Orientador: Marcos Aurelio Pereira / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-10T15:01:16Z (GMT). No. of bitstreams: 1 Pinto_LucianoC.G._M.pdf: 2702040 bytes, checksum: b47e9fc4a69fc6108846ebd1a25cf68f (MD5) Previous issue date: 2008 / Resumo: Sobre o discurso gramatical produzido na Antigüidade tardia nem sempre se encontram olhares cuidadosos. As Etimologias de Isidoro de Sevilha, cuja circulação atravessou os séculos posteriores, têm sido um alvo predileto para considerações que vão desde o menosprezo ¿puro e simples¿ ao risível. No entanto, as reflexões linguageiras desses séculos que ¿encerram¿ a Antigüidade têm sua razão de ser, uma vez que estabelecem relações outras com a língua e com a linguagem. Na tentativa de contar uma outra história sobre o discurso gramatical antigo e sobre uma de suas ferramentas interpretativas básicas, a etimologia, optou-se por narrar, em linhas gerais, o percurso das abordagens linguageiras que partem de gregos e romanos e chegam ao trabalho de Isidoro de Sevilha, enfatizando as tensões entre as rupturas e as continuidades desses debates, percorrendo um período em que subjaz o acontecimento da emergência do discurso cristão. Para descrever e interpretar quais as regularidades desse discurso gramatical-etimológico cristão isidoriano, julgou-se necessário traduzir o livro I das Etimologias, onde se encontram as definições-chave relativas à gramática e à etimologia / Abstract: It is not always usual to find careful approaches on the grammatical discourse produced in Late Antiquity. Isidore of Seville¿s Etymologies that have circulated through the later centuries have been a favorite target to some considerations from the ¿pure and simple¿ contempt to the laughable. However, the language reflections from those centuries ¿ ¿ending Antiquity¿ ¿ have their own reason of existence, as they establish different relations with language itself. In order to tell another story about the ancient grammatical discourse and one of its basic interpretative tools, the etymology, we chose to narrate, in general lines, the course of language approaches that has begun with the Greek and Roman until Isidore of Seville¿s work, emphasizing the tensions between breaks and continuities within those debates, covering a period in which we may witness the emergency of Christian discourse. In order to describe and interpret which are the regularities of that Isidorian¿s grammatical, etymological and Christian discourse, we found it necessary to translate the first book of the Etymologies where the key definitions relating to Grammar and Etymology are found / Mestrado / Linguistica / Mestre em Linguística

Cette recherche doctorale relève du domaine de la didactique des langues et des cultures, mais elle s’inspire également du domaine des sciences de l’éducation. Elle a pour objet d’étude les pratiques d’enseignement de la grammaire dans le contexte scolaire de l’Angleterre. La spécificité de ce contexte réside dans le fait que les apprenants font peu, voire pas, de grammaire au cycle primaire. Dès lors, c’est dès l’entrée au collège, avec l’apprentissage de la première langue étrangère, que les élèves sont initiés à des réflexions de type métalinguistique. Notre recherche ambitionne de comprendre de quelle façon les enseignants de langues étrangères amènent les apprenants à développer une conscience métalinguistique dans ce contexte particulier. Nous souhaitons déterminer si les enseignants usent de stratégies particulières pour pallier l’absence de compétences métalinguistiques explicites chez leurs apprenants. Pour cela, nous avons mené une recherche de terrain de nature qualitative et exploratoire en privilégiant une approche holistique, écologique et interdisciplinaire qui prend en compte les leçons de langues étrangères les plus enseignées au collège (allemand, espagnol, français). Les données recueillies ¬ observations de classes et entretiens semi-directifs ¬ ont fait émerger des axes d’analyse qui éclairent les pratiques grammaticales des enseignants et donnent des pistes pour une didactique contextualisée. / This doctoral research work is embedded in the field of applied linguistics but it is also based on Educational Sciences research. Its main goal is to study grammar teaching practices in the school context of England. The specificity of this field lies in the fact that learners are only slightly exposed to explicit grammar learning during primary school. Therefore, they are trained to think about language as they start their first modern foreign language lessons at school. Our research aims at understanding in what ways modern foreign language teachers bring their students to develop their language awareness in this particular context. We wish to figure out whether teachers use peculiar strategies to make up for the lack of metalinguistic awareness of their students. To do so, we conducted an exploratory and qualitative field research built on a holistic, ecological and interdisciplinary approach, taking into account the various foreign languages taught at school (German, Spanish and French). The collected data (MFL classroom observations and teachers semi-structured interviews) has revealed interesting analytical perspectives which bring light on teachers’grammar practices.