Cartografias mito-poéticas do imaginário nelidiano: das visões do mundo arcaico ao contemporâneo no romance fundador

Esta tesis trata de cómo se desarrolla en la obra de la escritora contemporánea Nélida Piñon una especie de pensamiento cartográfico, presente desde su primer romance Guia-mapa de Gabriel Arcanjo, publicado en 1961. Para que se interprete el universo literario nelidiano, formulamos nuestro trabajo estableciendo un confronto con el texto del mito iluminado por las reflexiones de Eliade (2007; 2007b; 2008) y Meletínski (2002); con el discurso filosófico pos-estructuralista, representado principalmente por las contribuciones de Deleuze y Guattari (1995; 1996; 1997) a respecto de una geografía del nomadismo; y de Foucault (1996; 2006) sobre el orden del discurso, o nacimiento de la literatura y el ser del lenguaje. Examinadas por la lectura crítica y comparativista de esta investigación, las cartografías mito-póeticas de Piñon son presentadas al lector asociándose a una geografía de los sentimientos y al que Maffesoli (2001) denomina deseo de errância y de perdición, particularmente en las obras Tebas do Meu Coração, A República dos Sonhos, O Presumível Coração da América e Fundador. Esa última novela, publicada en 1969, por lo tanto anterior a los otros textos mencionados, servirá como corpus principal de nuestro análisis, que objetiva demostrar como la narrativa de Piñon se conecta a un linaje literario estructurado a partir de las acciones de un determinado tipo de personaje conocido como inaugurador de ciudades o héroe civilizador o cultural. En la reedición de ese arquetipo de personaje, la autora instaura el elemento de la seducción, en un juego que se establece entre los sujetos masculino y femenino y que pone de manifiesto cuestiones relacionadas al erotismo, a la transgresión y al sagrado, abordadas en nuestro discurso por las consideraciones de Baudrillard (2008) y Bataille (1987). Para que se explicite la constitución de esos puntos, realizaremos un viaje de las visiones del mundo arcaico al contemporáneo por las páginas de Fundador, apuntando de qué manera la escritora brasileña retoma las imágenes del mito cosmogónico, del mito del eterno retorno y del paraíso terreal, que se inscriben como fundamento do su texto literario

Inês de Castro no romance contemporâneo português

Ines de Castro is a theme in literature from the fourteenth century. The historical fact of his death, in 1355, became a landmark in the history of Portugal and, since then, several literary texts from various genres, have dealt with this theme, this made the couple Pedro and Ines a myth of love passion, of love beyond the barriers of death, like Tristan and Isolde, Romeo and Juliet, Abelard and Heloise. The literary myth - or any picture that mythologize literature - is always prepared before culturally and works in the same way that so many others, this is, as an element of cultural identity, either collectively or individually, making it also a feature poetic. Thereby, is an archetype confirmed through time and eventually reveals a series of webs of the human psyche. Ines de Castro became the Portuguese myth of eternal love: she became queen after your dead. The persistence of the myth makes the love story of Pedro and Ines continue to produce texts of various literary genres. This study examines six contemporary historical novels, to show that the way actually this kind o novel does a new formulacion of Pedro e Ines mythical, because now it s different view likes the victim in Os lusiadas and other texts from the past. Collaborate to this news relacions between history and literature and a novelist's new stance in relation to historical facts that relate like reffering to novel. The intention is to show, through the novels chosen now Ines de Castro have different profiles than it had before in tradicional historic novels from the period of Romanticism and New Romanticism. Authored by Agustina Bessa-Luís, João Aguiar, António Cândido Franco, Seomara da Veiga Ferreira and Luis Rosa, the six novels studied show the circularity cultural of inesian myth showing this new character of the new person Ines in the contemporany historical novel

Narrativas de professores em formação sobre a didatização de podcasts para o ensino de inglês na floresta

Considering the following conditions: (1) the fluency demands of students in an undergraduate program in Languages and Literatures/English in the Amazon region; (2) the listening and speaking needs of pre-service teachers of English as a Foreign Language (EFL); (3) my continuing education as a professor of EFL and my academic literacy as a teacher-researcher and pre-service-teacher trainer, this study, which is based on Narrative Inquiry, reports on a teacher experience of working didactically with oral genres through podcasting an activity that emerged with the advent of Information and Communication Technology (ICT). Through this process, I engage with some theorists who promote teaching as a process that is driven by a concept of language as social practice. Subsequently, I make use of the notions of context of culture and context of situation, derived from Systemic Functional Linguistics, as well as the concept of genre and register derived from the perspective of this theory. Based on these principles and beliefs, the Amazon region constitutes the register (situation) of the genres used in this study. These principles also provide, opportunities for building learning strategies appropriate to this local context, and also to teach listening and speaking skills from a task-based approach. During the experience, based on the reflective teacher-education model, the participants produced narratives about the process, which I then analyzed according to Ely, Vinz, Downing and Anzul (2001), who propose possibilities of composing meanings in Narrative Inquiry. Based on this perspective, I discuss the following topics, which were highly emphasized in the participants narratives: the lack of didactic activities using oral genres; the relevance of context within teacher education; and collaborative work as a strategy to overcome gaps in digital literacy, language fluency and teaching skills. The meanings I thereby compose point to a paradigm shift in English language teaching within this context. I also argue for a pedagogical practice that is engaged with historical and socio-cultural issues, and with the development of language skills, also one that promotes the implementation of ICTs at the very start of teacher training programs, adopting teaching and learning strategies that correspond to the demands of fluency in this particular context, and deficiencies imposed by geographical isolation

Histórias de professores universitários sobre ensinar inglês para fins específicos

This research has as its theoretical and methodological assumptions (1) the Narrative Inquiry (CLANDININ; CONNELLY, 2011), (2) the Systemic Functional Grammar (HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) and (3) the English for Specific Purposes Approach (ESP - HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), and its overall objective is to survey the meanings construed by the participants who are ESP practitioners and have not received a specific education to teach this approach at their undergraduation. The field texts and therefore the analises were divided into two distinct groups: the first with data generated from a questionnaire applied to nine professors from a federal university in the northeast of Brazil, which contains open and closed questions about their training and their experiences in teaching ESP; the second group, focusing this time on the experiences of three professors from the first group who were still teaching ESP, with data generated from interviews with these participants in addition to the data generated from their autobiographies and from the researcher´s as well. The computational tool WordSmith Tools 6.0 (SCOTT, 2012) was used to select, organize, and quantify data to be analyzed in the first group of texts, identifying the types of Processes and Participants through the Transitivity System (HALLIDAY; MATTHIESSEN, 2004). The Processes which were more used by the professors in the questionnaire were the Material, followed by the Relational and then the Mental ones, indicating that most professors reported their actions related to the teaching of ESP, rated or evaluated the approach, their training to teach it and their experiences, hence, rarely showing their thoughts and emotions about teaching ESP. Most of the nine professors say they carry out needs analysis, but not all do it according to the authors cited by them or the ones that are considered a reference in this area, such as the ones used in this research as reference. Similarly, their definitions and conceptions of ESP, in most cases, differed from these authors. All the professors claim not having had specific education to teach ESP at the undergraduation. When examining the stories of the four teachers, in the second group of the field texts, based on meaning composition according to Ely, Vinz, Downing and Anzul (2001), it was revealed that the kind of knowledge they report using when they teach ESP is related to their Personal Practical Knowledge and their Professional Knowledge (ELBAZ, 1983; CLANDININ, 1988). In their autobiographies, metaphors were also identified and they represent their concepts of teaching and being a teacher. Through this research, we hope to contribute to the understanding of what teaching ESP might mean for professors in the researched context and also to the continuing education of ESP practitioners, as well as to a review of the curricula in the English language undergraduate courses and of the role of ESP in the training of these professionals

A paz tensa da chama fugaz: a configuração do amor no romance contemporâneo, Lygia Fagundes Telles e Lídia Jorge

This thesis A paz tensa da chama fugaz: a configuração do amor no romance contemporâneo, Lygia Fagundes Telles e Lídia Jorge aims to study the configuration of Love in contemporary novels. Their corpuses of study are the novels As horas nuas (1989), by the Brazilian writer Lygia Fagundes Telles; and O vento assobiando nas gruas (2002), by the Portuguese writer Lídia Jorge. The following research tries to understand how the characters from those texts deal with some love questions on the context of the contemporary narrative; it also tries to comprehend the love expression which is formed as a contradictorily fluid feeling and intensely wanted, which are important points concerning the love discourse at the present day. As a critic-comparative study, this research focuses on the problematic concerned love as a synonym of Eros, in other words, the relation between lovers, analyzed through social and philosophical perspective. Through that, this work broadens the study of two contemporary novels, and it also establish connections between the characters from those novels and the literary environment where they are placed, once it focuses on the human and social context presented in this books. The thesis ends calling attention to the dichotomy of love and death, to the image of love which grows through absence and through the longing of completeness of the human being; that is why this work sustains that the Lygia Fagundes Telles and Lídia Jorge update and materialized in their texts the plurality of contemporary love conception, which continues to be contradictory, fragmented and problematic

Referências culturais e heterogeneidade discursiva :Uma proposta para o ensino-aprendizagem de língua inglesa

The purpose of this research is to approach the English literary text from the point of view of the culture and the heterogeneity of discourse in its role as a source of elements that facilitate the teaching/learning process of English as a foreign language. Several instances of discourse heterogeneity are analyzed through cultural references in the original texts of the following English novels: Jane Eyre, by Charlotte Brontë (1816-1855), published in 1847; The Mill on the Floss, by George Eliot (1819-1890), published in 1860 and Great Expectations, by Charles Dickens (1812-1870), published between 1860 and 1861. Theoretical support was sought in Kramsch, Bakhtin, Maingueneau, Authier-Revuz, Widdowson and Larsen-Freeman. Activities in English are proposed in the end whereby it can be seen that the questions at issue can be used extensively in the classroom.

O reino encantado do sertão: uma crítica da produção e do fechamento da representação do sertão no romance de Ariano Suassuna

Based on the relation history, literature and space, this work examines the production and the closing of the representation of the hinterland in the Romance d A Pedra do Reino of the paraiban writer Ariano Suassuna. Inspired by method proposed by deconstructionist by Jacques Derrida, our reflection decomposes the writing scene of Suassuna by means of it s tracks to interpret the operation of the representation of the space-hinterland for the speech of the writer. Being thus, we present the elements chosen for Suassuna to weave an identification it s with this space-hinterland, taking a priori as a sentimental place and of familiar origin . The construction of this relation of belonging in great is measured grounded for a familiar memory entangled in the context politician who culminated in the Revolution of 1930 and that he resulted for the writer in the death of father. Suassuna launches a look on the identity and the Brazilian culture that guided in the tradition concept it searchs to deny the gift grounding its speech in the return to the past, a past order . Specifically in it s romance we notice to exist the fusing of these tracks in the production of a representation of the hinterland that it intends to close a concept of this space and its culture. Soon, the idea of kingdom sends to the space of the enchantments manufactured in infancy and retaken by the intellectual radical who in the anxiety of honor the father figure, does not save efforts in constructing a space representation that, over all, either faithful the representation that it searchs to trace of proper itself. Under one it marks of universality , the hinterland-kingdom of Suassuna if discloses eurocentric in the measure where it perpetuates discurse the filiation of the European cultural traditions.

O símbolo esvaziado: a teoria do romance do jovem György Lukács

O presente artigo investiga como A teoria do romance (1916) de G. Lukács, um texto fragmentado e de ocasião, tornou-se um clássico da reflexão sobre a modernidade. Para Lukács, o romance é a forma artística que corresponde à fratura entre o sujeito e o mundo, vivida pelo homem contemporâneo. Utilizando o conceito de símbolo esvaziado este texto apreende em que medida o autor ao rever as classificações anteriores sobre o gênero romance, perpetua a tradição romântica ou rompe com ela, elaborando conceitos originais para a compreensão da modernidade na literatura.

As estratégias de negação variantes no inglês falado: uma comparação com o português

The general aim of this work is to verify the occurence of variant forms of negation in spoken English with the purpose of making a comparative study between the English and the Portuguese languages. As for Portuguese, we used as a matter of reference a study already made on negation. As for English, we analized a corpus of the North American English variant organized by a university in the United States. This study is based on the North American Functional Linguistics theoretical perspective, which considers relevant the study of language used in real situations of communicative interaction. The data analisys proved that there is at least one form of negative variant in spoken English which is not allowed by prescriptive grammar. This phenomenon turns out to be similar to Portuguese, which includes three variant strategies. According to the data obtained, it was possible to verify that the variant strategy used in English, from a contrastive point of view, corresponds to a negative strategy ruled by Portuguese prescriptive grammar. Finally, we discussed about the different conceptions of language, grammar and teaching, giving suggestions to colaborate to a productive and reflexive teaching of first or second language

Características eletrocardiográficas em eqüinos clinicamente normais da raça Puro Sangue Inglês

Determinaram-se as características eletrocardiográficas de amplitude, duração, ritmo e eixo cardíaco no plano frontal de potros, sobreanos e éguas prenhes clinicamente normais, da raça Puro Sangue Inglês. Estudaram-se 50 potros e 50 sobreanos, machos e fêmeas, e 11 éguas prenhes. Concluiu-se que a freqüência cardíaca diminui com a idade e que nos potros e sobreanos as características apresentaram valores intermediários entre os valores padrão de neonatos e adultos. Nos sobreanos eles estão mais próximos dos de referência para adultos. Nas éguas em gestação a única diferença observada com o padrão foi o leve desvio para a direita do eixo cardíaco.

As modalidades de tradução no conto Laços de Família na tradução para o inglês Family Ties

Este artigo apresenta uma análise descritivo-comparativa desenvolvida a partir da tra dução de modalidades no conto Laços de Família de Clarice Lispector. Os resultados indicam até que ponto a tradução de certas modalidades mostram uma margem maior ou menor de literalidade ou individualidade.

Inglês para crianças do Ensino Fundamental: visões implícitas da avaliação proposta por um livro didático e as crenças dos professores

Este trabalho, de natureza qualitativa e de cunho etnográfico, tem como cenário um Projeto de Línguas Estrangeiras, implementado nos Ciclos 1 e 2 do Ensino Fundamental Público de uma cidade do interior paulista. O objetivo principal do estudo é investigar as visões implícitas da avaliação proposta pelo livro didático em uso no mencionado contexto de ensino, confrontando-as com a abordagem explícita do material acerca do processo avaliatório e com as crenças dos professores sobre a avaliação em foco. Para tanto, tomamos como referencial os princípios sociointeracionistas (Vygotsky, 1978) e comunicacionais (Almeida Filho, 1993, 2005) de linguagem e aprendizagem, assim como construtos referentes às crenças sobre ensino e aprendizagem de línguas (Barcelos, 1995, 2004a, b; Silva, 2005) e também referentes à avaliação (Scaramucci, 1997, 2004) no ensino de línguas para crianças (Cameron, 2001).

A autoavaliação da aprendizagem de inglês como língua estrangeira em um ambiente tandem a distância

Este trabalho visa discutir as características do processo de autoavaliação da aprendizagem de inglês como língua estrangeira em um contexto tandem a distancia. Trata-se, mais especificamente, da apresentação de uma pesquisa na qual se analisam os dados coletados no ambiente teletandem (TELLES, 2005) por uma brasileira (aprendiz de inglês), durante suas interações via chat com dois parceiros norteamericanos (aprendizes de português). A análise enfoca as metas e estratégias de aprendizagem em relação aos parâmetros e critérios adotados pela brasileira em seu processo de autoavaliação.

Romance e realidade na ficção brasileira contemporânea

Este trabalho é uma reflexão sobre a representação do real no romance Inferno provisório, de Luiz Ruffato, considerando as proposições de Claudio Magris acerca da forma romanesca moderna e sua possível transformação nas últimas décadas. O objetivo é questionar de que modo o projeto estético do romance incorpora uma visão em profundidade do real, originando um princípio ético de análise e crítica da sociedade contemporânea.