Made available in DSpace on 2014-12-17T14:20:22Z (GMT). No. of bitstreams: 1 MariaDH.pdf: 883883 bytes, checksum: 377b2f8bff6666342f1139869d6da024 (MD5) Previous issue date: 2006-10-31 / Ce travail est une contribution aux ?tudes anthropologiques conduites sur la sexualit? et le corps dans les classes populaires. Il cherche ? analyser le processus de construction des repr?sentations du corps ainsi que sa relation avec la sexualit? et le genre, ? partir d une approche de la construction sociale. En ce sens, la ligne directrice de cette discussion est d une part le concept de corps compris comme une construction socioculturelle propre ? chaque soci?t?, d autre part les diff?rents usages et repr?sentations dont chaque classe sociale investit le corps. A cette fin, une recherche de caract?re ethnographique a ?t? r?alis?e aupr?s d adolescents ?g?s de treize ? dix-sept ans, r?sidents d un quartier populaire de Natal (Br?sil), le Guarapes. Conduit d avril 2005 ? juillet 2006, ce travail de terrain a m?l? observation directe et entretiens avec des adolescents des deux sexes / Este trabalho ? uma contribui??o aos estudos antropol?gicos sobre sexualidade e corpo com segmentos populares. Procura analisar o processo de constru??o de representa??es de corpo e sua rela??o com a sexualidade e o g?nero, a partir de uma abordagem da constru??o social. Neste sentido, o ponto norteador da discuss?o ? o conceito de corpo como uma constru??o social e cultural espec?fica de cada sociedade e os diferentes usos e representa??es que os diversos segmentos sociais fazem deste. Para isso, foi realizada uma pesquisa de cunho etnogr?fico com jovens meninas de treze a dezessete anos, moradoras de um bairro de classes populares da cidade de Natal -o Guarapes -, no per?odo de abril de 2005 a julho de 2006. O trabalho de campo incluiu a observa??o direta e entrevistas com jovens de ambos os sexos

Made available in DSpace on 2014-12-17T14:36:03Z (GMT). No. of bitstreams: 1 JomarRS.pdf: 3436856 bytes, checksum: 9ff2fcb55c960797004fae04b8eb4184 (MD5) Previous issue date: 2007-11-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Lima Barreto has built an educational conception of women in his fictional productions despite nuances inciting scholars to debate his writings and label him as misogynist and philogynist. Thus, the objective of this study is to comprehend, through signs present in his literary works, how women used to be educated in early twentieth century to accomplish the historical differences in gender relations. The main reason for this extract is the periodicity of his publications that started in 1900 by means of chronicles in newspapers and ended in 1922 after his death. For this, we identified codes and rules forged in the social processes to be assimilated by children through diverse institutions, aiming to incite the production of behaviors and social practices represented by the existence men and women in an ever changing society. Gender relations are analyzed within a society for their configuration concept by Nobert Elias (1970) as interdependence bonds among individuals. An investigative method proposed by Ginzburg (1989) was the most adequate to conduct the research on the work of Lima Barreto because it enables us to reconstruct the education concept for women. The dramas and novels analyzed point out the construction of categories such as women education, family, love and seduction revealing the engagement of Lima Barreto with the social problems of the period investigated. It was concluded that gender differentiation has come from family education which kept men and women in opposing sides giving them a marriage perspective that, after consummated, would bring frustration to women causing them to adopt confronting practices against domination strategies through celibacy or adultery. This research constitutes a reflection based on determined representations like justice, respect and duties that were the ideas defended by Lima Barreto in his writings, concerning both broader situations in social life and particular gender relations / Apesar das nuances que impelem seus estudiosos, no debate em rela??o aos seus escritos, a rotul?-lo de mis?gino ou de fil?gino, Lima Barreto constr?i uma concep??o educativa da mulher em suas produ??es ficcionais. Portanto, o nosso objetivo ? compreender, atrav?s de ind?cios presentes na obra deste escritor, como se efetivava a educa??o das mulheres, no in?cio do s?culo XX, para a consecu??o da diferencia??o hist?rica das rela??es de g?nero. Justificamos o recorte em raz?o da periodicidade da divulga??o da obra de Lima Barreto ter come?ado em 1900, com a publica??o das cr?nicas em jornais, at? a sua morte em 1922. Para tanto, identificamos os c?digos e regras forjados nos processos sociais para assimila??o pela crian?a, atrav?s de diversas institui??es, com a finalidade de instigar a produ??o de comportamentos e pr?ticas sociais representados nas maneiras de estar homem e mulher numa sociedade em processo de mudan?a. Entendemos as rela??es de g?nero no interior de uma sociedade atrav?s do conceito de configura??o, tratado por Norbert Elias (1970) como os la?os de interdepend?ncia a jungir os indiv?duos. Em se tratando de realizar uma pesquisa sobre a obra de Lima Barreto, o emprego do m?todo indici?rio proposto por Ginzburg (1989), com o objetivo de reconstruir uma concep??o de educa??o para a mulher demonstra ser mais adequado. Os romances e contos analisados apontam para a constru??o de categorias como educa??o da mulher, fam?lia, amor e sedu??o, que demonstram o engajamento do escritor Lima Barreto com os problemas sociais do per?odo investigado. Conclu?mos que a diferencia??o de g?nero se constituiu na educa??o familiar, de forma diferenciada para homens e mulheres e incutiu neles uma perspectiva de casamento que, quando consumado, representava uma frustra??o para as mulheres, levando-as a empreender pr?ticas de enfretamento ?s estrat?gias de domina??o atrav?s da vida celibat?ria ou do adult?rio. Esta pesquisa ? uma reflex?o a partir de determinadas representa??es como justi?a, respeito e deveres, que foram as ideias defendidas por Lima Barreto em sua obra, tanto para as situa??es mais amplas da vida social quanto para as rela??es de g?nero em particular

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-15T22:16:29Z No. of bitstreams: 1 GirlaneCristinaSiqueiraDaSilva_DISSERT.pdf: 2824798 bytes, checksum: 44f2645561691b38af07ce7a3b225505 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-20T20:54:15Z (GMT) No. of bitstreams: 1 GirlaneCristinaSiqueiraDaSilva_DISSERT.pdf: 2824798 bytes, checksum: 44f2645561691b38af07ce7a3b225505 (MD5) / Made available in DSpace on 2016-04-20T20:54:15Z (GMT). No. of bitstreams: 1 GirlaneCristinaSiqueiraDaSilva_DISSERT.pdf: 2824798 bytes, checksum: 44f2645561691b38af07ce7a3b225505 (MD5) Previous issue date: 2015-03-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Esta pesquisa investigou a atua??o feminina no teatro pernambucano durante a ditadura milita r brasileira na d?cada de 1970 , analisando os trabalhos de quatro atrizes dos grupos Teatro Hermilo Borba Filho, Vivencial e Express?o , que atuaram no per?odo. Lan?a - se um olhar sobre o corpo feminino no teatro a partir de uma transgress?o c?nica corporal : a consci?ncia de uma insubordin a??o corp?rea em resposta a um determinado contexto. No entanto, antes delineou - se um panorama sobre a posi??o art?stica e sociocultural da mulher no teatro, nos per?odos que antecedem a ditadura no Brasil e em Pernambuco, abrangendo refer?ncias teatrais e hist?ricas, com o objetivo de refletir sobre como estas coloca??es interferiram na imagem social da atriz no contexto ditatorial. Os grupos s?o revisitados pe los olhares das int?rpretes, onde foi percebido que a visada feminina busca as rela??es, e neste contexto, as rela??es com os outros grupos de teatro da ?poca, com os outros artistas do s grupo s em que estavam inseridas, com o contexto ditatorial, com a censura, com o teatro engajado e transgressor, com o corpo. Em paralelo, desenvolve - se uma reflex?o sobre o corpo c?nico que se opunha ? ditadura, um corpo que viola as normas esta b elecidas, o Corpo Transgressor. A pesquisa discorre ainda sobre uma analogia entre o trabalho das atrizes que se opunham ao regime militar e as mulheres militantes. Partindo d e an?lises feitas com as entrevistas realizadas com as atrizes, a partir das metodologias da Hist?ria Oral e da An?lise do Discurs o , o estudo ? desenvolvido construindo - se conex?es entre as falas das artistas e os pressupostos filos?ficos de Henri Bergson , acerca do corpo e da mem?ria. ? tamb?m elaborada uma reflex?o sobre as mudan?as do corpo feminino no teatro na Hist?ria, em conson?ncia com o conceito tamb?m filos?fico do Devir M ulher de Fel ix Guattari. Constatou - se, assim, que as atrizes , desde o s?culo XIX, constitu?ram um dos grupos de atores sociais femininos que modificaram a posi??o da mulher na Hist?ria ; que a estigmatiza??o da profiss ?o d e atriz, considerada como indecente nos s?culos anteriores , deixou resqu?cios em alguns ?mbitos na atualidade e que a ideia da liberta??o do corpo feminino propagada pelo feminismo nos anos de 1970, configurou - se na ?poca como a melhor forma de protesto e vai influencia r, em alguns contextos, na representa??o feminina em seu fazer teatral. / This research investigated the female performance in Pernambuco theater during the Brazilian military dictator ship in the 1970s, analyzing the works of four actresses of theater groups Hermilo Borba Filho, Experiential and Expression, who acted in the period. Launches a look at the female body in the theater from a body scenic transgression: the conscience of a body insubordination in response to a given context. However, before delineated an overview of the artistic and socio - cultural position of women in the theater, in the periods prior to the dictatorship in Brazil and Pernambuco, covering theatrical and historical references, in order to reflect on how these settings interfered in the picture Social actr ess under the dictatorship. The groups are revisited by the looks of interpreters, which was perceived that female targeted search relationships, and in this context, relations with other theater groups of the time, with other artists of the groups that we re inserted with the dictatorial context with censorship, with the offender engaged and theater, with the body. In parallel, it develops a reflection on the scenic body that opposed the dictatorship, a body that violates the established norms, the Transgre ssor Body. The research also discusses an analogy between the work of the actresses who opposed the military regime and militant women. Starting from analyzes with interviews with the actresses from the methodologies of Oral History and Discourse Analysis, the study is developed by building up connections between the testimonies of the artists and the philosophical assumptions of Henri Bergson, on the body and memory. It is also designed to reflect on the changes of the female body in the theater in history , also in line with the philosophical concept of Becoming Woman Felix Guattari. It was found, therefore, that the actresses from the nineteenth century, were a group of female social actors who changed the position of women in history; the stigmatization o f the actress by profession, considered indecent in previous centuries, left traces in some areas today and the idea of the liberation of the female body propagated by feminism in the 1970s, was configured at the time as the best way to protest and will influence, in some contexts, the representation of women in their theatrical make.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-15T00:10:32Z No. of bitstreams: 1 FranciscoCleitonVieiraSilvaDoRego_DISSERT.pdf: 2705933 bytes, checksum: 88e89b8f22a3c54377529c42d32df520 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-17T22:08:00Z (GMT) No. of bitstreams: 1 FranciscoCleitonVieiraSilvaDoRego_DISSERT.pdf: 2705933 bytes, checksum: 88e89b8f22a3c54377529c42d32df520 (MD5) / Made available in DSpace on 2016-06-17T22:08:00Z (GMT). No. of bitstreams: 1 FranciscoCleitonVieiraSilvaDoRego_DISSERT.pdf: 2705933 bytes, checksum: 88e89b8f22a3c54377529c42d32df520 (MD5) Previous issue date: 2015-11-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Esta pesquisa busca entender como homens trans constroem suas identidades e vivenciam a experi?ncia transexual nas rela??es que estabelecem cotidianamente para entrada na categoria homem . Foi poss?vel perceber que para isso engendram uma transi??o de g?nero espec?fica em meio a transexualidade masculina. Apesar de estarem sob um am?lgama complexo de rela??es de explora??o e domina??o disciplinares, formas de ser homem s?o agenciadas para uma viv?ncia e entrada nos espa?os onde s?o expulsos por n?o conformarem os corpos que as normas de g?nero demandam. Compreende-se que a transi??o de g?nero ? um processo ao mesmo tempo de manejo org?nico e prot?tico do corpo e de assun??o da pr?pria identidade. Com isso, constroem uma pol?tica de identidade que fixa criativamente uma categoria de pessoa detentora de direitos. A transi??o trata, portanto, de transicionar de uma inexist?ncia a um lugar de humanidade. A disserta??o descreve como esse processo se realiza nas experi?ncias dos interlocutores, observando as pr?ticas de fazer emergir o masculino diante de posi??es de classe quanto ao mercado de trabalho, ao acesso a sa?de, a hormorniza??o e a pr?pria identidade. Desse modo, teorias que os fixem como expressando masculinidades femininas ou marginais ? hegemonia n?o encontram exatid?o em suas vidas. A pesquisa partiu metodologicamente da realiza??o de etnografias multissituadas em diferentes meios que deram espa?o a entrevistas em profundidade com 14 interlocutores provenientes do Nordeste, Centro-Oeste, Sudeste e Sul do Brasil. Entre os anos de 2014 e 2015, partindo da aplica??o de t?cnica de rede ?s primeiras interlocu??es em pesquisa, p?de-se construir uma observa??o participante junto ao cotidiano de homens trans, de suas atividades privadas, p?blicas em meio a um coletivo de ativismo trans no Nordeste, e ao acompanhamento de a??es nas quais estiveram envolvidos durante o XII Encontro Nacional em Universidades de Diversidade Sexual e de G?nero (ENUDSG) realizado em Mossor?/RN. Dessa forma, o trabalho tenta descrever e compreender as diferentes formas de construir as transi??es de g?nero de homens trans no acesso ? transexualidade e, portanto, a uma forma de explicar as pr?prias trajet?rias em termos de pessoas que existem enquanto tais, em meio a narrativas marcadas por emo??es ligadas ao n?o viver , ao sofrimento e desumaniza??o. / This work seeks to understand how trans men build their identities and live the transsexual experience in the relationships they establish daily onto ?man? category. It could be observed that for it they engenders a specific gender transition in the midst of male transsexuality. Despite being under a complex amalgam of relations of exploitation and disciplinary domination, ways of being man are brokered for a living and entry into spaces where they are expelled for not conform the bodies that gender norms require. It is understood that gender transition is a process at the same time of organic and prosthetic body management and the assumption of your own identity. Thus, they build a politic of identity that creatively fixes a person's category as rights holder. The "transition" is therefore to transact from nonexistence to a place of humanity. This dissertation describes how this process takes place in the experiences of the speakers, observing the practices that bring out the male, front of class positions on the labor market, access to health, hormonization and own identity. Thereby, theories that fix them as expressing female masculinities or marginal to the hegemony do not find exactitude in their lives. The research methodologically started performing "multilocated ethnographies" that gave possibilities to in-depth interviews with 15 stakeholders from the Northeast, Midwest, Southeast and South of Brazil. Between 2014 and 2015, from the applying of network technique to the first dialogues in research, it was possible to build a participant observation by the trans men?s everyday life. Wherewith I was capable to behold their own private activities, as well as their public agency amid a trans activism collective in northeast, and the follow-up actions in which they were involved during the XII Encontro Nacional em Universidades de Diversidade Sexual e de G?nero (ENUDSG) held in Mossor?/RN. Therefore, the thesis engages to describe and understand the different ways of constructing trans male gender transitions in access to transsexuality and therefore a way of explaining their own trajectories in terms of people that exist as such, even though in the midst of narratives marked by emotions linked to "not live", to suffering and dehumanization.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-28T16:48:00Z No. of bitstreams: 1 AdrianaDeAraujoCoutinho_DISSERT.pdf: 12111675 bytes, checksum: 19b1903cfcdc9b30672eda83d4dc3074 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-29T20:43:35Z (GMT) No. of bitstreams: 1 AdrianaDeAraujoCoutinho_DISSERT.pdf: 12111675 bytes, checksum: 19b1903cfcdc9b30672eda83d4dc3074 (MD5) / Made available in DSpace on 2016-06-29T20:43:35Z (GMT). No. of bitstreams: 1 AdrianaDeAraujoCoutinho_DISSERT.pdf: 12111675 bytes, checksum: 19b1903cfcdc9b30672eda83d4dc3074 (MD5) Previous issue date: 2015-08-13 / A presente pesquisa tem por objetivo investigar o processo de forma??o do leitor cr?tico-reflexivo, em duas turmas, 6? e 9? ano do Ensino Fundamental. Para tanto, prop?e-se uma sequ?ncia did?tica para a leitura de vozes presentes no g?nero Rap e que se evidenciam a partir de um contexto de protestos, no Brasil, em 2013. Os fundamentos te?ricos que embasam esta pesquisa est?o relacionados ?s proposi??es do C?rculo de Bakhtin, especialmente, as no??es de linguagem como discurso ideol?gico social; de leitura responsiva; g?nero discursivo e vozes sociais. Quanto ? orienta??o metodol?gica, o trabalho caracteriza-se por adotar o paradigma interpretativista de base s?cio hist?rica, situando-se, ainda, no grande campo da Lingu?stica Aplicada, cujo foco primordial ? a linguagem concretamente situada. A justificativa se pauta na percep??o das dificuldades dos alunos em leitura cr?tica-reflexiva e no estabelecimento de rela??o entre os textos e as situa??es s?cio hist?ricas situadas. Acredita-se que o trabalho com uma sequ?ncia did?tica, voltadas para o ensino de leitura cr?tica-reflexiva possa contribuir com a forma??o dos alunos nesse sentido, uma vez que os passos dessa sequ?ncia did?tica visam a despertar o senso cr?tico dos alunos, por meio de quest?es direcionadas a: percep??o das rela??es entre o texto e o mundo; compreens?o da tem?tica social; percep??o de vozes sociais impl?citas/ expl?citas nos discursos. A hip?tese ? de que o ensino de leitura cr?tica-reflexiva deve partir de g?neros discursivos situados s?cio historicamente e as atividades precisam ser direcionadas a despertar o entendimento, por parte dos alunos, de que a leitura exige uma compreens?o cr?tica do contexto. / This study aims to propose two didactic sequences on the rap songs to the process of formation of critical reflective reader, in the elementary school ? in 6th and 9th grade classes. The theoretical foundations that have supported the work are related to the Bakhtin Circle propositions, especially the notions of language as a social ideological discourse; responsive reading; discursive genre and social voices. As for the methodological guidance, it is characterized by adopting the interpretativist paradigm of socio-historical base, in addition to positioning in the large field of Applied Linguistics, whose primary focus is specifically located language. In the selected enunciations to corpus ? some Rap songs of protesting ? it was analyzed the students? reflective critical reading in the workshops of Rap-song reading, applied in modules of our teaching sequences. Through the carried out analysis, it was noted that the subjects surveyed have come from an educational culture towards the fulfillment of a conteudista proposed curriculum, so that in this scenario we do not see, through reading, training of the individual citizen, able to through his readings, understanding the socio-ideological structure that surrounds them; and so, escaping of understandings the world, based only on common sense. We conclude also that our teaching proposal represented a novelty for students. Initially, some of them did not see this work as reading, however, the majority was heavily involved in the process; so that, in their comments, we realize voices of a critical and reflective look of which comprise environments, and social situation to which they belong.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-08T20:36:42Z No. of bitstreams: 1 AntonimariaBandeiraDeFreitasOliveira_DISSERT.pdf: 1482296 bytes, checksum: d94b6f181760b5fbed67d34a87ebcef5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-07-11T18:39:48Z (GMT) No. of bitstreams: 1 AntonimariaBandeiraDeFreitasOliveira_DISSERT.pdf: 1482296 bytes, checksum: d94b6f181760b5fbed67d34a87ebcef5 (MD5) / Made available in DSpace on 2016-07-11T18:39:48Z (GMT). No. of bitstreams: 1 AntonimariaBandeiraDeFreitasOliveira_DISSERT.pdf: 1482296 bytes, checksum: d94b6f181760b5fbed67d34a87ebcef5 (MD5) Previous issue date: 2015-12-04 / Estudos apontam que o tema das rela??es de g?nero no interior do MST (Movimento dos Trabalhadores Rurais Sem Terra) vem incorporando, no conjunto dos seus discursos e pr?ticas cotidianas, algumas discuss?es de orienta??o feminista. Diante disso, o presente estudo objetivou investigar a produ??o de sentidos sobre a milit?ncia pol?tica de mulheres vinculadas ao MST no Rio Grande do Norte. Os objetivos espec?ficos buscaram identificar as perman?ncias e rupturas em rela??o ao papel feminino no ?mbito familiar das mulheres militantes e investigar o posicionamento discursivo das militantes em torno do trabalho. O estudo configura-se como uma pesquisa qualitativa, onde nesta participaram seis mulheres militantes vinculadas ao MST no RN. Estas ocupam as fun??es de coordena??o ou lideran?a no movimento. Utilizamos como instrumento de acesso ao fen?meno a entrevista semi estruturada, orientadas inicialmente por quest?es disparadoras que inclu?am, dentre outras, as dimens?es: milit?ncia pol?tica, fam?lia e trabalho. Os discursos foram analisados a partir de uma categoriza??o inicial, tomando por base os eixos norteadores: milit?ncia, fam?lia e trabalho. Os sentidos da milit?ncia apontam para: contribui??o, esperan?a, reconhecimento, transforma??o, conscientiza??o e luta. Os resultados evidenciam que h? sempre em jogo um discurso de positiva??o da vida, das conquistas por meio do processo de forma??o pol?tica e de um novo lugar enquanto mulher. Estes v?m justificados pelo investimento coletivo de luta, n?o s? pelo acesso ? terra, mas por conquistas de direitos sociais. Por fim, o MST se interp?e como um agenciamento discursivo que contribui para produzir nessas mulheres n?o apenas vias ao exerc?cio da participa??o pol?tica, mas do exerc?cio enquanto sujeitos coletivos. / Studies show that the theme of gender relations within the MST (Rural Landless Workers Movement) has incorporated some feminist guidelines discussions in the set of its speeches and daily practices. Therefore, this study aimed to investigate the production of meanings about the political militancy of women linked to MST in Rio Grande do Norte. The specific objectives sought to identify the continuities and ruptures related to the women's role in the family of the militant women and to investigate the militant?s discursive positioning about their work. The study is configured as a qualitative research, which six women militants linked to the MST at the RN participated. These women occupy the coordination and leadership functions in the movement. We will use a semi-structured interview, initially guided by triggering questions that included, among others, the dimensions: political militancy, family and work as an access tool to the phenomenon. The reports were analyzed from an initial categorization, based on the guiding principles: militancy, family and work, and were based on theoretical perspective of studies about the production of meaning, discursive practices, social psychology and gender studies. The meanings of militancy point to: contribution, hope, recognition, transformation, awareness and fight. The results show that there is always a positivation speech of life, achievements of a formation and about a new place as a woman at stake. These results come justified by the collective investment of struggle, not only for the access to land, but for social rights achievements too. Finally, the MST stands with a discursive agency that contributes to produce in these women not only the way of political participation: but a way to be exercised with collective subjects and their rights.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-12T17:48:31Z No. of bitstreams: 1 MariaAngelaLimaAssuncao_DISSERT.pdf: 1552974 bytes, checksum: fd8e13c93a67bfe564a77dc6c604e637 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-07-20T18:18:40Z (GMT) No. of bitstreams: 1 MariaAngelaLimaAssuncao_DISSERT.pdf: 1552974 bytes, checksum: fd8e13c93a67bfe564a77dc6c604e637 (MD5) / Made available in DSpace on 2016-07-20T18:18:40Z (GMT). No. of bitstreams: 1 MariaAngelaLimaAssuncao_DISSERT.pdf: 1552974 bytes, checksum: fd8e13c93a67bfe564a77dc6c604e637 (MD5) Previous issue date: 2015-07-20 / O baixo desempenho dos alunos do EF, nas atividades de leitura e escrita, suscitou a busca por a??es que minimizassem esse problema, percept?vel, principalmente, no ensino p?blico. A falta de interesse pela leitura de textos po?ticos verificada em alunos do 7? Ano, de uma escola p?blica do RN, nos levou a questionar os motivos dessa rejei??o pela poesia. Assim, surgiu a ideia de organizar e desenvolver novas possibilidades de leitura mediada pelas TDIC, considerando a prefer?ncia dos adolescentes pelos ambientes virtuais. Para tanto, foi imprescind?vel observar como os estudantes utilizavam os recursos da Web a fim de planejar a??es que visassem ? melhoria da situa??o constatada. Apresentamos como justificativa a necessidade de reflex?o sobre os problemas educacionais partindo da nossa realidade, a fim de estabelecermos procedimentos adequados para minimiz?-los. Para esse fim, tra?amos como objetivo geral realizar uma interven??o pedag?gica nessa turma, propondo atividades significativas nas quais fossem utilizadas estrat?gias que envolvessem a rede social Facebook como suporte para veicula??o de textos po?ticos. O estudo ancora-se nas reflex?es dos seguintes te?ricos e pesquisadores que atuam nas ?reas de conhecimentos necess?rios ? constru??o da proposta: Bakhtin (2011), Bronckart, (1997), Marcuschi (2008), Kleiman (2013), Sol? (1998), Geraldi (2006), Silveira (2004), Dolz; Noverraz; Schneuwly (2004), Oliveira (2010), Cosson (2007), Antunes (2009), Gabriel (2006), Moran (2008), Kenski (2007), Vygotsky (2003a), Perrenoud (1999) dentre outros. Apoiamo-nos, tamb?m, nas diretrizes dos documentos oficiais: PCN (1998), PDE (2008) e no PPP (2013) da EEAF. A metodologia seguiu orienta??es da pesquisa-a??o, numa perspectiva de abordagem qualitativa. Os instrumentais de investiga??o inclu?ram question?rios, entrevistas, observa??es e anota??es de campo. Os resultados comprovaram a pertin?ncia da SD, bem como o uso did?tico do Facebook para essa interven??o, propiciando a leitura da poesia e a intera??o entre os sujeitos da pesquisa. Desse modo, constatamos a necessidade de inclus?o do uso pedag?gico das TDIC ?s atividades educativas para melhor atender ?s expectativas da gera??o de ?nativos digitais?, oferecendo-lhes um ensino de L?ngua Portuguesa significativo que se ajuste aos seus interesses. / The poor performance of students in reading and writing activities, prompted the search for actions that would minimize this problem, noticeable mainly in public education. The lack of interest in reading of poetic texts seen in students from the 7th year in a public school in RN, has led us to question the reasons for the rejection of poetry. Thus, the idea to organize and develop new reading possibilities mediated by digital technologies, considering the preference of teenagers by virtual environments. Therefore, it was essential to observe how students used web resources in order to plan actions that aimed to improve their reading performance. We present to justify the need for reflection on the educational problems starting from our reality, in order to establish appropriate procedures to minimize them. To this end, we draw is to investigate how students appropriated the Facebook social network in order to elaborate reading strategies using this platform. The study is anchored in the reflections of the following theorists and researchers: language concepts and language: Bakhtin (2011 [1979] 2006 [1999]), Bronckart (2012 [1999]), Marcuschi (2008); reading strategies: Leffa (1996) Sol? (1998), Antunes (2009), Kleiman (2013); genre: Bakhtin (2011 [1979] 2006 [1999]), Marcuschi (2008); didactic sequence: Dolz, Noverraz and Schneuwly (2013 [2004]); technologies: Moran (2008 [2000]), Kenski (2007), Bento (2012), Behrens (2013); literary literacy: Cosson (2007); other theoretical orientations: PCN (1998), PDE (2008), Perrenoud (1999), among others. The methodology followed action research guidelines, a qualitative approach perspective. The research instruments included questionnaires, interviews, observations and field notes. The results pointed to the interest of students in this social network, which favored the development of a didactic sequence whose activities converged on the didactic use of Facebook as a support for the presentation of textual poetry genre, drawing the attention of students for reading. Thus, we reiterate the need to include the pedagogical use of Information and Communication Digital Technologies educational activities to better meet the expectations of the generation of "digital natives", offering them a significant Portuguese-speaking school that fits your interests.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-22T14:20:14Z No. of bitstreams: 1 AlessandraSantaRosaDaSilva_DISSERT.pdf: 1009109 bytes, checksum: 4bf241f0711ab4768a1e603cce4b6b2f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-07-26T21:40:11Z (GMT) No. of bitstreams: 1 AlessandraSantaRosaDaSilva_DISSERT.pdf: 1009109 bytes, checksum: 4bf241f0711ab4768a1e603cce4b6b2f (MD5) / Made available in DSpace on 2016-07-26T21:40:11Z (GMT). No. of bitstreams: 1 AlessandraSantaRosaDaSilva_DISSERT.pdf: 1009109 bytes, checksum: 4bf241f0711ab4768a1e603cce4b6b2f (MD5) Previous issue date: 2015-04-23 / Este trabalho focaliza a constru??o da narratividade por alunos do ensino fundamental, buscando identificar estrat?gias por eles empregadas na produ??o de textos narrativos representativos do g?nero miniconto. Trata-se de uma investiga??o de natureza quanti-qualitativa, com vi?s descritivo e anal?tico-interpretativista, para a qual tomamos material de an?lise 40 textos produzidos por alunos do 6? e 9? anos do ensino fundamental, sendo vinte de alunos do 6? ano (dez de escola p?blica e dez de escola particular) e vinte de alunos do 9? ano (distribu?dos do mesmo modo entre o ensino p?blico e o privado). Em linhas gerais, objetivamos compreender os mecanismos atrav?s dos quais os produtores constroem suas narrativas, bem como fornecer subs?dios para an?lise da produ??o desse tipo textual. Esta pesquisa assenta-se nos pressupostos da lingu?stica funcional de vertente norte-americana, inspirada em Talmy Giv?n, Sandra Thompson, Paul Hopper, Joan Bybee, Elizabeth Traugott, M?rio Martelotta, Ang?lica Furtado da Cunha, entre outros. Al?m disso, a partir do aporte te?rico apresentado por William Labov a respeito da narrativa, observamos os elementos recorrentes na estrutura das narrativas em estudo: resumo, orienta??o, complica??o, resolu??o, avalia??o e coda. Tamb?m abordamos, embora que de forma complementar, a no??o de g?nero apresentada por Luiz Ant?nio Marcuschi. Na an?lise do corpus, consideramos as seguintes categorias: g?nero discursivo miniconto; estrutura composicional da narrativa; informatividade (progress?o discursiva; coer?ncia tem?tica e narrativa; distribui??o t?pico-referencial); relevo informativo (figura/fundo). / This paper focuses on the construction of the narrative for elementary school students, searching to identify strategies they employed in the production of narrative texts representative of miniconto genre. Therefore, we take a sample forty texts produced by students of 6 and 9 years of basic education, twenty in the 6th year students (ten public school and ten private school) and twenty students in 9th grade (distributed similarly between public education and private). In general, we aim to understand the mechanisms by which producers build their narratives, as well as providing input for analysis of textual production of this genre. This research is based on Functional-Linguistic assumptions of the American side, inspired by Giv?n (2001), Thompson (2005), Hopper (1987), Bybee (2010), Traugott (2003), Martelotta (2008), Furtado da Cunha (2011), among others. In addition, from the theoretical framework presented by Labov (1972) about the narrative, coupled with Bator?o contribution (1998), we observed the recurring elements in the structure of narratives under study: abstract, orientation, complication, resolution, evaluation and coda. Also approached, but that in a complementary way, the notion of gender presented in Marcuschi (2002). This is a research quantitative and qualitative, with descriptive and analytical-interpretive bias. In corpus analysis, we consider the following categories: gender discourse miniconto; compositional structure of the narrative; informativeness (discursive progression, thematic coherence and narrative, topical-referential distribution); informative relevance (figure / ground). At the end of the work, our initial hypothesis of the better performance of students in 9th grade, compared to 6, and the particular context of education in relation to the public context, not confirmed, since, in the comparative study revealed that the groups have similar performance as the construction of the narrative, making use of the same strategies in its construction.

Made available in DSpace on 2014-12-17T15:06:47Z (GMT). No. of bitstreams: 1 MariaND.pdf: 2501060 bytes, checksum: d20ae608b9eb2441e30a57b4aa502515 (MD5) Previous issue date: 2005-12-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Studies about discursive genres peak at a necessity to understand how these genres work in a society that is more and more submissive to the technology of informatics such as ours. In acknowledging that the virtual context of the Internet provides the manifestation and development of new genres of the discourse, we perceived that the online journal, or blog, as commonly known, is responsible for a variety of linguistic phenomena that would normally take severaI years to consolidate. Since its appearance in 1997 blogs rush as a virtual version of the personal diary and in a short time due to communicative demands suffers several changes, making new categories of blog genres emerge. Facing such phenomena, this work intends at first to characterize blogs as a genre that exercises a social action, evidencing its formal, structural and pragmatic characteristics from the notion of recurrence and rhetoric in a discursive-semiotic perspective. The methodological postulates adopted by this research are considered of qualitative basis in the sense that they are not restricted to looking at the discursive events as a product, but mainly they take into consideration a group of situational, cultural and ideologic factors that are present in the constitution of genre. / Os estudos desenvolvidos acerca da quest?o dos g?neros discursivos apontam para uma necessidade de entendermos como funcionam esses g?neros numa sociedade, cada vez mais, submetida ? tecnologia da inform?tica como a atual. Ao constatarmos que o contexto virtual da Internet proporciona o surgimento e desenvolvimento de novos g?neros discursos, vimos que o di?rio on-line, ou blog, como ? comumente conhecido, ? respons?vel por uma variedade de fen?menos lingu?sticos que normalmente levariam alguns anos para que se consolidassem. Desde seu aparecimento em 1997, o blog surge como uma vers?o virtual do di?rio pessoal e, em pouco tempo, devido a exig?ncias comunicativas, sofre v?rias modifica??es, fazendo surgir subcategorias, ou uma hibridiza??es do g?nero blog. Em face de tais fen?menos, este trabalho pretende, a princ?pio, caracterizar o blog como um g?nero que se realiza como a??o social, evidenciando suas caracter?sticas formais, estruturais e pragm?ticas a partir da no??o de recorr?ncia e a??o ret?rica numa perspectiva s?ciodiscursivo e semi?tica. Os postulados metodol?gicos adotados por essa pesquisa s?o considerados de base qualitativa na medida em que n?o se restringe a olhar os eventos discursivos como produto, mas principalmente por levar em considera??o um conjunto de fatores situacionais, culturais e ideol?gicos que se fazem presente na constitui??o do g?nero.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-12T15:21:35Z No. of bitstreams: 1 FranciscaMonteiroDaSilvaPerez_DISSERT.pdf: 2328517 bytes, checksum: d7cd89a2e5f6a17520cc0501df4c113c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-20T12:14:45Z (GMT) No. of bitstreams: 1 FranciscaMonteiroDaSilvaPerez_DISSERT.pdf: 2328517 bytes, checksum: d7cd89a2e5f6a17520cc0501df4c113c (MD5) / Made available in DSpace on 2017-01-20T12:14:45Z (GMT). No. of bitstreams: 1 FranciscaMonteiroDaSilvaPerez_DISSERT.pdf: 2328517 bytes, checksum: d7cd89a2e5f6a17520cc0501df4c113c (MD5) Previous issue date: 2016-03-16 / A partir dos indicadores oficiais ?ndice de Desenvolvimento da Educa??o B?sica (IDEB), Programa Internacional de Avalia??o de Estudantes (PISA) e Prova Brasil, ? poss?vel observar que grande parcela dos problemas referentes ? deficiente aprendizagem dos alunos que concluem os anos iniciais do ensino fundamental se deve ao fato da pouca profici?ncia em leitura, e isso tem sido apontado como um dos principais problemas da escolaridade b?sica obrigat?ria, como ? evidenciado pelos baixos ?ndices nessas avalia??es. Em contrapartida, a profici?ncia em leitura constituise como um dos objetivos centrais da escola, sendo essencial aos diferentes componentes curriculares, como tamb?m ?s pr?prias demandas de intera??o requeridas pela sociedade. Devido a tal relev?ncia iremos analisar os elementos intr?nsecos ? forma??o leitora dos nossos alunos. Nesse sentido, o objetivo geral desta pesquisa consiste em analisar qual a abordagem dada aos g?neros discursivos nos livros did?ticos de matem?tica, aprovados pelo Programa Nacional do Livro Did?tico (PNLD 2013) e adotados nos anos iniciais do Ensino Fundamental da rede p?blica de ensino. Tais mat?rias correspondem ?s cole??es adotadas em escolas da rede p?blica municipal de Mossor?/RN. No desenvolvimento das an?lises desta pesquisa, nos fundamentamos, na perspectiva de Bakhtin (2011, 2014) acerca dos g?neros do discurso, nos apoiamos tamb?m nos estudos de Leite e Barbosa (2014), Schneuwly e Dolz (2011), Marcuschi (2008), Machado (2002), Vigotski (2008), Freire (1996), Smole e Diniz (1999), Lopes e Nacarato (2009). Esta pesquisa contribuir? para elabora??o de pol?ticas que sejam voltadas ao PNLD (Programa Nacional do Livro Did?tico), ? leitura e ao ensino de matem?tica a partir do que os dados venham a sinalizar e tamb?m colaborar com estudos que possam gerar dados que venham a auxiliar os autores na elabora??o de conte?dos e atividades do Livro Did?tico (LD). / From the official indicators Education Development Index Basic (IDEB), Programme for International Student Assessment (PISA) and Proof Brazil, it is possible to perhaps that a large proportion of the problems related to poor learning of students completing the early years of elementary school is because of low reading proficiency. This fact has been point out as a major problem of compulsory basic education as evidenced by low rates in tests. On the other hand, reading proficiency is constitute as one of the schools main objectives and is essential to the different curriculum components, as well as to the specific demands of interaction required by society. Examine the relation between intrinsic elements and the reader formation of our students. The major objective of this research is to analyze what approach given to genres in textbooks of mathematics, approved by Programa Nacional do Livro Did?tico (PNLD 2013) and adopted in the early years of public elementary school. Such materials correspond to collections taken in the municipal public schools network Mossor?/RN. The research development, in fundamentals, is based on Bakhtin (2011, 2014) perspective on genders discourse. Besides that, Leite & Barbosa (2014), Schneuwly & Dolz (2011), Marcuschi (2008), Axe (2002), Vygotsky (2008), Freire (1996), Smole & Diniz (1999), Lopes & Nacarato (2009), studies support this idea. This research will contribute to developing policies that are aimed at PNLD (National Textbook Program), to reading and mathematics education from the data may signal and also collaborate with studies to generate data that will assist authors in the elaboration of contents and activities Textbook (LD).