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Item A avaliação no ensino comunicativo de língua inglesa: uma análise de testes escritos(Universidade Federal de Goiás, 2002-06-17) Lopes, Cristiane Rosa; Dalacorte, Maria Cristina Faria; http://lattes.cnpq.br/9262323548559269; Dalacorte, Maria Cristina Faria; Paiva, Vera Lúcia Menezes de Oliveira e; Figueiredo, Francisco José Quaresma deThis study aims at identifyng the main characteristics of written tests used by a private English school in the evaluation of the students’ learning process. It also aims at verifyng whether theses characteristics are in accordance with teaching method adopted by this school, which is the communicative approach. Finally, it analyses the probable backwash effect that the use of these tests have in the classroom practice. This research is based on language teaching and testing theories, mainly related to the communicative approach, and also the theories on types and qualities of language tests and backwash effect. In this study, I adopted the principles of the qualitative research method in order to collect and analyse the data. The results point out that there is an incompatibility between the communicative testing paradigms and the characteristics I have identified in these tests. The also indicate that this incompatibility compromises the evaluation process of the students and also the teaching practice that precedes the tests.Item A visão de professores surdos sobre o processo de produção de materiais didáticos para o ensino de libras para ouvintes no formato de vídeos(Universidade Federal de Goiás, 2023-07-31) Silva, Cleidiane Alves da; Faria, Juliana Guimarães; http://lattes.cnpq.br/9194095774109586; Faria, Juliana Guimarães; Taveira, Cristiane Correia; Lima, Hildomar José deThisresearch proposal which theme is : The production of videos by deaf teachersin the production of didactic material for the teaching of Libras to listeners. It aims to analyze the view of deaf teachers of the Libras courses offered at Centro de Capacitação de Profissionais da Educação e de Atendimento às Pessoas com Surdez de Goiânia-Goiás (CASGoiânia) on the process of production of didactic material for the teaching of Libras in the format of videos, and its limits and possibilities. The research has a qualitative approach, of the exploratory type, since this makes it possible to obtain in a more significant way, the objectives of the research for the suggestion of new pedagogical procedures. As methodological procedures, bibliographic research and field research are adopted, with interviews with deaf teachers who teach at CAS-Goiânia. The theoretical framework is composed by the authors: Gesser (2006, 2009,2012), Medeiros and Gräff (2012), Gomes and Basso (2014), Lacerda (2009) and Segalla (2010), among others, with reflections on deaf culture, Libras, teaching of Libras and didactic material. As a result, it was identified that the vision of deaf teachers includes: videos need to have images; it is important to have subtitles in Portuguese; the use of stories so that Libras is contextualized; there are some difficulties with the Portuguese during the video production process; And different types of technologies are important for them to be able to produce good materials.Item Abordagem da gramática nos livros didáticos de língua portuguesa: os parâmetros curriculares nacionais promoveram mudanças?(Universidade Federal de Goiás, 2018-09-26) Nascimento, Iscarlety Matias do; Fernandes, Eliane Marquez da Fonseca; http://lattes.cnpq.br/6909779518031618; Fernandes, Eliane Marquez da Fonseca; Silva, Leosmar Aparecido da; Botelho, Laura SilveiraThe study entitled Abordagem da gramática nos livros didáticos de Língua Portuguesa: Os Parâmetros Curriculares Nacionais promoveram mudanças? (Grammatical approach in textbooks in Portuguese: Did the National Curricular Parameters promote changes?) aims to discuss grammar teaching in Portuguese language textbooks, seeking to analyze whether the National Curricular Parameters (1998) are followed in the proposal of teaching Portuguese in textbooks. To do this, we describe the document and perform an explanation about the orientation of contents in two axes: use and reflection. We highlight this organization, the practice of linguistic analysis and its discursive activities. Thus, the main interest of this study is to verify if the proposals of the PCNs are followed, thus promoting changes in a prescriptive language teaching. n order to carry out this verification, we directed our analyzes from two textbooks, one of them from1975, a material prior to the document, and the others subsequent to the PCNs and reviewed in the National Textbook Program of 2014. We consider for the analysis, to understand that Portuguese books are discursive genres. To defend this discursive view, we start with Bakhtin's theory and its circle. In addition, we also assume that the book is a support, with the intention of explaining that the texts that enter the didactic materials change of function, being seen through a didactic functionality. We also discuss the conceptions of language, language, grammar, text and teaching assumed by the authors of the textbooks. We try to analyze the books through a discursive look, considering the documentary approach of a qualitative research. Our analysis of the documents was by means of inferences that sought to reflect on the way in which the teaching of grammar is seen in the textbooks of Portuguese. The results presented lead us to believe that there were few changes in grammar teaching after the implementation of PCNs, and a traditional study prevails to the detriment of a reflexive analysis of the language in use.Item A abordagem intercultural: um desafio na sala de aula. Análise de livros didáticos e reelaboração de atividades para aulas de PLE(Universidade Federal de Goiás, 2017-03-07) Ruiz, Laura Verónica; Figueredo, Carla Janaina; http://lattes.cnpq.br/5160910440128423; Lima, Lucielena Mendonça de; http://lattes.cnpq.br/5215089054455580; Lima, Lucielena Mendonça de; Rezende, Tânia Ferreira; Mesquita, Deise Nanci de Castro; Lago, Neuda Alves do; Silva, Barbra do Rosário SabotaThe post-modernity has changed the nature of the role of cultures in the foreigner languages' (FL) teaching-learning processes. Subjects such as diversity, plurality and multiculturalism take significance in the century XXI, and so these processes must be treated differently. Consequently, in the current context it is necessary rethink the new relations generated between the concept of language and culture(s) (RISAGER, 2006; MENDES, 2007; GIMENEZ, 2008) with the intention of understanding better the contemporary reality of the teachinglearning and FL. For this reason, this paper reflects over the role of the textbooks in the teaching-learning process of Portuguese foreigner language (hereinafter: PFL), as cultural artefact (CANEN, 2002), in the reproduction and setting of stereotypes and prejudices. This study is characterized as a qualitative approach research, and the method chosen for the analysis and data collection was the documental research (MOREIRA; CALEFE, 2008). This kind of analysis, on didactic and published scientific documents, belongs to the category of archive examination (KETELE; ROEGIERS, 1995), it allows to indentify factual information in textbooks (TB) for a later re-elaboration of the activities. Firstly, an attempt was made to show that some activities about cultural topics and intercultural intended, according to the TB authors that form the corpus of this paper, reinforce ethnocentric and discriminatory attitudes (SANTOMÉ, 2001). From that evidence, it is proposed to re-elaborate this activities according to the theoretical background of the intercultural approach (KRAMSCH, 2001; CASAL, 2003; MENDES, 2007) and the language teaching by tasks (NUNAN, 1989; ZANÓN, 1999; FERNÁNDEZ, 2001). Then four activities was chosen, each one for a book, and three proposes was made for each of them, according to the levels A1, B1 and C1 stipulated by the Common European Framework of Reference for Languages (Council of Europe, 2001). It has been concluded that the analysis of the activities shows that the TB analysed are sustained on a traditional view (GIMENEZ, 2008) for the teaching of the Brazilian culture. Therefore, the proposal of re-elaboration presented demonstrates that the teacher has tools to work in the problematization of the different, contributing with the development of an intercultural speaker.Item Acesso lexical e produção de fala em L2: efeitos de similaridade linguística e atenção(Universidade Federal de Goiás, 2018-06-22) Rodrigues, Taiany Braz; Preuss, Elena Ortiz; http://lattes.cnpq.br/1294160176645666; Preuss, Elena Ortiz; Fontes, Ana Beatriz Arêas da Luz; Silva, Leosmar Aparecido daLa creencia que supone que la similitud entre portugués y español causa una facilitación en el aprendizaje para brasileños aprendientes de español como L2 y para hispanos aprendientes de portugués como L2 ha sido contradicha por los resultados de algunas investigaciones, que han evidenciado que la semejanza entre los dos idiomas puede contribuir en los niveles iniciales de comprensión, pero puede retrasar el desarrollo en L2. Sin embargo, eso puede influir de manera negativa en el desarrollo de L2 (ORTIZ-PREUSS, 2011; 2014). Estudios acerca de la producción de habla bilingüe, a través de tareas de nominación de imágenes en el paradigma de cambio de lenguas contribuyen para evaluar si la similitud entre las lenguas puede retrasar el acceso de léxico bilingüe, generar una sobrecarga en el sistema de atención y provocar interferencias lingüísticas (COSTA; SANTESTEBAN, 2004; COSTA SANTESTEBAN; IVANOVA, 2006; COSTA; HERNÁNDEZ; SEBASTIÁN-GALLÉZ, 2008). En acorde con la Psicolingüística y con la Ciencia Cognitiva acerca de la adquisición de L2, que está compuesta por diversos procesos cognitivos, este estudio posee el objetivo de investigar el acceso léxico y la producción oral de dos grupos de bilingües: el primer está compuesto por bilingües portugués-español y el segundo está compuesto por bilíngues portugués-inglés, para buscar evidencias de sobrecarga de atención causada por la similitud entre las lenguas, por medio deuna tarea de nominación de imágenes, en el paradigma de cambio de lenguas y por medio de una tarea de atención. Por eso, establecemos los siguientes objetivos específicos: a) hacer un análisis del desempeño de bilingües portugués-español y portugués-inglés, con relación al tiempo de respuesta y exactitud de respuestas, en la tarea de nominación de imágenes, involucrando cambio de lenguas, para identificar consecuencias de la similitud de lenguas en el acceso de léxico y producción de habla de los participantes; b) verificar la ocurrencia de costes de cambio simétrico o asimétrico durante la nominación de imágenes c) hacer un análisis del desempeño de los participantes en la tarea de atención, observando diferencias en el tiempo de respuesta y exactitud de respuesta, en las condiciones congruente e incongruente, para evaluar el subsistema de control de ejecutivo; d) Observar el desempeño de los participantes en la tarea de atención, observando diferencias en el tiempo de respuesta y exactitud e respuesta, conforme las pistas fornecidas, para evaluar el subsistema de vigilancia y orientación; e) verificar la existencia de relación entre las condiciones congruente e incongruente en la tarea de atención con las condiciones de cambio y no cambio de lenguas en la tarea de nominación de imágenes. El estudio fue realizado con 26 bilingües, que tenían que hacer 120 nominaciones (60 nominaciones en L1 y 60 en L2), de acuerdo con el marco de la imagen. La tarea de atención (ANT) estaba compuesta por 96 evaluaciones de la capacidad de atención, por medio de 12 combinaciones de tipos de condiciones (congruente, incongruente y neutra) y de tipos de pistas (espacial, doble, central y sin pista). En la tarea de atención, los bilingües debían apuntar la dirección de la seta central, mientras debían ignorar la dirección de las setas al lado. Los datos de esa investigación mostraron que los bilingües contestaron más rápido y de manera más correcta cuando la nominación era con cognados, apuntando la ocurrencia del efecto cognado de las palabras. Los participantes presentaron media de tiempo de respuesta más alto cuando debían cambiar para la L1, que cuando debían cambiar para la L2. Eso demuestra la existencia de coste de cambio asimétrico en los dos grupos, y puede ser una muestra de que haya un sistema de inhibición involucrado en el habla de los aprendientes. Los resultados de este experimento no evidenciaron las consecuencias de la similitud entre las lenguas, pues los bilingües portugués-español contestaron de manera más rápida y correcta que los bilingües portugués-inglés en la tarea de nominación de imágenes. El desempeño del grupo de español, durante las nominaciones puede haber sido influenciado por el nivel de atención, el cual, quizá haya disminuido los efectos de la semejanza entre las lenguas, ya que los aprendientes de español fueron más rápidos y presentaron más respuestas correctas en la tarea de atención, que los aprendientes de inglés. Dicho eso, es necesario realizar más estudios para comprender las consecuencias de la similitud entre lenguas en el acceso de léxico y atención de bilingües. En la tarea ANT, los participantes fueron menos rápidos y presentaron menos respuestas correctas en la condición incongruente. Además de eso, los bilingües contestaron de manera más rápida y presentaron más exactitud de respuestas cuando recibían una pista, que cuando no recibían ninguna. Por fin, no encontramos asociaciones entre las condiciones de cambio y no cambio de lenguas y las condiciones congruente e incongruente.Item O acontecimento discursivo do “feminejo”: uma reflexão sobre o empoderamento e os regimes de verdade nas canções de Marília Mendonça(Universidade Federal de Goiás, 2020-07-31) Brandão, Ana Christina de Pina; Sousa, kátia Menezes de; http://lattes.cnpq.br/1920351654350013; Sousa, kátia Menezes de; Franceschini, Bruno; Souza, Agostinho Potenciano de; Costa, Alexandre Ferreira da; Dorni, ViníciusThis dissertation aims to reflect about the empowerment and truth regimes in the songs of Marília Mendonça, considering the discourses that constitute the event of the “feminejo”. The ideas of empowerment and truth regimes on which we seek to reflect about could be verified through an enunciative regularity captured in digital media articles about the songs of the referred singer as well as, in general, about the songs of the “feminejo”, name attributed to a group of women of the Brazilian country music that started to have visibility in different media from the year of 2016. In order to achieve the proposed objective, we seek to understand whether the empowerment of which the utterances of digital media refer to comes close to the notion of empowerment of feminist studies as well as to understand which knowledge techniques and mechanisms of power act in the construction of an idea of truth about the songs sung by the singer. For this work to be inserted in Foucault discursive studies and for being supported by them, the notions of utterance, discourse, enunciative regularity, archive, as well as that of the dispositif with which this work dialogues are presented according to formulations made by Michel Foucault and his entry into the postulates of the French Speech Analysis (AD). It is a research, which analysis uses the archeological method of the French philosopher. It starts, therefore, from the sayings, the utterances, the discourses in order to understand how the power relations are established, what kind these relations are and how they act in the practices of subjectivation. During the studies and analysis of the corpus, which consists of utterances from the digital media and lyrics from Marília Mendonça's songs, we confirm our initial hypothesis that the empowerment attributed to the singer is the result of the mechanisms of power of neoliberal rationality, which already constitutes the female subject of the current western, as well as the claim that her songs tell the truth about romantic love is the effect of the loving dispositif, which together with other devices of power and with neoliberal rationality, govern women.Item Alcoviteira e misoginia na literatura ocidental: contribuições ao teatro de Gil Vicente(Universidade Federal de Goiás, 2023-01-10) Pires, Leicina Alves Xavier; Araújo, Márcia Maria de Melo; http://lattes.cnpq.br/4274917871675439; Fonseca, Pedro Carlos Louzada; http://lattes.cnpq.br/6114671436176153; Fonseca, Pedro Carlos Louzada; Cortez, Clarice Zamonaro; Silva, Rogério Max Canedo; Rodrigues, Maria Aparecida; Pinto, Divino JoséThe main goal of this thesis is to prove that Gil Vicente, even offering a prominent role to the female sex, wove a misogynist speech around him, mainly of the procuress social type. In this work, we adopt the initial hypothesis that Gil Vicente self reflected in the character Celestina, from the plot La Celestina, by Fernando Rojas, published around 1499/1500, and, from her, created derivations of this social type, through which we demonstrate the presence of misogynistic discourse. Thus, we profiled six procuresses, present in different farces: Geneva Pereira, in Auto das Fadas (1511? 1527?); Branca Gil, in O Velho da Horta (1512); Brísida Vaz, in Auto da Barca do Inferno (1517); old Beata, in Rubena's Comedy (1521); Lianor Vaz, in Farsa by Inês Pereira (1523), and Ana Dias, in Juiz da Beira (1525).It is intended, therefore, to demonstrate that these characters, laughable and farcical, appear to be independent and revolutionary, however, most of the time, they end up being judged and punished in some way, as Celestina had been, highlighting the vilification of the female sex, which had its beginnings in the ancient period and was consolidated in the medieval period.Item Alguns aspectos das identidades transversais nos romances A suavidade do vento e O professor, de Cristovão Tezza(Universidade Federal de Goiás, 2016-06-03) Silva, Leandro Alves da; Santana, Jorge Alves; http://lattes.cnpq.br/2812435500901945; Santana, Jorge Alves; Santos, Leila Borges Dias; Braz, Camilo Albuquerque deThis research aims to understand the dilemmas of identity of postmodernity that are represented in two novels of writer Christopher Tezza, Wind softness (1991) and Professor (2014). It notes that these novels deal with the confrontations that individuals architect and suffering, demonstrating the mobility (liquidity) as a result of inserted identities in a society that is changing a result of disintegration of many of the modern paradigms. Thus, these works are shown by substantial excellence objects of analysis for the study proposed here. In the search for understanding of these aspects and the complexity surrounding them, are used as a methodological basis of the most recent postulates of Literary Theory, Sociology and Analytical Psychology, aiming to verify the consistency and applicability in contemporary experiences. Starting from William James' pragmatism assumption (1979), which proposes to ascertain the facts and prerogatives based on practical effectiveness in real networks of individuals, we contacted that there is need for interdisciplinary work for the transition process that identities inserted in postmodernity are crossing, due to the fact the current context present new proposals as the multiple roles that individuals assume. In view of this, a single theoretical and methodological basis would be unlikely to play a more dynamic analysis and capable of embracing the complexity of identities that constitute several instances, being biopsychosocial beings. So part is a faithful critic and literary reading, while at the same time creative to intertextualizá it to other areas, and able to preserve the most important aspects of tezzano style. The style curitibano writer enables a reading in an interdisciplinary way, since he composes in his novels the multiplicity with the postmodern life is shaped. This complexity is also evident in the tops of modern literature through the open narrative, as the works of Cristovão Tezza, is constructed so that its readers to contribute their own readings to understand the intricacies that surround them, to remember that exercise understanding does not cease. This feature of the novel reinforces a reading process that requires knowledge of the literary and cultural aspects of the locus in which the reader and work are included, as face milling the literary work is not only a literary knowledge of exercise, but also to (re) meet collectively and individually.Item AMOR E MORTE EM ENCARNAÇÃO, DE JOSÉ DE ALENCAR(Universidade Federal de Goiás, 2008-10-03) LIVIZ, Elisângela Martins Sandim Franke; CÁNOVAS, Suzana Yolanda Lenhardt Machado; CANOVAS,Suzana Yolanda Lenhardt MachadoThis dissertation is aimed at analyzing Encarnação, José de Alencar s last novel, which was, at first, read as a pamphlet, but after the author s death, it was published as a novel. To do so, we inserted this novel in the fantastic tradition, and because of it, we also intend to discuss about This genre, as well as Romanticism, a literary school in which both the author and his novel belong to. We compared Alencar s narrative to many others, which can be included in the fantastic genre and which have similarities with the author on focus. We set intratextual and intertextual relationships with Brazilian and international authors. The myth of the double, present in the fantastic genre, whose boom took place in Romanticism, drew our attention and we made a comparative study, linking Alencar and Edgar Allan Poe, through this theme.Item O amor, a morte e o tempo: o mito do vampiro em narrativas dos séculos XIX e XX(Universidade Federal de Goiás, 2014-09-26) Rodrigues, Letícia Cristina Alcântara; Cánovas, Suzana Yolanda Lenhardt Machado; Cánovas, Suzana Yolanda Lenhardt Machado; Silva, Alexander Meireles da; Sousa, Heleno GodóiSince ancient times, the vampire is known in almost every culture, being subject of legends, literary narratives and others works of art. It is a myth born in orality, which entered the world of artistic endeavors, reminding us of our subjection to Eros and the passage of time –and its main consequences: aging and death (Thanatos). This dissertation outlines the vampire myth, particularly in Literature, and looks into some specific short stories of the 19th and 20th centuries - "The Vampyre" by John Polidori; "The Fall of the House of Usher " by Edgar Allan Poe; and "The Horla" (1st and 2nd versions), by Guy de Maupassant; "Eles herdarão a terra" by Dinah Silveira de Queiroz; "Albino" by Heleno Godoy; and "Potyra" by Lygia Fagundes Telles. These narratives can offer not only a vision of the vampire’s peculiarities, already established by tradition, but also they introduce new aspects. With that corpus in mind, we intend to approach key issues of human nature - love, death and the time - related to the fascination created through time by the vampire’s myth. Therefore, our goal here is connected with one question: how the vampire becomes a reflection of mankind’s journey, and in that way, inspires our hopes and fears related to the obstacles that have us imprisoned. We rely on the theoretical assumptions of Hans Meyerhoff, Edgar Morin, Philippe Aries and Françoise Dastur concerning the passing time and the anguish of man towards death. In addition, we have brought some ideas from Sigmund Freud and Donaldo Schüler. Through Gaston Bachelard and Mircea Eliade’s symbolic hermeneutics, we have studied such symbols as the night, the moon, the water, the blood and the mirror, part of the vampiric imagery detected in the studied texts, and related to the mentioned themes.Item Uma análise discursiva nos causos de Geraldinho Nogueira(Universidade Federal de Goiás, 2023-02-24) Silva, Tainara de Oliveira da; Fernandes, Eliane Marquez da Fonseca; http://lattes.cnpq.br/6909779518031618; Fernandes, Eliane Marquez da Fonseca; Stafuzza, Grenissa Bonvino; Sousa Filho, Sinval Martins deThis research addresses texts by the Goian folktale teller Geraldo Policiano Nogueira, better known as Geraldinho. Our main objective is to study the discourse present in the statements of this storyteller, who in his later years devoted himself to the art of storytelling. We seek to emphasize the folktale genre, in order to explore the various humorous effects, by analyzing the statements that emerge from these narratives. To this end, we carried out a socio-historical contextualization of the subject-farmer and its literary representation. For the constitution of the corpus, we selected three folktales with different themes: "The Folktale of the Bicycle", "The Folktale of the Bone" and "The Folktale of the Radio". In "The Folktale of the Bicycle", we observed a humorous discourse about the bicycle, as well as the rural language that narrates riding a bicycle as if it were mounted on an animal. In "The Folktale of the Bone", we verified taboos in relation to family relationships. In "The Folktale of the Radio", there is a humorous critique by the storyteller in relation to the technology of his time. The reason for our choice is justified, first of all, by the fact that Geraldinho is inserted in the Goian regionality and by his singularity in the folktale telling, with a simple and authentic performance. Therefore, our research seeks to make an analysis of statements and to value storytelling as a social practice of the rural culture. The theoretical perspective adopted is the Dialogic Analysis of Discourse. Thus, we try to verify how the values and ideologies of the selected folktales appear and undergo changes according to the time. We start from the idea that discourse communication is a unique and unrepeatable event, and that the statements and constructed meanings can be interpreted. Methodologically, Bakhtin and the Circle work with the architecture of meaning, that is, the whole that signifies. Therefore, for the analysis of meanings, we consider the folktale as a statement. We address concepts such as the ideology of everyday life, dialogism, and genre. To accomplish this research, we employed a qualitative approach, observing how the author's work gives voice to popular culture.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 Análise fonético-acústica das vogais orais e nasais do português: Brasil e Portugal(Universidade Federal de Goiás, 2013-11-05) Santos, Gisélia Brito dos; Martins, Fernando A.; Aguiar, Maria Sueli de; http://lattes.cnpq.br/0950467502306607; Aguiar, Maria Sueli de; Souza Filho, Sinval Martins de; Couto, Elza Kiolo Nakayama Nenoki do; Couto, Hildo Honório do; Silva, Maria Cristina Figueiredo daThis Thesis presents an acoustic-phonetic analysis of the oral and nasal vowels of Brazilian Portuguese, specifically those of the speech community of Fortaleza dos Nogueiras, Maranhão and European Portuguese, in some speech data from the region of Lisbon, Portugal. The theoretical foundation is sustained on the postulates of Camara Jr. (1970 ), Mateus (1982), de Morais Barbosa (1994) and Moraes and Wetzels (1992), concerning nasality in Portuguese, especially in Brazilian Portuguese. The theoretical framework of Acoustic Phonetics is composed mainly by the work of Ladefoged (2003, 2006 and 2007), Ladefoged, Johnson (2008), Mateus et al. (2005), Delgado-Martins (1988), Morais Barbosa (1994), Malmberg (1998), Medeiros (2007), Medeiros et al. (2008) and Sousa, E. (1994). The informants used as subjects in this research, both Brazilian and Portuguese, are people with low education, low turnover, 50 years of age or older. The Brazilian informants were born and lived most of their lives in rural Fortaleza dos Nogueiras; the Portuguese live in the outskirts of Lisbon. The speech data in Brazil are a result of our field research conducted in 2011. The data from Portugal were provided by the Instituto de Linguística da Universidade de Lisboa and form part of the speech collection of ALEPG (Linguistic and Ethnographic Atlas of Portugal and Galicia). The acoustic-phonetic analysis of the data is made through the program of Speech Station by Sensimetrics for visualization of expectograms and to extract measurements of F1 and F2. We present the values of formants 1 and 2 of the oral and nasal vowels and these are compared in order to show what happens with the nasal vowel in relation to the corresponding oral; we highlight the acoustical characteristics of oral and nasal vowels; we show the articulatory triangle of vowels of the informants of the research highlighting the contours the vowels assume in articulation and the frequency bands in which each vowel stands. Finally, we carry out a comparative investigation of oral and nasal vowels in these two varieties of Portuguese.Item Análise linguística no ensino médio: caminhos e descaminhos da leitura e da escrita na escola pública(Universidade Federal de Goiás, 2023-03-09) Baú, Maria de Fátima Furtado; Sousa Filho, Sinval Martins de; http://lattes.cnpq.br/5359385370592200; Sousa Filho, Sinval Martins de; Fernandes, Eliane Marquez da Fonseca; Stafuzza, Grenissa Bonvino; Trindade, Israel Elias; Bunzen Júnior, Clecio dos SantosThe present study aims to show how the linguistican alysis provides a meaning fuland productive learnin gof the portuguese language to Ensino Médio (High School) students. For that purpose, I took bakhtinian dialogism as theoretical basis, also considering Bakhtin's studies on speech genre sand new researche son the fieldof language, notably the works of Franchi ([1987] 2006); Brito (1997) and Geraldi ([1981-1984/1997] 2006); [1991] /2002). Tosupport the linguistican alysis, I sustained this study on the works of Travaglia (2010); Costa Hubes (2010); Bezerra and Reinaldo (2013); Sousa Filho (2017) and Mendonça (2009). To this purpose, I divided the present thes is in three chapters: in the first one, I defined a spects related to the methodology adopted. In the second one, I made some reflections about Bakhtin's dialogic theory, the speech genres and the Ensino Médio portuguese teaching and learning practices in Brazil. In the third chapter, I did the description and analysis of the data collected. I adopted a qualitative research method approach, centredon the action research model (SANDIN ESTEBAN, 2010; DENZIN and LINCOLN, 2006; SERRANO, 1998; BOGDAN and BILKLEN, 1982; LÜDKE and ANDRÉ, 1986; CRESWELL, 1998), with procedural intervention sonthelessons as presented bythe longitudinal work of Dodane (2015). Thus, it's a Field research study where I developed, with the students of thesecond grade of a public Ensino Médio school in the cityof Goiânia, a teaching/learning português e language Project centredon the speech genres, considering the crime novel as the main genre. I used the participant observation as the main method for data collection, complementedby documentan alysis (texts researched, readand writtenby the students). Our analysis showed that, at the beginning of the research, thestudents gave more attention to writting words correctly than to aspects related to text production. After the application of the project, I noticed that the students started to realize that writing texts is a practice that goes beyondmere orthography, comprehending that when wewrite we have the intention of writing something to someone, targeting certain communicative strategies, making choices related to language (on grammar and lexicon). They also realized that those choices define our style of writing/saying and that the Grammar and lexicon forms can't be written or readrandomly, as they are chained to the context. At the end of the process, students learned no tonly the features of the genres, but also how language manifests through different genres toaim communicative intentions. It was perceived on both speech and writing that portuguese language learning through the speech genres, organized in the form of projects, supports the study in context, articulating portuguese language and literature, as well as reading practices, writing and linguistican alysis. I noticed that reading and rewriting texts, individuall yor collectively, is a practice that must Best imulated in schools, empowering the students in a way that, after the conclusion of the high school, they become future readers na dwriters.Item Análise semiótica do procedimento de textualização em Língua Brasileira de Sinais(Universidade Federal de Goiás, 2024-01-12) Barbosa, Suelismar Mariano Florêncio; Milani, Sebastião Elias; http://lattes.cnpq.br/6083858100528635; Milani, Sebastião Elias; Andrade, Maria Lúcia da Cunha Victório de Oliveira; Faria, Edna SilvaThe object of this study is the text expressed in Brazilian Sign Language (Libras). As a corpus of analysis, we selected the short story O Boto Cor-de-rosa Surdo (The deaf pink dolphin) from the book entitled Onze histórias e um segredo: desvendando as lendas amazônicas (Eleven stories and a secret: unraveling Amazonian legends) (Sales, 2016). The aim of the research is to understand how the enunciating subject mobilizes textualization strategies in Libras in order to favor his persuasive project, guiding the overall meaning of the discourses manifested in this language, through effects of meanings articulated between the planes of expression and content. Based on Greimas (1973, 1975a, 1975b, 2017), Fontanille (2019), Fontanille and Zilberberg (2001) and Zilberberg (2006a; 2006b; 2007; 2011), the modulations made to the tense dynamics at both the discursive and textual levels of the short story selected as the corpus of application are described. The aim is to identify how the enunciator makes affective categories from the content level compatible with figures of speech, thus establishing semisymbolic structures. The aim is to discuss how these effects of meaning generate the enunciator's access to the values conveyed by the text. The repercussions of Greimas' semiotic project contribute to broadening investigations into the semantic aspects manifested in the signaled text. To this end, a qualitative, exploratory bibliographical study was carried out, whose data was examined using French semiotic methodology. The results of this study contribute mainly on two theoretical fronts. French semiotics reaffirms the viability of analyzing discourses expressed in sign languages. In addition, it offers studies focused on sign language linguistics the possibility of considering semiotics as a coherent and exhaustive theoretical-methodological framework for analyzing the rhythmic-accentual structures inherent in these languages. In addition, it is possible to identify three practical implications that concern the work of the professional translator and interpreter of Libras, the analysis of the practices and ways of life present in the cultural identity of the deaf community and, finally, the production of teaching resources and materials for learning the language and its literature. In this way, the aim is to establish a rapprochement between Libras and Semiotics, observing how the repercussions of Greimas' semiotic project contribute to broadening investigations into the semantic aspects manifested in signed text.Item Anseios de um pensar crítico: tensões entre ensaio e poesia em Paulo Leminski(Universidade Federal de Goiás, 2018-03-20) Kühn, Ana Érica Reis da Silva; Yokozawa, Solange Fiuza Cardoso; http://lattes.cnpq.br/5485415308754463; Yokozawa, Solange Fiuza Cardoso; Faria, Zênia de; Silva, Célia Sebastiana; Franchetti, Paulo Elias Allane; Júnior, Wilson José FloresThe present thesis, Yearnings of a critical thinking: tensions between essays and poetry within Paulo Leminski, analyses the essays of this poet from Curitiba, its critic and poetry. We aim, from this scope, to map and analyze the tensions that occur in these productions. As a way to understand if they constitute a contradiction in Leminski’s speech, as well as if they bring “metamorphoses” to his poetic work. This study is divided into three moments, the first, in which we seek to place Leminski in a tradition of Brazilian critic-poets, such as Mario de Andrade and the triad of the concretists poets, formed by Augusto and Haroldo de Campos and Décio Pignatari. In addition to that we carried a survey on the collection of essays from the author that were published in national circulation newspapers, in magazines known as “nanicas”, besides the books organized by the author himself, by his heirs or by publishers. In the second moment, we built some considerations towards the essay genre, rescuing its origins from the French essayist Montaigne, as a way to understand why Leminski had chosen to develop his critic through the essay and not another genre. We understand that the essay, considered a hybrid genre par excellence, enabled the author to dialogue with other forms and discourses. In a way that his essay development ended up being extended to his creative work, originating a reflexive expression that culminated in poems-critics and into poetics essays, corresponding to the epistles that Leminski sent to friends as a way to discuss the ideas surrounding his inventive process. In the third moment, we turned ourselves to investigate the dialogue that the author established with his predecessors, from whom we chose three components that we consider to be fundamental to the modeling of his diction, the Concretism, the countercultural “várzea” and the haicai. It interested us to debate what Leminski says in his critic towards these aesthetics, once his statements, sometimes, diverge from what he performed in his poetry. The analyses carried out show that the essay production is guided by tensions. These are related to his yearning for the reader and also to the precepts that guide the traditions chosen by the poet to guide his expression. Because what he demonstrates to acknowledge about them is not what he applies in his own poetry. Moreover, we verified that Leminski’s relation with his predecessors is also guided by the veil of denial and misreading, aspects that contributed for the poet to forge a poetical diction that was not permanently affiliated to any aesthetic.Item Apagar vestígios: ausência, forma e autoria na Série Napolitana, de Elena Ferrante(Universidade Federal de Goiás, 2021-09-27) Oliveira, Pamella Terezinha Souza de; Ribeiro, Renata Rocha; http://lattes.cnpq.br/9766358738375689; Ribeiro, Renata Rocha; Andrade, Émile Cardoso; Sales, Paulo Alberto da Silva; Camargo, Flávio Pereira; Cruvinel, Larissa Warzocha FernandesThe present research was developed under the concept of form. Its goal is to analyze how, in the four volumes of her series the Neapolitan Novels (My Brilliant Friend, The Story of a New Name, Those Who Leave and Those Who Stay, and The Story of the Lost Child), the author Elena Ferrante will define form through three elements: authorship, narrative and theory. The main character in the series, Lenu, persistently tries to uncover a solid form for herself in opposition to the volunteer disappearing of Lila, the friend narrated in the stories, who gradually fades away until she is completely gone. In the series, their relationship highlights form while showing the deep need they have of each other. In addition to the series, this research relies on the volume Frantumaglia, a vast array of interpretative directions given by the author herself, a strategy that can be read as another layer of questioning of the authorial instance while also benefitting from it. By using the post-structuralist notions of authorship (BARTHES, 2004a; FOUCAULT, 2011), the modern author gesture (AGAMBEN, 2007) and the author’s place as discursive producer (GUMBRECHT, 1998), we aim to discern where the Italian author stands in relation to her work and its interpretation. Another focus of this investigation is the female experience of abandoning a submissive, muse-like place to build herself in literature (PERROT, 2007) as a woman who is both writing and widening the relationship between other women (CAVARERO, 2000), specially through the ability of narrating stories (PINTO, 2020; TOLENTINO, 2020). Lastly, we aim to grasp how the author managed to create fit these questions inside her own critical theory, since her fictional work offers us concepts which allow us to recognize a dialogue between the absence of the author and the absence of the character who disappears. These concepts developed by Ferrante are connected to the female condition itself and work in her process of writing as the thread uniting the shattered pieces of these women.Item A aplicabilidade de conceitos de palavra à língua Noke Koĩ(Universidade Federal de Goiás, 2015-12-18) Falchi, Flávia Leonel; Aguiar, Maria Suelí de; http://lattes.cnpq.br/0950467502306607; Aguiar, Maria Suelí de; Pinto, Joana Plaza; Castro, Maria Célia Dias deThe Noke Koĩ language, also called by the names Katukina or Vitxináwa in the less recente bibliography, is a Panoan language spoken by the indigenous group Noke Koĩ. This group lives in the Amazon rainforest, in the region of the Juruá river, in two areas, Terra Indígena Campinas/Katukina and Terra Indígena Rio Gregório. Both areas are located in Tarauacá, in the state of Acre, Brazil. This thesis presents an analysis of the application or not to the Noke Koĩ language of the main definitions that there are in Linguistics for the problematic term word. The statement that exists in this field about not being possible to define word likewise for every language is also considered. Therefore, a specific concept for the Noke Koĩ language is formulated, based on the stress and on the number of syllables of the words of this language, in accordance with Aguiar (1994a). According to the analysis realized of the main definitions of word that objectify to be universal, the criterion stress, unsuitable to the Portuguese language (Camara Júnior, 2010, 2011), can be applied to the Noke Koĩ. In this indigenous language, the definition of word based on the writing and the semantic concept can not be used. Possibly a new type of forms, not classified yet by linguistic theory, must be included on the definition formulated by Bloomfield (1926, 1976) and revised by Camara Júnior (1979, 1980, 1996, 2010, 2011).Item A apreensão do instante relações entre a literatura e fotografia(Universidade Federal de Goiás, 2009-05-04) SOUSA, Fábio D abadia de; FONSECA, Pedro Carlos Louzada; http://lattes.cnpq.br/6114671436176153In this study, through a qualitative survey based upon a bibliographical research, we analyze the inter-relations between literature and still photography, with the intention of discussing the main aspects of resemblance between these two types of arts, apparently very different from one another. Based upon Susan Sontag s (2004) statement that photography is closer to poetry than to any other art, we investigate the historical and aesthetic developments that allow such relation. Our investigation shows that it was after the realistic movement and mainly after the consequences of the radicalization in the use of the literary image by the European avant-gard oriented writers and by the Brazilian modernist poets that the relation between literature and still photography becomes clearer. We analyze particularly a part of the literary production of the Brazilian modernist writer Oswald de Andrade that, through his instant poems or flash-poems , presents in his literature some imagetic characteristics that allow us to compare them to photographic images. But if it is possible to show in literature some photographic elements, an inverse situation can also be detected. That is what an analysis of part of the production of the Brazilian photographer Thomas Farkas may demonstrate, specially in his photos made in the fourth decade of the twentieth century. In them, he reveals, through a subtle game of opposition and combination between light and shadow, that situation that Minor White (2003) call a mirror we can pass through . In Farkas work, the image of a photographer acquires some typical characteristics of a poet s image. And it is exactly when overcomes the mere visual aspects and opens a portal to the world of dreams and imagination that photography may present certain elements that could cause a proximity to poetry. Our research tries to demonstrate, thus, that the relations between literary and photographic images - both worried with the attempt of apprehension of life instants - allow to distinguish in still photography some characteristics that most of the reviewers once admitted that belonged only to the kingdom of literature and, on the other hand, that some writers can use the words in a way that produces results that resemble that of a photographer who presses the shutter of his camera.Item A aprendizagem colaborativa de inglês instrumental por alunos surdos: um estudo com alunos do curso de Letras: Libras da UFG(Universidade Federal de Goiás, 2017-03-30) Silva, Claudney Maria de Oliveira e; Figueiredo, Francisco José Quaresma de; http://lattes.cnpq.br/1701940743664871; Figueiredo, Francisco José Quaresma de; Faria, Sandra Patrícia do Nascimento de; Chaveiro, Neuma; Figueredo, Carla Janaina; Regino, Sueli Maria de OliveiraThis study focuses on the collaborative learning of English for Specific Purposes (ESP) by ten deaf students who took Libras as a major at Universidade Federal de Goiás. It also aims to investigate if collaboration can help them learn this language and what strategies were taken by the teacher and the students to reach this goal. It also investigates the perceptions of the teacher about the learning of ESP by the deaf in an inclusive classroom and the perceptions of the deaf students about the collaborative learning process. It is a qualitative case study with ethnographic principles whose data were collected through video and audio recording, field notes, teacher's diary, teacher's explanatory notes and interviews and were analyzed according to the tenets of sociocultural theory and collaborative learning. Data analysis shows that some teaching strategies that are very effective for hearing students prove to be not so efficient for the deaf students and, likewise, effective strategies for deaf students are unnecessary for hearing students. The results also show that deaf students have very little interaction with hearing students since most listeners do not know libras. Among the deaf, however, the interaction was intense and provided them with strategies to overcome, in a collaborative way and through the use of scaffoldings, the difficulties they faced in the process of learning ESP. This study aims to raise reflections on the learning of ESP by deaf students, as well as to bring some orientations for future language teachers who may have to teach English in similar contexts.