Jogos de faz-de-conta: contribuições para a aquisição da linguagem escrita na infância

Este artigo pretende, à luz da teoria de Vygotsky e seus colaboradores, desvelar as contribuições dos Jogos de Faz-de-conta para aquisição da linguagem escrita pelas crianças. O trabalho apresentado é decorrência dos estudos realizados para elaboração da monografia de conclusão de curso, e tem como objetivos: perceber se os jogos de faz-de-conta estão presentes na rotina das crianças pesquisadas; fazer um levantamento bibliográfico sobre o assunto, para entender o que diferentes autores pensam a respeito e discutir à luz da perspectiva histó- rico-cultural o valor que os jogos de faz-de-conta têm na aquisição da escrita pelas crianças. Cumpre salientar que os resultados apresentados são provenientes apenas dos estudos teóricos realizados, visto que fazem parte de um projeto de pesquisa ainda em andamento.

Jogo de papéis e linguagem: diálogos possíveis entre Vigotski e Bakhtin

In this paper we present ongoing research in which we approach the regulatory role of language in role play in children aged six and seven. In research, we seek an understanding of the relationship between language, ownership and complexity of the children's game. The hypothesis guiding the research is that the dialogical relations between children and adults and among children, while playing, contribute to children's learning game. Procedures are being used interpretive ethnographic research that focuses on the human meaning of social relations, waged by the subjects in a particular historical context and its elucidation and exposition by one researcher. This approach allows closer studies of Vygotsky and Bakhtin scholars of language that emphasize the regulatory role of language in human relationships and value the dialogic exchange between researcher and researched; active subjects of the research process. The data were produced by means of observation and interview, in a field diary records, photographs and audio recordings. They are being screened in thematic groups and analyzed using interpretative narration. The participants were two teachers and two classes of the first year of an Elementary school (EMEF) School of Municipal Elementary School Crane, State of Sao Paulo, totaling 45 subjects. Bearing in mind the above assumptions, are presented and analyzed data that allow to anticipate some results.

A concepção de linguagem de professoras alfabetizadoras e sua influência no ensino do ato de ler

This article aims to analyze literacy teachers’ conception of language from the classroom scenes that demonstrate the teaching of the act of reading. For the realization of the objective was carried out research in education like ethnography with two teachers in the 2nd year of elementary school a school of the Municipal located in the city of Sao Luis in Maranhão State, whose main instrument for data generation was participant observation. Also, I was guided by microgenetic analysis in order to focus our gaze to the particular aspect of the situation with attention to the “clues” to extract meaningful data. Authors such as Mikhail Bakhtin (1995, 2003) and scholars in the fi eld of reading, Josette Jolibert (1994), Elie Bajard (2007), among others, were considered core to grasp the meaning assigned by the subjects to teaching the act of reading. The fi ndings reveal that the design language of the teacher infl uences the direction of your practice, determining how to teach reading.

Uma discussão sobre a base metafórica das figuras de linguagem

The aim of this work is the analysis of some figures of speech, which is based on the existence of a nature of metaphorical process. The research starts from the hypothesis that these figures form themselves by this process. The study is based on the reading of the chapter “Figuras de linguagem”, which is in the work Lições de gramática de usos do português (NEVES, in the press), in which are given lessons about figures of speech, using literary texts and suggesting a metaphorical base for the general sustenance of the analyses. From these lessons, that had already directed groupings and analyses in Seves (2009), a reanalysis was done according to a theoretical orientation which basis is cognitivist, what contribute to this idea about the origin of the figurative processes. The bases of the theoretical orientation, in this sense, are: the conceptual metaphor theory (LAKOFF; JOHNSON, 1980), which considers metaphor as a cognitive (mental) process; and the current of the systematic metaphor (CAMERON, 2005 apud SARDINHA, 2007) that defends the attention to the recurring use of metaphor in real language, before doing assertions about the mind’s functioning. The analyses indicated these conclusions: a) the theory of the conceptual metaphor can be considered efficient for the foundation of the analyses, what implies a minimization of the metonymic component in the exam of these figures; b) and in the basis of the majority of the founded figures it is evident the nature of a metaphorical process

A nova teoria da antropologia da civilização: tradução para a língua inglesa de neologismos terminológicos criados por Darcy Ribeiro nas obras o processo civilizatório e o povo brasileiro

This study analyzes the translation process into English of neologisms and expressions in the works written by the anthropologist Darcy Ribeiro and in their respective translations, made by Betty J. Meggers and Gregory Rabassa. Our research project draws on Corpus-Based Translation Studies (BAKER, 1995, 1996, 2000; CAMARGO, 2007), Corpus Linguistics (BERBER SARDINHA, 2004) and on some concepts of Terminology (ALVES, 1999; BARROS, 2004; BOULANGER, 1989; CABRÉ, 1993, 1999). Results show that terms do not present similarities within the language related to Brazilian Anthropology, being necessary for the author to look up alternative terminology and to create new concepts that can be used by other anthropologists. The translation of words and expressions developed by the author reflects lexical variation due to the options chosen by the respective translators for the target language. These tendencies may be found in Ribeiro’s translated texts, indicating the difficulty to conceptualize the anthropological Brazilian universe in English.

Uma análise do grau comparativo nos materiais didáticos de língua inglesa via teoria das operações predicativas e enunciativas

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

Análises dos pressupostos de linguagem nos cadernos de formação em língua portuguesa do Pacto Nacional pela Alfabetização na Idade Certa - PNAIC

Pós-graduação em Educação - FFC

Resolução de problemas e linguagem em EJA

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Representações sociais de gênero pela linguagem de moda em um grupo de estudantes do Ensino Fundamental II

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Das ideias de Roland Barthes à teoria do enquadramento: análise de uma cobertura política

Pós-graduação em Comunicação - FAAC

A linguagem da administração pública: um estudo sobre a abordagem pós-moderna

Over the last decades, a growing number of scholars from humanities have explored ideas from the postmodern perspective. At the international level, few studies have been undertaken in the public administration field. In Brazil, few articles have been influenced by postmodern ideas. This article presents and discusses theoretical analysis influenced by postmodern ideas in the public administration field, concluding that this appropriation is difficult but worthwhile, especially regarding methodological and analytical issues which may strengthen public administration research.

A indeterminação da linguagem e o conceito de atividade no ensino de língua materna

La théorie des opérations prédicatives et énonciatives de A. Culioli ne porte pas en elle une conception prête à l’emploi de l’enseignement des langues. Ce texte se propose de faire le pont entre cette théorie et les questions d’enseignement. Il construit surtout une réflexion sur les concepts d’activité ou de pratique au sein de l’enseignement des langues maternelles en se basant sur l’activité épilinguistique. Nous souhaitons, en outre, mettre en débat la division qui existe dans l’enseignement des langues entre activité physique et activité mentale.

Por uma teoria da expectativa

The aim of this paper is to show a cognitive semantic investigation on the idea of expectation, defined as a mental construct which organizes the thinking and works as specific motivation in the process of communication. Expectation is an idea that may be created in the speaker's or in the listener's mind. It may be verbalized or not. Its semantic information may not be realized in real life, bringing frustration to communication. This study of expectation suggested that it is useful to have a theory to explain what other approaches left over. The working methodology focused in the gathering of data related to the phenomenon and the procedures to explain them inside a cognitive approach. The utterances are directly dependent of how the mind words. Therefore, studying speech we can have an access to people's mind. The idea of expectation may be interpreted under different traditional semantic labels. However, there are some peculiarities that can be explained only by a cognitive approach to language. We find words and phrases in the languages which reveal the presence of an expectation, such as "I think that...", "there has been an expectation about..." All answers are expected to fulfill an expectation. This investigation brought evidence that the mental expectation is essential to the act of communication. Therefore, the study of expectation in languages and in people's mind is important for the researches on cognitive semantics.

A narrativa visual de Lourenço Mutarelli: o uso fragmentado da linguagem dos quadrinhos em seus primeiros romances gráficos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A linguagem do consenso nos marcos da regressão cultural: o fim da consciência e a construção do neocontratualismo de Jürgen Habermas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)