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Item Análise dos atos de pedir e de ordenar em livros didáticos de espanhol para brasileiros e em produções cinematográficas: uma perspectiva intercultural(Universidade Federal de Goiás, 2010-09-29) AZEVEDO, Tatiane Regina de; LIMA, Lucielena Mendonça de; http://lattes.cnpq.br/5215089054455580El principal objetivo de toda enseñanza, en especial de lengua extranjera, es el contacto con el otro, con el modo de decir de ese otro. Por eso, aprender una nueva lengua va mucho más allá del mero dominio de sus aspectos funcionales y/o lingüísticos, presupone, sobretodo, ser capaz de comprender y relacionarse con una realidad sociocultural distinta, o sea, con los aspectos sociales y culturales de las comunidades donde se habla la lengua. En ese proceso, los individuos actúan de acuerdo con sus intenciones, sus competencias (lingüística, cultural, pragmática etcétera) y bajo la influencia de factores extralingüísticos y contextuales. Basándonos en esa perspectiva intercultural para el aprendizaje y la enseñanza de lenguas, desarrollamos una investigación qualitativa, apartir de la técnica del análisis documental (BAUER, 2002; SERRANO, 1994; NASCIMENTO, 2005), que evidencia el modo cómo los libros de texto de español para brasileños presentan las funciones de pedir e de ordenar del imperativo. Juzgamos oportuno también observar cómo esas funciones son empleadas en películas, cuyas situaciones comunicativas presentan contextos orales y más verosímiles con los contextos reales de habla. Ratificamos que uno de nuestros objetivos es problematizar determinados elementos que favorezcan una mejor comprensión de la complexidad del fenómeno del aprendizaje del español como lengua extranjera para estudiantes brasileños. Para lograr ese objetivo, analizamos las muestras lingüísticas de dos producciones cinematográficas: Habana Blues (ZAMBRANO, 2005), producción franco-cubana-española, y el episódio Pareja Made in Spain (BERNARDEAU, 2008) de la serie televisiva española Cuéntame cómo pasó, estrenada en 2001. Las muestras lingüísticas de Habana Blues analizadas incluyen las variedades cubana y peninsular y la lengua portuguesa del subtítulo. Nos pareció pertinente observar hasta que punto las traducciones del español para la lengua portuguesa del subtítulo evidencian el modo de emplear el imperativo de los brasileños. En este estudio, examinamos también la cortesía verbal y los factores interculturales que subyacen los usos de los actos de pedir y ordenar. Nos fue posible observar que la cortesía o la descortesía de esos actos dependen, en gran medida, de la interpretación que los interlocutores hacen de ellos, o bien de la jerarquía de la situación (formal o informal) comunicativa. Esos factores, sumados a la identidad de los hablantes de español, caracterizan su manera de expresar determinado acto de habla. Además, comprobamos que las significativas simplificaciones de las muestras de lengua presentadas en los libros de texto se deben, entre otros factores, a las distintas concepciones de lengua(je) y de su enseñanza-aprendizaje, así como a las especificidades del lenguaje presente en ese género material didáctico.Item A jornada do herói: a narrativa autobiográfica na construção da identidade profissional do professor(Universidade Federal de Goiás, 2011-09-16) BOHNEN, Neusa Teresinha; REES, Dilys Karen; http://lattes.cnpq.br/7851019818083889El presente estudio tiene como propósito investigar, por medio de narrativas autobiográficas, la construcción de la identidad profesional de cinco alumnos de un curso de Letras con orientación en español, de una universidad de la región norte de Brasil, en la modalidad educación a distancia, relacionándolas a la jornada arquetípica del héroe, propuesta por Campbell (2008). Así, fueron utilizados como fundamento teórico los estudios de Bakhtin (2003) y Vygotsky (2001), relacionados al dialogismo y al sociointeracionismo, asimismo con los estudios de Hall (2001), relacionados a la construcción de la identidad. A causa del carácter subjetivo de los aspectos investigados, el análisis y registro de los datos siguió los principios de la investigación cualitativa, en su modalidad narrativa, entendidas según Serrano (1994, 1998) y Connely y Clandinin (2000). Los datos fueron registrados por medio de las autobiografías escritas por los cinco participantes, además de un cuestionario con informaciones referentes a datos personales, conocimiento de idiomas e informática, experiencia académica y profesional. El análisis de los datos reveló que las autobiografías fueron escritas por un narrador personaje, una vez que, según Bakhtin (2003), la autobiografía resulta de una posible coincidencia entre el yo personaje y el yo autor. Las autobiografías revelan también una aproximación a la jornada arquetípica del héroe, propuesta por Campbell (2008), en que se puede leer la lucha por la formación, que culminó con la conquista de la carrera. De las autobiografías emergen aspectos relacionados a la ayuda recibida para alcanzar el objetivo, principalmente de la familia; a las dificultades enfrentadas, como problemas familiares y financieros; a la lengua española y a la práctica docente de esa lengua como el hallazgo de un verdadero tesoro. Asimismo emergen valores relacionados a la construcción de las identidades de los participantes, como padres, hijos, esposos, y sobre todo, como profesores.Item O uso de estratégias de comunicação no contexto de sala de aula de língua inglesa: um estudo de caso(Universidade Federal de Goiás, 2010-12-10) HEBERLEIN, Maria Carolina Terra; REES, Dilys Karen; http://lattes.cnpq.br/7851019818083889This is a case study which sought to identify and understand the use of communication strategies in the context of an English classroom in Goiânia, Goiás, Brazil. The interactions among four (4) students of the seventh semester of an English course were observed. The research instruments used in this study were recordings in audio and video and field notes made by the researcher. In addition to this, a sociocultural questionnaire was applied in order to gather more information about the participants. For the data analysis, Tarone‟s taxonomy of communication strategies (1983) was used, which divides the strategies into three (3) main categories (paraphrase, borrowing and avoidance) and nine (9) subcategories (paraphrase: approximation, word coinage and circumlocution; borrowing: literal translation, language switch, appeal for assistance and mime; avoidance: topic avoidance and message abandonment). After identifying and categorizing these strategies found in the data, I analyzed them, observed the interactions in which they appeared and the way they were used. Also, some discussions about relevant issues related to the strategy use were raised, such as: the use of mother tongue in the L2 learning, the way the communicative approach has been understood in the language classrooms, the accuracy belief and the parallel between communication versus accuracy. The kind of research developed was a qualitative case study, which means that the number of participants was restrict (4) and the focus of analysis was on the process through which students went during their learning, and not on its ending. Commonly, this work tried to investigate and portray the way communication strategies are used and problematize issues related to this topic. The specific objectives of this research were to identify and categorize the communication strategies used, analyze their uses and relate them to other issues related to English language teaching as a foreign language. We observed a significant frequency of mixed strategies in the context studied, which reflects learners‟ effort to get various types of support during their interactions.Item Melancolia e solidão em contos de Caio Fernando Abreu(Universidade Federal de Goiás, 2011-02-17) NÓBREGA JÚNIOR, Clóvis Meireles; AGUIAR, Ofir Bergemann de; http://lattes.cnpq.br/9534583045600695Caio Fernando Abreu always tried to create his fiction beyond conventionalisms of all kinds. In his works he exposes his particular themes through a personal use of language, considered by literary critics as very far away from the conventionalities of the Brazilian Literature of his time. This affirmation can be confirmed in great part of his narratives, such as in the following short stories selected for analysis in this thesis: "Photo","Sunday", "Flight", and "Owls", from Inventory of the Ir-remediable (1996);"Visit" and "The Canned Daisy", from The Stabbed Egg (1976);"The True Story/History of Sally Can Dance (and The Kids)",from Stones of Calcutta (1996),"For the Passage of a Great Pain" and "The Survivors" from Musty Strawberries (1995). In this study we tried to analyze certain aspects of the characters' common traits presented in Caio's narratives such as loneliness, disenchantment, disbelief and faithlessness, to demonstrate the strategies through which the writer creates these characters. The reason for this analyzes is due to a certain dissatisfaction in relation to the research conducted and published about Caio s works whose recurrent themes are, in its majority, related to the representation of homosexuality and counterculture, the Military Dictatorship in Brazil and exile because of it, the hippie movement and the emergence of AIDS, in which the text by the author is continually dismissed or considered as secondary. Using ideas by Mário de Andrade and José Paulo Paes, who respectively delineated the "failed hero" and the "poor devil" kinds of character, as well as others by Freud, Benjamin, Kristeva, Scliar and Klein, who dealt with the themes of melancholia and loneliness, we tried to present in this thesis Caio's characters as ―"melancholic-solitary" as they feel themselves strange and/or displaced in the world they live in. Furthermore, through ideas by Osman Lins, Genette and Friedman, we have tried to put into evidence the elements which create in the narratives, especially in the characters themselves and in the spaces they live in, the atmosphere of absolute loneliness and melancholia which characterizes Caio's works.Item Romanceiro da Inconfidência: o passado que não deu uma epopeia(Universidade Federal de Goiás, 2012-03-06) PELET, Lúcia de Fátima; YOKOZAWA, Solange Fiúza Cardoso; http://lattes.cnpq.br/5485415308754463This study proposes to analyze the epic components existing in the Romanceiro da Inconfidência, taken by the poet Cecília Meireles as reasons to relieve the Inconfidência Mineira episode, occurred in the eighteenth century. The principal objective is shown the transformation of these reasons on essentially lyrical elements, since this long poem is seen by some segments of literary criticism as an epic and separated from the intimate style caecilian. Based on Iliad, the first chapter discusses the limits of literary genres, addressing three factors: past history, the configuration of the heroic characters (especially Tiradentes) and the heterogeneity-plurality of voices. The theoretical framework has the postulates of Hegel and Staiger, Benjamin, Lukács and Bakhtin. The second chapter aims to show the cohesion between the Romanceiro da Inconfidência and the lyrical poetry caecilian generally. For it focuses on three resources: the intimacy, time and poetic images, through of theories of Collot, Saint Augustine, Paul Ricoeur, Jorge Luis Borges, Alfredo Bosi and Bachelard.Item O ensino de inglês na sala de aula do 7º ano de uma escola estadual inclusiva de Goiânia(Universidade Federal de Goiás, 2010-09-20) SOUZA, Aline Gomes; MELLO, Heloísa Augusta Brito de; http://lattes.cnpq.br/3295140825537521The present ethnographic study aims to investigate a particular classroom of English learners in a public inclusive school located at the central area of Goiania. The school firstly comprised deaf students; however, due to the present policy of inclusion, the school now admits students who are listeners and students with other kinds of special needs. That is the reason why it has been called reverse inclusive school . Focusing on this context it has been tried to comprehend: (i) the expectations of the school director, some teachers and other community members towards English language teaching and learning in a special educational context, that is, in a school that provides education to students with special needs; (ii) how the English classes usually happen in the 7th grade of this school; (iii) what sort of activities encourage the participation of the students with special needs in the English classes. In order to reach these goals, education ethnographic methods have been adopted along with sociocultural vygotskyan theory. Data suggests the status swift from special school to reverse inclusive school lead community to search for new pedagogic practices and orientation as a strategy to adapt to a new reality. It is important to highlight the lack of interaction in this 7th grade group in which copping appears to be the main teaching-learning activity. Apart from that, in the classroom, games aiming to develop vocabulary can change reality of English teaching in this very context once there are enough conditions to offer changes in these students mental behavior and enable learning process.