1000 resultados para Literatura comparada Grega e portuguesa
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The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCAO, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship
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Esta pesquisa de natureza documental e etnogrfica se insere no campo da Lingustica Aplicada, tendo por objeto de estudo o Manual do Professor, que acompanha o livro didtico de Lngua Portuguesa, e por objetivo geral (re)conhecer os aspectos sociorretricos do gnero Manual do Professor. O interesse desta tese est concentrado no uso situado desse gnero, a partir do qual se observam seus aspectos sociorretricos, a saber: o que est posto no produto, o ambiente de interao onde encontrado e como visto por seus usurios em potencial. Em um primeiro momento, produzimos um quadro epistemolgico que nos permitiu, dentre outros reparos, (i) compreender gnero textual como ao retrica tipificada baseada numa situao retrica recorrente e (ii) obter um panorama dos programas de governo voltados para a avaliao de coletneas didticas, nos quais encontramos aspectos indispensveis a um Manual do Professor. Os aportes tericos adotados neste estudo referem-se concepo sociorretrica dos estudos de gnero textual luz, sobretudo, de Johns et al. (2006), Bazerman (2011) e Miller (2011). Em um segundo momento, sob o vis da abordagem sociorretrica, procuramos definir o Manual do Professor como gnero textual e apresentamos os aspectos retricos encontrados nas amostras que analisamos, considerando a organizao constitutiva, o contexto de uso desse gnero e as percepes de seus usurios autores e professores. A gerao de dados deu-se inicialmente a partir da seleo de trs exemplares de Manuais de coletneas didticas adotadas no IFRN; em seguida, no sentido de reconhecer as percepes dos usurios desse gnero, realizamos grupo focal com professores e entrevistamos o coautor de uma das coletneas. Para anlise dos dados, elegemos o mtodo etnogrfico de anlise de gneros postulado por Reiff (apud JOHNS et al, 2006), que nos permitiu analisar o objeto de estudo em contextos autnticos de uso do gnero. Nossos resultados mostram que o Manual do Professor est inserido num sistema de gneros e no sistema de atividades profissionais de domnio do professor e no se limita apenas a explicar como est organizado o livro didtico do aluno. Outros sete propsitos foram observados, dentre os quais se encontram: possibilitar ao docente uma reflexo sobre a sua prtica de ensino e sugerir caminhos para a melhoria do processo de ensino-aprendizagem. Acreditamos que esta pesquisa poder estimular professores, em relao importncia (e no obrigatoriedade) de consultas peridicas aos Manuais; autores, no que se refere a estabelecer uma interlocuo mais pessoalizada com seus leitores em potencial e no sentido de esclarecer ainda mais as facetas do livro didtico; e editoras, sobretudo no que tange a recursos de editorao, para que o Manual do Professor se torne mais atrativo
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This thesis A paz tensa da chama fugaz: a configurao do amor no romance contemporneo, Lygia Fagundes Telles e Ldia Jorge aims to study the configuration of Love in contemporary novels. Their corpuses of study are the novels As horas nuas (1989), by the Brazilian writer Lygia Fagundes Telles; and O vento assobiando nas gruas (2002), by the Portuguese writer Ldia Jorge. The following research tries to understand how the characters from those texts deal with some love questions on the context of the contemporary narrative; it also tries to comprehend the love expression which is formed as a contradictorily fluid feeling and intensely wanted, which are important points concerning the love discourse at the present day. As a critic-comparative study, this research focuses on the problematic concerned love as a synonym of Eros, in other words, the relation between lovers, analyzed through social and philosophical perspective. Through that, this work broadens the study of two contemporary novels, and it also establish connections between the characters from those novels and the literary environment where they are placed, once it focuses on the human and social context presented in this books. The thesis ends calling attention to the dichotomy of love and death, to the image of love which grows through absence and through the longing of completeness of the human being; that is why this work sustains that the Lygia Fagundes Telles and Ldia Jorge update and materialized in their texts the plurality of contemporary love conception, which continues to be contradictory, fragmented and problematic
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Ce travail de thse ici propos a comme but de recherche la production litraire du pote brsilien Manoel Wenceslau Leite Barros, Manoel de Barros, (1916 Cuiab-MT) en l articulant avec la reflexion sur le concept de politique de l crite propos par le philosophe algrien-franais Jacques Rancire (1940 Algiers Algrie). L hypothse qui se presente est celle sur l crite potique de Manoel de Barros dont les ―marques du sensible‖ dans les expriences dmocratiques sont perceptibles. Sa production inclue ce que se peut denominer d une micrologie potique, une reconfiguration du ―partager‖, dans le sense de l laboration pratiques de l galit, des pratiques de redistribution et de circulation des voix, instauratrices de la constitution esthtiques des communauts diffrencies, considres comme alternatives, face au modle de systme canonique de la litrature. Au moment que sa fonctionnent comme des formes de subvertions, elles produisent des espaces ou marge d mancipation de l tre : lecteur et crivain, en dclanchant des nouvelles perspectives thiques et esthtiques. De cette manire, l objectif qui se dessine est ce qui comprend comment se configure la proposition d une politique de l crite de Manoel de Barros et la faon qu elle se place par rapport une politique des arts. Pour cela, nous utiliseront comme base la pense de Jacques Rancire qui se fait remarquer, les dernires annes, pour entreprendre une reflxion systmatique et lucide par rapport aux relations xistantes entre esthtique et politique dans la socit prsente, ali ce que se dfine comme des manires et des formes de penser labores par le texte potique (lui mme) de Manoel de Barros et de manire incontinu dans ses entretiens-critiques, plublies dans des journaux et revues, prsentes en vidos, et nous n oublierons pas non plus des contributions thoriques et des reflxions parvenues de la pense contemporaine
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The general aim of this work is to verify the occurence of variant forms of negation in spoken English with the purpose of making a comparative study between the English and the Portuguese languages. As for Portuguese, we used as a matter of reference a study already made on negation. As for English, we analized a corpus of the North American English variant organized by a university in the United States. This study is based on the North American Functional Linguistics theoretical perspective, which considers relevant the study of language used in real situations of communicative interaction. The data analisys proved that there is at least one form of negative variant in spoken English which is not allowed by prescriptive grammar. This phenomenon turns out to be similar to Portuguese, which includes three variant strategies. According to the data obtained, it was possible to verify that the variant strategy used in English, from a contrastive point of view, corresponds to a negative strategy ruled by Portuguese prescriptive grammar. Finally, we discussed about the different conceptions of language, grammar and teaching, giving suggestions to colaborate to a productive and reflexive teaching of first or second language
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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Ps-graduao em Letras - FCLAS
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Manuais de literatura ensinam que o Romantismo, centrado no eu romntico em seus conflitos e anseios libertrios, rompe com os cdigos clssicos da potica do Arcadismo. Em Iracema: a lenda do Cear, Alencar narra a unio da ndia Iracema com Martim, o colonizador portugus que a fascina, e dessa unio nasce Moacir, fruto da primeira miscigenao de povos em terras brasileiras. A matria-prima que Alencar ficcionalizou tem, por um lado, o componente histrico, pois personagens como o guerreiro Martim e o ndio Camaro esto registradas nos anais da histria; por outro lado, a construo da herona assenta-se em figuras femininas da mitologia grega. Essa dvida com a tradio clssica, intermediada pelo poeta latino Ovdio, o prprio Jos de Alencar a reconhece em carta-posfcio, onde confessa ter composto uma heroida que tem por assunto as tradies dos indgenas brasileiros e seus costumes. (ALENCAR, 1978, p.88).
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Ps-graduao em Letras - FCLAS
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Fundao de Amparo Pesquisa do Estado de So Paulo (FAPESP)
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Ps-graduao em Letras - FCLAS
