Mestrado em Letras e Linguística (FL)
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Item Memória e história na ficção de Carlos Heitor Cony: um estudo dos romances Pessach: a travessia e Romance sem Palavras(Universidade Federal de Goiás, 2003-10-15) BARROS, Deusa Castro; FRUNGILLO, Mario Luiz; http://lattes.cnpq.br/3995744089120692This work proposes to analyze the literary creation by Carlos Heitor Cony, about the novels Pessach: a travessia (1967) and Romance sem Palavras (1999), bringing into relation with History and Literature in the analyzed works, according Hayden White (1992; 1994) about History/Literature relation, and Gilberto Velho (1988; 1994), about memory and retrospective, and Stuart Hall (1982; 2002) about post-modern identity. The research concerning Cony s literature focalizes relation beside two novels and the lived facts for Brazilian society while the Military Dictatorship post-64, observing like the author recuperates the individual and collective memory for comprehension of present time by your characters. We find in Pessach a mixture between History and fiction that has knowledge of citations and situations from epoch, yonder various characters recognizable easily in Brazil History. Cony, in Pessach, making description of opposition factions to the dictatorship and epoch government, says about a big Brazilian group that in the military political system hesitates between plans and memory that should form your identity. Romance sem palavras also doesn t addict neither historical nor memorialistical. His characters never being, they are fictitious, and the their relation too. However isn t contestable that novel has historical episodes of the Brazil post-1964. So Romance sem Palavras and Pessach: a travessia bring the History and overcoat they permit the facts analyze as well as comportments, and your consequences to lived reality in this beginning century 21st. Certainly the contributions of those novels reaffirm the merit of the literary creation by Carlos Heitor Cony and they permit new horizons to the studies modern History of Brazil e to the practice to tell plotsItem A funcionalidade de construções de voz em títulos de notícia e em manchetes de jornais impressos(Universidade Federal de Goiás, 2010-01-22) BERTOQUE, Lennie Aryete Dias Pereira; GALVÃO, Vania Cristina Casseb; http://lattes.cnpq.br/4483153034836149This present paper intends to analyze the functionality of voice constructions in headlines, and in newspaper headlines, a functionalist perspective of language. We based ourselves in Dik (1197 [1989]), Givón (1984, 1990,1992,1994, Camacho (2000.2002), among others, to analyze the construction of voice in an approach that emphasizes the inter-shape function. To treat discursive features of this genre and the notion of language game, which permeates the universe of discourse in an interactive newspaper, we make use of Erbolato (2004) and Lage (1987), and Wittgestein (2005 [1953]), respectively. It the voice is a phenomenon of interface semantics, syntactic and pragmatic, determined by how the language user perspectiviza the state of things represented in the statement. The idea is that buildings active and passive constructions, for example, correspond to the representation of a same state of things in the extra-linguistic world, but the choice of either structure produces different effects of meaning in the party. The papers that comprise the corpus of analysis are the "Leaf Line" and "The People", published editions between May 2008 and May 2009. journalism writing manuals advise that, in making headlines, and headlines, preference be given to buildings because they provide an active heading lower, the present world events in chronological order of events and therefore , enable greater understanding of what you read. The data show that this rule is violated by factors of a particular discourse-pragmatic: the use of active construction, for example, proved to be barely functional in certain situational contexts, especially to the News negative events (disasters, violence, corruption, etc..) which, by emphasizing the event and not the agent, are more common in passive constructions.Item Letramento, Gênero E Ensino: Uma Questão De Várias Relações(Universidade Federal de Goiás, 2010-12-21) CÂNDIDO, Waléria Escher de Oliveira; SOUZA, Agostinho Potenciano de; http://lattes.cnpq.br/2081738892561567Esta investigación procura verificar si los profesores conocen la teoría de letramento si trabajan con géneros discursivos y, específicamente, analizar cuales son las prácticas pedagógicas en las salas de clase de los profesores investigados. Para proceder a la observación, nos servimos de los enunciados de profesores y alumnos de una institución pública de la enseñanza fundamental del 2º período del ayuntamiento de Aparecida de Goiânia, ciudad de Goiás. Por tratarse de una investigación cualitativa desarrollada mediante entrevistas, cuestionarios y anotaciones de campo, seleccionamos las cuestiones más pertinentes con el propósito de verificar las estrategias de los profesores antes mencionados. Nuestro estudio se basa en el concepto de letramento de Soares (2004, p. 47), quien define que letramento es el estado o condición de quien no solo sabe leer y escribir, sino también cultiva y ejerce las prácticas sociales utilizadas por la escrita . Por eso, tomamos como bases principales las autoras Magda Soares (1993, 2003, 2004, 2010) y Ângela Kleiman (2002, 2004a, 2004b, 2005a, 2005b, 2007a e 2007b), así como el principio baktiniano: La lengua penetra la vida a través de los enunciados concretos que la realizan y, es también a través de los enunciados concretos que la vida penetra la lengua . Cuando discurrimos sobre el letramento, discutimos también los campos teóricos de la lectura, de la alfabetización y de la escrita, tejiendo un hilo conductor con el tema, precisamente por entender que existe una diferencia entre alfabetización y letramento. Partiendo de las cuestiones enunciativas e interaccionistas del lenguaje, entendemos que existe un juego enunciativo en los discursos, en el que un enunciado se vincula a otros enunciados. En conclusión, este estudio se enmarca en el campo teórico del Discurso exactamente porque analizamos enunciados considerando que el Letramento, aquí estudiado, parte de las cuestiones interaccionistas y discursivas de la lengua, no separando los contextos en que se realiza. Nuestro interés particular es contribuir con reflexiones que puedan orientar a una revisión de las prácticas pedagógicas, por eso, estamos de acuerdo con Kleiman (2007a), cuando nos dice que si el letramento del alumno fuese el objetivo de la acción pedagógica, entonces debería existir un movimiento que parte de la práctica social hacia el contenido y no lo contrario. A pesar de saber que otros autores ya se ocuparon de este tema, nos pautamos en las condiciones de producción aquí citadas, porque engendran otros discursos que reinciden en una nueva mirada, un nuevo enfoque y otras direcciones.Item O viés estruturalista da abordagem discursiva de Norman Fairclough(Universidade Federal de Goiás, 2011-10-18) CASTRO, Luciana Andrade Cavalcante de; COSTA, Alexandre Ferreira da; http://lattes.cnpq.br/4184486812934402The present research intends to explain the constitution of the Structuralist aspects of the discursive approach of Norman Fairclough, one of the most representative authors of Critical Discourse Analysis (CDA). As a methodological and theoretical approach, whose purpose consists in the study of the language in contemporary societies, Critical Discourse Analysis is derived from Critical Linguistics of 1970, consolidating itself in the decade of 1990s. As it borrowed the Social Theory of Discourse (TSD), developed by Norman Fairclough, CDA has defined itself theoretically and methodologically, and this explains the relevance of the British linguist to CDA. To elaborate the TSD, Fairclough resorted to important authors of the sciences of language like Halliday, Bakhtin and Foucault, and of social sciences like Bourdieu, Giddens, Thompson, Gramsci and others. We approached the four first ones in this work, and the choice of these authors is due to our interest in the Structuralist aspects of the research of Fairclough. When we refer to structuralist bias , we raise up a great number of problematics about Structuralism, which have existed since the moment the Structuralism came to be seen with certain aversion for many language theorists. One of the reasons is the fact that structuralist approaches give priority to the social structures, not admitting the capacity of action and change of the social subject, this criticism is present in Norman Fairclough s books. Another problematic is a kind of self saturation that the proper structuralism allows to be shown. But to explain this, it is necessary to use the division that Umberto Echo (2001) makes between ontological Structuralism and methodological Structuralism. The first one consists, basically, in the incessant search of deeper structures that lead the phenomena, and the second one consists in the application of homogeneous structural models in the analysis of different phenomena. Eco criticizes the first one, showing the impossibility of reassuring, in fact, the real existence of structures, but he presents the second one as a productive methodology for many kinds of researches. In Fairclough s approach, we find the two modalities of structuralism displayed by Eco. During the research we demonstrate how important Bakhtin, Foucault, Bourdieu and Halliday, had been for the constitution of the structuralist bias of Norman Fairclough, allowing the British author to operate with systems of differences in the treatment of discursive phenomena, without neglecting the dialogic bias in the study of the interaction contexts. At last, the bakhtinian dialogism, foucaultian archaeology, the constructivist structuralist sociology of Bourdieu and the functionalist linguistic of Halliday had more been excellent supports for the constitution of the structuralist bias of Norman Fairclough s discursive approach.Item A Escola, a Biblioteca e a Livraria: espaços de encontro do jovem com a leitura literária.(Universidade Federal de Goiás, 2010-12-03) CORSI, Solange da Silva; CRUVINEL, Maria de Fátima; http://lattes.cnpq.br/8906871031413029El presente estudio investiga la lectura, focalizando específicamente el joven lector y más detenidamente el género literario, con el propósito de averiguar si lo que motiva ese lector a leer es solamente la escuela, o si hay la influencia de otras instituciones. Además de eso, este estudio se propone a observar lo que ese lector lee. Para ello, se buscaron dos espacios de realización de la práctica lectora una librería megastore y una biblioteca pública, ambas ubicadas en Goiânia , con la finalidad de proyectarse, por medio de entrevistas con lectores de diferentes edades, un esbozo de la escena de lectura literaria en Goiânia. Paralelamente, el interés fue lo de deprender, en el discurso de los jóvenes lectores, sujetos de la investigación, la función que esa práctica desempeña en la escuela, espacio privilegiado de lectura. Para sostener la investigación, fueron tomados como apoyo estudios de Chartier (1999a, 1999b, 2000); Manguel (1997, 2006); Darnton (2010); Eco (2003); Lajolo y Zilberman (1996, 2001). Los resultados de esa encuesta mostraron que el lector goianiense está leyendo un número considerable de obras, de los géneros literario muchas de ellas leídas por influencia o exigencia de la escuela y no literarios, con destaque para la literatura extranjera y los best-sellers. Los mismos resultados alcanzados permiten concluir aún que la práctica de la lectura se ha realizado en ambientes diversos y se ha motivado por la acción de medios digitales y aparatos tecnológicos, que influyen el acceso a los nuevos títulos, con todo, la institución escolar, a pesar de presentar fallos y deficiencias de órdenes varias, se configura como espacio por excelencia de la formación lectora.Item Critérios de seleção e utilização do livro didático de inglês na rede estadual de ensino de Goiás: um estudo de caso com quatro professoras(Universidade Federal de Goiás, 2012-06-28) COSTA, Bianca Ribeiro Morais; OLIVEIRA, Eliane Carolina de; http://lattes.cnpq.br/3320840816242384The aim of this study is to point out the selection criteria and evaluation of English textbook in state schools of Goiás, considering the suggestions made by the Programa Nacional do Livro Didático (PNLD/2011), and the subsequent use of the adopted textbook in the classroom. The research, which follows the parameters of the qualitative approach, can be classified as a case study and was conducted in 2011 in the city of Anápolis, Goiás, where the researcher and the participants in this study live. Data were collected by means of questionnaires, interviews, audio recordings of classes and the researcher s field notes. The theoretical basis of this study is related to the context of teaching English in public schools (COX; ASSIS- PETERSON 2008; PAIVA, 2003; WALKER, 2003), the general characteristics of textbooks and their use in public schools (ALMEIDA FILHO; CONSOLO, 1990; RAMOS, 2009; MAGNO and SILVA, 2009), the specific characteristics of English book (ANSARY; BABAAI, 2002; XAVIER; SOUZA, 2008; TOMLINSON, 2008), the relationship between textbook and teaching practice (CORACINI , 1996; PEREIRA, 2007; SILVA, 1996), the selection criteria and evaluation of English textbook (DIAS, 2009, BROWN & RODGERS, 2002; RIBEIRO, 2008) and the implementation of the Programa Nacional do Livro Didático - PNLD/2011 in relation to the curriculum component: Modern Foreign Language - English and Spanish (BRASIL, 2010, BRASIL, 2011). The analysis results show that the English textbooks, in most cases, were selected based on the criteria suggested by the Programa Nacional do Livro Didático Língua Estrangeira Moderna (BRASIL, 2010) or by other criteria considered relevant by the teachers who made the choice. Regarding the use of the adopted textbook, we can see that this teaching material contributes to English teaching learning process, therefore, helping teachers and students in their activities, despite some negative features pointed out by the participants.Item Monotongação au e ua para o ou u e léxico do português da Baixa- MG: Linguística Histórica(Universidade Federal de Goiás, 2011-10-18) CRUZ, Priscila Lombardi da; AGUIAR, Maria Suelí de; http://lattes.cnpq.br/0950467502306607Item A estrutura silábica na língua brasileira de sinais(Universidade Federal de Goiás, 2012-06-10) CUNHA, Karina Miranda Machado Borges; OLIVEIRA, Christiane Cunha de; http://lattes.cnpq.br/5065865711171171This dissertation comprehends a review about the syllable in the Brazilian Sign Language Libras, yet a linguistic descriptive perspective. The purpose of this research is analyzing the organization of the phonological segments of Libras in syllables. It also intends to establish the criteria to identify the syllable in Libras and discuss about the morphophonological aspects of this unit. Fluent deaf adults, who act as Libras teachers at the Secretaria da Educação do Estado de Goiás, participated at the research with questionnaires and video recording. The data collect had two steps. In the first stage, the deaf people signed in Libras referents presented in cards with figures of different semantic fields. In the second stage, the deaf people elaborated sentences that characterized or defined the referents presented in the figures. The found results after the data analyze were: i) the syllable in Libras is the movement, which is the dynamic segment in the sign; ii) movement is the most visible segment during the signaling, so it is also considered as the syllable core; iii) the analyzed movements as syllable are: path movement, internal movement, secondary movements and transition movement; iv) the criteria used to identify the syllable are the movement analysis in the sign and the observation of the hand configuration during the signaling; and, v) there is only a change of the syllable when there is a change at the hand configuration, due to the movement. The research contribution to the linguistic area is a descriptive study of Libras itself, especially about the phonological organization. And the contribution to the education is to provide teachers, interpreters, instructors of Libras and school managers a descriptive study of Libras, because it is essential in the preparation of teaching materials.Item Lavando a Alma: análise do contexto de uma sala de aula de língua inglesa de escola pública sob a luz da teoria do caos/complexidade.(Universidade Federal de Goiás, 2010-09-13) FERNANDES, Fernanda Rodrigues; REES, Dilys Karen; http://lattes.cnpq.br/7851019818083889This research is an ethnographic case study that analyzes, in a descriptive form, the English language lessons in a second year high school classroom in a state school in the city of Goiânia. For this, we conducted a participant-observation research study, which, according to Spradley (1980), occurs when the researcher observes what happens in the research field and also participates in the activities that occur therein. The aim of this study was to know the difficulties faced by the actors in the classroom examined in order to propose what we call action or intervention to help control one of the known difficulties that, in this case was indiscipline during the English classes. Our proposed action was to carry out activities that would promote peer interaction and cooperative and/or collaborative learning, encouraging students‟ participation in the classes (FIGUEIREDO, 2006; OXFORD, 1997). During the research, we realized that several factors influenced the English classroom dynamics and thus the students‟ behavior. Therefore, the classroom under study and the issue of indiscipline in the English classes could not be seen in isolation. In order to best understand this reality, we used chaos/complexity theory (LARSEN-FREEMAN, 1997), comparing the English language classroom to a complex system. According to Larsen-Freeman (1997), complex systems are dynamic, complex, nonlinear, chaotic, unpredictable, sensitive to initial conditions, open, selforganizing, adaptive and sensitive response. By proposing this perspective of the classroom as a complex system, this study helps to understand that the difficulties experienced in the English language classroom, amongst them indiscipline, must be faced by all those who, directly or indirectly, take part in this complex system.Item Uma experiência de ensino crítico com alunas/os iniciantes de inglês: foco em gênero e sexualidade(Universidade Federal de Goiás, 2012-08-17) FERNANDES, Luciana Rezende; PESSOA, Rosane Rocha; http://lattes.cnpq.br/3633216363498900This study is characterized as a critical case study of qualitative nature. It consists in the development of several critical activities, focusing on gender and sexuality issues, in two groups of English for beginners at the Centro de Línguas of Universidade Federal de Goiás in 2010. The activities dealt with situations experienced by women and by the female students themselves, when discussing women‟s double shift; different forms of experiencing gender, when dealing with the Saturday routine of two transvestites; and alternative family arrangements, other than those enforced by the hegemonic standard, when presenting families of homosexual couples. The intention was to observe the reactions of the students to the critical issues, the possibilities and challenges of carrying out critical teaching for beginners, and my attitude as a teacher researcher when addressing these critical issues in the classroom. The theoretical background is centered in the following topics and authors: Critical Applied Linguistics (COX; ASSIS-PETERSON, 1999; FERREIRA, 2006; MOITA LOPES, 1999, 2006; PENNYCOOK, 1998, 2001, 2006); gender and sexuality (LOURO, 2007, 2010; MOITA LOPES, 2002); critical teachers (GIROUX, 1997; SCHÖN, 1983, 2000; SMYTH, 1991; VAN MANEN, 1995, 2007, 2008). The students‟ reactions to the critical issues were varied, among which we can point out comments, jokes, gestures and expressions of embarrassment, detachment from the subject, silence, refusal in doing the activity, omission of the issue, denial, and active participation in carrying out the oral or written activity. The feasibility and the relevance of carrying out critical teaching for beginners were demonstrated by the reflections performed by the students in written and oral activities, indicating the development of a more pluralistic approach to gender and of their linguistic competence. As for my attitude when addressing critical issues, I believe I have achieved reflection on action (SCHÖN, 1983, 2000; VAN MANEN, 1995, 2008) by assuming a political attitude in the choice of the issues and in the planning of the critical activities to be carried out in the classroom. However, I had difficulty in performing reflection in action (SCHÖN, 1983, 2000; VAN MANEN, 1995, 2008) since I had a tendency not to react to critical events that occurred in the classroom. Thereby, I think I have reached the fourth moment of Smyth‟s critical reflection (1991) since I reconstructed my practice, that is, when shifting the focus of my lessons towards critical activities and issues, but I was not able to reconstruct my action with regard to the attitude of not reacting to critical events.Item Vocalização dos fonemas /l/ e /r/ pós-vocálicos: Jaraguá-Goiás(Universidade Federal de Goiás, 2010-10-06) FERREIRA, Ester; AGUIAR, Maria Suelí de; http://lattes.cnpq.br/0950467502306607This research is an investigative study of a descriptive, comparative and interpretive nature under the auspices of the Historical Linguistics. This study presents the analysis of the vocalization of postvocalic /l/ and /r/ in speech community of Jaraguá, located in the midwest of Goiás, Brazil. In the process of vocalization, the /l/ is replaced by [y] and /r/, whose analyzed variant is [ö], with [y] and [w], providing falling diphthongs (vowel + semivowel). The postvocalic vocalization occurs in CVC and CV syllables within words, for example, salgada > saygada, alma > ayma, garfo > gayfu ~ gawfu; at the end of words the process of erasure or resyllabication predominated, as in enxoval > inxovali ~ inxová, cobertor > cubeytori ~ cubeytô. The sample group consists of 17 speakers (male and female) above 65 years old, born near the town, or people that have lived for more than 50 years in the place, with little or no level of literacy. We applied the technique of data collection based on the methodological assumptions of Ethnography, adopting a semi-structured interview. The themes of the interviews were directed to narratives and dialogues about family, childhood, migration, religious, cultural and professional activities, and especially about history and the beginning of the locality. The focus is primarily phonological, so it is used the terminology of this area of Linguistics. The theoretical section presents the main theories and methods of Historical Linguistics from the perspectives of Paixão de Sousa (2005-2009), Silva (1973), Coutinho (1975), Campbell (2004), Maurer Jr. (1951), Faraco (2005), Callou e Leite (1993) and Ladefoged e Maddieson (1996). The discussion and presentation of the Brazilian Portuguese Language and its structural system is based on theorists such as Ilari (1990), Ilari e Basso (2006), Mattos e Silva (2004), Camara Jr. ([1970] 2008a - [1953] 2008b), Amaral (1976), Jakobson (1967) and others. Theoretically, the process of postvocalic vocalization is shown and discussed on the perspectives by Camara Jr. ([1953] 2008a - [1970] 2008b), Coutinho (1975), Elia (1979), Silva (2008), Melo (1981), Moura (1993), Vieira (1983), Silva Neto (1988) among others. Given these theoretical and methodological assumptions, it is considered, in the analysis of data, the synchronic and diachronic criteria of postvocalic vocalization, in the intralinguistic perspective. In a diachronic point of view, we observe the evolution from Latin to Portuguese, and from the synchronic point of view, the occurrences of the speech community of Jaraguá, comparing them to recent studies from other regions of the country.Item Eu sempre estava fora do lugar : perspectivas, contradições e silenciamentos na vida de cotistas(Universidade Federal de Goiás, 2012-05-07) GONÇALVES, Carlianne Paiva; PINTO, Joana Plaza; http://lattes.cnpq.br/8100370294969259Item Você já blogou hoje? Um estudo de caso sobre o uso de blogs nas aulas de Língua Inglesa(Universidade Federal de Goiás, 2009-09-18) GONÇALVES, Rejane Maria; FIGUEIREDO, Francisco José Quaresma de; http://lattes.cnpq.br/1701940743664871This study aims to verify that so the blog is used in English class, identifying the types of interactions that occur during the construction and development of blogs and how they can contribute to the teaching and learning of English as LE / L2. This research was guided by two main theoretical axes: sociocultural theory, which addresses the importance of interaction for the development of learning and Information Technology and Communication, with emphasis on computer and Internet use in the classroom in LE/L2. Our research is qualitative and is configured as a case study. It was developed in a class of 16 students of Letrasde a public university in the state of Goiás, during the second half of 2008. The data discussed were obtained through a questionnaire, interviews, classroom observation with field notes, recording audio and video interactions, written reflection and students' blogs. Data analysis allowed us to identify moments of classroom interaction during which the students negotiated meaning, form and content, as well as offered and received scaffoldings. The virtual space was also used as a place of socio-emotional and cognitive development among participants. These results show the blog as a tool to motivate students and providing them with autonomy in learning LE/L2Item Jogos de verdade sobre Dilma Rousseff na mídia: análise de editoriais do jornal folha de S. Paulo e da revista Carta Capital(Universidade Federal de Goiás, 2012-08-09) HOLANDA, Janete Abreu; PANIAGO, Maria de Lourdes Faria dos Santos; http://lattes.cnpq.br/8997183290450687Item Discussões e propostas interculturais para as aulas de Espanhol como Língua Estrangeira através da análise de filmes(Universidade Federal de Goiás, 2010-10-08) LIMA, Paula Renata Almeida; LIMA, Lucielena Mendonça de; http://lattes.cnpq.br/5215089054455580El objetivo de este estudio es discutir el desarrollo de la práctica intercultural en la sala de clase de E/LE. A través del análisis de las películas El Albergue Español (KLAPISCH, 2002) y Espanglês(BROOKS, 2004), proponemos discusiones, a partir de una perspectiva intercultural, sobre las situaciones vividas por los personajes, los cuales se ven ante la necesidad de aprender una nueva lengua y vivir en un contexto cultural nuevo y extraño. En ambas películas, se evidencian los choques culturales y de identidad sufridos por los personajes, los aspectos extralingüísticos, que influencian las experiencias, las rupturas con el estilo de vida con el cual estaban acostumbrados, los malentendidos ocasionados por problemas lingüísticos y/o extralingüísticos. Además, se resaltan las fases por las cuales un individuo pasa cuando se pone en contacto con la cultura del otro . Teóricamente este estudio se fundamenta en el concepto de interculturalidad, según Kramsch (1993; 2001), Santos (2005), Sercu (2001), en el modelo de desarrollo de la sensibilidad intercultural, propuesto por Bennett (1993) y en las vertientes interculturales aplicadas para los procesos de enseñanza y aprendizaje de LE propuestas por Casal (1999, 2003), Sercu (2001) y el QECR (CONSEJO DE EUROPA, 2001). Las nociones de cultura son planteadas de acuerdo con Santos (2006), Laraia (2008), Giddens (1996), Lobato (1999), entre otros. Woodward (2007), Silva (2007) y Hall (2007) contribuyen para la discusión acerca de las identidades. Para ampliar el estudio sobre los factores extralingüísticos, Arnold y Brown (2000) y Mancera (2005) apuntan los mejores caminos para la comprensión de los factores afectivos que involucran los procesos de enseñanza y aprendizaje de LE e para el uso del lenguaje no verbal respectivamente. Esta investigación se caracteriza como cualitativa y se fundamenta en algunos conceptos de la etnografía, pues se utiliza de mecanismos interpretativos para describir aspectos lingüísticos y culturales evidenciados en el comportamiento de un determinado grupo. Los resultados de este estudio revelan que la práctica intercultural en sala de clase de E/LE es posible y puede apoyarse en recursos de fácil acceso como las películas, a través de las cuales el profesor tiene condiciones de ponerse en contacto con un universo desconocido y encontrar diferentes medios para presentar situaciones culturales distintas para el alumno.Item A inferência no livro didático: análise de atividades de compreensão e interpretação textual(Universidade Federal de Goiás, 2012-08-09) LÔBO, Célia Márcia Gonçalves Nunes; MORAES, Eliana Melo Machado; http://lattes.cnpq.br/8561040656576261This research is based on studies of Textual Linguistics and argues that the ability of making inference is part of the process of reading and comprehension process, because it is through the inference that the reader constructs new knowledge from the combination of existing data and facts in his/her memory. When considering that the textbook is a tool used by teachers in the classroom, this work had as main objective, to investigate how the authors of the textbook approach to work with the inferential ability in the collection of books most frequently adopted in Municipal Schools in Goiânia-GO, Brazil, from 6th to 9th grade in elementary school, Portuguese: language, by the authors Cereja and Magalhães (2009). This research was characterized with a mixed methodological approach, since it was performed a document and qualitative analysis and, simultaneously, quantitative data were also used. In view of the purpose of this study, the issues of understanding and interpretation of the texts in this collection were taken as object of investigation. To define the corpus, 779 questions of textual interpretation and understanding were analyzed. Data analysis was developed based on the inferential categories proposed by Marcuschi (2008) and Vidal-Abarca and Rico (2003), as well as the types of questions developed by Marcuschi (2008), which allowed categorizing the questions of textual study of the collection. Grounded methodological assumptions concerning the evidentiary paradigm, it was possible to find a work with the inferential ability in the collection and discuss some special data revealed in the investigation of natural corpus. The analysis showed that the textbook has provided the work of the inferential ability through verbal and nonverbal texts, and that the study of verbal texts provides more questions about inferential than nonverbal texts. An overview of the collection, adding to activities related to verbal and nonverbal texts, showed that there are more inferential questions that require a reading lying on the horizon of highest understanding than in questions of superficial order.Item Pesquisa Etnográfica : desvendando os significados culturais de uma professora e seus alunos sobre a língua inglesa e seu aprendizado(Universidade Federal de Goiás, 2010-09-13) LUZ, Rosângela Medeiros da; REES, Dilys Karen; http://lattes.cnpq.br/7851019818083889This ethnographic research sought to identify and understand how English language learners in a higher technology course in the business field attributed cultural meanings to the English language and its teaching and learning, and investigated how these cultural meanings interfered with the classroom dynamics. Some examples of this interference could be seen in the resistance of students towards the language taught, on the various forms of social interaction in the group during class, and in the resistance towards the methodology adopted by the teacher in the classroom, since there were comments from students about "ideal model / methodology for teaching foreign language (FL). This study took the form of participant observation, in which behavior, communication, actions and / or events of learners in the English classroom were observed and recorded and analyzed in order to identify the cultural domains, through the analysis of semantic relationship offered by Spradley (1980), and thus reveal the cultural meanings to such attitudes and behaviors, those cultural explanations have been built on the foundation of the emic principle, common in ethnographic studies. Through the analysis we realized that there were different cultural understandings about what was learning to the teacher and to her students. These cultural differences resulted in conflicts about the expectations regarding to the roles that these participants should take in the foreign language classroom, while the teacher envisioned an autonomous and active student, the students, on their turn, presented themselves as free of charge from this complex process of learning a FL, since, attributed this responsibility to others. As most of the problems, which arose in this investigated context, were related to cultural conflicts, especially the ones regarding the culture of teaching and learning the English language, we discussed the importance of an intercultural approach in the teaching practice of EFL teachers so they can mediate this mix of culture that can take place in the classroom. In order to achieve that, we reflected on the ethnorelativism stance, suggested by the model DIMS from Bennett (1993), and on the roles of teachers and students presented by Santos (2004). Finally, this study sought to reveal the cultural factors, that even in an invisible dimension, impel the dynamics of the classroom, in other words, we attempted to unravel what underlies teaching and learning of the English language in that investigated context.Item A tensão na transição de licenciando(a) ao (à) professor (a) de Espanhol(Universidade Federal de Goiás, 2006-06-30) MACHADO, Cleide Araújo; LIMA, Lucielena Mendonça de; http://lattes.cnpq.br/5215089054455580Esta tesis, basada en una metodología cualitativa, investiga el proceso de reflexión de un grupo de estudiantes de dieciocho años en el último año de licenciatura - enable-portugués español en una universidad pública ubicada en Goias La encuesta se llevó a cabo, el De la observación de un momento de reflexión, que tuvo lugar en el aula durante las clases de Didáctica y Práctica Docente Españoles (DPEE). Nuestro objetivo general fue analizar cómo el conjunto de teorías de apoyo, estudiado en este curso, influyó en la formación de futuros profesores. Entre los objetivos específicos es el interés en analizar el impacto causado por la transición de (a) concesión de licencias (a) el lugar del alumno (a) para el maestro (a), negociado por las teorías y las ideas que se trabajan en el DPEE la disciplina y la etapa y comprobar cómo el debate trabajado en la formación docente, a fin de que inernalizados preguntas acerca de los valores que necesita para hacer espacio para la construcción de un nuevo modelo de profesor (a). Los datos constan de ocho documentos recogidos de 02/06/2004 a 01/12/2004 utilizando los instrumentos que permiten el estudio de caso: la entrevista. el cuestionario, la observación y análisis de documentos. Para registrar y utilizar los recursos de grabación de audio y audio / vídeo, e hizo una transcripción de estos datos. la perspectiva teórica que subyace a este estudio, la ruta hace la observación de cómo la educación es ahora, como (a) profesor (a) perciben su profesión, ¿qué implicaciones del contexto actual lleva a la construcción de la identidad la profesión docente y qué expectativas se publican en (a) profesor (a) para que su enseñanza responda a las necesidades de la época en que vivimos. Nuestra pregunta inicial fue: "lo que estaba retrasando la entrada de (la) titular (as) en la práctica profesional?". Creemos que este estudio demuestra su importancia, por lo tanto, para observar el debate, con el apoyo de las teorías estudiadas en clase, especialmente en la disciplina de Currículo y Enseñanza Práctica de la española, nos damos cuenta de que el autoanálisis y la autocrítica, es decir, el reflexión sobre la propia práctica, puede retrasar la ansiedad que afecta a los alumnos (as) en el último año de universidad cuando ven a sí mismos en la posición de conflicto cruce universitarios (as) los maestros (as) y perciben a sí mismos, aún preparados (as).Item Empréstimos lingüísticos do português em Xerente Akwé(Universidade Federal de Goiás, 2009-05-28) MESQUITA, Rodrigo; BRAGGIO, Silvia Lúcia Bigonjal; http://lattes.cnpq.br/0112693513148280Many languages, spoken by minority populations coming in contact with majority ones are losing vitality. Additionally, several other languages have become extinct, and this phenomenon is related to a cultural complexity involving a unique way to reflect on reality and to become a part of it. The reasons for this are many, and in each case, they act in different ways. Identifying these reasons can help to clarify the situation of a given language, and, consequently, provide subsidies for (re)vitalization projects, given that the understanding of the sociolinguistic situation may reveal what is behind the many facets resulting from the predominantly asymmetric relationships among unequally assigned political, economic and cultural powers among the involved populations. In this sense, variations and changes in those languages are directly related to changes that have taken place in the social and cultural medium and in the ecosystem where those peoples live. Thus, both linguistic and extra-linguistic factors act on those changes. According to several authors (Albó, 1988; Braggio, 1997; Godenzzi, 2000; Nettle & Romaine, 2000; Romaine, 1995 among others), borrowings made by minority languages which come in contact with dominant languages, are seen as signs that the lexicon of that particular language is losing vitality, in view of the speed with which those borrowings are incorporated. Thus, there is no time for the community to adapt the terms by creating them their own language or to filter the new terms, adjusting them to the structure of the native language. As stated earlier, the whole social, cultural, political and economic structure of those peoples is being threatened. The Xerente people are among those minorities whose language is being threatened. In this view, we intend to give our contribution to Linguistics, to the study of indigenous languages and to the Xerente Akwe people, by bringing to light the sociolinguistic situation in which they find themselves, by studying the linguistic borrowings made from Portuguese to their language. Currently, they are 3,100 individuals and their language is part of the Jê family, Macro Jê language stock (RODRIGUES, 1986). They occupy an area in the State of Tocantins, approximately 80 km from Palmas, the State capital. They are distributed among 56 villages, and part of the population (approximately 10%) lives in Tocantínia, the city which is closest to them. Therefore, the main goals of this dissertation are: a) describing and analyzing the borrowings from Portuguese to Xerente Akwe, in their linguistic and extra-linguistic aspects; b) making a contribution to the area of sociolinguistics, with the study of the borrowings, in a situation of close linguistic and socio-cultural contact and c) thinking, along with the Xerente people, about the phenomenon that is the object of this study and attempt to contribute to their school education and to the vitalization of their language in the aspects that are being most affected (Braggio, 2008). To attain these goals, we are using the method which consists of applying words lists with visual aids divided into semantic fields (such as transportation, tools and utensils, school, food etc., representing the new elements that are being introduced in the indigenous culture), for the purpose of determining up to what point these borrowings are being made on a regular basis, among languages that come in contact with each other as changes that are unique to each language, as a lexicon-expanding tool or if they are taking place in a disorderly fashion, thereby contributing to the dislocation of the Xerente language, or both. Regarding linguistic aspects, we have identified four types of borrowings: i) borrowings by creation; ii) loanblends; iii) phonetic/phonological adjustments and iv) direct borrowings, each with different degrees of structural complexity. The last ones are used exactly like they are used in Portuguese, and thereby represent a prevalent force of the Portuguese language as used by the speakers, in their effort to adapt them to the indigenous language. This type of borrowing marks the real beginning of a language obsolescence, since it is related to the speed with which the borrowings make their appearance. Additionally, one can not separate borrowings from attitudes, since they are very important for the linguistic policies that the Xerente people have been adopting. Results from the analysis of extra-linguistic aspects have shown that some borrowings have become aportuguesados , that is, they show Portuguese-like characteristics, which are closer or identical to the forms used in Portuguese. They are more commonly found among the children and the younger Xerente who live in the city and have more schooling. The forms created with elements of the native language are more easily found among the older population, living in the indigenous community with little or no schooling. Generally speaking, the social reality of the Xerente, consisting of migration, internal dispersion and schooling in the Portuguese language, as Braggio (idem) states, can be considered as being one of the factors that can potentialize an intrusion of Portuguese into the Xerente Akwe language. We believe that this study fills a gap by dealing with a specific aspect of the sociolinguistic reality of the Xerente people, thereby providing subsidies for future studies.Item O discurso educacional no artigo de opinião: o controle do já controlado(Universidade Federal de Goiás, 2010-08-26) MORGADO, Valdoméria Neves de Moraes; FERNANDES, Eliane Marquez da Fonseca; http://lattes.cnpq.br/6909779518031618Our goal with this essay is to verify the discursive construction about Education, materialized in the Ponto the Vista column, from the Veja magazine, from the period 2000 to 2009. For this, twelve articles were selected: three from Lya Luft, four from Stephen Kanitz and five from Claudio de Moura Castro. To support our research, we decided essentially by the writing from Bakhtin (2000, 2006), Pêcheux (1983, 1988, 1990, 1997, 1999) and Foucault (1979, 1987, 1995, 2003, 2007) to discuss issues of speech and to observe the role and discursive dimension from the print media, we support us, for example, in Santaella (1996), Scalzo (2003) and Thompson (1998). We discuss the conceptions of language, dialogism, discursive formations and imaginary formations, conditions of discourse production and power and knowledge relations that arise from discourse notion that guides study. We broach also regards of the information, since the orality until the expansion and influence of the print media and especially the solidification of Veja as one of the main week magazines in the world and, also, as a mechanism for opinion formation. In the analysis of the opinion articles from writers who represent Veja, we found out that the speech points to a crises in the Brazilian educational institutions and this crisis is attributed to the teacher, being seen as incompetent because of his poor performance and academic training. In the addition, we observe that Veja presents us a Salvationist model, as foolproof recipe from this crisis: the textbook. Thus, through this discursive construction, the writers reveal controlling mechanisms that seek to legitimize or configure a teacher model and of using very detailed of the textbook to ensure the proper practice of teaching. Veja takes the pedagogical speech in order to normalize and individualize to exercise more effectively its knowledge and power upon the reader.