Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-27T12:17:38Z No. of bitstreams: 2 Talita_Quadros2017.pdf: 3672889 bytes, checksum: 662c90d816bac4e44956db64813b9097 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-27T12:17:38Z (GMT). No. of bitstreams: 2 Talita_Quadros2017.pdf: 3672889 bytes, checksum: 662c90d816bac4e44956db64813b9097 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-21 / The present research comes from the need of promoting reflection on an important aspect of the teaching/ learning process of linguistic analysis: the use of elements that delimit positioning. This justification promoted a study on the performance of modals elements in excerpts from texts of elementary and middle school students from a countryside public school in a city from Parana State. It was based on the analysis of the collected material in the databank of the projects Theoretical Application and Reflection in the Classroom: linguistic analysis as a support for the production of texts from students of a public school in the State of Paraná (ART) and Diagnostics and Theoretical Application in Classroom: verification of the performance and evaluation of the teaching of linguistic analysis and textual production of high school students of a public school in the State of Parana (DAT). The basic and qualitative research was subsidized by authors dealing with linguistic modality, such as Castilho and Castilho (1992), Neves (2006), Corbari (2008/2013), Koch (2009) and Sella (2011). This course, based on the definition of study focus, theoretical reference reading, data collection and interpretation of the data collected, motivated to verify in the analyzed excerpts how the modal pair “é + adjetivo” and the verb can indicates points of view that sometimes are linked to the most internal and sometimes to the most external layers of significance. The goal is to interpret the occurrence of these modalities on text excerpts written by students who participated in the aforementioned projects, as well as to verify the degree of producers’ engagement with the expressed content which were expressed through these structures. The layers verification allowed us to evaluate the engagement degree established with the propositional content. This study also allowed us to notice established notions of emphasis and attenuation on the analyzed which leads to articulations that indicate negotiations of points of view. / A presente pesquisa nasce da necessidade de promover reflexão sobre aspecto importante do processo ensino-aprendizagem da análise linguística: o emprego de elementos que demarcam posicionamento. Essa justificativa impulsionou estudo sobre a atuação dos modalizadores em recortes de textos de alunos do ensino fundamental e médio, de escola pública do campo de uma cidade do Estado do Paraná. Partiu-se da análise de material coletado no banco de dados dos projetos Aplicação e Reflexão Teórica na Sala de Aula: análise linguística como suporte para a produção de textos de alunos de uma escola pública do Estado do Paraná (ART) e Diagnósticos e Aplicação Teórica em Sala de Aula: verificação do rendimento e avaliação do ensino de análise linguística e produção textual de alunos do ensino médio de uma escola pública do Estado do Paraná (DAT). A pesquisa básica e de cunho qualitativo foi subsidiada por autores que tratam da modalização linguística, como Castilho e Castilho (1992), Neves (2006), Corbari (2008/2013), Koch (2009) e Sella (2011). Esse percurso, pautado em definição de foco de estudo, leitura de referencial teórico, coleta de dados e interpretação dos dados coletados, motivou verificar nos recortes analisados como os modalizadores par é + adjetivo e verbo poder indicam pontos de vista ora vinculados a camadas mais internas, ora a camadas mais externas da significação. Objetivou-se interpretar ocorrências dos modalizadores em tela em recortes de textos de estudantes participantes dos projetos supracitados, além de verificar o grau de engajamento dos produtores com o conteúdo enunciado, expresso por meio de tais estruturas. A verificação dessas camadas proporcionou avaliar o grau de engajamento estabelecido com o conteúdo proposicional. Este estudo permitiu observar que os modalizadores em análise estabelecem noções de ênfase e de atenuação, o que aponta para articulações que indicam negociações de ponto de vista.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-11-12T12:29:18Z No. of bitstreams: 2 Kalen _Piano_2018.pdf: 4499676 bytes, checksum: b105351175fc9f5321845d8d609a34fb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-11-12T12:29:18Z (GMT). No. of bitstreams: 2 Kalen _Piano_2018.pdf: 4499676 bytes, checksum: b105351175fc9f5321845d8d609a34fb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-08-06 / The linguistic analysis practice (PAL) was proposed for the teaching of Portuguese language, in the 1980s, with the intention of helping students to reflect about the uses of the language in reading and textual production practices. Since then, it has been understood as one of the main cores of teaching the Portuguese language, according prescriptions by pedagogical documents such as the National Curricular Parameters (BRASIL, 1998), and the State Curricular Guidelines (PARANÁ, 2008). The textbooks, in certain ways, try to contemplate this purpose, with various understandings, though. When considering this historical context, the research that I present sustains itself on the theme The linguistic analysis practice in textbooks, delimiting, especially, on the book Araribá Plus Portuguese – 7º grade of Fundamental School II. The concern which originated the dissertation sustains on the question: What is the relationship between the teaching of grammar, PAL and LD Araribá Plus Portuguese – 7º grade? Trying to answer that question, the objective that guides this research is to comprehend, theoretic and methodologically the PAL, analyzing the language working referrals in a textbook of the fundamental school – final years. It is an investigation based on the Applied Linguistic assumptions, according to Moita Lopes’ precepts, (2006); on the interpretative qualitative approach, in line with Bortoni-Ricardo, (2008); and, methodologically, we made an exploratory research, in accordance with Gil (1999), a bibliographic and documental revision. As a result, we understand that some activities have approached the PAL, but most need to be developed by the teacher, because the textbook does not provide such practice, to reach a wider and meaningful level of the language. The students will benefit in their learning from our mediation, developing activities beyond the textbook, by extending the reflection of the language to the context of the student. / A prática de análise linguística (PAL) foi proposta para o ensino de língua portuguesa, na década de 1980, com o intuito de auxiliar os alunos a refletirem sobre os usos da língua em práticas de leitura e de produção textual. Desde então, passou a ser compreendida como um dos eixos de ensino da disciplina de Língua Portuguesa, conforme prescrito por documentos pedagógicos como os Parâmetros Curriculares Nacionais (BRASIL, 1998) e Diretrizes Curriculares Estaduais (PARANÁ, 2008). Os livros didáticos, de alguma forma, procuraram contemplar essa proposta, todavia, com compreensões diversas. Ao considerarmos esse contexto histórico, a pesquisa que apresento sustenta-se no tema A prática de análise linguística no livro didático, delimitando, especificamente, para o livro Araribá Plus Português – 7º ano do Ensino Fundamental II. A preocupação que deu origem à dissertação sustenta-se no questionamento: Que relação há entre o ensino de gramática, a PAL e o LD Araribá Plus Português – 7º ano? Com o intuito de responder a esse questionamento, o objetivo que move esta pesquisa é compreender, teórica e metodologicamente a PAL, analisando encaminhamentos de trabalho com a língua em um livro didático do ensino fundamental – anos finais. Trata-se de uma investigação ancorada nos pressupostos da Linguística Aplicada, conforme preceitos de Moita Lopes, (2006); na abordagem qualitativa interpretativista, segundo Bortoni-Ricardo, (2008); e, metodologicamente, desenvolvemos uma pesquisa exploratória, conforme Gil (1999), de revisão bibliográfica e documental. Como resultado, compreendemos que algumas atividades aproximaram-se da PAL, mas a maioria precisa ser desenvolvida pelo professor, porque o livro didático não propicia tal prática, para atingir um nível mais amplo e significativo da língua. Os alunos serão beneficiados em seu aprendizado a partir de nossa mediação, desenvolvendo atividades para além do livro didático, ao estender a reflexão da linguagem para o contexto do aluno.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-12T18:13:46Z No. of bitstreams: 0 / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-13T13:05:26Z (GMT) No. of bitstreams: 0 / Made available in DSpace on 2017-09-13T13:05:26Z (GMT). No. of bitstreams: 0 Previous issue date: 2016-12-02 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho foi desenvolvido no âmbito do Mestrado Profissional em Letras (ProfLetras/UFJF). Vinculados à linha de pesquisa Teorias da Linguagem e Ensino, procuramos estabelecer um diálogo entre o conhecimento construído na área de Linguística, Linguagem e Tecnologia e nossa prática docente como professores de Português. O projeto, caracterizado metodologicamente como uma pesquisa-ação (TRIPP, 2005; ENGEL, 2000), teve como produto a elaboração de uma proposta de intervenção, aplicada em uma turma do oitavo ano do ensino fundamental, de uma escola municipal de Juiz de Fora/MG. No que diz respeito ao uso pedagógico das tecnologias digitais, baseamo-nos em Lévy (1999), Lorenzi; Pádua (2012) e Marcuschi; Xavier (2004). No decorrer do processo, foram realizadas atividades de análise linguística (MENDONÇA, 2006; BEZERRA; REINALDO, 2013; ANTUNES, 2014; entre outros), com base nas necessidades apresentadas, pelos discentes, na produção e revisão dos textos. Em linhas gerais, foi desenvolvida uma intervenção pedagógica a partir de práticas de leitura e produção de textos do gênero comentário, no contexto do blog. Com isso, objetivamos não apenas o desenvolvimento da competência linguística dos discentes, como também o seu empoderamento frente a questões do cotidiano, visto que toda a proposta se sustentou na criação coletiva do blog da turma. Os alunos participaram ativamente de todo o processo, desde a criação e organização do ambiente virtual, passando pela escolha dos temas abordados e culminando na publicação de textos, vídeos e comentários argumentativos a respeito das postagens. Os resultados mostraram-se positivos, no que tange ao desenvolvimento das habilidades de pesquisa e argumentação dos discentes envolvidos, bem como à ampliação do interesse e da participação ativa dos alunos nas atividades da disciplina Língua Portuguesa. / This work has been developed under the Professional Master of Letters (ProfLetras / UFJF). Related to the line of research Theories of Language and Education, we seek to establish a dialogue between knowledge built in Linguistics, Language and Technology areas and our teaching practice as Portuguese teachers. The project, characterized methodologically as anaction research (TRIPP, 2005; ENGEL, 2000), had as product the development of a proposal for intervention, applied to a class of eighth grade students of elementary school, at a public municipal school in Juiz de Fora / MG. With regard to the pedagogical use of digital technologies, we rely on Lévy (1999), Lorenzi; Padua (2012) and Marcuschi; Xavier (2004). In the process, linguistic analysis of activities were carried out (Mendonça, 2006; Bezerra; Reinaldo, 2013; Antunes, 2014; among others), based on the needs presented by the students in the production and revision of texts. In general, an educational intervention was developed from reading practices and production of texts on commentary gender, on the blog context. With this, we aim not only the development of language skills of the students, but also their front empowerment to everyday issues, as the whole proposal has been supported by the collective creation of the class blog. Students actively participated in the entire process, from the creation and organization of the virtual environment, through the choice of topics approached and culminating in the publication of texts, videos and argumentative comments about the posts. The results were positive, with respect to the development of research skills and reasoning of the students involved, as well as the expansion of the interest and active participation of students in the activities of the discipline Portuguese Language.

The teacher's situation in upper secondary school today is strongly influenced by several factors, both inside and outside the school's walls. One of these factors are the national steering documents that are designed to regulate the educational activities: school law, curriculum and other regulations. The professionalism in the knowledge-based work has changed from being regulated within the profession to be used as a tool for controlling service personnel by the organisation (Evetts 2009, 2013). Based on a professional theoretical perspective and with critical discourse analysis as a method, this study focuses on:  1. To investigate how the teachers’ assignment appears in the steering documents, and what kind of professionalism that is emerging.  2. To investigate the ability of a professional teacher to act based on what appears in the steering documents regarding the characteristics of a profession.  3. The various regulatory documents’ content and formulations linked to previous research, i.e. if it is possible to connect the analysis of control documents with national research on the teacher's professional role and assignment.  The result shows that signs of the teacher's autonomy, discretion, self-control and expertise - characteristics of a profession - are not present in the steering documents, and instead the discourse of control used by the organization seems to have taken a clear place. With documentation requirements, grades based on standardized knowledge requirements and focus on goal attainment, the governing documents seem to limit and shrink the teacher's discretion, which leads to the assumption that the teacher demands greater responsibility, but is given less opportunity to act as a professional.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Les décideurs politiques, appelés à gérer les relations entre les migrants, les communautés qu’ils créent et la population des pays d’accueil, répondent en élaborant différentes politiques d’intégration selon leur histoire démographique, leurs modèles d’incorporation, ainsi que leurs conditions contingentes. Mais, en dépit des déclarations d’intention, ces politiques se configurent plutôt comme des mécanismes de gestion des migrants. En effet plusieurs États soumettent l’acquisition de la nationalité à la réussite de tests évaluant les compétences en langue et les connaissances en éducation civique. Cependant une société démocratique doit adopter des politiques qui garantissent la cohésion sociale : la réalisation de ce but implique une approche intégrationniste qui met en cause les droits et les responsabilités des migrants et des sociétés d’accueil. Les migrants se définissent comme un groupe vulnérable en raison de leur condition de faiblesse. D’ailleurs ils doivent investir beaucoup d’énergie pour reconfigurer leur propre identité et pendant ce passage, le soutien public s’avère fondamental. La société d’accueil ne doit pas se limiter à reconnaître l’existence de la diversité, mais elle doit être éduquée à celle-ci, afin de développer une attitude positive à l’égard de l’inconnu. Le processus d’insertion passe par la nécessité de franchir la barrière linguistique : la définition de langue retenue fait référence tout particulièrement à sa fonction de vecteur pour l’accès à l’univers des comportements et des valeurs d’une communauté linguistique. Seul l’exercice de la citoyenneté active favorise l’autonomisation et le développement d’un sentiment d’appartenance. / The phenomenon of migration represents an important dimension of the social transformations and it constitutes a complex reality which has many consequences of historical-political, socio-legal and linguistic-cultural nature.The immigrant, often pushed by a condition of severe poverty, loses his points of reference, social recognition, the sense of autonomy assimilated in a lifetime, his own identity. All these factors put immigrant in a condition of extreme weakness. The danger for the immigrant is to be relegated to the margins of society and to be a victim of segregation and marginalization.The insertion and integration process in the new social reality is accompanied, at all levels, by the need to learn the language. This need, in fact, coincides not only with the understanding of the structure and grammatical rules, but it also refers to the need to understand the vision of the world and culture of a linguistic community. The organisation of language training is complex due to different ideologies based on national policies, territorial subdivision of courses, variety of situations and needs of the recipients, or different organization of the training, etc.The integration of immigrants is a matter to be treated with great caution, because it has an immediate impact on the political and economic level and because it directly impacts the social structure of States. The toughest challenge for national Governments is to find a balance between respect and enhancement of culture and the language of origin of the immigrant and the need to learn the culture and language of the host country.

The diploma thesis "The linguistic analysis of headlines in daily papers Hospodářské noviny and Blesk" deals with the analysis of headlines in articles that include the commentary genre, specifically in Hospodářské noviny and Blesk. In this work, there is analyzed the form of headlines, how they are set up, and how they relate to the content of the message. The thesis consists of theoretical and analytical parts. The theoretical parts describe the analyzed material, the method of linguistic analysis is described there and also the characteristic of headlines. It is followed by analysis which is divided into two parts. In the first part, there is observed the difference of using the types of sentences and also the kinds of modality in the headlines of observed daily papers and the second part of analysis studies the general headlines and the occurrence of metaphorical expression. It analyses occurring cases of metaphor, metonymy, personification and paraphrase and compares, if there are some differences between the daily papers in observing phenomena. The premise is that the type of tabloid newspaper has a higher proportion of headlines including the metaphorical expression. There are analyzed also 10 year-old headlines of these daily papers, for the comparison, if the daily papers differ only among...

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Orientador: Roberto Gomes Camacho / Banca: Izete Lehmkuhl Coelho / Banca: Manoel Mourivaldo Santiago Almeida / Banca: Gisele Cássia de Sousa / Banca: Lauro Maia Amorin / Resumo: Os estudos na perspectiva variacionista têm mostrado que não mais se observa a alternância tu/você em todas as variedades do Português Brasileiro (PB). Segundo Menon (1994), nos dados do NURC-SP, apenas a forma você faz parte do sistema pronominal, e o mesmo se aplica ao falar de Belo Horizonte (RAMOS, 1997) e à cidade de Curitiba (cf. LOREGIAN, 1996). Menon (2002) questiona a conclusão de que você já teria substituído cabalmente tu na maior parte do Brasil, e também, a aceitação simples de que tu e você constituem uma variável no PB, já que em algumas variedades somente ocorre uma das formas. Esse quadro justificou plenamente nossa proposta de realizar um estudo dos pronomes tu e você no falar acreano de Rio Branco, com o objetivo específico de verificar se o fenômeno investigado é um caso de variação ou de escolha funcional. Pretende-se verificar ainda se o fenômeno variável investigado - a alternância entre tu e você - com a migração possível de tu e somente depois de você é motivada por falantes de dialetos nordestinos, especialmente cearenses, que acorreram em massa ao Acre durante o período áureo de exploração da borracha (TOCANTINS, 2001). O corpus utilizado é o banco de dados do Projeto "Estudo da Fala Urbana de Rio Branco Acre", composto por entrevistas da fala natural, com base no módulo "experiências pessoais", que foram coletadas entre 1998 e 2011. A análise dos dados partiu dos pressupostos funcionalistas de Hengeveld e Mackenzie (2008), Dik (1989), Givón (1993)... / Abstract: The studies in a variationist viewpoint have indicated that the alternation between tu/você has been no longer found in all varieties of Brazilian Portuguese. According to Menon (1994), in the NURC - SP database only the form você takes part of the pronominal system and the same is also applied to the speech of Belo Horizonte (RAMOS, 1997) and Curitiba (cf. LOREGIAN, 1996). Menon (2002) questions the conclusion that você would have fully replaced tu in most parts of Brazil; she also refuses the plain recognition that tu and você constitute a true variable in Brazilian Portuguese, since some varieties are provided with only one of these two forms while other are provided with both of them. This general picture fully justifies our proposal to carry out a research about pronouns tu and você in the acrean speech of Rio Branco, focusing more specifically whether the phenomenon investigated represents a case of variation or functional choice. Furthermore, our proposal is to verify whether there would have been a possible early migration of tu, followed lately by você motivated by speakers of Northeastern dialects, especially from Ceará state that migrated massively to Acre state during the golden period of rubber exploration (TOCANTINS, 2001). The corpus used is the database of the project "Research of Urban Speech from Rio Branco - Acre" composed by interviews of ordinary speaking in the module of "personal experiences" collected between 1998 and 2011. The analysis was based on the functional assumptions of Hengeveld and Mackenzie (2008), Dik (1989), Givón (1993) and Neves (1997), also on the theoretical framework of variationist sociolinguistics, especially Labov (2008[1972]) and Guy; Zilles (2007) including the quantitative methodology of data processing. The results allow arguing that the pronoun você is used by Rio Branco speakers in a higher rate than the ... / Doutor

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