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Item Uma leitura da representação do feminino na ficção de Yvonne Vera(Universidade Federal de Goiás, 2010-12-15) ARAÚJO, Cibele de Guadalupe Sousa; SOUSA, Heleno Godói de; http://lattes.cnpq.br/4388813326632106The aim of this research and of the dissertation from it is the analysis of the fictional work of Yvone Vera, a prominent writer from Zimbabwe. Incribed in the African literature written in English, her works are well known and studied internationally, and they have been translated into many idioms such as Spanish, French, Italian and German. However, this work is not very known in Brazil. Therefore, this study observe the author´s treatment of cultural, social, political and gender questions, in a period that comprehend almost a century of the Zimbabwean history, since the intensification of the colonizer occupation and the First Chimurenga (the liberation movement) until the period after the Second Chimurenga (the war for indepence), after 1980. The main focus of the dissertation is the study of the feminine representation in Vera s work, as it appear in her short-story collection Why Don t You Carve Other Animals? (1993), and in her novels Nehanda (1993), Without a Name (1994), Under the Tongue (1996), Butterfly Burning (1998), The Stone Virgins (2002): the construction of the feminine identity, the struggle for women´s emancipation, the position of women in the colonial society and in the fight for the liberation of the country from the colonial Power, as well as the difference introduced by the independence of the country in the lives of Zimbawean women.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 construção da identidade de Moçambique e a poesia de José Craveirinha(Universidade Federal de Goiás, 2012-04-25) BARAGATTI NETO, Hélio; QUINTELA, Antonio Corbacho; http://lattes.cnpq.br/7063605085376774Regarding the inseparable relationship between José Craveirinha s poetry, his country history, his own personal experiences and the Mozambicanity s discourse, the present work aims to detect, to investigate and, most importantly, to comprehend the reflection of the building of Mozambique identity in the work of the mentioned author through the analysis of the poems ―Quero Ser Tambor‖ (1955), ―Hino À Minha Terra‖ (1962), ―SIA-VUMA‖ (1974), ―Saborosas Tanjarinas d Inhambane‖ (1982/4) and ―Moçambiquicida‖ (1997).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 Ecos de Narciso [manuscrito]: leitura do livro Ecos(Universidade Federal de Goiás, 2009-03-27) BITTENCOURT, Frederico Luis Domingues; YOKOZAWA, Solange Fiúza Cardoso; http://lattes.cnpq.br/5485415308754463This study proposes to examine the book Echoes: the jewel of Pandora, of the goiana poet Yêda Schmaltz. To do so, she takes as its leitmotif the update, processed in the book, the myths of Echo and Narcissus. The reinvention of classical myths noticed in Echoes is exemplary of an applicant in the work of the author, which is, in the narratives of antiquity, one of the main centers of creation of her literature. In this case, the archetypal mythological women are treated in different and successive books in order to reveal the various stages of psychological growth of women. In Echoes, the character of the same name, unlike the original narrative, overcomes the rejection and beats the challenges of loving relationship. This overcoming causes in the I lyric the reach of the true love, which necessarily involves the development of self, the self-love, only to then distribute it to the others. Considering the development of this study, first of all, there will be a presentation of the author and her literature. Then, as this study includes the upgrade of classical myths in a modern poet, it will present some considerations on myth and on the relationship myth and poetry, seeking, as possible, establish a dialogue between these considerations and poems of the book covered. Finally, the procedure will be to rescue the narrative of Echo and Narcissus, as it appears in Ovid, the recovery of interpretations and theories about the narrative and also to examine, through the comment of paradigmatic poems, recovering the difference that Yêda Schmaltz stablishes about the myths of Echo and NarcissusItem 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 Fios de vida, tramas de histórias: a ficção de Lygia Fagundes Telles(Universidade Federal de Goiás, 2009-04-27) BORGES, Kelio Junior Santana; CÁNOVAS, Suzana Yolanda Lenhardt Machado; CANOVAS,Suzana Yolanda Lenhardt MachadoCette étude a pour but d‟entreprendre un voyage à l‟univers fictif de Lygia Fagundes Telles, artiste qui enrichit la littérature nationale il y a longtemps. Parmi nombreux aspects esthétiques présentents dans cet objet d‟étude, notre regard se détiendra et analysera l‟insistante répétition de l‟image du fil et d‟autres semblables. Telle images sont presentées comme des symboles qui sont présents tout au long de l‟ouvre de cette auteure, en faisant partie son univers mythique particulier. Dans ce emmêlé de lignes, de points, d‟aiguilles, de crochets, de tricots, des fileuses le lecteur entrevoit des destins qui sont tissus, de personnes qui sont entrelacées les unes aux autres, des individus attachés à des rescaux sociaux et d‟autres qui se manifestent par un filet de voix. En reprenant des aspects propres du mythes, l‟écrivaine Lygia Fagundes Telles tisse un travail d‟artisane, une oeuvre d‟art sur laquelle on travaillera, en proposant une analyse des valeurs possibles et des sens du symbole du fil.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 Modalidades do estranho na poesia de William Butler Yeats(Universidade Federal de Goiás, 2010-12-10) CORSI, Edson Manzan; SOUSA, Heleno Godói de; http://lattes.cnpq.br/4388813326632106This thesis has as its object of study three modalities of the uncanny as they appear in the poetry of Irish writer William Butler Yeats. They are: the incidence of the Double, the contact with the Deads, their way of operation in the metaphysical sphere as well as in the world of the Living, and the Animist way of thinking which embraces the omnipotence of thought. We believe that this is possible to be theoretically thought and analyzed through the ideas presented by Sigmund Freud in his essay titled The uncanny ( Das Unheimliche ), edited in 1919. In order to help our discussion of the problem, we used some considerations from French psychoanalyst Jacques Lacan. For example, what he exposes in his seminar dedicated to the anxiety and in his essay on the mirror stage . Many important ideas and concepts from literary critics such as T. S. Eliot, W. H. Auden, Tzvetan Todorov, Emil Staiger, Joseph Warren Beach, Ezra Pound, among others, were also used as basis for the development of our discussion on the theme of the strangeness (uncanny) in the frontiers between literature and psychoanalysis. The thought of Friedrich Nietzsche also helped us to understand the concept that Yeats developed and used of tragic joy and the relationship of the poet with the tragic thinking, discussed by the German philosopher and which influenced the work of the Irish writer. This influence made possible, in the poetry Yeats wrote, appear an aspect of absurdity, of ambition for being assimilated in the chorus of the tragedy visible, for instance, in the chapter about the Double and that we can find in his most important poems.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 A cidade e a infância e Os da minha rua: representações da infância luandense em narrativas angolanas(Universidade Federal de Goiás, 2012-09-03) CORTINES, Paula de Oliveira; RAMOS, Marilúcia Mendes; http://lattes.cnpq.br/0736591553780542Angolan literature was consolidated under the banner of resistance and struggle for the Independence of Angola. Its deep relations with the country's history, and the fact that Angolan writers have used it as a tool of combat, favored the recurrence of themes, among which stand out the childhood and the city of Luanda. In many works of Angolan literature these themes are consistent, in an intersection of space and time. Among the works that deal with the city and childhood, there are two books produced in an interval of fifty years, A cidade e a infância (1957, 1960), by José Vieira Luandino, considered the most important writer of Angola, and Os da minha rua (2007), by Ondjaki, an young Angolan writer. In both works, children characters roam the city, allowing the visualization of social dynamics and changes in Angolan history and society. The objective of this work is the analysis and understanding of representations of Luanda and childhood presented in both works and how these representations illustrate their moments of production, as a way to understand the evolution of the Angolan literary system. The aim is to understand the similarities and differences between these representations and how they illustrate their moments of production.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 Lima Barreto: em diálogo com a modernidade(Universidade Federal de Goiás, 2006-03-31) CUNHA, André Mols Faria da; FRUNGILLO, Mario Luiz; http://lattes.cnpq.br/3995744089120692Author of a huge written production, in spite of the short time he lived, Lima Barreto presents himself as one of the great brazilian writers, living in a particularly delicate moment in the country s history, more specifically during the transition between Empire and the First Republic and the first years of the new regime. Brazil, in the times of Lima Barreto, saw itself thrown in a turmoil of astounding power. The Republic s proclamation was the beginning of a crisis continuity, that took place from 1889 and on. Having as a goal, among other reasons, to have a higher level of similarity with the appearance of an European metropolis from the end of the XIX century, the city of Rio de Janeiro suffered, between this period and the beginning of the XX century a profound reform. The modifications would increase, in theory, the possibilities of business and exposition in relation to the rest of the civilized world of the time. Such innovations were mirrored, in part, in the work developed by Hausmann in Paris. In Rio de Janeiro, such adaptation process was named Regeneração, being commanded by the city s mayor at the time, Pereira Passos. One of the most important and complete registers of such period is the work of Lima Barreto, author who lived in lived with in the then country s capital city. In this work I deal specifically of the novel Vida e morte de M. J. Gonzaga de Sá, of Lima Barreto, having as focus the use the author makes of the socratic dialogue as discourse tool. In this novel, the character Gonzaga de Sá sees with sadness his Rio de Janeiro, old friend, gradually disappear while a stranger takes its place. The number of themes dealt with in this novel is striking. I start with the hipotesys that such situation is possible due to the text s form, which is predominantly the socratic dialogue. I believe that it is thanks to it and its free creative character that the discussion of this miryad of themes dealt by Gonzaga de Sá and his partner, Augusto Machado is made possible.Item 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 Processo de palatalização no português: Lagoa da Pedra e Canabrava-TO(Universidade Federal de Goiás, 2009-09-18) DIAS, Ana Lourdes Cardoso; AGUIAR, Maria Suelí de; http://lattes.cnpq.br/0950467502306607This study presents an analysis of the palatalization process of /t/ and /d/ before vowels as [ã] [a], [e], [o] and [u] in examples such as muitxu ~ muito, prefeitxu ~ prefeito, deitxadu ~ deitado, doidzu ~ doido, founded in the Corpus of Lagoa de Pedra and Canabrava, two rural african descent communities located 40 km from the city of Arraias in the State of Tocantins. The survey participants were aged between 54 to 89 years, non-educated or having little knowledge of letters, and were born and grown in site. The methodology used for data collection was based on the model of the sociolinguistic interview, focused on the narratives of personal experience and in the history of the place. The theoretical background discusses the formation of the Portuguese language returning to its roots in Latin, as well as the formation of the Brazilian Portuguese language with focus on linguistics and socio-historical aspects that marked the early years of Portuguese colonization in Brazil, as the contact with indigenous languages and African ones. It also discusses the theories of syllable structure of the Portuguese language in the phonology, according to the linear and nonlinear standards, based on ideas from Camara Jr. (1969, 1977), Dubois (2004) and Selkirk (1982), similarly, the consonant and vowel system and the process of palatalization from Latin to Portuguese and the description of this process in the current Portuguese based on structuralist, generative and autossegmental models. To data description it was taken into account internal factors to the language that could possible foment, or discourage, the palatalization process of /t/ e /d/ such as: the following phonological context; the preceding phonological context; syllable position in the word and tone. The data analysis was divided into two parts, in which the first part is the phonological analysis of the process of palatalization on the model proposed by the geometry of phonological features theory, according to Bisol and Hora (1993), Hora (1993), based on Clements's proposal (1985). The second, based on claims of historical linguistics, with respect to variation, preservation and linguistic change, analyzes the process in a historical-evolutionary scale. In this perspective, the historical phonetics is of utmost importance for the discussions, (COUTINHO, 1976; ELIA, 1979; BUENO, 1958)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.