Justiça e comunicação social : entre a tensão e a tentação recíprocas; do conflito à harmonização

Os meios de comunicação social encontram-se indelevelmente ligados ao combate pela liberdade e pluralismo que caracteriza os regimes democráticos, nos quais assumem o imprescindível papel de veiculador de informação e de formador da opinião pública, para que esta possa, de um modo consciente e esclarecido, cumprir o seu desígnio de "árbitro no domínio do político", como prescreve a democracia participativa.

Discorrendo sobre as terceira e quarta alterações ao Código do Trabalho : a Lei 23/2012, de 25 de Junho, a Lei 47/2012, de 29 de Agosto

Depois de muitos anos sem alterações legislativas relevantes em matéria de Direito de Trabalho, assistimos em 2009, com a Lei 7/2009, de 12 de Fevereiro, a uma remodelação extremamente substancial no pensamento legislativo laboral. Não sendo aqui o momento oportuno para nos pronunciarmos sobre tais iniciáticas alterações, uma vez que já o fizemos em sede própria e no momento ideal, surgem agora em ordem sequencial, as terceira e quarta "reformas", se assim lhe quisermos chamar, sobre matérias pertinentes, controversas e que no nosso entender, poderão ainda vir a dar que falar, seja pela inovação unilateral não consentida, seja pela inconstitucionalidade que das mesmas possa ressaltar na sua prática laboral, e, sobre isso, sim, cabe tecer algumas considerações abrindo o livro das "dúvidas" aos alunos de Direito e de Solicitadoria do ISMAT.

Ética, deontologia e fair play no desporto

A presença do desporto no nosso quotidiano é inquestionável. Sabemos que a sua articulação, e relação com o direito não é pacífica, e quando estamos a falar, por exemplo de “ alta competição “ o desporto desenvolve-se a um ritmo muito maior, importando por isso, algumas dificuldades na sua regulamentação. O direito ao desporto é constitucionalmente garantido, vg. Artº 79 da C.R.P., enquanto corolário das tarefas incumbidas pelo Estado, logo é-lhe exigido a inserção de medidas não só, quando estejam em causa direitos fundamentais, mas também na adopção de medidas que o tutelem. Noutro plano, falemos no direito do desporto, que é hoje uma realidade do nosso sistema jurídico.

Sistema de treinamento: proposta para um tratamento integrado do meio instrucional

Este trabalho procura desenvolver uma nova concepção para a compreensão de meio instrucional,particularmente quando utilizado em sistemas de treinamento. Está comosto por quatro capitulos. O primeiro deles denominado Bases de Estudo apresenta o porquê da preocupação com o problema e fornece alguns elementos justificativos. Quanto ao segundo denominado Influências Consideradas na Definição do Capacitor lnstrucional Aspectos Teóricos, descreve alguns aspectos relevantes das teorias da Intormação da Aprendizagem e da Administração, inclusive o enfoque sistemico da organização com vistas a proporcionar uma compreensão interdisciplinar da questão central deste trabalho

Estruturas de correção torrencial nas ribeiras do Funchal, açudes: inventariação e análise comparativa

A presente dissertação tem como propósito a elaboração de um inventário relativo às estruturas de correção torrencial construídas no concelho do Funchal. Na sequência da aluvião do dia 20 de fevereiro de 2010, resultante de um período prolongado de chuva na ilha da Madeira, aliada ao facto desta ter um relevo muito pronunciado e extremamente acidentado, originaram-se os movimentos de vertente que, na sua grande maioria, são responsáveis pela ocorrência de cheias rápidas. Pois as bacias hidrográficas da ilha são de pequena dimensão e consequentemente as suas ribeiras, dão origem a tempos de concentração muito reduzidos. Desta forma, as ribeiras que são alimentadas pelo escoamento líquido e sólido, tornam-se num agente erosivo e potenciam um rasto de destruição. Esta aluvião teve consequências devastadoras em toda a vertente sul da ilha da Madeira, no entanto, este trabalho, focou-se apenas no concelho do Funchal, no qual existem três ribeiras onde foram implantadas as estruturas de correção torrencial, designadas por açudes, que constituem o âmago deste estudo, através da inventariação destas estruturas e posterior elaboração de uma ficha de inventário relativa a cada uma delas. Inicialmente, procedeu-se à identificação de todos os açudes, à verificação e análise das condições dos locais intervencionados, além de um levantamento fotográfico para execução posterior de um enquadramento geográfico dos mesmos. Foram abordadas algumas considerações de caráter hidrológico, hidráulico e transporte de caudal sólido, que são a base dimensional e a razão da execução dos referidos açudes. Numa fase posterior, foi elaborada uma base de dados com a informação disponível dos vários açudes identificados, munida de valor ímpar para futuros desenvolvimentos nesta área no curso de engenharia civil na Universidade da Madeira. Por fim, são expostas algumas considerações relativamente aos diferentes modelos de estruturas de correção torrencial encontrados na pouca bibliografia especializada e implantados no terreno.

O discurso ideológico no método reflets-Brésil

Cette étude vise à identifier, décrire et comprendre, le discours idéologique de la méthode Reflets-Brésil. L'étude, a été subventionnée en partie par une analyze des recommandations brésiliennes, et européennes, sur l'enseignement des langues étrangères, et pour la reflexion sur le matériel d'enseignement des langues étrangères, proposées respectivement par Alain Choppin et Christian Puren, et d'autre part, trouvé appui théorique, de la proposition de John B. Thompson en ce qui concerne les concepts de la culture et l'idéologie. La recherche a été de nature qualitative, sur la base des idées de Norman Fairclough sur l'analyse critique du discours, et a été organisé autour de l'hypothèse que la méthode Reflets-Brésil, tandis que un produit de la industrie europeane du livre, adaptée pour le public brésilien, traduit le discours idéologique, malgré les recommandations brésilien en matière d'éducation et le développement des manuels scolaires. Dans l'étude, il a été conclu par la véracité de l'hypothèse. La méthode Méthode Reflets-Brésil, non seulement peut être comprise comme un véhicule idéologique, mais ne prévoit pas dans sa proposition pour l'enseignement des langues étrangères, un espace de réflexion qui peuvent conduire à une reconstruction de discours critique et / ou pratiques liées à l'enseignement du français comme langue étrangère

A recepção do gênero romance na escola: práticas de leitura e formas do trabalho docente

Ce travail se propose de discuter, dans les domaines de la linguistique appliquée, focalisés dans l enseignement-apprentissage de la langue maternelle, les processus didactique-pédagogique avec lesquels se construisent, interactivement, et s organisent les pratiques de lecture et d écoute du genre roman, en tant qu objet enseigné, dans le contexte du cours de langue portugaise. On cherche ici, spécifiquement, à décrire et à interpréter les différentes manières utilisées par l enseignante pour apprendre la lecture et l écoute du roman Le Petit Prince, d Antoine de Saint-Exupéry, et, par conséquent, la réception de ce genre du discours par les apprenants, résultat des échanges interactifs entre l enseignante et les apprenants pris dans le processus de transposition de savoirs à propos de ce genre. La condition d existence de ces échanges se trouve dans les procédures didactiques de l enseignant lorsqu il propose aux apprenants des activités de la lecture et de l écoute des textes. Dans ce contexte, le corpus dont nous nous occupons se constitue des enregistrements en vidéo, audio et prises de notes dans les carnets de classe des cours de Portugais, pour la période scolaire de 2005, avec un groupe de 5ème année de la formation fondamentale d une école publique fédérale de Belém (PA). Du point de vue théorique-methodologique, nous nous inspirons des contributions de Moita-Lopes (2003) et Geertz (2006), surtout à ce qui concerne la conception et les procédures de constitution et traitement des données selon les présupposés de la recherche ethnographique. Encore du point de vue théorique et pour ce qui concerne l analyse des données, nous utilisons les contributions de Bakhtin (2003), sur les études énonciatif-discoursifs sous une conception dialogique du langage, les contributions issues des domaines des études appliquées et des études en didactiques de langues, dans la section de Psychologie et Sciences de l Éducation de l Université de Genève, coordonnée par Schneuwly, Dolz et ses collaborateurs (2000, 2001, 2002, 2004 et 2005) envisageant la construction de l objet enseigné par moyen d instruments didactiques, et, finalement, Rojo (2001 et 2002), et sa discussion sur l apprentissage des capacités de lecture essentielles à la formation du lecteur et producteur à l école. L analyse des données obtenues nous a permis de relever la façon utilisée par le professeur pour enseigner le genre roman, mettant en relief l apprentissage de la lecture par les apprenants à travers les instruments didactiques capables de le faire devenir l objet enseigné

O ensino de portugês para crianças estrangeiras: reflexões sobre um fazer docente.

La presencia de personas extranjeras radicadas en la província de Rio Grande del Norte trae a la escuela el desafio de recibir alumnos hablantes de otros idiomas. En esa perspectiva, el estudio tiene como objetivo investigar la practica pedagógica desarrollada por una profesora de Pipa - RN, con destaque en la enseñanza de Portugués para niños inmigrantes en la Enseñanza Fundamental. Esa temática se hace relevante al proponer posibles alternativas para el desarrollo de una acción docente reflexiva y mediatizadora de la enseñanza de una língua segunda. Para la concretización de este trabajo disertativo, se há realizado un estudio de caso de tipo etnográfico y de naturaleza qualitativa en una institución privada de la playa de Pipa - RN, en el período de noviembre de 2007 a agosto de 2008. Se há utilizado como procedimientos, la observación participante, la entrevista semiestruturada gravadaen áudio, la análise documental, el registro en diário de campo y el registro fotográfico. Se há elegido como referencial teórico las discusiones de Almeida Filho (1992, 1997, 2002, 2005), Cunha (1999, 2002), Freire (1996, 2004), Moita Lopes (1996), Vygotsky (1998), Wachowicz (1995) y Zabala (1998). La análise revela que, aunque la profesora observada no tenga conocimientos específicos sobre la enseñanza de PL2 en la escuela regular, su acción educativa há demonstrado avanzos, especialmente, al considerar los aprendizes como sujetos del processo de enseñanza aprendizaje, entre ellos los niños extranjeros; contemplar la identidad y las diferencias culturales y linguísticas de estos educandos; incluyese el aspecto lúdico en la preparación de las actividades; articular vínculos sociales, afectivos y cognitivos, entre otros aspectos destacados. Sin embargo, evidenciase la necesidad de una formación pedagógica específica para el trabajo con niños inmigrantes, a través de la interlocución entre los currículuns de los cursos de Filología y Pedagogia de las Universidades brasileñas, a partir del cual estudios y debates podran ser fomentados en la busqueda por uma enseñanza de PL2 verdaderamente comunicativo y democrático.

Formas e função do discurso do outro no gênero monográfico

The present work investigates related discourse in rewriting discursive practices, at monographic works specifically at the theoretical foundation section. Focalizing some discursive strategies of voice management (direct and indirect discourse and modalization voice) we detach the introduction way and function of cited discourse. To do so, it were analyzed eighteen monographic works: nine of them final graduation works and other nine specialization works seeing that each works belonging to the same student, in two different stages, in the period from 2003 in graduation conclusion to 2005 in the end of specialization course. The data reveal that the monographic writer/student emphasizes the use of direct discourse in graduation works while in specialization works there was an emphasis at indirect speech. The analysis the way they introduce cited discourse pointed out that writer/student in graduation course such as specialization student make meaningless constructions when they do not use discendi verbs, they demonstrate difficulties inarticulate citing discourse with cited discourse. In what is related to functions of cited discourse we verify that the student/writer, in both stages or levels give emphasis to the function maintain an assertion, indicating that other s discourse serve mainly as a resource of authority just because that this function reveals the absence of a dialog between student writing and cited discourse. In a general way, the forms of other s discourse claim a form of writing that is found starting from a sequence of cited discourse in what student/writer voice in graduation and specialization comes to text surface just few times, but most of the times, the student takes other s words as they were themselves, every time there is an overlap of author/source

Referenciação anáforica: um estudo de produções textuais no ensino fundamental

Esta pesquisa trata da referenciação ocorrida pelas anáforas diretas e indire-tas em produções textuais de alunos do Ensino Fundamental. Como elemento pri-mordial de nossas investigações, ancoramo-nos na referenciação e estudos da aná-fora no âmbito da Lingüística Textual como fazem Mondada e Dubois (2003); KOCH (2003) e Marcuschi (2005). De acordo com estudos já realizados e envolvidos com a temática, defendemos a noção de referenciação como sendo um processo de cons-trução de sentidos que se realiza no discurso, isto é, em atividades interativas entre os sujeitos exigindo, portanto, uma ação colaborativa entre os interlocutores. Nesse aspecto, a interação precisa existir, visto que os referentes de um termo anafórico nem sempre se encontram na superfície textual; muitas vezes, são construídos a partir de uma representação ou modelo mental disponível na memória discursiva. Nessa perspectiva, procuramos analisar o processo de referenciação construído a partir de anáforas diretas e indiretas identificando as estratégias utilizadas em textos produzidos em situações de sala de aula. Dizemos que a anáfora direta, de modo geral, é definida pela relação de correferencialidade estabelecida entre o anafórico e seu antecedente, enquanto a anáfora indireta é vista como uma estratégia referenci-al de associação, sem referente explícito, tendo que se esforçar para estabelecer a continuidade referencial no texto e para isso utiliza-se da ativação (referenciação mental) de elementos novos e não de uma reativação de referentes já conhecidos, o que constitui um processo de referenciação implícita. Para alcançarmos nosso obje-tivo, utilizamos como subsídio teórico, o processo de informação na memória cogni-tiva, a referência e estudos da anáfora no âmbito da Lingüística Textual. O corpus deste trabalho constitui-se de sessenta textos escritos por alunos de 7ª série (atual 8º ano), dentre os quais analisamos o processo de referenciação ocasionado pelas anáforas diretas e indiretas em doze desses textos. Considerando os dados analisa-dos, dentre os tipos de anáforas estudados, constatamos que houve preponderância no uso das anáforas diretas, destacando-se entre elas a anáfora direta correferencial co-significativa, com maior manifestação no uso das retomadas diretas por pronomi-nalização

Referência ao discurso do outro: uma análise de problemas de relações de sentido entre discurso citado direto e indireto citante no gênero monográfico

In this study we investigate the reference to other s discourse done it through the resource of direct cited discourse at background section in monographic texts produced by university students at the last phase of final work in their graduate Letras course. This work is guided in cited/related discourse studies in Bakhtin (2004), Authier-Revuz (1990, 1998, 2004), Maingueneau (1996, 2002), Charaudeau and Maingueneau (2004); in genre approaches developed by Bakhtin (2000); Maingueneau (1996, 2002); socio-discursive interaction (BRONCKART, 1999, 2003; SCHNEUWLY, 2004; DOLZ e SCHNEUWLY, 2004) and Bazerman (2005); and also in presuppositions of Textual Linguistics presented by Charrolles (1988), Van Dijk (1997), Beaugrande and Dressier (1981), Koch and Travaglia (1993, 1995), Koch (2002, 2004) and Val (2000, 2004). We have established as aims to analyze and interpret meaning relations problems in how to articulate direct cited discourse with citing discourse and at the same time explain semantic implications that comes from that articulation that compromise text meaning, at background section in that monographic genre. The analysis, by qualitative and quantitative basis in eleven monographic works that form our corpus, gave us the opportunity to achieve and see that meaning relationships in the articulation of direct cited discourse with citing discourse show problems that may be categorized into three different groups: problems related to meaning relationships with citing discourse that comes before it, problems of meaning relationships with citing discourse that comes after it, and problems with of meaning relationships with citing discourse that come before it and at the same time with citing discourse that comes after it (i.e. in relation to both). These analysis also allow us assert that, these problems, just because they occur frequently, they affect the micro level text coherence, and they also compromise the text global meaning. The results show that students at Letras Course, even in the ending process of their course do not show the real domain in relation to some ways of direct cited discourse organization and working, and also how the ideas articulation work in the construction of relations between direct cited discourse and the citing discourse that can turn those students able to produce a text that enhance acceptable patterns

A modalização como estratégia argumentativa em textos de vestibulandos

In this work, the argumentative strategies construction in university entrance examinations texts is analyzed. The study intended to present, through the analyzed occurrences in the corpus, the discursive strategies use for the argumentation construction, observing the different lexicalization forms and the effects that these strategies produced for the intended meaning construction. Aiming to analyze the modalization via texts written by candidates for the UFRN entrance examination, the relations between this category and the resources used for the argumentative guidance of the text were highlighted. Conceived as a speaker argumentative strategy to express his/her relationship with the proposition content which enunciates, the modalization is, thus, one of the linguistic expression form used for the attainment of intended meaning effects in the argumentation construction. In order to substantiate the research, the theoretical assumptions adopted were the propositions which deal with this linguistic category, guiding it to a pragmatic-semantic perspective as well as a discursive-semantic one. Hence, Neves ( 1996, 2006), Koch ( 2000, 2002), Cervoni ( 1989), Bronkart (1999) and Castilho; Morais de Castilho (1996) studies, among others founded this work. Afterwards, a contextualized analysis of the modalized statements, taking into account all the set of elements implied on the argumentation construction, was carried out. The research, which had a strict qualitative character, revealed that the candidates make use of modalization to express commitment or dissociation as regards the statement which they produce; to obtain credibility and provide more authority to their arguments, thus avoiding them of being contested; to impose their arguments as real ones and acquire acceptance of the interlocutor; to lessen the proposition content and disguise the knowledge source; to comment the enunciation and attribute the discourse to another sender; to establish a dialogic relation with the interlocutor. In addition to offering support for new investigations, the research also aims to contribute for the mother tongue teaching, emphasizing the need of a focus which provides special attention to the written language functioning and its application diversity. In this work, the argumentative strategies construction in university entrance examinations texts is analyzed. The study intended to present, through the analyzed occurrences in the corpus, the discursive strategies use for the argumentation construction, observing the different lexicalization forms and the effects that these strategies produced for the intended meaning construction. Aiming to analyze the modalization via texts written by candidates for the UFRN entrance examination, the relations between this category and the resources used for the argumentative guidance of the text were highlighted. Conceived as a speaker argumentative strategy to express his/her relationship with the proposition content which enunciates, the modalization is, thus, one of the linguistic expression form used for the attainment of intended meaning effects in the argumentation construction. In order to substantiate the research, the theoretical assumptions adopted were the propositions which deal with this linguistic category, guiding it to a pragmatic-semantic perspective as well as a discursive-semantic one. Hence, Neves ( 1996, 2006), Koch ( 2000, 2002), Cervoni ( 1989), Bronkart (1999) and Castilho; Morais de Castilho (1996) studies, among others founded this work. Afterwards, a contextualized analysis of the modalized statements, taking into account all the set of elements implied on the argumentation construction, was carried out. The research, which had a strict qualitative character, revealed that the candidates make use of modalization to express commitment or dissociation as regards the statement which they produce; to obtain credibility and provide more authority to their arguments, thus avoiding them of being contested; to impose their arguments as real ones and acquire acceptance of the interlocutor; to lessen the proposition content and disguise the knowledge source; to comment the enunciation and attribute the discourse to another sender; to establish a dialogic relation with the interlocutor. In addition to offering support for new investigations, the research also aims to contribute for the mother tongue teaching, emphasizing the need of a focus which provides special attention to the written language functioning and its application diversity

A interculturalidade no cinema: um estudo da legendagem e da dublagem brasileiras em um filme francês contemporâneo

In this research we present a study of cultural aspects in dubbed and subtitled films. As a case study, we chose to compare the original French version of "Le fabuleux destin d'Amelie Poulain" with both the subtitled and the dubbed versions in Portuguese, with focus on the interaction between the French and the Brazilian cultures. First we considered that (i) the translation process interferes on the perception of cultural relationships; and that (ii) dubbing and subtitling are two methods of translation that result in distinct perceptions from the spectator. Then, we adopted the translation interpretative theory (Seleskovicth; Lederer, 2001; Deslile, 1980) as the general theoretical framework, since it emphasizes the extralinguistic equivalence on the translation process. Furthermore, we based this research on three analytical procedures, which are: the four-step translating operation, the contrastive perception and a translation's typology based on Vinay and Dalbernet's linguistic procedures (Srpová, 1991, 1995, 2004). We extracted forty-six culture-related elements from the film and identified those belonging to the French ethno-universe. Then, the elements were classified with respect to a theoretical typology, based on concepts found in the Ethnography of Communication and a general typology, based on five general thematic groups, defined by the corpus. The results showed that both Brazilian versions tend to preserve those culture-related elements by using lexical loan and literal translation. The visual context, in its association with the linguistic procedures in both Brazilian versions, was also observed as an important element to the comprehension of the culture-related elements as they are considered in the French culture. As a general observation, the perception of culture-related elements in the film seems effectively be oriented by the translation methods

O gênero crônica na sala de aula do ensino médio

In this work we present the results of a research that aims to study the chronicle gender produced in a class of native language. The texts were written by students of a high-school class, under the orientation of the teacher who conducted a didactic sequence in order to explore this gender. In our analysis we observed aspect such as the structure of the general structure of the texts, types of speech and linguistic sequences, some mechanisms of textualization and the characteristics of the gender. In order to attain that, we adopted the theoretical presuppositions of Textual Linguistics and of the Socio-discursive Interactionism, grounding the study of texts and gender in Bronckart (2003; 2006) and Koch (2002; 2004). As a background of the Chronicle Gender we used the studies of Coutinho (1987); Moisés (2003); Sá (2005); Bender; Laurito (1993); Melo (1994); Cândido et al. (1992) among others. The corpus, made up of 15 texts, showed that the narrative is the most used linguistic sequence in the producing of the texts, the discursive world prevailing in the narrative and some instances of the world of exposing. As for the gender characteristics, the daily life was used in order to amuse the reader and make him to reflect upon the daily life. Humor, irony, social criticism and colloquial language were also observed in the texts produced by the students. Although some texts presented the characteristics of the gender, explored in the classroom, some were typically school narratives. That make us believe that a work with textual production under the approach of a text gender is viable, but it is not consolidated yet in many schools as the main object of the central teaching of the Portuguese language. This make us defend a better systematization of the teaching contents having as the main point the reading practice and text production in order to contribute for the growing of the students´ discursive potentialities and, therefore, their effective participation in the language social practices

Linguagem e argumentação na produção escrita de vestibulandos

In this study, we analyzed the argumentative processes of written texts produced by UERN (Federal University of Rio Grande do Norte) vestibulandos : (students who apply for University Entrance Examinations in Brazil). It has as its corpus twenty compositions by such students. These compositions, collected in UFRN COMPERVE (Permanent Commission of vestibular examinations) and written in 2005 examination, were selected in a random way. The theoretical support is based on Perelman & Olbrechts-Tyteca (1999; 2002), Reboul (2004), Bakhtin (1992), Faraco (2003), Platão e Fiorim (2003) e Geraldi (1997), and other scholars. The work aimed to investigate how vestibulandos make use of argumentative techniques in order to construct their arguments in the vestibular examination. In the analysis of the corpus we considered that the used argumentative techniques, the relationship with the thesis, the sense effects students wanted to produce and the type of the required speech. It showed that in the, discourse construction of argumentative texts, students made use, with more frequency, of the following argumentative techniques: pragmatic arguments, arguments of the definition, comparison arguments, division arguments, example arguments, argument of the model and authority arguments as means to support their theses. However it was not carried out in a conventional way, reason why it leads us to believe that schools, as part of human activity, responsible for education and for the insert of learners in the literate world, have a fundamental role concerning the offer of conditions, so that, the teaching of Portuguese Language leads students to a systematic and explicit preparation of the knowledge, regarding the social and functions of the language, as well as of the strategies of the construction of argumentative texts. This can lead learners to develop communicative competence and to feel more confident when working with text production