Mecanismos de coes��o referencial na produ����o escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

Cren��as de professores do munic��pio de Caic�� RN sobre o ensino de gram��tica nos anos iniciais do n��vel fundamental

Este trabalho tem como objetivo analisar as cren��as de professores das s��ries iniciais do n��vel fundamental da cidade de Caic��-RN sobre o ensino de gram��tica. A partir da aplica����o de um question��rio, analisam-se as cren��as manifestadas no discurso de 20 docentes da rede municipal de ensino do referido munic��pio. As quest��es formuladas visaram investigar as cren��as dos informantes sobre o que �� ensinar gram��tica e que dificuldades encontram para realizar o ensino dos conte��dos gramaticais, considerando aspectos te��ricos e pr��ticos, entre eles: a constru����o da concep����o sobre ensino de gram��tica, a participa����o em projetos de forma����o continuada na especificidade de ensino de língua, a influ��ncia dessa forma����o sobre o seu fazer pedag��gico, e a realiza����o do planejamento de ensino de conte��dos gramaticais. Para fundamentar a reflex��o, buscou-se apoio em autores como Abrah��o; Barcelos (2006); Antunes (2009; 2007); Neves (2004a; 2004b; 2007; 2010) Silva (2004; 2007), Travaglia (2001; 2004); entre outros, a partir dos quais s��o abordados os conceitos de língua, linguagem e gram��tica, relacionando-os ao desenvolvimento da compet��ncia lingu��stica/comunicativa no ensino de língua portuguesa. Os dados analisados revelam que a influ��ncia das cren��as sobre o ensino de gram��tica no fazer pedag��gico do professor se relaciona com sua forma����o acad��mica, desde a escolha do referencial te��rico adotado pelos professores das disciplinas relacionadas ao tema at�� a metodologia utilizada para trabalhar os conte��dos, considerando as experi��ncias pessoais concretizadas ao longo de sua vida. Al��m disso, percebeu-se que existe uma forte converg��ncia entre cren��as, conhecimentos e experi��ncias pr��ticas. O trabalho conclui-se com uma reflex��o sobre as implica����es que uma postura reflexiva pode ter no atual panorama de ensino de língua, em geral, e de gram��tica, em particular.

Intera����o em sala de aula de língua inglesa: o feedback como estrat��gia do desempenho assistido

This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in A��u/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner��s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur��s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher��s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher��s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge

Conectores sequenciadores em artigos de opini��o escritos por vestibulandos: uma quest��o de marca����o lingu��stia com implica����es para o ensino

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

A Transposi����o Did��dica dos G��neros do dom��nio do discursivo publicit��rios nos livros did��ticos

Advertising text has been a subject of many investigations, because of its multimodal universe. Embodied by a linguistic and discursive materiality laying on scene persuasion, argumentation and power imagery of multissemiotics elements, the advertising text acts as an instrument of power, creating and destroying, promising and denying (CARVALHO, 2007). Advertising not only invites us to act for it, but directs us to look at it. It was under this moving look - of charm and interrogations - that discussions raised in this research were born. Investigations are directed to the school environment, in special, for the discursive advertising domain in Portuguese Language Textbook. It is from this environment that was born our research whose main objective is to analyze how does the didactic transposition of textual genres, described by Marcuschi (2008) as belonging to the "advertising" discourse domain (focusing on advertising genre) in didactic books teaching Portuguese Language before and after the advent of the PCN. Textbooks taken as reference for the study are historically situated in the 90s of the twentieth century and 10 century. Such books refer to elected 7th and 8th grades, currently corresponding to the 8th and 9th grades of elementary school. The choice is justified by the fact that in these Textbook teaching series the presence of advertising domain is recurrent and "didactized". In addition, we are also concerned in analyzing books that circulated around us and our regional reality. Hence, we elected books that were used by two public high schools: Municipal School Clementina Ana da Concei����o in Ja��an�� city in the Rio Grande do Norte state, State School for Elementary and High school Carlota Barreira in Areia city, Para��ba state. In our research the following categories of analysis were highlighted: (1) presence of advertising in DB, (2) fluctuation terminology: concepts and classifications; (3) The complexity of concepts facilitation, (4) what they propagate, and from which nature are the explored advertisements. From our analysis, we observe how the treatment of textual "advertising" genres have been inserted into Textbooks, and how occurs, in general, their didactic transposition. Focusing on the issue of fluctuating terminology, we noted the difficulty in drawing boundaries between the genres of advertising domain in the Textbooks. However, this also would result in the complexity - in the field of scientific knowledge - of delimiting genres of the same domain. To accomplish our studies, it was required a thorough and systematic dialogue with theories regarding the concept of "Didactic Transposition", due to the theoretical Chevallard Yves (1991), research on the textual genres - Bezerra (2005), Marcuschi (2008), Bazerman (2005), Swales (2004), among others - and studies involving the field of "Advertising" - Sandmann (2002), Carvalho (2007) and others

Pr��ticas de letramento digital de professores em forma����o: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; D��RNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

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

Este estudio se refiere a una investigaci��n a cerca de la concepci��n de la lectura que subyace en la Matriz de Referencia de la Prueba Brasil, y, mediante las an��lisis 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 concepci��n de la lectura que subyace en la matriz de referencia tal prueba. Los objetivos espec��ficos apuntan a examinar los temas de Prueba Brasil, identificando qu�� descriptores se materializan en el mismo, que son los m��s recurrentes. El estudio tiene como fundamentos los estudios bakhtinianos a cerca de los di��logos del linguaje (Bakhtin, 2003, 2008; Voloch��nov/Bakhtin, 1993) y la concepci��n de la lectura defendida por Geraldi (2007), Larossa (2001) y DeCerteau (1994). La investigaci��n ��s caracterizada como cualitativo-interpretativo, con enfoque socio-hist��rico, y se encuentra dentro del campo de la Ling����stica Aplicada, que en las ��ltimas d��cadas ha demostrado contribuciones para la ense��anza de lenguas y formaci��n docente. Para hacer el an��lisis de las pruebas, inicialmente construido una tabla (Tabla 1), que contiene los seis macrot��picos Matrix lengua portuguesa en la que est��bamos repartiendo los descriptores presentes en las cuestiones de prueba referenciada relacion��ndolos con sus temas. Tras analizar la cuesti��n, con el fin de identificar al presunto lector a responder a estas preguntas. Mediante an��lisis de la Matriz de Referencia de la Prueba Brasil, entendemos que ella est�� de acuerdo con los Par��metros Curriculares de la Lengua Portuguesa. As��, la concepci��n que subyace en la lectura es que la lectura es una actividad que depende del proceso individual, pero que ��s parte de un contexto social e involucra a habilidades relacionadas con la comprensi��n y producci��n de sentido. Mediante la observaci��n de la prueba, afirmamos qu�� 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 funci��n de apoyo de g��nero y el contexto del texto, (iii) predice el contenido de los textos a se lee a la luz de su apoyo, su g��nero y su contexto; (iv) plantea hip��tesis sobre el contenido del texto que se lee, (v) es capaz de buscar ideas textual e intertextual. Es decir, hace inferencias, aumentando la comprensi��n, la asociaci��n de diversos elementos presentes en el texto y que son parte de sus propias experi��ncias personales, (vi) construye la comprensi��n global del texto le��do por la unificaci��n de la informaci��n expl��cita e impl��cita, (vii) tiene la capacidad de evaluar la lectura de forma ��tica y afectiva, o de hacer extrapolaciones coerentes sin escapar de la tem��tica del texto. Por ��ltimo, podemos decir que las implicaciones pedag��gicas de este trabajo para mi actividad profesional es de gran importancia, ya que desde la detecci��n de lo que se requiere de los estudiantes y, en consecuencia, un nuevo enfoque para la ense��anza de la lengua materna como podemos reflexionar sobre eso y encontrar maneras de mejorar nuestro desempe��o. Tanto nuestro entrenador como nuestros compa��eros. Dejando a un nivel puramente descriptivo de los problemas de acci��n conjunta m��s eficaz, entendiendo que la ense��anza de lectura tiene un car��cter complejo. En este sentido, tenemos que ser menos intuitivo y m��s reflexiva. Nos gustar��a hacer hincapi�� en que tenemos la intenci��n de socializar esta investigaci��n con nuestros compa��eros, ya que entendemos que es un material que puede contribuir a un nuevo aprendizaje para la pr��ctica de los profesores que se inclinan. Adem��s indic�� que la principal contribuci��n de este trabajo es nuestra mirada en el proceso de la lectura en el aula, la comprensi��n de que el estudiante de ofertas diarias con textos localizados, derechos de autor, hist��rico y representativo de las diferentes interacciones en el mundo. Por lo tanto, es el momento de ser gestado las pr��cticas de lectura hacia una educaci��n m��s significativa

A organiza����o da intera����o professor-aluno em sala de aula: turnos e o par pergunta-resposta

Este trabalho tem como foco principal a intera����o em sala de aula, especificando aspectos da organiza����o lingu��stico-discursiva, na produ����o conjunta da fala da professora e dos alunos, materializada em turnos, ressaltando o par pergunta-resposta na aula de Língua Portuguesa. Para alcan��armos esse objetivo, inspiramo-nos em alguns trabalhos acerca da organiza����o da intera����o que adotaram a perspectiva dos estudos interacionais e a abordagem etnogr��fica, a fim de explicitar o conhecimento nos espa��os de ensino e aprendizagem. Entre eles, citamos as pesquisas de Galv��o (1996, 2004) e de Mat��ncio (2001). Nessa dire����o, descrevemos o processo de intera����o em sala de aula em uma escola p��blica, analisando e interpretando as a����es de linguagem realizadas pela professora e pelos alunos. Teoricamente, embasamo-nos, principalmente, na An��lise da Conversa����o, ancorando-nos no estudo pioneiro de Sacks, Schegloff e Jefferson ([1974] 2003); nos postulados de Marcuschi ([1986] 2007a); nas pesquisas de Kerbrat-Orecchioni (2006), dentre outros. Explicitamos uma tipologia de perguntas e respostas em sala de aula, quanto �� sua forma e fun����o, conforme os postulados te��ricos de Stubbs (1987), Ara��jo (2003), F��vero, Andrade e Aquino (2006), Silva (2006) e Koshik (2010). Analisamos a organiza����o da tomada de turno, seguida de uma investiga����o sobre perguntas e respostas no discurso desenvolvido face a face. Na tentativa de compreendermos o cotidiano dos envolvidos no cen��rio de sala de aula, adotamos a abordagem etnogr��fica e o m��todo indutivo, nas perspectivas de Andr�� (2010) e Chizzotti (2006). Os dados foram gerados atrav��s de pesquisa de campo, por meio de grava����es (em ��udio) de aulas de Língua Portuguesa, posteriormente transcritas e transformadas no corpus de pesquisa. As an��lises demonstraram que a intera����o entre professora e alunos organizou-se em trocas de turnos, na maioria das vezes, controladas pela professora, evidenciando-se uma rela����o de assimetria entre os participantes. Esses turnos concretizados, geralmente, no par adjacente pergunta-resposta revelaram como a constru����o do conhecimento se realiza em sala de aula. Por fim, observamos que a intera����o em sala de aula de Língua Portuguesa �� organizada por aspectos sociais e pedag��gicos intrinsecamente imbricados

O aspecto polif��nico d os Lus��adas

A study about the polyphonic aspect of The Lusiads. An epic poem in Portuguese Language written by Lu��s de Cam��es, that narrates the adventure of the journey of Vasco da Gama in the discoverer of new shipping lanes for the ��ndias. Secondarily, tells the historics battles engaged during the process of foundation and consolidation of the Portuguese Empire. The object of the study are the diverse speeches that compose the poem s narration, aiming at to the possible aesthetic relation of the epic poetry of Cam��es with the novelistic prose developed in the modernity, starting with D. Quijote and consacrating it at polyphonic novels written by Dostoi��vski. The sdudy focuses the singularity of Cam��es lies in the elaboration of a narrative structurally epic, but at the same time contains several deviating speeches. Such speeches emphasize the multiple planes and multiple voices (characteristics of novelistic prose) without, however, prejudice the interlinking logical-formal epos, resulting in the monological finish conventional of the epic gender. This feature characterizes The Lusiads as monological literary work, but also shows dialogism and plurilinguism, essentials to the polyphonic phenomenon. Another prominent aspect of the poetry of Cam��es is the relative procedure to the expressiveness of the characters. They are, in the majority, rhetorical creations, which assume, in the speech, human or myhtological characteristics. Stratagem that permits to the poet to emit a multiple faces of vision of the facts told. The analysis of the speeches supports-itself entirely in the polyphonic theory of Mikhail Bakhtin, shall be cited, accessory, viewpoints of others theoretical, as long if it is judged compatible with the theory adopted

Constru����es com t��pico marcado em cartas pessoais brasileiras dos s��culos XVIII, XIX E XX

This dissertation is a research on the marked topic construction (CT) in Brazilian personal letters from eighteenth, nineteenth and twentieth centuries. The goal of our research is to verify if CT are present in the writing of Brazilians born in the centuries in question. Our research focus is based on the assumptions of generative theory (CHOMSKY 1981; 1986), which states that grammar is internalized in the mind / brain of the writers, with the emphasis on studies of grammatical change, as pointed texts by Paix��o de Sousa (2004), Carneiro (2005); Galves, Namiuti and Paix��o de Sousa (2006) and Martins (2009). Our corpus was extracted from Projeto Para a Hist��ria do Português Brasileiro (PHPB) and Cartas Brasileiras colet��nea de fontes para o estudo do português. We selected forty-six correspondents who should be inserted into the two criteria set out in this research: to be Brazilian and be born in the centuries mentioned above, so that we could find legitimate topic constructions of PB. This work is based on researches by Pontes (1987), Mateus et al. (2003), Araujo (2006, 2009), Berlinck, Duarte and Oliveira (2009), which actively support us in the study of this linguistic phenomenon in Portuguese. The results show that the marked topic construction in our corpus appear on the writing of Brazilians since the second half of the eighteenth century, while the typical constructions in Brazilian Portuguese locative topic, subject topic and copy topic - are already reflected in the I-language of the writers born in the second half of the nineteenth century and the first of the twentieth century

A interpreta����o sem��ntica dos auxiliares modais poder, precisar e dever: uma abordagem da sem��ntica cognitiva

Apresentamos, neste trabalho, com base na sem��ntica cognitiva, uma an��lise do significado, em contexto, dos auxiliares modais poder, precisar e dever. Analisamos 120 textos produzidos por candidatos ao vestibular e por alunos do ensino fundamental, como resposta da quest��o n��mero tr��s da prova discursiva de Língua Portuguesa do vestibular 2005 da UFRN, que pede aos candidatos para explicitar a diferen��a de sentido entre tr��s frases, observando o uso desses tr��s verbos. Consideramos que um item lexical n��o �� incorporado a uma representa����o ling����stica sem��ntica fixa, limitada e ��nica, mas antes, �� ligado a uma representa����o ling����stica sem��ntica flex��vel e aberta que prov�� acesso a muitas concep����es e sistemas conceituais dependente de cada contexto determinado. Com base em seu significado, um item lexical evoca um grupo de dom��nios cognitivos, que por sua vez, apresentam um determinado conte��do conceitual. Isto implica em afirmar que a rede de significados lexicais vai variar conforme o conhecimento de mundo de cada um (LANGACKER, 2000). A relev��ncia deste trabalho �� proporcionar uma contribui����o para a descri����o sem��ntica do português

O Uso de opera����es lingu��stico-discursivas da cr��tica gen��tica na reescritura de textos

As a professor in Curso de Licenciatura em Letras, from Campus Avan��ado Profa Maria Eliza Albuquerque Maia (CAMEAM),do Estado do Estado do Rio Grande do Norte (UERN), in the town of Pau do Ferros, in the state of Rio Grande do Norte, we had the chance to carry out several writing activities , as well as guiding re-writing activities for the texts produced. From this experience, we started looking at the need of reflecting upon the writing process in higher education. Thus, we aim at analyzing, in this research, the methodology used in the moment of carrying out the writing practices activities in higher education, investigating, in particular, the rewriting practices, concerning the operations used for carrying out such activities, as well as the sense effects produced from the alterations which were made in the texts. Our theoretical foundation is grounded on a conception of text as a verbal action , what reveals a socio-interactional view of the language (MARCUSCHI, 2008; SAUTCHUK, 2003). As the production of written texts, our research focus, we assume that, for this activity, we deal with distinct figures (active writer and internal reader), so that we can, apart from writing, reflecting upon our writing and, this way, deciding about operations which are carried out to make the alterations which are necessary to the rewriting of our texts (SAUTCHUK, 2003). Still about the theoretical foundations used in this research, we made use of the theories from the Textual Analysis of Discourse (TAD) which discusses the belief on the evidence on the existence of the texts, which is opposite to the fixist view of textuality which believes that the texts exist by themselves. (ADAM, 2008; [2005]2010). Under this perspective, we have also adopted, the concepts which come from genetics criticism which is concerned about the relation between text and genesis, using as objects documents which bring traits of the text in progress, on the ground that the text is the result of work in progress, and the writing practice, on the other hand, as an activity in a continuous movement (HAY, [1975]2002; DE BIASI, [2000]2010; GR��SILLON, 1989; [1990]2008; [1992]2002; SALLES, 2008a). The methodology in this research is an ethnography-based one, an approach which focuses on the process, as well as is meaning-based. To understand the objectives proposed in our research, we made use of different procedures of collecting data which include an ethnographic study, such as: observation, note-taking, document analysis. The data which were analyzed were collected during the semester of 2008.2, in a first term classroom of Curso de Letras from CAMEAM, when we were able to collect twenty-one written texts and all of them were rewritten based on rewriting activities, what provides a corpus of forty-two texts which will be analyzed based on the linguistics operations identified by Generative Grammar and adopted by Lebrave and Gr��sillon (2009). From these analyses, we were able to confirm that writing is a process, and rewriting has become an extremely important activity for this process. Still due to these data, we observed that substitution was the most used operation by text authors. We believe that this result is justified by the fact that the substitution, according to what proposes the Genetic Criticism, constitutes the source of all erasure, from which one can easily make a change in writing. Regarding the operations of addition and deletion, we found that they were used in quantitative terms, almost equivalently, which can be explained when we see that the two operations require, by the author of the text, different strategies from those used for the replacement, what includes , respectively, adding or removing a segment. Finally, we found out that the shift operation was the least used, since it works with a segment that will not be replaced, added or deleted, but transferred to another place of text, which requires a greater ability of the author to perform this operation and not compromising the meaning of his/her writing. As a result, we hope to contribute to the reflection on the teaching of writing, considering, in a particular way, those with a Bachelor in Arts. Our analysis will contribute to the teaching of Portuguese language, specifically for activities that guide the production of texts in order to explore with students the ability to rewrite their own text

Manual do professor, muito prazer em (re)conhec��-lo! Uma an��lise sociorretorica do g��nero

Esta pesquisa de natureza documental e etnogr��fica se insere no campo da Lingu��stica Aplicada, tendo por objeto de estudo o Manual do Professor, que acompanha o livro did��tico de Língua Portuguesa, e por objetivo geral (re)conhecer os aspectos sociorret��ricos do g��nero Manual do Professor. O interesse desta tese est�� concentrado no uso situado desse g��nero, a partir do qual se observam seus aspectos sociorret��ricos, a saber: o que est�� posto no produto, o ambiente de intera����o onde �� encontrado e como �� visto por seus usu��rios em potencial. Em um primeiro momento, produzimos um quadro epistemol��gico que nos permitiu, dentre outros reparos, (i) compreender g��nero textual como a����o ret��rica tipificada baseada numa situa����o ret��rica recorrente e (ii) obter um panorama dos programas de governo voltados para a avalia����o de colet��neas did��ticas, nos quais encontramos aspectos indispens��veis a um Manual do Professor. Os aportes te��ricos adotados neste estudo referem-se �� concep����o sociorret��rica dos estudos de g��nero textual �� luz, sobretudo, de Johns et al. (2006), Bazerman (2011) e Miller (2011). Em um segundo momento, sob o vi��s da abordagem sociorret��rica, procuramos definir o Manual do Professor como g��nero textual e apresentamos os aspectos ret��ricos encontrados nas amostras que analisamos, considerando a organiza����o constitutiva, o contexto de uso desse g��nero e as percep����es de seus usu��rios autores e professores. A gera����o de dados deu-se inicialmente a partir da sele����o de tr��s exemplares de Manuais de colet��neas did��ticas adotadas no IFRN; em seguida, no sentido de reconhecer as percep����es dos usu��rios desse g��nero, realizamos grupo focal com professores e entrevistamos o coautor de uma das colet��neas. Para an��lise dos dados, elegemos o m��todo etnogr��fico de an��lise de g��neros postulado por Reiff (apud JOHNS et al, 2006), que nos permitiu analisar o objeto de estudo em contextos aut��nticos de uso do g��nero. Nossos resultados mostram que o Manual do Professor est�� inserido num sistema de g��neros e no sistema de atividades profissionais de dom��nio do professor e n��o se limita apenas a explicar como est�� organizado o livro did��tico do aluno. Outros sete prop��sitos foram observados, dentre os quais se encontram: possibilitar ao docente uma reflex��o sobre a sua pr��tica de ensino e sugerir caminhos para a melhoria do processo de ensino-aprendizagem. Acreditamos que esta pesquisa poder�� estimular professores, em rela����o �� import��ncia (e n��o obrigatoriedade) de consultas peri��dicas aos Manuais; autores, no que se refere a estabelecer uma interlocu����o mais pessoalizada com seus leitores em potencial e no sentido de esclarecer ainda mais as facetas do livro did��tico; e editoras, sobretudo no que tange a recursos de editora����o, para que o Manual do Professor se torne mais atrativo

A imagem do Brasil na m��dia impressa portuguesa: um estudo do caso di��rio de not��cias e p��blico

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

Treinamento de habilidades fonol��gicas e correspond��ncia grafema-fonema em crian��as de risco para dislexia

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)