A prática de correção textual por professoras de língua portuguesa do ensino médio

Cette recherche analyse les pratiques de correction de textes de l'enseignement du 1, 2 et 3 ème niveau. Nous avons parti de discutions avec les professeurs de Langue Portugaise des troisièmes annèes d‟une école appartenant au enseignement publique, située à la ville d‟Assu RN. L'étude a les postulats théoriques de Cruz (2007), Dellagnelo (1998), Oliveira (2005), Pécora (1999), Ruiz (2001), Serafini (1989), et d‟autres. La méthodologie est de nature qualitative et d‟interpretation, dont le matériel a été constitué à partir des rapports des enseignants professionnels, ainsi que les 92 textes recueillies entre juillet et août 2008. Les dés montrent que la correction se configure comme un travail pratique, qui vise à aider les étudiants à améliorer leur écriture. Les professeurs font la correction d‟une forme mélangée, c'est-à-dire dans le texte apparaissent les corrections orthographiques, lexicales, etc., mais la prédominance de la correction est par rapport aux idées, pour le contenu du texte. Dans ce sens, les professeurs se rendent compte du valeur et de la hiérarchisation des idées discutées par les élèves, les reconnaître comme l'organisation de la sémantique et la séquence du texte. Tous les autres aspects (structurelles, grammaticaux) sont importants, cependant, en général, dans la pratique de correction des études, l‟exposition les idées occupent une place importante. Les marques de correction apparaissent sous la forme de petits billets, qui apprécie également toutes les étapes de l'écriture de texte

Referenciação anafórica :as anáforas não-correfereciais no livro didático da língua portuguesa

On recent years, it has been observed an increasing interest on referentiation processes, which involves an important field of Text Linguistics and Discourse Analysis studies. The existence of a significant number of international and national publications which focus on this perspective corroborate this finding. Given the textbook importance as a teaching instrument, and the relevance of the referentiation processes to text production and comprehension, we realize that the study of these two topics articulation is taken as a relevant research theme, with consequences to the improvement of Portuguese Language teaching. Taking this into consideration, we intend to analyze the non-coreference anaphors in texts of Portuguese Language textbooks from fifth to eighth grades, adopted in many schools of Pau dos Ferros RN, considering the frequency, genre, kind of anaphor and manifestation form. This study is classified as a documental and qualitative research. We have found out that the indirect anaphor was used in more than a half of the corpus. We have found out, as well, that the literary and press genres do not favor the use of labeling and metadiscursive anaphors. On the other hand, concerning the indirect anaphor, it is clear its abundant use in the literary genre. In what concerns the manifestation forms, we have verified that on labeling and metadiscursive anaphors it is significant the predominance of demonstrative pronouns working as determiners. On the indirect anaphor, we have verified that most of the occurrences do not present a determiner, and for the ones which present it, the majority occurs under the form of definite and indefinite articles. We believe that this work can contribute to the activities which involve questions related to text production and comprehension, since the referentiation processes are intimately related to them

A tirinha cômica em questão: atividades de leitura no livro didático de língua portuguesa

You can see nowadays a more constant questioning about the validity and effectiveness of the practices of teaching reading currently introduced in elementary school. The intelligibilities generated from many voices, and built on the border between many consciences, it can contribute to understand and to some extent, alleviate skewed or outdated understandings about the teaching of reading and its goals in the school environment. By understanding the dynamics of these practices, which always need to be modified because of new social demands, we recognize the validity of working with the prospect of reading in its historical, social and dialogic dimension (Bakhtin, 1981, 2003). The Portuguese language textbook (LDP), in turn, being one of the fundamental bases of reading in school, makes a justified and necessary active production of knowledge about the theoretical and methodological conceptions that underlie the work with reading and on how that work is effectively routed. Our aim in this essay is precisely analyze reading activities in four Portuguese textbooks (Teacher s Manuals) for the 6th grade of elementary school, focusing on the proposed activities from a specific discursive genre, in this case, the comic strip. Through this research, we retrieve and list the goals that guide the development of reading activities in the LDP, and then verify a compliance or not of these objectives in directing the activities. Finally, we describe how the reading practices that involve the strip in the textbook can legitimize or reject the reading as an area of construction and circulation of meanings between socio-historically located subjects. We take account of studies on the nature and constitution of language (BAKHTIN, 1981, 2003, 2010; BAKHTIN/ VOLOSHINOV, 2006; SOUZA, 2002; GERALDI, 1996, 1997, 1999, 2006; ROJO, 2008a, 2008b, among others), as well especific studies about the activities in Portuguese textbooks (MARCUSCHI, 2010; BELMIRO, 2006; MENDONÇA, 2006, among others)

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

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

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

A imagem do Brasil na mídia impressa portuguesa: um estudo do caso diário de notícias e público

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

A cooperação em crianças de rede pública de Natal/RN:uma abordagem evolucionista

Cooperation is a well known behavior and influenced by all cultures. Probably selective pressures brought advantages to individuals that cooperate, and then this behavior is current in human societies. Most of it is studied about cooperation and natural selection was understood by the game theory, a mathematical approach that helps to understand the conflict and cooperation. We believe that natural selection and game theory could facilitate understanding these behaviors and two theoretical articles were written regarding this view. It was also found that most of data about cooperation was obtained in (with) adults. Since game theory is effective to understand this phenomenon, and to be used and understood, two games were used with five and eleven year old children: the common pool and public goods games. The results are presented in four empirical articles. We found that children respond to social dilemmas of game theory like the adults do. They adjust their rounds regarding the feedback obtained of their partness; in the beginning they cooperate and reduce the degree of cooperation along (throughout) the following session; in the absence of punition the level of opportunism increased, mainly in larger groups; boys and girls behave differently when donate. This research suggest that cooperation has an evolutionary basis in human and it is since earlier in the behavioral pattern shown by adults.

Cooperação em sagüis comuns callithrix jacchus: condições e restrições

The cooperative behavior is no longer a dilemma for the theory of evolution, since there are models that explain the evolution of this behavior by means of natural selection at the individual level. However, there have been few studies on the proximal factors that interfere with cooperative behavior. In the study of the influence of cognition on cooperation, many authors have been interested in situations in which individuals decide whether to act cooperatively and select partners with different qualities to cooperate. Of the factors studied, we highlight the need for understanding the apparatus and communication between partners to the occurrence of cooperation. Recently, highlight is the proposal that the ability to cooperate would be greater in species with cooperative breeding system. Thus, the common marmoset (Callithrix jacchus) is a New World monkey which stands as a valuable species for this type of study because it presents cooperative actions in nature, such as sharing food and protection of the community territory. Our experiment investigated whether common marmosets unrelated females (n = 6) were able to cooperate using an electrical and a mechanical apparatus, if this cooperation is a byproduct of individual actions or involve social attention, if it occurs inter-individual variation in the use of devices and formation of roles (producer / scrounger) in dyads. We use the number of rewards obtained by animals (Ratio of Correct Pulls) as indicators of cooperation and glances for partners (Ratio of Correct Glances) as indicators of social attention and communication. The results indicate that the type of apparatus was not a constraint for the occurrence of cooperation between the marmosets, but still has not been verified formation of roles in the dyads. The performance of animals in the two devices showed a large variation in the learning time, not having relationship with the performance in the tests phase. In both devices the level of social glances at control phases were casually correlated with any other phase, but the data showed that there was not social attention, that is, the monkeys realized that they gave food to the partners, but the partners did

Fatores que influenciam a cooperação em humanos

Human cooperation is fundamentally affected by reciprocal exchange, but it is also remarkably common on the context of large and symbolically marked in-groups, which promote cooperation through the feeling of belonging to a group. In this thesis, two empirical articles were produced in order to investigate how human cooperation is affected by factors such as reciprocity, in-group behavior, in-group markers and gender. We investigated this subject through the administration of online games consisting of token donations, on which the subjects faced virtual players controlled by the experiment. We found that cooperative behavior is strongly influenced by reciprocity, and it is also affected by the in-group behavior, observed on the context of the social variables place of birth, ethnicity, and religions, once all of them acted as in-group markers. The subjects´ in-group behavior was enhanced when they played with generous in-group opponents, but weakened when their in-group opponents were non-generous. It was also found that cooperation is not affected by gender, but men and women cooperated in different ways under the influence of reciprocity and in-group behavior. Women are much more reciprocal on their cooperative behavior and men are less willing to cooperate with outgroupers, even when they act generously. The overall results contribute to a better understanding of the adaptive value of cooperation, reciprocity and in-group behavior on the solution of important challenges through the human evolutionary history

A influência do feedback verbal na cooperação em crianças

Human cooperation is a hallmark of this species due to its wide extension to genetically unrelated individuals and complex division of labor. It is considered an evolutionary puzzle, because the theory of evolution by natural selection predicts that self-interested individuals tend to be selected. Different theories have been proposed to explain the evolution of cooperation, which the most important are kin selection and reciprocal altruism. Considering the evolutionary continuity between species, humans and other primates have several common traits that help to promote cooperation between individuals of these species. Two features, however, seem to be particularly humans: inequality aversion and preferences in relation to others. Although human cooperation is not necessarily related to morality, cooperative traits are the basis for moral tendencies. The development of human morality is a combination of early prosocial tendencies, cooperative skills displayed at different ages, social learning and cultural transmission of norms. The social stimulus seems to be particularly important in promoting cooperative behavior in children and adults. In order to study the influence of social stimuli, as verbal feedback, on children cooperation, a study was conducted with children in a public goods game. 407 children from public schools in Natal / RN, divided into 21 groups, between six and nine years, participated in eight rounds of this game. After each round, seven groups received praise for larger donations, seven groups have been criticized by smaller donations, and the other seven received no comment. Children cooperated more when criticized, without significant differences between sexes, although young children have cooperated more negative than older children. The results are likely related to the anticipation and avoidance of punishment associated with the feedback (although this did not occur), and greater sensitivity to the authority in younger children. Nevertheless, the cooperation decreased in all groups until the last day of play. The results suggest an early sensitivity to moral punishment, whose role in the maintenance of social relations must have been important in the evolution of cooperation in humans

Relações sociais de callithrix jacchus machos: competição ou cooperação?

The group Callithrichidae is characterized by the flexibility in its mating system. This fact generates questions about the mechanisms that Callithrix jacchus males reach the breeding position in a group and how they prevent the subordinates reproduction, since the competition apparently happens with less intensity when compared to the females. Studies have shown the importance of social interactions and kinship among individuals in the distribution of mating opportunities in a group. This work aimed to evaluate if dyads of Callithrix jacchus males acted socially different due to kinship. We observed the agonistic and affiliative behaviours made by the males when associated in dyads (Phase 1) and when these dyads received a female (Phase 2), which was introduced in the pair`s cage for 45 minutes. In the phase 2, we also accounted for the sexual interactions between males and female in each trio. We used 16 males, 8 related (brothers-R) and 8 nonrelated (NR), as well as 8 females. Each phase lasted 4 weeks, with 3 observations/week, during 15 min/male in phase 1 and 2. In the first phase, two pairs of R males had a contested dominance and the other two, just like in the NR males, had an uncontested dominance. The NR dominant males were more aggressive than the subordinates. With the female`s entrance in the cage, all male pairs began to have an uncontested dominance. The NR males aggression frequency rose along with the subordinates` submission. In the R males, the frequency of grooming and physical contact was higher than in the NR males. So, we conclude that the low levels of agonism presented by the R males, along with the higher tolerance shown amongst them, lead us to believe that kinship attenuate the competition among these males

Cooperação técnica internacional: aportes teóricos

Induzidos por uma mudança estrutural na dinâmica da sociedade internacional, muitos municípios, por meio do exercício da chamada paradiplomacia ou diplomacia federativa, vêm elaborando instrumentos de gestão municipal para captar recursos via experiências de Cooperação Técnica Internacional (CTI). Nesse contexto, o objetivo deste artigo é mapear conceitualmente o fenômeno de CTI, visando a facilitar sua compreensão e suas consequências práticas para a sociedade brasileira.

O ensino da língua portuguesa na televisão: uma análise através do programa afinando a língua

The present dissertation aims to an approach of the teaching of Portuguese language on television, trying to find how possible is the contribution of this communication media in the sense to give a higher classroom dynamism and to excite the students for that subject. The TV show Afinando a Língua (roughly, putting the language in tune ), a Canal Futura feature, have as one of these main purpose be shown on the classrooms as a tool that could enlarge the possibilities of a subject often took as particularly difficult. Blocked by the traditional grammatical teaching, the Portuguese lessons have been for years pictured as hermetic and far from the Brazilian speakers reality. So, people create myths around the language that earns adjectives as complicate and inaccessible and that Brazilians can t speak the Portuguese really good, because it only happens in Portugal, the original country of the language. These myths start exactly because the teaching orientation take their basis only on the standard language, in fact just one of the language variations by the way, anywhere in the world dictated by ancestral rules, once produced in Portugal. The regular school don t accept the Portuguese variation as a natural fact for a huge country as Brazil, with almost 190 million people, regarding it as a wrong way of talking. The repression that follows the students from the early school days make them repel the language supposedly learned at school. In fact, they normally face it as something unfamiliar, different from the language that they have use to learn at home, from the family and neighbors Instead of giving new possibilities for the language learning, the television, a powerful audiovisual device, only reinforces the idea that everyone, in any life situation, should talk the standard Portuguese, turning its back to the learning acquired much earlier that any person reach the school. This conservative attitude brings almost no changes, between the shows that try to teach the idiom and the traditional Portuguese lessons, wasting valuable tools that could lead to the possibility to open the classroom to the outside world, and to the wider knowledge of the differences from each Brazilian region culture, a positive attitude that could much enlarge the cultural and linguistic students universe

O circuito espacial de produção e os círculos de cooperação da soja no Maranhão no período técnico-científico informacional

The study in screen it has as objective the understanding of the space circuit of production and the circles of cooperation of the soy that if develop in the Maranhão in the technician-scientific-informational period. Characterized for the material and incorporeal flows if they develop in the Maranhão, from the moment where it had a process of integration of the maranhense territory while peripheral space of the capitalist dynamics, that if gave through the politics of regional integration created by the State, but when it had a process of selective modernization, also partial and conservative of the agriculture, that made possible the significant increase of the production and reproduction of the capital. The study sample that with the advent of the soy, had a concentration of the production techniques, mainly in the agricultural region of Balsas, due to bigger it offers of lands, time of implantation of the culture, technique accumulated in the production, whereas in the agricultural region of Chapadinha, these indices still are without representation. Moreover, the intensification of the agricultural credit, the agrarian politics and tax incentives are elements that have propitiated increase of the production of the soy. The development of the space circuit and circles of cooperation of the soy, a side, create new forces politics in the Maranhão that can result in the creation of a new state, the other, are responsible, for the elimination of part of the subsistence agriculture, producing social problems as, agrarian concentration and unemployment. The study it still evidences the appropriation of the place for a small number of companies that has generated, beyond an intense concentration of income, an alienation of the territory, in view of that this is used for a strange purpose to the place and the yearning of the population does not stop