Mestrado em Letras e Linguística (FL)
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Navegando Mestrado em Letras e Linguística (FL) por Por Orientador "Borges, Mônica Veloso"
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Item Variações fonológicas da língua A´uwẽ Uptabi (Xavante) na aldeia São Marcos(Universidade Federal de Goiás, 2022-08-26) Aihé’édi, José Uratsé; Borges, Mônica Veloso; http://lattes.cnpq.br/2060190094208263; Borges, Mônica Veloso; Nascimento, André Marques do; Rubim, Altaci CorrêaThis study presents the existing phonological variations in the Xavante language – A'uwe Uptabi language, spoken in the village of São Marcos Ētēnho'repré, in Mato Grosso, which vary by region, but also by generation: speeches by children, young people and elders. I narrate my experience as a native researcher in the first person, describing my academic training, as well as the learning of the oral A’uwe Uptabi language by the Xavante people and the elders. The work proposed to document the speech of the elders. I used the speeches of elders, young people and children as sources in my research work and I tried to record these differences and the differences in pronunciation between regions and between men and women. I identified differences in the pronunciation of the A’uwe Uptabi language, comparing the language spoken by young people and the elderly. The methodology used was field research in the village of São Marcos Ētēnho'repré, with recording of interviews and dialogues, seeking to record variations in pronunciation between generations and also between men and women. I showed the differences between everyday language, the differences between everyday speech, and specialized language, such as the chants of ritual life, the borrowed forms of the Portuguese language used by the young, and the ancient words of the elderly. I wrote about the differences in the speeches of men and women, personal names and their meanings. In explanatory and comparative tables I showed these differences, in addition to words borrowed by Portuguese, which are phonological loans and semantic loans.Item Estudo fonológico e morfossintático da língua Tapirapé no curso de educação intercultural da UFG(Universidade Federal de Goiás, 2013-12-14) Bruno , Themis Nunes da Rocha; Borges, Mônica Veloso; http://lattes.cnpq.br/2060190094208263This paper aims to present how phonology and morphosyntax study of the Tapirapé language has been performed by the Tapirapé students of the Intercultural Education Course, at Federal University of Goiás, from Contextual Themes "Indigenous Languages and Brazilian Portuguese I and II (LIPBI and LIPBII)". Contextual Themes are part of the basic matrix of this course and aim to work, with students, basics phones, phonemes, allophones, phonological processes, phonological variables, morphemes, allomorphs, and formation and classes of words from indigenous languages of students and Portuguese. The Tapirapé language, whose documentation and study will be examined in this work, belongs to subgroup IV of the Tupi-Guarani Family, Tupi Branch, as classified by Rodrigues (1986). The majority of the Tapirapé People reside in the Indigenous Village Urubu-Branco, near the city of Confresa-MT, and now have a population of about 948 Indians.Item Situação sociolinguística dos surdos e as políticas de ensino bilíngue em Goiás: libras na interação professor surdo-educando surdo(Universidade Federal de Goiás, 2015-09-28) Ribeiro, Elizabel Bernardes Atayde; Borges, Mônica Veloso; http://lattes.cnpq.br/2060190094208263; Borges, Mônica Veloso; Silva, Maria do Socorro Pimentel da; Nascimento, Sandra Patrícia de Faria; Santos, Tânia Ferreira RezendeThis paper aims to reflect on the sociolinguistic situation of the deaf in the field of bilingual education in a perspective of inclusive education. The discussion of a specific and differentiated education with the participation of deaf teacher by the pedagogical practices, the program of Goiânia´s city specialized education care whose name is known “Atendimento Educacional Especializado” (AEE) involves sociopolitical and linguistic issues, which may favor or not recognition of the deaf subject of linguistic differentiation, community participation, and Brazilian Sign Language (BSL), also known LIBRAS in Brazil, as the locus of enunciation. This research focused on the teaching of BSL, describing the actual situation of teaching and learning for the deaf, having LIBRAS (BSL) as the shared language of instruction in deaf students and teachers interaction in dialogic processes for teaching. In this sense, we seek to highlight elements of teaching practice that may favor the institutionalization of new language policies of bilingual education, not only to accessibility language(s), but the knowledge, goods and services in quality education in according to the specifics of the subject deaf, and the LIBRAS (BSL), the language base for the acquisition of other knowledge. We have analyzed the proposal and the reality of Inclusive Education Program for the Deaf in Bilingual perspective - PROSURDO, the Public Network of Goiania Education, intended to intervene in the teaching and learning through language planning and thereby promote inclusive teaching situations through meaningful learning to deaf students with teachers deaf.Item Considerações sobre a posição dos verbos na língua brasileira de sinais: uma análise descritiva a partir de diálogos entre surdos(Universidade Federal de Goiás, 2015-12-04) Silva, Sofia Oliveira Pereira dos Anjos Coimbra da; Borges, Mônica Veloso; http://lattes.cnpq.br/2060190094208263; Borges, Mônica Veloso; Galvão, Vânia Cristina Casseb; Nascimento, Sandra Patrícia de Faria do; Milani, Sebastião Elias; Praça, Walkiria NeivaThis study presents a descriptive analysis of Libras about the position of verbs in the turns of a dialogue between deaf people. For this, we resorted to the descriptive analysis, recognizing the dialogical interaction as a textual instrument, and to the semantic-syntactic theoretical base to analyse the documented data, which allowed us to observe the relations between elements that predicate and the position of verbal predication in the analyzed turns. Our analysis favors the typological-functional view, once our hypothesis is that the position of verbs is preferred in certain texts for inherent pragmatic factors and not derived from an underlying basic order.Thus, we use the theoretical bases of prototypicality in the simple sentence composition and in the verb semantics suggested by Givón (2001), in order to analyze the documented data. In the dialogue the verbs present an ending position when the turns contain predications, when relating elements, that represent changing of location and aspectual and descriptive information of the entities. The verbs present a medial and initial position when such predications have the articulated base anchored to the body. Therefore, the position of the verb will follow accordingly the compositional mode of the predicate inserted in the turn. The position of the verbs in Libras is a consequence of the pragmatic influence upon the semantic and syntactic structure of the units presented in turns in the analyzed dialogue.Item Takãra: centro epistemológico e sistema de comunicação cósmica para a vitalidade cultural do mundo Apyãwa(Universidade Federal de Goiás, 2020-11-13) Tapirapé, Gilson Ipaxi’awyga; Borges, Mônica Veloso; http://lattes.cnpq.br/2060190094208263; Borges, Mônica Veloso; Nascimento, André Marques do; Paula, Eunice Dias deThis text presents the results of my Master's degree in Linguistics, carried out from experience and living with my people Apyãwa, inhabitant of the Urubu Branco Indigenous Territory, located in the Middle Araguaia Region, Mato Grosso, with the central objective of constitute a set of studies and reflections on Takãra (Cerimonial House) and initiation rituals, interpreted from the flow of the Apyãwa social discourse. The reflections took place around the theme Takãra in the context of the formation of Apyãwa, which express knowledge produced from different ways of relating to the world. For this research, interviews were carried out with sages, teachers and leaders in the two villages Apyãwa Tapi’itãwa and Wiriaotãwa. Another method used was participation in cultural events and activities in the villages, school activities, participation in evening conversations in Takãra, where issues and problems related to the people and the biodiversity of the Apyãwa territory are addressed. I really hoped that the results of this research can support reflections made in Apyãwa training contexts about Takãra and the teaching of youth in space.Item Língua Apyãwa: construções oracionais em contextos comunicativos diversos(Universidade Federal de Goiás, 2020-11-30) Tapirapé, Iranildo Arowaxeo’i; Borges, Mônica Veloso; http://lattes.cnpq.br/2060190094208263; Borges, Mônica Veloso; Silva, Maria do Socorro Pimentel da; Paula, Eunice Dias deThis paper seeks to discuss the theme "syntatic constructions of the Apyãwa language", with the purpose of better understanding, from the contexts and spaces of communicative interaction between the Apyãwa, the syntatic orders of that language that are most recurrent in their communicative interactions, if the person who uses one order uses different ones, if according to Leite (1967), the order of this language is really "free", the types of verbs of the sentences in the Apyãwa language, the orders that these verbs provide for each of the sentences, and the orders phrasal constructions using names and pronouns. Knowing that, in addition to these objectives mentioned, I very much hope that, from this work, the Apyãwa will come to understand and give more value to all the syntatic orders of their language and to all the knowledge interconnected in them. In order to achieve these objectives, I sought to conduct research in the contexts and situations in which the Apyãwa carry out their communicative interactions, as well as in Takãra (ceremonial house), during the performance of the Marakayja and Marakaxawãja ritual, in fisheries, hunting and in the terreiros of some houses in Wiriaotãwa and Tapiparanytãwa villages. From the information obtained, I observed that, in some situations of speech, as well as in the hunts, some people used more than one order in the uttered phrasal constructions, when they dealt with the hunts and the killed hunts. As I also observed that, in other situations of speech, such as in the terreiros of the houses in Wiriaotãwa and Tapiparanytãwa, and, even in a performance of the Marakayja ritual in Tapi'itãwa, in some phrasal constructions, above all, when dealing with the soccer game, the SVO order was more recurrent. I realized, then, that there are situations in which certain people use the SVO order more than the other existing oral orders in the Apyãwa language, believing that using this order they are easily understood by their listeners, even though they know that using other orders too they are easily understood through communicative contexts. In addition to the studies and research that I carried out in the contexts and in the communication relations between the Apyãwa, I also carried out bibliographic studies, especially in Leite's work (1967) in search of a better understanding, which led her to define that the Apyãwa language belongs to free order. Through these studies and researches I understood that not all phrasal constructions in the Apyãwa language are free order, as this author mentions. It is worth understanding and taking into account that in the Apyãwa language there is a sentence composed of S (Subject), V (Verb) and O (Object) without the particles. But there are other phrasal constructions in which there are particles, and most of this type of phrasal constructions, in turn, is not of a free order. For from the moment a particle changes its position, the meaning of phrasal constructions changes