Do dizer teórico às transposições didáticas: por um exercício da contrapalavra no ensino de língua escrita no PROJOVEM

This present work is going to show some results developed in the Master Degree research and the Post Graduation project in Language studies (PPgEL) at UFRN, under the orientation of Professor Maria da Penha Casado Alves. This research has questions showed by the Programa Nacional de Inclusão de Jovens PROJOVEM. Concerned to methodology, the research is based on Applied Linguistics and it is qualitative and documental. The corpus of the research are the Manual de Orienta��ões Gerais and the Guias de Estudo. The documents that were used for the research were Guide for general orientation and the Study Guides.The Manual de Orienta��ões Gerais was chosen because is focused on the teacher and the Guias de Estudo was chosen because are focused on the students. The discussions and analysis were based on Bakhtin (1997; 2003), for his studies about the language in a dialogical point of view, Faraco (2001 and 2008) and Suassuna (2006) for their discussions about the Portuguese Language and Geraldi (1997; 2005 and 2006) and Antunes (2003) for their orientation and discussions about the teaching process of the written language. The analysis made in the Reference Topics point that however the program proposes a kind of rupture with the traditional way of teaching, it could not take this change to the Study Guides (Guias de Estudo). The result is a didactic material that reproduces activities based on a conception of a descriptive and prescriptive teaching. What is concerned about the proposals for the textual production, it is shown that it is given in an artificial way, without any expression and with no link to any communicative context and sometimes, with no relation to the topic it was supposed to be related to

Linguagem, cognição e mundo: o livro do desassossego e a construção discursiva da realidade

This study analyzes the processes of meaning construction in the Livro do Desassossego, by semi-heteronym Bernardo Soares - Fernando Pessoa. We use theoretical grounds from an interface between Cognitive Linguistics and Textual Linguistics to observe how certain linguistic mechanisms build a reality that tells us of a time, a being and his conceptions of language and writing. We focus on description and explanation of procedures of categorization and referentiation accomplished, for example, through metaphor and metonymy. For the construction of the intended theoretical interface, we use analytical categories proposed and developed by the Socio-cognitive Approach of Language, Conceptual Metaphor Theory and Mental Space Theory. Armed with this theoretical background, we observed the dynamics of language in relation to its social, cultural and historical features, as well as the cognitive aspects that underlie it. We seek, therefore, encourage discussions about the functioning of language considering primarily the creative processes that allow us to organize and shape our experiences. We also try to provide an approximation of Linguistics, Literature and Philosophy, with a view to relations between language structure, cognitive activity and socio-cultural organization. From the results obtained, we found that a literary text attests, with a particular property, the mutual relations between language, cognition and culture, as indicates cognitive approach to language studies

Autoria no gênero resenha acadêmica

This work researches about the authorship marks in academic reviews of graduating students, besides the author discursive points of view. We detect the voices presented in the text, that is, the expressions of the discourse from the I and from the others, trying to explicitate the forms of the author review insertion. It is oriented by the conception that the author is the subject of his/her discourse, creating a position in relation to the discourse of the other(s) with which he/she maintains a dialogue. Our corpus is constituted of ten (10) academic reviews, produced by students from the Course of Letras, from Universidade do Estado do Rio Grande do Norte UERN, do Campus Avançado Prof.ª Maria Elisa de Albuquerque Maia CAMEAM. The data signalize to the perception that the subject constitutes author, when he/she gives voice to the other; showing his/her point of view; pointing to the discourse of the other; and/or getting far from the text. That way, it is observed that the genre academic review can be considered as text that reconfigures the original text, that is, as a text that comments, criticizes, confirms the text that is object of its analyses. The theoretical background that influences the research comes from the dialogical language conception, from discursive genres and from Volochinov/Bakhtin (1997, 2003) authorship. To the discussion and the analyses of the discursive genre academic review , it is mentioned the MOTTA-ROTH and MEURER (2002); POSSENTI (2001, 2002) conceptions.

Forma��ão docente e gêneros discursivos:o dizer, o saber e o fazer

This master dissertation presented to the Language Studies Post-Graduation Program of the Federal University of Rio Grande do Norte aims present an analysis about the initial teacher training, the knowledge about discursive genres and its usage in basic education professional classrooms. Therefore, it was analyzed, from teachers of fourth and fifth grades of elementary schools, if the initial training provides enough useful tools to be applied in Portuguese classes, i.e., if during the teacher training process concepts of discursive genres emerge, which of these concepts can be noticed and how this knowledge helps teachers in their classrooms. In order to achieve this aim, it was taken into account studies about the initial teacher training, about the knowledge diversity that is part of the teaching knowledge and also about discursive genres based on Bakhtin‟s conception, which is used in the Parâmetros Curriculares Nacionais (PCN). This research is qualitative of interpretative basis and has taken an opened questions questionnaire and classroom observations with audio recording data as corpus of analysis. As results of this investigation, it is possible to emphasize that the initial teacher training has left some gaps in discursive genres concepts and usage in Portuguese classes, that it is not only one kind of knowledge that compound the teacher knowledge and, because of this, working with disciplinarians knowledge, specially about discursive genres, is to emphasize one among many others.

A construção de posicionamento valorativo no cronotopo do PSV- 2008 da UFRN

Située dans le domaine de la Linguistique Appliquée (CELANI, 1998; MOITA LOPES, 2004, 2006, 2009), cette recherche documentaire fait partie d‟une approche qualitative-interprétative qui privilégie une perspective socio-historique (FREITAS, 2002, 2007; ROJO, 2006). Le but principal de ce travail est d‟analyser comment l‟interlocution a lieu dans les lettres argumentatives produites par 10 sujets-énonciateurs ayant participé au processus de sélection du «vestibular» d‟UFRN, appelé ici le chronotope du PSV-2008. Pour cela, les objectifs spécifiques qui guident cette recherche consistent à analyser les modes d‟assimilation du discours de l‟autre par le candidat, à identifier les positions axiologiques résultant des formes du processus interlocutif, et à construire une vision du sujet-énonciateur sur la base des choix de valeurs de l‟énonciateur et des relations espace-temps qui constituent l‟énonciateur et l‟interlocuteur. Quant à la théorie, la recherche est fondée principalement sur la notion de chronotope de Bakhtin une catégorie qui découle de la théorie du roman et problématisée par Amorim (2004) en articulation avec les réflexions théoriques de Geraldi (1997, 1999, 2006), Britto (2006) et Antunes (2005, 2006) sur le processus d‟écriture les relations dialogiques, la responsivité et les voix sociales (BAKHTIN, 1990, 2003, 2008; BAKHTIN/VOLOCHINOV, 2006) qui sont traversées par la conception dialogique du langage. L‟analyse nous a permis d‟identifier, principalement, deux débats dialogiques, dont le premier confronte le candidat à la dissertation et le second, à des interlocuteurs mentionnés dans la proposition. Les sujets ont formulé leurs énoncés sur un ton d‟indignation, en critiquant ce que l‟interlocuteur avait exprimé. Les candidats ont fait appel à la formation d‟un scénario d‟espoir, de crédulité, de respect et d‟éthique, conforme à la dignité de l‟être humain. Ces résultats mettent en évidence la fa��on dont des sujets multiples et hétérogènes, insérés dans la dimension de la vie, prennent position à l‟intérieur des pratiques discursives, face aux coordonnées d‟espace et de temps

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)

Conectores sequenciadores em artigos de opinião escritos por vestibulandos: uma questão de marca��ão linguístia com implica��ões para o ensino

Coordena��ão de Aperfeiçoamento de Pessoal de Nível Superior

Mecanismos de controle do trabalho escolar em propostas de escrita narrativa em livros didáticos de português (1974-2009)

This essay aims at investigating the writing proposals of Portuguese textbooks (LDP Livros Didáticos de Português) for Middle School (EF Ensino Fundamental), from 6th to 9th grade, from the 70s to 2009. It aims to check, though the discourse reported in the Portuguese Textbook, the control directed to the practice of the teacher and the student to do in the teaching situations. Theoretically, we search for contributions that come from the Discourse Analysis of French filiation, so we can analyze the ideological constructions present in the discourse of the ―LDP‖ more specific lly the control directed to the te cher nd student the users of the book, in writing activities. It started from a corpus of 63 textbooks whereof the following steps were performed: a) mapping of the writing proposals contemplated in the ―LDP‖ of high school; b cutting in the selection of propos l ccording to the rese rch go ls intended (writing proposals of narrative texts). After mapping the writing proposals presented in the ―LDP‖ bout the criteri mentioned bove we re d the writing propos ls to ch rt the quantity of proposals of textual writing productions in each textbook (which usually follows a pattern : 12 chapters and, at the end, the writing proposal. Nevertheless, some books present 2 (two) or more writing proposals at the end of each chapter). We did a cutting in the corpus initi lly constituted 63 ―LDP‖ nd we selected 12 writing proposals of narrative texts presented in the ―LDPs‖ to present wh t we intend to n lyze. Then, we separated these proposals into two groups: 1) activities which present ―instruction guide‖ to be followed by the student; 2) writing activities that allow the student write with no need to follow a text pattern, i.e., which encourage authorship. By means of analyses, it was possible to demonstrate that, in the Basic School, generally, the writing practices concentrate, primarily, on copying activities, reproduction, rewriting and, in more advanced levels, in activities that which start from preset models, asking the students to produce text with similar themes, following the suggested structure. It is about ideals that are supposed to be followed and imitated by the students, depriving them to assume their authorship. In order to insert the student in the world of writing it s necess ry to go beyond the model of c nonic l texts pr ctice th t puts the students f r from the possibility to be ― uthors‖. In contr st to this tendency, we face, nowadays, proposals that prioritize the authorship, the creation of a style

Letramento no trânsito: eventos e práticas na forma��ão de condutores de veículos

In the contemporary society, the language is presented in all social spaces and assumes many different purposes in order to meet the needs that emerge from each of these sphere. In traffic, this reality is not different. To guide vehicles, it is necessary to know, by means of reading artifacts, what the legislation establishes in what concerns the way to act in this domain. Thus, this works aims at describing the practices of literacy held in events of driver trainings and know the expectations generated by drivers/learners from this training. In theoretical terms, it anchors in Literacy Studies, comprehended here as social practices (BARTON; HAMILTON, 1998; KLEIMAN, 1995, 2008; MORTATTI, 2004; STREET, 1984; OLIVEIRA, 2008, 2010; ROJO, 2009; PAZ, 2008). Genre Theory (BRONCKART, 2004, 1999; OLIVEIRA, 2010) and in your multimodal instance (KRESS; VAN LEEUWEN, 1996; DIONÍSIO, 2006). In terms of methodology, it follows the bias of qualitative research, because of its ethnographic nature (BOGDAN; BIKLEN, 1994; MINAYO, 2010; CANÇADO, 1994; CHIZZOTTI, 2005). The research corpus was generated by reading the Brazilian Traffic Code, by observing the literacy events held in Drivers Training Centers of Natal, analysis of course books used in these events, plus questionnaires with open and closed questions and semistructured interviews. The collaborators are constituted of drivers in training, and instructors who work in this field. The analyses show significant contributions regarding the placement more committed of future drivers with the welfare and safety of those who use the public roads, from the practice or reading done during the traffic training. The contribution of this work lies in the possibility to expand the discussion about the language practice uses regarding the training for the traffic, more specifically, the training of drivers of vehicles

Um olhar dialógico sobre a atividade de revisão de textos escritos: entrela��amento dizeres e fazeres

This research deals with the activity of text revision. It aims at understanding the work of the text reviewer, taking into consideration the professional experiences of the subjects who work in the area. It s theoretical basis comes from Bakhtin Circle, mainly the concept of verbal interaction formulated from reflections on language used in different spheres of human activities, which implies the notions of discourse genres, alterity, as well as exotopy. The methodology follows the tradition of the qualitative and interpretative research. The data is composed of the statements of text reviewers both in handbooks and interviews, as well as of the description of the researcher s own experience as text reviewer. The results indicate that the revision activity needs to be orientated by a dialogical conception of language, which takes into consideration the interaction between the reviewer and the author, aiming the text finalization

Um ser (tão) de vozes: o estilo e o acabamento estético na poesia de Patativa do Assaré

The present study aims at investigating the style of the Cearense 1poet Patativa do Assaré in his poetic discourse Cante lá que eu canto cá (2004). Such choice is due to the fact that Assaré‟s poetry is full of regional identities as well of different voices. In other words, our purpose is to analyze the way the author aesthetically expresses his own voice and the voice of others in his work. This study is based on a social and historical model of language, with language construed as a discourse practice with emphasis on the key concepts of style, voices, subject and dialogic relationships (BAKHTIN, 1992, 2003, 1995). Our documental research is situated within the area of Applied Linguistics and presents an interface with Literature. We start out with the premise that in this type of investigation knowledge is built from language. In this sense, we must consider the social relationships in which language is produced, as well as the world which (in) determines, interferes, represents, interpenetrates or else, reformulates language and the indisciplinary character of the research

Vozes sociais em diálogo: uma análise bakhtiniana dos diários de leituras produzidos por alunos do ensino médio

The work aims to analyze high school students utterances, in reading diary discursive genre, starting from the language concept proposed by the Bakhtin Circle. The genre in question has peculiar characteristics which justify its choice for this work, especially with regard to subjectivity marks, that reveal, through the ideological clash, positions on various issues. From the utterances selected for the corpus, categories were created, during the research, according to the guidelines of Guba and Lincoln (2006), Mazzotti and Gewandsznajder (1998) and Amorim (2002), for whom the research in human sciences cannot be based on pre-established categories. We consider diary as a discursive genre (BAKHTIN, 2010a), which carries the characteristics of composition, style and content. Other concepts of the Circle, concerning to utterance, dialogical relations, social voices, responsiveness and exotopy also formed the basis for the study. Moreover, during the analysis of the utterances that compose the corpus of research, we used the concepts of discursive polemics (BAKHTIN, 2010b) and Framework (2010a). At the end of the research, we realized that the assessment situation of students, the fact that they are in an institution whose policy follows national documents, based on diversity and plurality, and live together in a classroom space where there are differences of social class, age, and finally, different realities, were not sufficient factors for this diversity be well accepted in their positions. Thus, their utterances bring voices that demonstrated a difficulty in accepting others that are different from themselves. In view of this, we conclude that teachers need to be prepared to handle these discourses, creating strategies for mediating these dissonant voices, with which must make contact every day at school

Pré-fabricados lingüísticos: estrutura e funcionamento de sintagmas verbais idiomatizados - por uma abordagem cognitivo-funcional em sala de aula

This work aims at under the cognitive-functional perspective describing, inside the vast domain of the linguistic prefabs, the structure and the functioning of the Idiomatic Verb Phrases (SVIs), produced by speakers of the Portuguese from Brazil, located in Natal (RN). From the functionalist presupposition that the language is used essentially to assist to communicative demands, it is observed that its morphologic-syntactic structure is conditioned to the inherent pragmatic vicissitudes to the verbal interaction of subjects, socially heterogeneous and historically established. It is focalized, in the composition of SVIs, the relationships VT + OD (transitive verb + direct object), characterizing the syntactic-semantic nature of the verb and of the respective verbal complement. Those verb combinations + complement can be interpreted as lexical structures, reflexes of the idiomaticity inherent to conventional constructions already systematized in the users' of the language cultural repertoire. It is sought, still, to glimpse the cognitive and discursive motivations pertinent to that linguistic phenomenon. In the investigative process, are analyzed exclusive data of speech collected in Corpus Discurso & Gramática a lingua falada e escrita na cidade do Natal, organized by Furtado da Cunha (1998). The adopted methodological procedures configure as methods of empiric analysis and use of the intuition, being emphasized the qualitative approach (explanatory) of the data with quantitative support of statistical indicators. It shows, finally, a grating of didactic suggestions on SVIs, for Portuguese's classes, as subsidies to the educational practice in the Medium Teaching and in the course of Letters.

A heterogeneidade discursiva em revistas de divulga��ão científica

This research aiming at show an interpretative description about the form and function of Scientific Publication (SP) discursive genre, in two magazines of national circulation. We analyzed subjects published from 2004 to 2006, in the magazines Revista do Professor and Revista Nova Escola. We see at SP subjects reported discourses, into its two main presentation forms of other voices: direct discourse and indirect discourse. We have established some aims, first, we analyzing different forms to mark the discursive heterogeneity, by the reason the writer conceptualize an image of his/her interlocutor. The second one, we intend to look at the differences between marked heterogeneity according to the writer production, journalists and researchers, and finally, we investigate more or less occurrence of cited discourse, in what is concerned with different perspectives at communities that produce this kind of text. As theoretical background to our discussions we followed socio-historical perspective, its language and subject discourse conceptualizations. We did it mainly based on Bakhtin s works (1929; 1995; 2003). We were also based on theoretical discussions about discursive heterogeneity by Authier-Revuz (1990; 1998; 2004) and Maingueneau (1993; 2001). At analyzing the social dimensions of our data, we identified as relevant elements in the construction of the subjects (stories) the image that the writer (reporter) did/construct about his/her interlocutor as well as the use of different strategies, for example: the text produced by the journalists frequently use of direct discourse forms, while texts produced by researchers are almost fulfilled by indirect discourse. Beside this, texts are different in their social voices that are in their discourse. In the case of text produced by journalist are predominant the discursive scene of the school agents: teachers, students, parents, among others. Otherwise, in the texts produced by researchers already-said utterances, that in their majority of times, come from scientific discourse

A leitura e o leitor presumido nas avalia��ões oficiais

Este estudio se refiere a una investigación a cerca de la concepción de la lectura que subyace en la Matriz de Referencia de la Prueba Brasil, y, mediante las análisis del modelo 2009, entender lo que el lector se supone que responder en las preguntas de esta prueba. El estudio tiene como objetivo satisfacer se presume lector general para responder a las preguntas de prueba de Brasil y el mapa de la concepción de la lectura que subyace en la matriz de referencia tal prueba. Los objetivos específicos apuntan a examinar los temas de Prueba Brasil, identificando qué descriptores se materializan en el mismo, que son los más recurrentes. El estudio tiene como fundamentos los estudios bakhtinianos a cerca de los diálogos del linguaje (Bakhtin, 2003, 2008; Volochínov/Bakhtin, 1993) y la concepción de la lectura defendida por Geraldi (2007), Larossa (2001) y DeCerteau (1994). La investigación és caracterizada como cualitativo-interpretativo, con enfoque socio-histórico, y se encuentra dentro del campo de la Lingüística Aplicada, que en las últimas décadas ha demostrado contribuciones para la enseñanza de lenguas y formación docente. Para hacer el análisis de las pruebas, inicialmente construido una tabla (Tabla 1), que contiene los seis macrotópicos Matrix lengua portuguesa en la que estábamos repartiendo los descriptores presentes en las cuestiones de prueba referenciada relacionándolos con sus temas. Tras analizar la cuestión, con el fin de identificar al presunto lector a responder a estas preguntas. Mediante análisis de la Matriz de Referencia de la Prueba Brasil, entendemos que ella está de acuerdo con los Parámetros Curriculares de la Lengua Portuguesa. Así, la concepción que subyace en la lectura es que la lectura es una actividad que depende del proceso individual, pero que és parte de un contexto social e involucra a habilidades relacionadas con la comprensión y producción de sentido. Mediante la observación de la prueba, afirmamos qué el lector con la capacidad de responder a las preguntas es lo que desarrolla actitudes favorables a cerda de la lectura. A saber: (i) reconocen ampliamente las palabras, (ii) identifican los objetivos y funciones de la lectura, en reconocimiento de la función de apoyo de género y el contexto del texto, (iii) predice el contenido de los textos a se lee a la luz de su apoyo, su género y su contexto; (iv) plantea hipótesis sobre el contenido del texto que se lee, (v) es capaz de buscar ideas textual e intertextual. Es decir, hace inferencias, aumentando la comprensión, la asociación de diversos elementos presentes en el texto y que son parte de sus propias experiências personales, (vi) construye la comprensión global del texto leído por la unificación de la información explícita e implícita, (vii) tiene la capacidad de evaluar la lectura de forma ética y afectiva, o de hacer extrapolaciones coerentes sin escapar de la temática del texto. Por último, podemos decir que las implicaciones pedagógicas de este trabajo para mi actividad profesional es de gran importancia, ya que desde la detección de lo que se requiere de los estudiantes y, en consecuencia, un nuevo enfoque para la enseñanza de la lengua materna como podemos reflexionar sobre eso y encontrar maneras de mejorar nuestro desempeño. Tanto nuestro entrenador como nuestros compa��eros. Dejando a un nivel puramente descriptivo de los problemas de acción conjunta más eficaz, entendiendo que la enseñanza de lectura tiene un carácter complejo. En este sentido, tenemos que ser menos intuitivo y más reflexiva. Nos gustaría hacer hincapié en que tenemos la intención de socializar esta investigación con nuestros compa��eros, ya que entendemos que es un material que puede contribuir a un nuevo aprendizaje para la práctica de los profesores que se inclinan. Además indicó que la principal contribución de este trabajo es nuestra mirada en el proceso de la lectura en el aula, la comprensión de que el estudiante de ofertas diarias con textos localizados, derechos de autor, histórico y representativo de las diferentes interacciones en el mundo. Por lo tanto, es el momento de ser gestado las prácticas de lectura hacia una educación más significativa