Modificações do volume e da histologia de focos de endometriose em ratas tratadas com sinvastatina

OBJETIVO: analisar alterações macroscópicas e histológicas que ocorrem com o uso da sinvastatina em endometriose experimental em ratas. MÉTODOS: quarenta ratas da linhagem Wistar foram submetidas à técnica de autotransplante uterino em mesentério. Após três semanas, 24 ratas desenvolveram endometriose experimental grau III e foram divididas em dois grupos: Sinvastatina (dado 20 mg/kg/dia via oral) e Controle (dado cloreto de sódio a 0,9% na quantidade de 1 mL/100 g de peso corpóreo via oral), que receberam gavagem durante 14 dias seguido de morte. Os volumes dos implantes foram calculados [4pi (comprimento/2) x (largura/2) x (altura/2)/3] nas intervenções cirúrgicas e após a morte dos animais. Os autotransplantes foram retirados, corados com a hematoxilina-eosina e analisados à microscopia de luz. Foram usados o teste de Mann-Whitney para amostras independentes e o teste de Wilcoxon para amostras relacionadas. Para avaliação histológica, foi usado o teste exato de Fisher, adotando-se nível de significância de 5%. RESULTADOS: a diferença entre os volumes médios iniciais dos autotransplantes nos dois grupos foi insignificante (p=1,00), e, entre os volumes médios finais, significante (p=0,04). Houve aumento significativo (p=0,01) entre os volumes médios iniciais e finais do Grupo Controle e redução insignificante no Grupo Sinvastatina (p=0,95). Histologicamente (p=0,64), o Grupo Sinvastatina (n=9) mostrou a parede epitelial moderadamente preservada em sete casos (77,80%) e dois casos com camada epitelial bem preservada (22,2%), e o Grupo Controle (n=12) com sete casos (58,30%) moderadamente preservados e cinco casos (41,70%) bem preservados. CONCLUSÕES: a sinvastatina impediu o crescimento dos focos de endometriose experimental. São promissores os estudos com uso da sinvastatina por período mais prolongado.

Desenvolvimento de um método de análise de vitamina C em alimentos por cromatografa líquida de alta eficiência e exclusão iônica

A vitamina C é um nutriente extremamente importante para a fisiologia humana. No Brasil o consumo de vitamina C sob a forma de concentrados vitamínicos ainda é bastante restrito devido aos altos preços, restando para a maioria da população o consumo via alimentos como frutas e vegetais. A dosagem de vitamina C em alimentos tem, então, um papel crucial no que diz respeito aos estudos pós-colheita para a conservação e a minimização das perdas deste nutriente tão sensível. Neste estudo, é apresentado um método para análise de vitamina C por cromatografia líquida de alta eficiência utilizando coluna de troca iônica forma hidrogênio, que demonstrou ser mais eficiente do que os métodos usuais por coluna de fase reversa (C18) para matrizes complexas e baixos teores do analito. A reprodução dos perfis cromatográficos foi em nível de linha de base com picos de pureza espectral comprovada por detector de arranjo de diodos. Esse método também foi avaliado segundo a extração mais adequada para estabilização da vitamina C, e mostrou que a fase móvel (ácido sulfúrico suprapuro® 0,05 M) foi uma solução extratora adequada para a estabilização da vitamina C.

Análise da expressão heteróloga de protéinas com domínios de ligação a RNA em Leishmania infantum

Os tripanossomatídeos possuem uma combinação não usual de mecanismos moleculares, e seus processos de regulação de expressão gênica ocorreram a nível pós-transcricional. Acredita-se que essa regulação envolva tanto o controle da estabilidade dos mRNAs, como sua tradução em proteínas, eventos em que atua a proteína de ligação à cauda poli-A (PABP - Poly-A Binding Protein), uma das principais proteínas de ligação a RNAs em eucariotos. Um grande número destas proteínas está presente nos tripanosomatídeos, se caracterizando por possuírem domínios típicos de ligação a RNA, como o domínio RRM (RNA Recognition Motif). Dentre estas se destacam as proteínas de ligação a sequências ricas em uridina (UBPs), que se mostraram capazes de interagir com homólogos de PABP. Outras proteínas hipotéticas contendo domínios de ligação a RNA foram identificadas em ensaios que buscavam parceiros diferenciais para os três homólogos de PABP de Leishmania. Este trabalho se propôs a contribuir na caracterização funcional das proteínas UBPs e das proteínas hipotéticas, através da otimização de sua expressão de forma heteróloga em L. infantum, fusionadas ao epítopo HA. Para isto, os genes codificantes dos três homólogos de UBPs, e de cinco outras proteínas de ligação a RNA que parecem interagir com PABPs, foram amplificados e clonados em vetor de expressão de Leishmania. As construções geradas foram transfectadas em L. infantum e a expressão de seis destas proteínas avaliada. Os resultados obtidos mostram uma variação no reconhecimento das proteínas geradas com anticorpos comerciais anti-HA, que parecem depender da sequência de aminoácidos da sua extremidade C-terminal. Diferenças significativas nos seus níveis de expressão também foram observadas. Entre os três homólogos de UBP, dois destes se mostraram mais abundantes enquanto que os três são representados por mais de uma banda, indicando possíveis modificações pós-traducionais

Avaliação da expressão das isoformas da molécula HLA-G e do perfil da resposta imune em pacientes com lúpus eritematoso sistêmico juvenil (LESJ)

O lúpus eritematoso sistêmico juvenil (LESJ) é uma doença inflamatória crônica causada pela produção de autoanticorpos, que reconhecem como estranhos antígenos próprios do organismo, e possuem alta morbidade e mortalidade em relação à doença no adulto. Em sua patogênese estão envolvidos fatores ambientais, hormonais, imunológicos e genéticos. Estudos de associação genética demonstraram que a susceptibilidade ao lúpus é poligênica, e entre os genes envolvidos está o HLA-G que é responsável pela regulação da resposta imune. No estudo, foi analisada a expressão de isoforma da molécula HLA-G e observamos o perfil de resposta imune em pacientes com lúpus eritematoso sistêmico juvenil. Os pacientes que participaram do estudo foram selecionados no serviço de Reumatologia do Hospital das Clínicas e foi coletado sangue periférico de 10 pacientes no momento ativo e inativo do LESJ. O estudo comparou a expressão do mRNA do HLA-G5, IL-10 e TNF, os níveis plasmáticos de sHLA-G e citocinas Th1, Th2 e Th17 entre os grupos com a doença ativa, inativa e o grupo de crianças saudáveis aplicando os testes de Mann-Whitney U e Kruskal-Wallis. Os resultados mostraram que pacientes com LESJ ativo apresentaram níveis elevados das citocinas IL-10 (p=0,004) e IL-6 (p=0,011), além de apresentarem expressão de mRNA do TNF mais elevada em relação ao grupo inativo (p0,05). Mesmo com número reduzido, foi possível caracterizar que houve mudança do perfil de citocinas durante a ativação do LESJ, e a relação dessa ativação com a expressão de HLA-G solúvel, além de servir como base para proposta de um modelo de regulação imunológica, que poderá ser validado em futuros experimentos

Cooperação e competição entre políticas no Brasil: os cursos da governabilidade no presidencialismo da catalização

Public policies have been studied in the various fields of humanities and social sciences, from different theoretical and technical aspects. However, there is still a lack of studies that incorporate the dimension that encompasses the political action and its interference in such actions, also recognizing the importance of the institutional setting of the Brazilian presidential model in implementing these policies. This fragmented and multiparty system has led to power heterogeneous sets of political parties. Thus, the ministerial offices, more than assisting the President´s government project, manage particularized agendas, which are party biased and have the influence of interest groups in hegemonic themes addressed by government agencies. When these agendas operate in sectoral and specialized policies, the friction level is apparently low. However, when this occurs in intersectoral actions, such as in regional development, there is evidence of strong signs of competition among government agencies, which in theory, should operate in an integrated manner. Although this is not a specific feature of Luiz Inacio Lula da Silva´s government- the period to be studied- there was similar behavior in Fernando Henrique Cardoso´s presidency, one realizes that the expansion of coalition on behalf of governance is increasingly interfering in the outcome of intersectoral public policies, due to these multiple arguments in action. In order to understand these processes, this study focused on the Sustainable and Integrated Development Programme for Differentiated Meso-Regions (PROMESO), part of the National Policy for Regional Development (NPRD). The program provides interface with various government agencies and their public policies in a clear intersectoral design. The research sought to identify and analyze the relationships between government agencies and their programs with interest groups, whether political parties or other segments of civil society, highlighting the logic of favoritism, which poses in second place the integration of actions in the intersectoral policies. Therefore, besides the theoretical debate that incorporates several categories of political science, public administration, public policy, geography and economics, the study focused on secondary sources, using different government agencies databases in order to raise information. It was observed that the interference of partisan politics has been disastrous for some public policies. Thus, the research confirms that cooperative character is fragile within government agencies, often limited to official documents, and that there is indeed, a striking feature of competition, especially when it comes to transversalized policies

Mapeando fundamentos do Constructo Neuromarketing com profissionais de empresa de publicidade

This study aims to acknowledge the domain level and influence of the neuromarketing construct. This is done considering professionals at advertising agencies in Brazil. The presence of concepts related to this new approach is very little divulged, and there are little analysis performed on this area. Thus, the research is of qualitative and exploratory nature and used as primary fonts books, articles related to marketing, neuroscience, and psychology as well as secondary fonts. A profound interview was realized aiming the main advertising agencies in Brazil. The public was composed by managers responsible for planning. A content analysis was performed afterwards. The advances related to the brain science have permitted the development of technological innovation. These go primarily towards knowledge and unconscious experiences of consumers, which are responsible for the impulse of decision making and consumer behavior. These issues are related to Neuromarketing, that in turn, uses techniques such as FMRI, PET and FDOT. These scan the consumer s brain and produces imagines on the neuron s structures and functioning. This is seen while activities such as mental tasks for the visualization of brands, images or products, watching videos and commercials are performed. It is observed that the agencies are constantly in search of new technologies and are aware of the limitations of the current research instruments. On the other hand, they are not totally familiar with concepts related to neuromarketing. In relation to the neuroimage techniques it is pointed out by the research that there is full unawareness, but some agencies seem to visualize positive impacts with the use of these techniques for the evaluation of films and in ways that permit to know the consumer better. It is also seen that neuroimage is perceived as a technique amongst others, but its application is not real, there are some barriers in the market and in the agencies itself. These barriers as well as some questioning allied to the scarce knowledge of neuromarketing, make it not possible to be put into practice in the advertising market. It is also observed that even though there is greater use of neuromarketing; there would not be any meaningful changes in functioning and structuring of these agencies. The use of the neuro-image machines should be done in research institutes and centers of big companies. Results show that the level of domain of the neuromarketing construct in the Brazilian advertising agencies is only a theoretical one. Little is known of this subject and the neurological studies and absolutely nothing of neuroimage techniques

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

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

Avaliando a aprendizagem de língua inglesa em uma escola de ensino médio a partir de contribuições discentes

This study discusses the evaluation of the English language‟s learning developed in a public high school from Lajes-RN in 2011 starting from a qualitative evaluation proposal (SAUL 1988; CANAN, 1996; DEMO, 2008) aiming the production of knowledge about the evaluation process developed in the classes of English language involving the contributions from students. To diagnose and characterize the evaluation process of English language of the researched school, identifying the representations that students attributed to the evaluation, we have implemented the evaluation instruments suggested by students to perform the evaluation of language learning and allowed a reflection about the student‟s participation in the construction of the evaluation process of the English language, subject discussed by Sant‟anna (2002) and other theorists (CANAN, 1996; BRAZIL, 2002; PEREIRA, 2009). To conduct the research work, we use the qualitative approach with ethnographic basis, substantiate in authors like Bogdan, Biklen (1994), Mazzotti; Gewandsznajder (1998), Strauss, Corbin (2008) among others. The methodology was the action research (ANDRÉ, 1995; NUNAN, 2007; LANKSHEAR; KNOBEL, 2008) described as research of empirical basis which associates an action with a resolution of a collective problem, because in it, its researchers and employees are engaged in a cooperatively way (THIOLLENT, 1985). When we treat about the evaluation of English language‟s learning (ALMEIDA FILHO, 1993; SCARAMUCCI, 2009) practiced before and after the contributions made by the students of the second year of the refereed school, the study considers that high school students have a more critical and reflective conscience with regard to their evaluations, not just opining on the assessment of learning English but also about the assessment of other subjects from their scholar curriculum and so this research presents possibilities for performing the act of evaluation which consider the participation of students in decisions regarding this process, because we cogitate that when the teachers share the decisions with their students, teachers can add quality to the evaluation process