Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2016-10-14T19:08:52Z No. of bitstreams: 1 2015 - Cristiane Alves de Lima Cardoso.pdf: 8436046 bytes, checksum: 76fe2df07bae2428df9c3861219f6c5e (MD5) / Made available in DSpace on 2016-10-14T19:08:53Z (GMT). No. of bitstreams: 1 2015 - Cristiane Alves de Lima Cardoso.pdf: 8436046 bytes, checksum: 76fe2df07bae2428df9c3861219f6c5e (MD5) Previous issue date: 2015-07-20 / CAPES / This paper aims to present a pedagogical intervention proposal for the study of variable rule verbal agreement of the 1st person plural in the 6th grade of Elementary School, based on the diagnosis done in 2014, in a public school of Duque de Caxias. Three aspects were taken into consideration in the composition of this diagnosis: (1) a study based on the Labovian Variationist Sociolinguistic (WEINREICH; LABOV; HERZOG, 1968) concerning the verbal agreement of the 1st person plural produced by 6th graders, (2) a survey carried out through a questionnaire of the beliefs and attitudes of Portuguese teachers of the school as to the use and study of this linguistic phenomenon and (3) an analysis of the pedagogical approach proposed by the coursebook chosen by the school. The results of the sociolinguistic study showed a considerable variation of the 1st person plural agreement in the student?s speaking and writing. The answers to the beliefs and attitudes test indicated that the pedagogical action around this variable phenomenon has concentrated on correction and reading practices. The analyzed coursebook does not consider the verbal agreement phenomenon explicitly, but presents an extensive grammatical study of verbs from which it can be concluded that it is up to the school teaching the explicit realization of bending 1st person plural. In developing the proposal itself, the theoretical methodological foundation was based on association between the Model of Continuous (BORTONI-RICARDO, 2004), with an emphasis on the continuous stylistic monitoring and didactic-pedagogic approach of the collaborative apprenticeship (BEHRENS, 2013). / Este trabalho tem como objetivo apresentar uma proposta de interven??o pedag?gica para o estudo da regra vari?vel de concord?ncia verbal de 1? pessoa do plural no 6? ano do Ensino Fundamental, elaborada a partir do diagn?stico realizado no ano de 2014, em uma escola da Rede Municipal de Duque de Caxias. Tr?s aspectos foram considerados na composi??o desse diagn?stico: (1) um estudo com base na Sociolingu?stica Variacionista Laboviana (WEINREICH; LABOV; HERZOG, 1968) sobre o estatuto da concord?ncia verbal de 1? pessoa do plural produzida por alunos do 6? ano, (2) uma sondagem, por meio de um question?rio, das cren?as e atitudes dos professores de L?ngua Portuguesa da escola quanto ao uso e ao estudo desse fen?meno lingu?stico e (3) uma an?lise da abordagem pedag?gica proposta pelo livro did?tico adotado na unidade escolar. Os resultados obtidos no estudo sociolingu?stico revelaram uma acentuada varia??o da concord?ncia de 1? pessoa do plural na fala e na escrita dos estudantes. As respostas ao teste de atitudes e cren?as indicaram que a a??o pedag?gica em torno desse fen?meno vari?vel tem se concentrado em pr?ticas de corre??o e de leitura. O livro did?tico analisado n?o contempla explicitamente o fen?meno da concord?ncia verbal, mas apresenta um extenso estudo gramatical sobre verbos a partir do qual se conclui que ? escola cabe o ensino da realiza??o expl?cita da flex?o de 1? pessoa do plural. Para a elabora??o da proposta propriamente dita, procedeu-se, como fundamenta??o te?rico-metodol?gica, ? associa??o entre o Modelo dos Cont?nuos (BORTONI-RICARDO, 2004), com ?nfase no cont?nuo de monitoramento estil?stico, e a abordagem did?tico-pedag?gica de aprendizagem colaborativa (BEHRENS, 2013).

Made available in DSpace on 2014-12-17T15:07:07Z (GMT). No. of bitstreams: 1 WashintianePBS_DISSERT.pdf: 1298796 bytes, checksum: 3e1b887f7b78a37e9abdfb6a15f30847 (MD5) Previous issue date: 2013-08-02 / In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and A?, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and A? in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and A? in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results / Nesta disserta??o, apoiando-me em dois referenciais te?ricos, o do funcionalismo lingu?stico de vertente norte-americana e o da sociolingu?stica variacionista, tomo como objeto de estudo os conectores sequenciadores E e A?, que atuam na fun??o gramatical de indica??o de sequencia??o retroativo-propulsora de informa??es. Analiso o uso vari?vel desses conectores em textos escritos por alunos de duas escolas da rede p?blica da cidade de Natal-RN, que cursavam, ? ?poca da coleta de dados (o ano de 2012), duas s?ries distintas do ensino fundamental: o sexto e o nono ano. Os alunos que contribu?ram para a realiza??o desta pesquisa escreveram, como parte de suas atividades em sala de aula, textos de dois g?neros da esfera narrativa: narrativa de experi?ncia pessoal (de car?ter n?o ficcional) e conto (de car?ter ficcional). Al?m disso, esses alunos e seus professores de l?ngua portuguesa responderam a um teste de atitude lingu?stica em que opinaram sobre a adequa??o do uso dos conectores E e A? em contextos de fala e de escrita marcados por diferentes graus de formalidade. Os resultados, obtidos por meio de an?lise quantitativa, revelaram diferentes tend?ncias de distribui??o lingu?stica, social e estil?stica dos conectores E e A? nos textos narrativos escritos pelos alunos. Relacionei tais resultados ? a??o de dois princ?pios: o princ?pio da persist?ncia, vinculado ao processo de mudan?a por gramaticaliza??o, e o princ?pio da marca??o estil?stica. Al?m disso, levei em conta as respostas fornecidas por alunos e professores ao teste de atitude lingu?stica para refinar a interpreta??o dos resultados

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-08-28T18:43:15Z No. of bitstreams: 1 2017 - Rennan Furtado.pdf: 3276259 bytes, checksum: 8cafeadb184e367812582c17e230792f (MD5) / Made available in DSpace on 2018-08-28T18:43:15Z (GMT). No. of bitstreams: 1 2017 - Rennan Furtado.pdf: 3276259 bytes, checksum: 8cafeadb184e367812582c17e230792f (MD5) Previous issue date: 2017-03-29 / CAPES / This work aims to develop a didactic mediation, of collaborative basis, for anaphoric direct objetcs study and use, from stand up comedy discursive genre, in groups of youngsters and adults who did not continue their studies and those who have not joined primary and/or elementary school at appropriate age. This is youth and adults education (EJA). The aim is to encourage student's participation in Portuguese classes, in public schools of the State of Rio de Janeiro (NEJA) assuming that the use of stand up comedy discursive genre would stimulate them to develop reading activities, textual production and reflection on linguistic uses, focusing on the study and use of anaphoric direct object. For this purpose, this research was based on Collaborative Learning Theory (BEHRENS, 2013), which enabled the organicity of mediation in order to promote a participatory education in which the interaction between student and teacher is the basis of the work. In addition, in linguistic theories we searched assumptions to justify the proposal. Namely: Referencing Theory (KOCH and ELIAS, 2012; CHAN, 2004) and the continuous variation of Linguistics (BORTONI-RICARDO, 2004, 2005), with emphasis on continuous orality-literacy. The first one allowed the understanding of anaphoric relations, especially the Anaphoric Direct Objetc one, in a text; the second one enabled the recognition that linguistic accomplishments, variables, such as those in this category, are in a continuous line rather than on opposite sides. We also keep this continuous association with the discursive genres continuous proposed by Marcuschi (2001). This work also aimed to achieve specific objectives in Portuguese classes just as teaching referral strategies in acusativess forms, as well as other more general like promoting discussion, the collectivity, the sharing of ideas and mutual respect between teacher and students. / Este trabalho tem por objetivo desenvolver uma media??o did?tica, de base colaborativa, para estudo e uso do objeto direto anaf?rico (ODA), a partir do g?nero discursivo stand-up comedy, em turmas de educa??o para jovens e adultos que n?o deram continuidade aos estudos e para os que n?o ingressaram no Ensino Fundamental e/ou M?dio com a idade apropriada. Trata-se do segmento Educa??o de Jovens e Adultos (EJA). Busca-se incentivar a participa??o, nas aulas de L?ngua Portuguesa, dos alunos inseridos nos cursos da Educa??o de Jovens e Adultos da rede p?blica do estado do Rio de Janeiro (NEJA), partindo-se da hip?tese de que o uso do referido g?nero os estimularia a desenvolver atividades de leitura, produ??o textual e reflex?o sobre usos lingu?sticos, com foco no estudo e uso do ODA. Para tanto, esta pesquisa baseou-se na Teoria Colaborativa de Aprendizagem (BEHRENS, 2013), que possibilitou a organicidade da media??o para promovermos um ensino participativo em que a intera??o entre aluno e professor constitui a base do trabalho. Al?m disso, buscamos, em teorias lingu?sticas, pressupostos para fundamenta??o da proposta. A saber: a teoria da Referencia??o (KOCH E ELIAS, 2012; CAVALCANTE, 2004) e a dos Cont?nuos de varia??o lingu?stica (BORTONI-RICARDO, 2004, 2005), com ?nfase no cont?nuo oralidade-letramento. A primeira permitiu o entendimento das rela??es anaf?ricas, sobretudo a do ODA, em um texto; a segunda possibilitou o reconhecimento de que as realiza??es lingu?sticas, as vari?veis, como as dessa categoria, situam-se em uma linha cont?nua e n?o em lados opostos. Procedemos ainda ? associa??o desse cont?nuo com o cont?nuo dos g?neros discursivos proposto por Marcuschi (2001). Este trabalho buscou, ainda, atingir objetivos espec?ficos da disciplina de L?ngua Portuguesa, como ensinar estrat?gias de referencia??o em formas acusativas, al?m de outros mais gerais, como promover o debate, a coletividade, o compartilhamento de ideias e o respeito m?tuo entre professor e alunos.