Made available in DSpace on 2015-04-11T13:41:44Z (GMT). No. of bitstreams: 1 Roseanny Brito.pdf: 1231856 bytes, checksum: 774a01130211e7e3b526ae807bab1832 (MD5) Previous issue date: 2013-04-27 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / The studies linguistic directed to the characterization of Portuguese in Brazil are still little expressive. Some regions have elaborated atlas linguistic and derived characterize the talk about some localities. In the Amazon, much to do, in view of the lack of tradition in research dialetoctologics in the region. For the purpose of supply part of this gap, drafted-if the Atlas of the Lower Amazon Speaker AFBAM by means of a search dialectológica that has as kernel study and the analysis phonetic-phonological five of the municipalities that form the micro-region of Lower Amazon: Barreirinha, Boa Vista do Ramos, Nhamundá, San Sebastian of Uatumã and Urucará. This work was carried out through bibliographic research and field and with the support of the methodology of Sociolinguistic, since it sought to check whether the linguistic manifestations are due to factors or social origins. The research was performed with 06 informants, in each of the five points, being a man and woman between 18 and 35 years, 36 and 55 years and 56 years. This work shall use the questionnaire phonetic-phonological was applied in the development of linguistic Atlas of Amazon ALAM, elaborated by Cruz (2004), as well as the computational program of ALAM, which allows the inclusion of all the data collected and generate automatically letters phonetic. Through the drawing up this atlas, objectively-offers a scenery insightful of speaker characteristic of Lower Amazon and foster um knowledge social and cultural without reason deepen of that micro-region. This atlas seeks still contribute with the registers phonetic made in the ALAM, having in mind or deepening two inquiry of points in the Region of the Lower Amazon, or that broad or knowledge of mode of region amazonic Speakest and, consequently, of the portuguese of Brazil / Os estudos lingüísticos voltados para a caracterização do português do Brasil são ainda pouco expressivos. Algumas regiões têm elaborado atlas lingüísticos e conseguido caracterizar o falar de algumas localidades. No Amazonas, muito há para se fazer, tendo em vista a ausência de tradição em pesquisas diletoctológicas nessa região. Com a finalidade de suprir parte dessa lacuna, elaborou-se o Atlas dos Falares do Baixo Amazonas AFBAM por meio de uma pesquisa dialetológica que tem como cerne o estudo e a análise fonético-fonológica de cinco dos municípios que formam a micro-região do Baixo Amazonas: Barreirinha, Boa Vista do Ramos, Nhamundá, São Sebastião do Uatumã e Urucará. Este trabalho foi realizado através de pesquisa bibliográfica e de campo e conta com o apoio da metodologia da Sociolingüística, uma vez que se pretendeu verificar se as manifestações lingüísticas são em decorrência de fatores lingüísticos ou sociais. A pesquisa foi realizada com 06 informantes, em cada um dos cinco pontos de inquérito, sendo um homem e uma mulher entre 18 e 35 anos, 36 e 55 anos e 56 anos em diante. Este trabalho utilizou o questionário fonético-fonológico que foi aplicado no desenvolvimento do Atlas Lingüístico do Amazonas ALAM, elaborado por Cruz (2004), bem como o programa computacional do ALAM, que permite a inserção de todos os dados coletados e gerar automaticamente cartas fonéticas. Através da elaboração deste atlas, objetiva-se oferecer um panorama criterioso dos falares característicos do Baixo Amazonas e propiciar um conhecimento sócio-cultural mais aprofundado dessa micro-região. Este atlas pretende ainda contribuir com os registros fonéticos realizados no ALAM, tendo em vista o adensamento dos pontos de inquérito na região do Baixo Amazonas, o que amplia o conhecimento do modo de falar da região amazônica e, conseqüentemente, do português do Brasil

The aim of this study is to measure and analyse the attitudes towards a linguisticvariety called murciano. This variety is a regional standard of Spanish, namely, theSpanish talked in Murcia, a city located in the South of Spain.There are two groups of informants in this study. The first group is composed of12 people from Murcia and the second group consists of 12 people who know thevariety of murciano but are not natives from the city of Murcia. The methodapplied is the indirect method matched guise. The informants listened to fourdifferent recordings of voices acting as either a Spanish speaking person or amurciano speaking person. Ten short questions related with the voices were askedto the informants, who gave their answers on a Likert attitude scale.The results show that the attitudes towards murciano and the standard Spanishdiffer in both groups of informants. The group of natives from Murcia show morepositive attitudes toward the variety murciano than the group of non-natives fromMurcia. However, when the results towards the variety murciano and the standardSpanish are compared with each other, it is the standard Spanish the one thatreceives more positive valuations. In addition, the observations show that thegroup of non-natives from Murcia are more critical and negative in their attitudestoward the different linguistic varieties than the group of natives from Murcia.

Murciano is a non-standard variety that is spoken in Murcia, a region in the southeast of Spain.This study aims to investigate which are the attitudes toward the variety from the dimensions ofsolidarity and status.We will use two groups of informants. One integrated by 20 natives from Murcia who use thevariety, and the other by 16 non-spanish-natives that have never been in contact with murciano.The intention with the study is to investigate which attitudes both groups show towardmurciano and analyse the differences and similarities between them. We expect the natives toshow positive attitudes in the dimension of solidarity, and negatives in the dimension of status.We expect the non-natives to show the same kind of attidudes toward both varieties (thestandard-spanish and murciano) while they have never been in contact with the non-standardand therefore should not have the sociocultural background that help people to create negativeattitudes toward non-standard varieties.The chosen method is an indirect one, and the used technique is the matched-guise. Theinformants listen to two different voices talking two times each: one in standard-spanish andone in murciano. After they have listened to one voice in one variety they answer 10 differentquestions to measure their attitudes in the both dimensions we aim to investigate. The resultsare analysed from the gender and the education variables.The results show that the natives attitudes toward murciano are positives from the solidaritydimension but negatives from the status one, results that confirm the first hypothesis. However,the study shows that the non-natives also have negative attitudes toward the variety in the statusdimension but positive toward the standard-spanish, which means that the second hypothesiswas wrong, something that could have been caused by the fact that all non-natives had a higheducational-level. Other studies show that education is a factor that can have a bearing onhaving negative attitudes toward non-standard varieties.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-03T16:53:45Z No. of bitstreams: 1 josinaaugustatavaresteixeira.pdf: 2383043 bytes, checksum: 0dc1b4038377739af5637f43c79887f5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-05T10:50:19Z (GMT) No. of bitstreams: 1 josinaaugustatavaresteixeira.pdf: 2383043 bytes, checksum: 0dc1b4038377739af5637f43c79887f5 (MD5) / Made available in DSpace on 2016-02-05T10:50:19Z (GMT). No. of bitstreams: 1 josinaaugustatavaresteixeira.pdf: 2383043 bytes, checksum: 0dc1b4038377739af5637f43c79887f5 (MD5) Previous issue date: 2014-01-17 / A Lei de Diretrizes e Bases de 1996 democratizou o ensino Fundamental e Médio, instituindo sua gratuidade e obrigatoriedade, trazendo, para a escola, representantes das classes sociais desprestigiadas, com sua multiplicidade de variações linguísticas estigmatizadas. Porém a Escola, detentora do patrimônio cultural e da quase exclusividade de seu repasse, seguiu privilegiando a escrita e negligenciando um trabalho didático pautado pelos princípios sociolinguísticos. Como consequência, a oralidade, a despeito de sua centralidade nos eventos intercomunicacionais, viu-se relegada a espaços exíguos no ensino de Língua Portuguesa e nos compêndios didáticos. Entretanto, imposições contemporâneas têm mobilizado agências educacionais e teóricos de diversas áreas para o redimensionamento da questão. Coerentemente com esse novo olhar, o presente trabalho visou demonstrar a viabilidade da implementação de uma pedagogia da variação linguística. Para comprovar essa assertiva, efetivei uma pesquisa-ação através de uma práxis didática composta de ações pontuais, regulares, denominadas “Oficinas de oralidade”, desenvolvidas durante o ano letivo de 2012, em uma escola municipal de classe média baixa, e em um colégio federal, campo de aplicação da UFJF, de classe média, no primeiro semestre do ano letivo de 2013, com alunos de quinto ano do Ensino Fundamental. As atividades oportunizaram, aos discentes, o uso dos recursos próprios das variedades linguísticas cultas na modalidade oral, sendo esse desenvolvimento de competências compreendido como uma ação de empoderamento (FOUCAULT, 2007). A proposta pautou-se pelos pressupostos sociolinguísticos de respeito e legitimação da heterogeneidade linguística, entendendo-se a língua como entidade sócio-político-cultural. Compôs-se de trabalhos didáticos que contemplaram gêneros orais de maior penetração social. Os distanciamentos das normas cultas praticados pelos aprendizes, evidenciados nessas atividades didáticas, foram registrados, analisados, categorizados, constituindo material para posteriores atividades didáticas. Na realização da pesquisa, contei com a parceria preciosa das professoras de Língua Portuguesa das duas turmas pesquisadas, apoiando-me mais pontualmente nas teorias defendidas por Bagno (2010), Faraco (2008), Gadotti (1979), Koch e Elias (2011), Marcuschi (2005), Mollica (2007), Bortoni-Ricardo (2011). Como proposta desta última autora, utilizamos os três continua que sugerem uma análise a partir dos eixos: rural/urbano, oralidade/letramento, monitoração estilística. Os resultados da pesquisa apontaram uma avaliação positiva no trato didático com a oralidade: envolvimento dos alunos, com significativo interesse, nas atividades propostas; ampliação da capacidade de reflexões sobre as variações linguísticas e seu condicionamento sócio-histórico-cultural; apropriação dos conceitos orientadores dos três continua; aquisição e utilização de recursos próprios da oralidade culta. / The 1996 Law of Guidelines and Bases democratized the teaching in Elementary and High school grades, instituting gratuitousness and compulsion, bringing to the School representatives of the unprivileged social classes with its multiplicity of linguistic variations that distinguish them in a stigmatizing way. However, the School, holder of the cultural heritage and of its almost exclusive transfer, followed giving privilege to writing, and neglecting a didatic work based by sociolinguistic principles. As a consequence, orality, in spite of its centrality in intercommunicacional events, has found itself relegated to exiguous spaces in Portuguese Language teaching and in didactical compendiums. However, impositions on contemporaneity have mobilized educational agencies and theorists from several areas to give a new dimension to the question. Consistently to this new look, this paper demonstrated the possibility to implement a linguistic variation pedagogy. To confirmthis assertion, I carried outan action-research with a didactic praxis composed of specific, regular actions, called “Orality workshops”, developed during the year of 2012, in a municipal of low middle class and in a federal school in the first semester of the year of 2013, both in the brazilian city of Juiz de Fora (MG), with students from the fifth grade. The activities had given the opportunity to students to use the resources from the cultured varieties of the language in oral form, being this development of competences understood as an action of empowerment (Foucault, 2007).The proposal had guided by the Sociolinguistic presuppositions related and legitimated by linguistic heterogeneity, understanding language as a social, political and cultural entity. It was composed of didactic works that contemplate several oral genres of a greater social penetration. The distance on the cultured norms, practiced by the students, as evidenced in these activities, was detailed recorded, analyzed, categorized, providing material for further didacticexercises. The research had been realized with the partnershipwith the teachers of Portuguese Language of the two researched classes, based most punctually on the theories supported by Bagno (2010), Faraco (2008), Gadotti (1979), Koch and Elias (2011), Marcuschi (2005), Mollica (2007), Bortoni-Ricardo (2011). As a proposal of the last author, we had used the three continua that propose an analysis from the three axes: rural / urban; orality / literacy; stylistic monitoring. The results from the research had pointed to a positive evaluation on the learning of the cult linguistic norm: the involvement, with significant interest, in the proposed activities; enlargement of the capacity of students' reflections about linguistic variations and their social, historical and cultural conditioning; the appropriation of the guiding concepts of the three continua; the acquisition and the use of the cultured orality resources.