as an individual, or as a group

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

Letramento literário na escola: o poema na aula de língua portuguesa no ensino médio

Esta investigación está incluida en las discusiones sobre las relaciones entre literatura y enseñanza, recortando el lugar de las escritas poéticas en las clases de Lengua Portuguesa en la Enseñanza Media. En términos epistemológicos, nuestra reflexión problematiza, entre otras cuestiones, el desplazamiento que ocurre cuando las manifestaciones literarias se apartan de sus soportes originales y se adentran a las escenas de la clase de lengua materna, transformándose en objeto de enseñanza y contenido didáctico. En el ámbito de las prácticas escolarizadas de la lectura literaria en la Enseñanza Media, nuestra reflexión tiene como objeto la didactización del género textual poema. En esa etapa de la enseñanza, el poema como componente curricular aún no está definido. Eso es ocasionado, de modo general, por dos razones: por la naturaleza específica del género y por los procedimientos didácticopedagógicos utilizados cuando se hace la lectura del poema en clase. En relación al modelo consagrado de la enseñanza de literatura en la Enseñanza Media, apoyado en la descripción de la historia de la literatura brasileña a través de esquemas cronológicos de movimientos estético-culturales, pretendemos hacer un desplazamiento en lo que respecta a ese abordaje y situar el letramiento literario a partir de las formas líricas recurrentes en la producción literaria en Brasil, en la perspectiva de la enseñanza de la lengua mediada por el estudio del texto. Para tanto, utilizaremos como aporte teórico las siguientes áreas del conocimiento: la teoría literaria, la lingüística aplicada y la pedagogía de la enseñanza de lengua materna