Da poesia ao poema: uma leitura do poema-Processo

Caractérisation du "Poema-Processo" au long de sa trajectoire entre les années 1967 et 1972, au regard d´une lecture visant son insertion dans le mouvement d´avant-guarde de la deuxième moitié du XX° siècle, au Brésil. On vérifie la façon dont le mouvement du "Poema-Processo" s´est formé, comme dédoublement de l´art concret, ainsi comme ses adéquations à la conjoncture de son apparition au Brésil, s´établissant une comparaison entre la pratique du poème et les propositions des manifestes lancés. L´analyse des poèmes sélectionnés démontre leur co-relation avec les travaux visuels initiés par les avant-guardes historiques, ainsi comme les réponses de la pratique poétique à la théorie developpée par les principaux représentants, Wlademir Dias-Pinto, Álvaro de Sá et Moacy Cirne. La production poétique et culturelle de Moacy Cirne est abordée en observant sa pratique sur trois points fondamentaux: la production poétique, la critique littéraire donnant de l´emphase à la culture locale et au texte du "Poema-Processo", et la recherche du language des bandes dessinées.

Sou dessas mulheres que só dizem sim : As mulheres descritas na poesia de Chico Buarque de Holanda

This dissertation approaches the question of gender as a vehicle of identity in contemporary discourse. It attempts to (de)construct the hegemonic masculine discourse, breaking with the binarism masculine/feminine and uses premises of the queer theory, which proposes post-modern literary discourses in relation to the notion of gender identity. In this context, we focus the discourses present in Chico Buarque s songs taken as feminine representations they contrast with songs of former songwriters trying to understand the break of the dichotomy masculine/feminine

Estratégias argumentativas na construção do discurso ideológico: um estudo da produção didático-pedagógica do meb

This research studies the argumentative process developed by the Basis Educational Movement (MEB), using as corpus the booklet Viver é lutar , and other lesson plans of the Educational Rural Radio from Natal. It has as objectives reveal the argumentative strategies in the discursive production of MEB, exploring the meaning effects suggested by its production conditions, and the ideological positions defended, in addition to this, verify how the booklet and the radio classes dialogued in the argumentation of their theses. So, the study is guided by the Discourse Analysis presuppositions, by the Argumentation Theory, by the conceptions of Popular Education, as well as the conception language dialogical language conception, recurring to Bakhtin (1995). The research adopts the documental characteristic of qualitative nature with an interpretative basis. The analysis of the data permitted us to confirm that the pedagogical didactic material discourse of MEB was produced in a social-historical-ideological context in what the education was seen as a social liberation instrument, being able to transform the Brazilian people and the Brazilian unequal structure. The results reveal that the booklet and the classes assume a position remarkably in favor of the popular classes, structured by the argumentative techniques that intended to convince, and to persuade the auditorium. Thus, the argument was based initially on the convincing of youths and of adults for, afterwards, to construct a persuasion to the learners, in terms of referring to act on the reality to transform it, according to their desires of social justice

O chiste em Tutaméia: riso que (des)vela

The aim of this paper is to present the study of the laughter in Tutaméia, by João Guimarães Rosa, throughtout the four forewords and ten novels selected from the author s literary work. It is based on the psychoanalytical theory of Sigmund Freud and Jacques Lacan about the laughter (and delight in the humorous nuances) and the unconscious mind. By taking the laughter as the point of exploitation and understanding, the narration can be understood from an esthetical pattern established on the variety of orallity retained by the narrator and the cordel pamphlets (known as string literature ) and its bypassing on the classical literature and the popular literature revealing its own logical linguistic and conception apart from the official one. It is taken a comparative conception of life in the François Rabelais characters and some characters from Tutaméia having Melim-Meloso as a paradigm showing how one s life can be happy in spite of all adversities by using laughter as the antidote potion against human being s misery and pain to achieve sense of freedom and pleasure

A dialética do amor em pigmaleão, de G. B. Shaw.

Pygmalion (1913), by George Bernard Shaw (1856-1950), has many studies in literary criticism. However, this study brings a new interpretation to Shaw s play based on Harold Bloom s theory and methodology, that is, the anxiety of influence and the dialectic of revisionism. Through the analysis of poetic influence and the dialectic of love, we can see that Pygmalion represents an apophrades in relation to William Shakespeare s The Taming of the Shrew (1593) and Ovid s myth of Pygmalion and Galatea in Metamorphosis (c. 14), which creates a family romance between the three stories. Shaw s play surpasses The Taming of the Shrew when it shows the possibility of the relation between this parent poem and Ovid s myth, which it is also its parent poem, and because it represents a strong misreading of Shakespeare s play as well as of Ovid s myth.

Ave! Mossoró! : os mecanismos discursivos sobre o episódio da resistência ao bando de Lampião

This thesis has as objective the interdiscursive relations in the process of language construction in use in the poetic and in the journalistic spheres, with the purpose of perceiving how the genre news is constituted in different fields of social activity, as well as to analyze the argumentative processes that structure the written discourses about the resistance episode to the group of Lampião in Mossoró in the year of 1927. The corpus of the research is constituted by the news of the period informed in the printed newspapers: Correio do povo and O Nordeste, both from Mossoró/RN, and the narratives presented in the cordéis de acontecido : Mossoró in the resistance to the group of Lampião; Lampião in Mossoró in 1927, and Mossoró attacking to the group of Lampião, all potiguar poets. The analysis of the texts had as theoretical background the studies of: The texts analysis had as theoretical background The Discourse Analysis; The Argumentation Theory and the studies about Discourse Genres. We focused our discussion in the emphasis given to the news in the discursive perspective of the social-historic memory constructed in the cordéis, from ideological values (political, economical, religious etc.) that pass to be a fundamental element in the constitution of the image of the resistance. Methodologically, this is a documental research, since it makes use essentially of the written document. Regarding to the nature of the data, the research is characterized as a qualitative one. In the analysis, we considered the argumentative techniques adopted in the defense of the thesis, the meaning effects suggested, and the genres mentioned, that revealed to us the manner in which the episode was informed by the newspapers and the cordéis. That way, we affirm, based on the positions assumed by the announcers of the genres analyzed who defended clearly positions in favor of the defense of Mossoró, that the relation between both is captured interdiscursively, since they are asked by the same ideology, and converge to the same discursive formation, defending identical positions, and structuring their discussions with resembling argumentative techniques, reason by which take us to believe that the discourse presented in that social activity demonstrates and develops traces of a manipulation of the subject. In this case, the discursive construction of the text points towards determining standard of repetition, since the linguistic context is characterized in the journalistic field, and in the poetic field assuming, in the first instance, a local expression

A relação gramatical objeto direto : implicações para o ensino de língua materna

This paper attempts to investigate the discourse manifestations of the grammatical relation direct object with respect to the syntactic, semantic and pragmatic properties that underlie this element. The research adopts theoretical orientation of the functionalism from North American and Brazilian schools inspired in Givón (1995, 2001), Hopper and Thompson (1980), Chafe (1979), Furtado da Cunha, Oliveira, Martelotta (2003) inter alia. From functionalism, the research uses principles of iconicity, markedness and informativity and it analize categories of transitivity, grounding and animacy. This research is anchored in prototype model (TAYLOR 1995); construction grammar model (GOLDBERG 1996, 2002). Both theoretical orientations share the view that language is a malleable living organism subject to socio-cultural context. Grammar is then the result of created, maintained, and systematized linguistic patterns developed from and used for language use. According to a functional linguistics and cognitivist linguistics verbs are stored in the speakers lexicon in syntactic-semantic frames which are more frequent. These frames carry information concerning obligatory and optional arguments and the semantic roles these arguments take in the clause. The analysis focuses on the semantic type of the verbs and its relationship with the argument encoded as a direct object observing the aspectual nature of verbs. Direct objects are classified according to their morphology (lexical or pronominal noun phrase), semantic role, informational content and animacy. This study discusses pedagogical implications with relation to how the grammatical concepts touched on this paper are treated in school textbooks. The empirical data come from Corpus Discurso & Gramática: a língua falada e escrita na cidade do Natal (FURTADO DA CUNHA, 1998). This corpus is composed of texts that contain spoken and written modalities. These modalities are in turn organized according to different types: personal narratives, retold narrative, description of preferred place, procedural place, procedural description and report on argumentation. The sample data totals 40 texts produced by four language consultants of the last graduation date. The paper shows that the same syntactic structures (formed through Subject-Verb-Object) correspond to different semantic-pragmatic structures in relation to specific communicative purposes even verb is an event, process or state. The argument structure are not aleatory but are related to experience; that is the way humans conceptualize the world and talk about it

Teoria histórico-cultural e suas implicações na atuação do professor de educação física escolar

This article presents a theoretical search and aims to introduce the main categories of historical-cultural theory and discuss its implications for the physical education teacher's work inside the school and also emphasizes this theory and its methodological proposal as an important way to build the scholar physical education in a critical perspective aiming to change the school and the students conscious and personality. The Vigotskian school of human development it is taken as an important reference to understand the scholars in their vital process of development and helps the teachers in general, and physical education teachers in specific, to consider the activity ( vital activity) as important instrument to get the humanization and liberty of human being, inside the school and inside the contemporary society.

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

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

Representações discentes sobre a afetividade nas aulas de inglês de uma escola técnica

This work has risen from the researcher s pedagogical practice at a technical school in Natal, and it aims to observ how affectiveness is noticed by the students in their English classes, since we can have an idea of technicist teaching, which foccus on the acquisition of technical abilities. As cognition and affectiveness are considered indivisible elements in this research, we tried to identify the linguistic signs that express the students representations about affectiveness in their English classes. We used the Systemic Functional Linguistics approach to study the Ideational metafunction of Halliday (1994), by means of the transitivity system, to show how the clauses are used to illustrate these representations, and the interpersonal metafunction, that deals with the relationship between the teacher and the students. We tried to identify the most common processes (HALLIDAY, 1994) mentioned by the 68 students who participated in this work. We used learning narratives (BARCELOS, 2006) submitted to Wordsmith Tools computing program (SCOTT, 2009), whose results indicate the most frequent lexical items found in their narratives. The lexical choices seem to indicate that affectiveness is noticed as a composing element of the English classes in that school. There are representations of interacting classes, where the students needs are considered. These representations are built in the relationship of the students and the teacher, and they are grammatically realized by means of the polarity adjunct no , the intensity adjunct very , and the nominal group the teacher . The relational and mental processes (be) and (like) are the most used in their narratives, and we also observe that affectiveness and disponibility to help the students are considered the most important attitudes in their representations. The Appraisal system is used to analise the choices related to the attitudes and judgement of the students, that show appreciation for interacting classes, but there is still authorithary berhavior from the teacher in the English classes

O Ateneu e a nostalgia na forma

The actual study proposes Raul d‟Ávila Pompéia‟s O Ateneu (1888) among the most significant works in Brazilian Literature panorama, according to the perspective of verbal materiality of the Romanesque genre under a form nostalgia sign that, in its turn, ascends to the archaic origin poetry of fable. Along with large rereading of pertinent bibliography, it is gone here toward narrator Sergio‟s crônica de saudades on pursuit of showing it, firstly, as poetic language allegory updated in the novel technique; secondly, as radical metalanguage that still renders problematic several aspects of modern fictional prose

Construções metafóricas de vida e morte: cognição, cultura e linguagem

En esta investigación, tratamos de poner de relieve los aspectos cognitivos y culturales que subyacen a las metáforas en el lenguaje. Partimos de la premisa de que nuestra comprensión a cerca del mundo se construye socio-cognitivamente, sendo la metáfora un elemento clave de esta construcción. Por lo tanto, tenemos la intención de mirar debajo de la teoría de la Teoría Cognitiva de la Metáfora, visto desde el análisis del poema Morte e Vida Severina, de João Cabral de Melo Neto, la metáfora de la vida y muerte, inferíveis en el corpus forma patrones discursivos, llamado por nosotros como el Construccionismo del Bloques. Estas metáforas se encuentran en el nivel conceptual de nuestro lenguaje, emitido por modelos cognitivos idealizados, y mostrar las relaciones entre la lengua, la cultura y la cognición. Vemos una red de integración que implica la metáfora primaria llamada, elaborado a partir de los esquemas y los dominios conceptuales y metáforas congruentes, con la participación de la noción de marco.

Deus e o diabo na poesia de Gregório de Matos

La présence de la Bible dans la poésie du Boca do Inferno est un fait certain pour ceux qui gardent une mémoire littéraire des compositions tênues comme sacrées par la perception religieuse. Ce travail de conclusion de Mestrado, qui a comme titre Dieu et le diable dans la poésie de Gregório de Matos, pour répondre à la question portant sur la façon dont le poète baihanais s approprie de l héritage biblique, développe le thème de la quête grégorienne des Écritures pour faire de la parodie au moment d élaborer sa poésie. Pour rendre effectif un tel travail, l étude fait recours surtout à la fortune critique-théorique construite dans les essais de Haroldo de Campos qui se consacrent à l oeuvre de Gregório de Matos et aux textes bibliques en tant qu héritage littéraire de haute valeur. Ce travail fait encore recours aux constatations sur l art-culture baroque formulées par Helmut Hatzfeld et par José Antonio Maravall, et à la théorie anthropaphagique de la formation de la culture brésilienne, établie par Oswald de Andrade, à fin de donner un support aux observations faites lors de la lecture de la poésie grégorienne. L anthropophagie biblique mise en rite par Gregório de Matos en tant que travail qui précède l ironie parodique repérable dans ses textes est un aspect de son oeuvre qui répond pour son caractère unique: récits de la Bible juive, la poésie de l Ecclésiaste et des passages des Évangiles font écho dans l oeuvre du poète brésilien.

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

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

Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes

This study focuses on the teaching and learning of English based on a new theoretical perspective concerning the Zone of Proximal Development (ZPD), which points to the apprehension of metacognitive processes as the way to reach learning autonomy. The theoretical set underline this study is those of a new pedagogy based on the symbiosis of Bruner‟s (2002) and Freire‟s (2009) concepts and in the metacognitive theory. In a social context dominated by the Communication and Information Technologies (CIT), the integration between teacher and learners with the support of the internet has been used as the way to operationalize this new emergent proposal of the theoretical perspectives. The analyses have been conducted through Systemic and Integral Action Research. The results at the end of this study corroborate our hypothesis that the enlargement of spontaneous knowledge of the learners can facilitate the understanding of scientific concepts, stimulating their metacognition and thus promoting their autonomy.