Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-20T10:37:11Z No. of bitstreams: 1 GerlucioMedeirosDeAraujo_DISSERT.pdf: 8590763 bytes, checksum: cd053090590caf3ddc65e88d5b8f3939 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-20T10:44:00Z (GMT) No. of bitstreams: 1 GerlucioMedeirosDeAraujo_DISSERT.pdf: 8590763 bytes, checksum: cd053090590caf3ddc65e88d5b8f3939 (MD5) / Made available in DSpace on 2018-03-20T10:44:01Z (GMT). No. of bitstreams: 1 GerlucioMedeirosDeAraujo_DISSERT.pdf: 8590763 bytes, checksum: cd053090590caf3ddc65e88d5b8f3939 (MD5) Previous issue date: 2017-07-31 / O presente trabalho tem por objetivo investigar e intervir nas abordagens de ensino de gram?tica presentes no livro did?tico Portugu?s Linguagem, 9? Ano, Ensino Fundamental II. Sabe-se que o ensino de gram?tica, na escola, tem sido objeto de interesse de muitos estudiosos da linguagem e de docentes. Este trabalho, motivado pela observa??o de dificuldades encontradas na pr?tica docente de l?ngua portuguesa, tece algumas reflex?es e busca indicar caminhos com base em uma interven??o pedag?gica, no tocante ao ensino de gram?tica desenvolvido a partir do livro did?tico. A pesquisa-a??o foi realizada em turma do 9? ano do Ensino Fundamental II, de uma escola p?blica, na cidade de Ipueira - RN. Esse estudo observa ainda as contribui??es e implica??es do livro did?tico Portugu?s Linguagem para o ensino gramatical e, a partir de dados colhidos, confronta tais colabora??es com as orienta??es presentes nos Par?metros Curriculares Nacionais e em contribui??es de te?ricos como Antunes (2003), Neves (2003) Possenti (1996), Trav?glia (2009), Bagno (2001) dentre outros. Essencialmente, destacamos os conceitos, a import?ncia e a aplica??o da gram?tica, nas aulas de l?ngua portuguesa. O trabalho se prop?e, pois, a investigar e intervir no ensino de gram?tica, tomando como corpus as ora??es subordinadas adverbais, explicitando a proposta constante do livro did?tico abordado, objetivando ampli?-la. Discute ainda a relev?ncia de um trabalho reflexivo com a gram?tica na sala de aula. Analisa, para tanto, que perspectivas e que pr?ticas foram incorporadas pelo livro did?tico trabalhado, no que concerne ao ensino da gram?tica da l?ngua materna e, em consequ?ncia, tenta apontar que caminhos seguir para um ensino que priorize uma vis?o din?mica da l?ngua, trabalhando as categorias gramaticais como elementos que d?o suporte ? significa??o dos enunciados em situa??es concretas de uso. Apoia-se, para tanto, em uma sequ?ncia did?tica aplicada com os alunos participantes da pesquisa. O trabalho mostra os limites do livro did?tico, entendendo que, mesmo que este tenha m?ritos, a interfer?ncia do professor se faz indispens?vel na complementa??o das propostas daquele, pois cabe ao docente abordar os conte?dos gramaticais adaptando-os ? realidade dos alunos, de modo a fazer sentido para eles, contribuindo, desse modo, para o preenchimento das lacunas existentes no livro did?tico. / The present work aims to investigate and intervene in the approaches of grammar teaching present in the Portuguese language textbook, 9th Year, Elementary School II. It is known that the teaching of grammar, in school, has been the object of interest of many language students and teachers. This work, motivated by the observation of difficulties found in the teaching practice of Portuguese language, weaves some reflections and seeks to indicate paths based on a pedagogical intervention, in relation to the teaching of grammar developed from the textbook. The action research was carried out in a class of the 9th year of Elementary School II, of a public school, in the city of Ipueira - RN. This study also looks at the contributions and implications of the Portuguese language textbook for grammar teaching and, based on collected data, confronts such collaborations with the orientations present in the National Curricular Parameters and in the contributions of theorists such as Antunes (2003), Neves (2003) ) Possenti (1996), Trav?glia (2009), Bagno (2001) among others. Essentially, we highlight the concepts, importance and application of grammar in Portuguese language classes. The work proposes, therefore, to investigate and intervene in the teaching of grammar, taking as corpus the clauses subordinated adverbais, explaining the proposal in the textbook approached, with the purpose of amplifying it. It also discusses the relevance of reflective work with grammar in the classroom. It analyzes, therefore, what perspectives and practices have been incorporated by the textbook worked, in what concerns the teaching of the grammar of the mother tongue and, consequently, tries to point out which paths to follow a teaching that prioritize a dynamic view of the language, working the grammatical categories as elements that support the signification of statements in concrete situations of use. It is supported by a didactic sequence applied with the students participating in the research. The work shows the limits of the textbook, understanding that, even if it has merits, the teacher's interference becomes indispensable in complementing the teacher's proposals, because it is up to the teacher to approach the grammatical contents by adapting them to the students reality, in order to make sense for them, thus contributing to filling the gaps in the textbook.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-12T21:11:31Z No. of bitstreams: 1 FernandaRafaelaLopesDeMedeiros_DISSERT.pdf: 1053124 bytes, checksum: 82ff0c45f7d7dde9138dd71edb193155 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-19T12:42:17Z (GMT) No. of bitstreams: 1 FernandaRafaelaLopesDeMedeiros_DISSERT.pdf: 1053124 bytes, checksum: 82ff0c45f7d7dde9138dd71edb193155 (MD5) / Made available in DSpace on 2018-03-19T12:42:17Z (GMT). No. of bitstreams: 1 FernandaRafaelaLopesDeMedeiros_DISSERT.pdf: 1053124 bytes, checksum: 82ff0c45f7d7dde9138dd71edb193155 (MD5) Previous issue date: 2017-02-17 / Analisando produ??es do Ensino Fundamental (EF), este estudo destaca, entre outros problemas, as dificuldades de os alunos compreenderem a categoria gramatical sujeito, bem como sua utilidade na constru??o da coes?o referencial ? especificamente, o sujeito anaf?rico. Considerando essa constata??o, a proposta de interven??o e aplica??o que comp?e esta pesquisa, a partir da elabora??o de uma Sequ?ncia Did?tica (SD) trata do uso do sujeito anaf?rico em uma turma do 9? ano do Ensino Fundamental da Escola Estadual Fabr?cio Maranh?o, pertencente ? rede p?blica de ensino, localizada em Canguaretama/RN. Tem por base os pressupostos te?ricos e a metodologia sistematizados em estudos recentes da Sociolingu?stica variacionista sobre o ensino de gram?tica (G?RSK; COELHO, 2009; VIEIRA, 2008, 2013, no prelo; MARTINS, 2013; MARTINS; VIEIRA; TAVARES, 2014). A partir da aplica??o de uma SD, primeiramente, os alunos recontaram, com suas palavras, o conto Natal na barca (de Lygia Fagundes Telles). Essa primeira produ??o serviu para realizar um levantamento dos usos do sujeito anaf?rico feitos por eles. Com isso, a an?lise mostrou que, em muitos casos, s?o usados sujeitos anaf?ricos amb?guos ou sem referente recuper?vel na superf?cie textual, ou, ainda, com a atribui??o de a??es ao referente errado, criando situa??es que n?o existem no texto original. Na sequ?ncia, faz uso das pr?prias produ??es dos alunos para trabalhar com eles os usos do sujeito anaf?rico. Essas produ??es subsidiaram informa??es necess?rias para refletir acerca do objeto de estudo em quest?o, e, com base na literatura lingu?stica, tamb?m refletir cientificamente sobre a l?ngua. Na ?ltima interven??o em sala de aula, os alunos produziram, mediante orienta??o, um texto final. Com essas ?ltimas produ??es, os alunos demonstraram uma aten??o, que antes n?o existia, em rela??o aos usos do sujeito anaf?rico. Como resultado da aplica??o da SD, alguns alunos, que inicialmente produziram textos praticamente incompreens?veis, demonstraram um uso mais diversificado dessa categoria gramatical, construindo cadeias referenciais de modo mais eficiente. / Analyzing productions of Elementary School?s students, we observed, among other problems, the difficulties of students to understand the subject grammatical category as well as its usefulness in the construction of referential cohesion - specifically, the anaphoric subject. Considering this finding, we propose and apply in this work a Didactic Sequence (SD) on the use of the anaphoric subject in a group of the 9th grade of the Elementary School of the Escola Estadual Fabr?cio Maranh?o, belonging to the public teaching system, located in Canguaretama / RN. As a theoretical basis, we base ourselves on theoretical assumptions and methodology systematized in recent studies on grammar teaching (G?RSK; COELHO, 2009; VIEIRA, 2008, 2013; MARTINS, 2013; MARTINS, VIEIRA and TAVARES, 2014). We applied an SD that, first, proposed to the students to recount, with their words, the short story Natal na barca by Lygia Fagundes Telles. This first production served us to make a survey of the uses of the anaphoric subject made by them. We have found that, in many cases, ambiguous anaphoric subjects with no recoverable referent are used on the textual surface, or even with attribution of actions to the wrong referent, creating situations that do not exist in the original text. Following that, we use the students' own productions to work with them the uses of the anaphoric subject, which subsidized information necessary to reflect on the object of study in question, and, based on the linguistic literature, we reflect scientifically on the language. In the last classroom intervention, the students were instructed to produce a final text. With these latter productions, we could perceive an attention that did not previously exist in relation to the uses of the anaphoric subject, and some students, who initially produced texts that were practically incomprehensible, demonstrated a more diversified use of this grammatical category, constructing reference chains in a more efficient way.

Made available in DSpace on 2014-12-17T15:07:04Z (GMT). No. of bitstreams: 1 ElisabethSVM_DISSERT.pdf: 1647505 bytes, checksum: ffc186cf1edef21b64780aca230c4cf2 (MD5) Previous issue date: 2013-03-15 / Focusing on the empirical assessment issue, proposed by Language change theory (cf. cf. WEINREICH; LABOV; HERZOG, 2006; LABOV, [1972] 2008), this research assists to clarifying Portuguese teacher s attitudes in Natal- RN, regarding (a) to proclisis in three specific contexts: in the beginning of a simple/compound sentence (V1), after the subjects (SV), and proclisis after the secondary verb in complex verbal structures (V1V2); (b) to students who use such patterns in usage. Specific contexts were gathered thanks to their representing of the standard variety, as many studies have proven (Martins, 2012; Schei, 2003; Biazzoli, 2010, 2012). The research aims at: (i) verifying by means of a classroom assessment test, whether Portuguese teachers correct proclisis on referred contexts; (ii) identifying, via attitudinal tests what actions teachers take regarding to the usage of standards above mentioned, as well as students as users of those. Twenty Portuguese teachers, picked at random out of different of public schools in Natal-RN, responded to a classroom assessment test in addition to other two attitudinal ones. Results achieved point to a recurring high proclisis correction index of 50% in simple/compound sentences, even though such variety has been implemented to pronominal usage standards in Brazilian Portuguese. This setting of usage was generally assessed negatively, having no commonality between this assessment and the neutral one used by students. Unlike previous setting, the proclisis after subject did not receive any correction of the twenty teachers, what proves coherence with the positive evaluation both the varieties and the students attained. As for the second verb of complex verbal structures, proclisis correction went negative on presenting single results, despite their proximity, with correction indexes of 20% (infinite structures), 10% (present progressive structures) and 25% (participle structures). The assessment on these contexts of proclisis ranged between positive and neutral, also valid for the one students utilized. It means that proclisis in the beginning of simple/compound sentences are yet seemingly spotted in writing school scenario, much likely due to the negative evaluation, opposite to students . Later to subjects and earlier to secondary verbs in structures, proclisis appears to be acknowledged in writing school scenarios, which reflects on teachers assessment as compared to students who use proclisis in these contexts; being in general either positive or neutral / Com foco no problema emp?rico de avalia??o, proposto pela teoria da Varia??o e Mudan?a (cf. Labov, 2008), esta pesquisa contribui para o esclarecimento das atitudes do professor de L?ngua Portuguesa, em Natal RN, em rela??o ? pr?clise em tr?s contextos espec?ficos, na escrita, assim como em rela??o aos alunos que usam tais padr?es de coloca??es: em in?cio de ora??o/per?odo (V1), depois de sujeitos (SV) e a pr?clise ao segundo verbo dos complexos verbais (V1V2). Tais contextos de pr?clise foram selecionados para o estudo porque, apesar de constitu?rem a norma culta do Portugu?s Brasileiro, geralmente, n?o s?o aceitos pelas gram?ticas normativas. A pesquisa teve por objetivos: (i) verificar, por meio de um teste de corre??o de sala de aula, se professores de Portugu?s corrigem a pr?clise nos referidos contextos; (ii) identificar, por meio de um teste de atitude, que atitudes os professores t?m em rela??o aos padr?es de coloca??o citados, assim como aos alunos que utilizam tais padr?es. Vinte professores de L?ngua Portuguesa, escolhidos aleatoriamente em escolas p?blicas diversas de Natal-RN, responderam a um teste de corre??o de sala de aula e a dois testes de atitude. Os resultados obtidos com a pesquisa mostram que o ?ndice de corre??o da pr?clise em in?cio de ora??o/per?odo ? alto (50%), embora essa variante lingu?stica esteja implementada nos padr?es de coloca??o pronominal do Portugu?s Brasileiro. Esse contexto de coloca??o foi avaliado, em geral, de forma negativa, por?m n?o houve correspond?ncia entre essa avalia??o e a avalia??o neutra do aluno que a utiliza. Diferentemente do contexto anterior, a pr?clise depois de sujeito n?o recebeu nenhuma corre??o por parte dos vinte professores, o que foi coerente com a avalia??o positiva que a variante e os estudantes que a utilizam obtiveram. A corre??o da pr?clise ao segundo verbo dos complexos verbais apresentou resultados diferenciados, por?m parecidos, com ?ndices de corre??o de 20% (complexo de infinitivo), 10% (complexo de ger?ndio) e 25% (complexo de partic?pio). A avalia??o desses contextos de pr?clise oscilou entre positiva e neutra, assim como a avalia??o dos estudantes que a utilizam. Isso significa que a pr?clise em in?cio de ora??o/per?odo ainda ? marcada no contexto escolar escrito, provavelmente, devido ? avalia??o negativa dos professores, que n?o coincide com a avalia??o dos estudantes que a utilizam. Depois de sujeitos e antes do segundo verbo dos complexos, a pr?clise j? ? aceita em textos escolares escritos sem nenhuma marca, o que se reflete na avalia??o dos estudantes, que foi, em geral, positiva ou neutra

Made available in DSpace on 2014-12-17T15:06:47Z (GMT). No. of bitstreams: 1 AuriceliaM.pdf: 273657 bytes, checksum: fb36a51df3f6b125ff330476ce2ea2fd (MD5) Previous issue date: 2010-03-02 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Based on North American Functional Linguistic Theory, our proposal is to describe and analyze the use of verb CHEGAR in verbal periphrasis such as [CHEGAR (E) + V2], where CHEGAR does not demonstrate a significance linked to physical movement. In linguistic literature, such periphrasis has been attributed several functions, related to aspectualization, emphasis of negative segments, and construction of mental spaces, among others. This study considers that the function of verb CHEGAR in the periphrasis in question is to indicate a global aspect, emphasizing a range of semantic-pragmatic nuances such as the sudden, instantaneous, or even abrupt character of the events refered to by the principal verb of the construction (V2), and/or the taking of initiative (sudden) by the agent (in the syntactic role of periphrastic subject), and/or subjective evaluations which go from surprise to frustration. Our objectives are the following: i) to describe and analyze the semanticpragmatic, morphosyntactic and social relationships which characterize the use of CHEGAR in verbal periphrases like [CHEGAR (E) + V2] and in coordinated/juxtaposed speech in which CHEGAR is the principal verb of the first utterance and is an elocution verb and the principal verb of the second; ii) identify, based on this description and analysis, synchrony proof in the grammaticalization of CHEGAR as an auxiliary verb in the periphrasis refered to. There was observed to be a strong similarity between coordinate/juxtaposed and periphrastic constructions. Such similarities strengthen the hypothesis that the use of CHEGAR as a lexical verb in coordinate/juxtaposed structures is the origin of the use of CHEGAR in the periphrastic structure, since the many properties encountered with higher frequency in lexical use are also just as frequently used as auxiliaries. Nevertheless, between the two constructions being studied, sufficient difference can be observed to see that CHEGAR, in the periphrasis [CHEGAR (E) V2], is behaving like an auxiliary verb, and shows typical properties of these types of verbs: i) in 100% of occurrences, it does not have a complement;ii) it has a co-referential subject in 100% of cases; iii) it does not appear with intervening material between it and V2. Besides this, CHEGAR, in periphrases, is predominant in nonneutral evaluation contexts, denoted by V2. Inspired by the results obtained, we propose strategies for the discussion of the [CHEGAR (E) V2] periphrases in both elementary and high schools. / Com base no referencial te?rico do Funcionalismo Ling??stico norte-americano, nossa proposta ? descrever e analisar o uso do verbo CHEGAR em per?frases verbais do tipo [CHEGAR (E) + V2], em que CHEGAR n?o manifesta significado ligado a movimento f?sico. Na literatura ling??stica, a tais per?frases t?m sido atribu?das fun??es variadas, relacionadas ? aspectualiza??o, ? ?nfase de trechos narrativos e ? constru??o de espa?os mentais, entre outras. Neste estudo, consideramos que a fun??o do verbo CHEGAR nas per?frases em quest?o ? indicar aspecto global, ressaltando um leque de nuan?as sem?ntico-pragm?ticas como o car?ter repentino, instant?neo ou at? brusco do evento referido pelo verbo principal da constru??o (V2), e/ou a tomada de iniciativa (s?bita) do agente (no papel sint?tico de sujeito da per?frase), e/ou avalia??es subjetivas que v?o da surpresa ? frustra??o. Nossos objetivos s?o: (i) descrever e analisar as rela??es sem?nticopragm?ticas, morfossint?ticas e sociais que caracterizam o uso de CHEGAR em per?frases verbais do tipo [CHEGAR (E) + V2] e em ora??es coordenadas/justapostas em que CHEGAR ? o verbo principal da primeira ora??o e um verbo de elocu??o ? o verbo principal da segunda ora??o; (i) identificar, com base nessa descri??o e an?lise, ind?cios sincr?nicos da gramaticaliza??o de CHEGAR como verbo auxiliar nas referidas per?frases. Observamos haver forte similaridade entre as constru??es coordenadas/justapostas e perifr?sticas. Tais similaridades fortalecem a hip?tese de que o uso de CHEGAR como verbo lexical na estrutura coordenada/justaposta ? a fonte dos usos de CHEGAR na estrutura perifr?stica, uma vez que v?rias das propriedades que encontramos com grande freq??ncia no uso lexical est?o tamb?m presentes com grande freq??ncia no uso auxiliar. Todavia, entre as duas constru??es sob enfoque observam-se diferen?as suficientes para se considerar que CHEGAR, na per?frase [CHEGAR (E) V2], comporta-se como verbo auxiliar, pois manifesta propriedades t?picas desse tipo de verbos: (i) n?o seleciona complemento em 100% das ocorr?ncias; (ii) possui sujeito correferencial ao de V2 em 100% das ocorr?ncias; (iii) n?o aparece com material interveniente entre si e V2. Com inspira??o nos resultados obtidos, propusemos estrat?gias para a abordagem da per?frase [CHEGAR (E) V2] nas escolas de n?vel fundamental e m?dio.